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

From: 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

  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  
  1. 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