A comparison study of human examples vs. non-human examples in an evolution lesson leads to differential impacts on student learning experiences in an introductory biology course

Table 3 Multiple linear regression model results for reported engagement and relevance scores during class activity

	Engagement with lesson content				Perceived relevance of lesson content
	CC		MI		CC		MI
	Β (Std. error)	p-value	Β (Std. error)	p-value	Β (Std. error)	p-value	Β (Std. error)	p-value
Intercept	4.86 (3.49 – 6.23)	< 0.001	5.024 (4.332 – 5.72)	< 0.001	8.04 (6.43 – 9.66)	< 0.001	8.404 (7.64 – 9.17)	< 0.001
Engagement with course content	0.58 (0.49 – 0.68)	< 0.001	0.567 (0.52 – 0.62)	< 0.001	-	-	-	-
Perceived relevance of course content	-	-	-	-	0.49 (0.38 – 0.59)	< 0.001	0.45 (0.40 – 0.50)	< 0.001
Year (Reference: Year 1)	− 0.51 (– 1.36 to 0.35)	0.248	− 0.319 (-0.71 – 0.07)	0.409	− 0.46 (– 1.40 to 0.47)	0.333	− 0.141 (– 0.53 – 0.25)	0.716
I-SEA (Centered)	− 0.05 (– 0.15 to 0.06)	0.359	0.01 (– 0.04 – 0.06)	0.838	− 0.09 (– 0.20 to 0.03)	0.157	− 0.089 (– 0.14 – 0.04)	0.083
Treatment (Reference: Animal)	− 0.37 (– 1.20 to 0.47)	0.389	− 0.431 (– 0.83 – 0.03)	0.283	− 0.29 (–1.23 to 0.65)	0.544	− 0.455 (– 0.89 – 0.02)	0.299
Treatment X I-SEA	0.06 (– 0.10 to 0.22)	0.474	− 0.021 (– 0.09 – 0.05)	0.765	0.18 (0.00 – 0.36)	0.048	0.148 (0.07 – 0.22)	0.052
Observations	281		673		285		673
R² / adjusted R²	0.366/0.355				0.247/0.234

Full model results predicting student engagement and relevance post-scores using complete-case data (CC) and multiple imputation (MI). Year and treatment are binary variables with reference values in parentheses. MI results are pooled following Rubin (2004). Coefficients significant at p ≤ 0.05 are bolded

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