When perceived informativity is not enough : How teachers perceive and interpret statistical results of educational research

Schmidt, Kirstin; Edelsbrunner, Peter A.; Rosman, Tom; Cramer, Colin; Merk, Samuel

When perceived informativity is not enough : How teachers perceive and interpret statistical results of educational research

Dateien

Zu diesem Dokument gibt es keine Dateien.

Datum

2023

Autor:innen

Schmidt, Kirstin

Edelsbrunner, Peter A.

Rosman, Tom

Cramer, Colin

Merk, Samuel

DOI (zitierfähiger Link)

https://doi.org/10.1016/j.tate.2023.104134

Angaben zur Forschungsförderung

Institutionen der Bundesrepublik Deutschland: 01JA1611

Open Access-Veröffentlichung

Open Access Hybrid

Sammlungen

Empirische Bildungsforschung

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

Teaching and Teacher Education. Elsevier. 2023, 130, 104134. ISSN 0742-051X. eISSN 1879-2480. Verfügbar unter: doi: 10.1016/j.tate.2023.104134

Zusammenfassung

Teachers are encouraged to inform their professional actions by evidence. Consequently, it is important to know how they perceive and understand statistical results. In a representative sample of 414 teachers, we presented typical descriptions of inferential statistics and effect sizes. Results suggest that teachers perceive the standard significance statement, Cohen's U3, and a combined description of inferential statistic and effect size as most informative. Overall, however, they do not disentangle inferential statistics and effect sizes correctly. Designing informative and easy-to-understand science communication appears to be challenging. Hence, we suggest to also foster teachers' research literacy to improve their evidence-informed actions.

Fachgebiet (DDC)

370 Erziehung, Schul- und Bildungswesen

Schlagwörter

Teacher research, Teacher knowledge, Teacher education research methodology, Science communication, Evidence-informed practice

Zitieren

ISO 690

SCHMIDT, Kirstin, Peter A. EDELSBRUNNER, Tom ROSMAN, Colin CRAMER, Samuel MERK, 2023. When perceived informativity is not enough : How teachers perceive and interpret statistical results of educational research. In: Teaching and Teacher Education. Elsevier. 2023, 130, 104134. ISSN 0742-051X. eISSN 1879-2480. Verfügbar unter: doi: 10.1016/j.tate.2023.104134

BibTex

@article{Schmidt2023-08perce-71270,
  year={2023},
  doi={10.1016/j.tate.2023.104134},
  title={When perceived informativity is not enough : How teachers perceive and interpret statistical results of educational research},
  volume={130},
  issn={0742-051X},
  journal={Teaching and Teacher Education},
  author={Schmidt, Kirstin and Edelsbrunner, Peter A. and Rosman, Tom and Cramer, Colin and Merk, Samuel},
  note={Article Number: 104134}
}

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Begutachtet

Ja

Link zu Forschungsdaten

Beschreibung der Forschungsdaten

https://osf.io/gw85y

The preregistration of the study design and analysis plan, reproducible documentation of analyses including data