Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses

International Journal of STEM Education

Table 2 Factors in explaining percent lecturing in introductory chemistry, mathematics, and physics courses

	Estimate	SE	p	Cohen’s f² (size)^a
Intercept	82.66	2.78	< 0.001
Chemistry	0.34	1.25	0.789	< 0.01 (n)
Physics	−4.30	1.20	< 0.001	< 0.01 (n)
Bachelor’s program	0.95	1.43	0.505	< 0.01 (n)
Graduate program	1.56	1.63	0.340	< 0.01 (n)
Teaching load	−0.08	0.45	0.855	< 0.01 (n)
Tenured faculty	0.47	1.12	0.671	< 0.01 (n)
Tenure-track faculty	−1.18	1.44	0.414	< 0.01 (n)
Student evaluation of teaching	−0.41	0.47	0.391	< 0.01 (n)
Assessment of teaching performance	−0.04	0.55	0.939	< 0.01 (n)
Class size	1.14	0.50	0.021	< 0.01 (n)
Classroom setup	−10.71	1.08	< 0.001	0.05 (s)
Class size × classroom setup	−1.17	0.67	0.080	< 0.01 (n)
Decision making	−4.60	1.34	< 0.001	< 0.01 (n)
RBIS use as a student	−3.83	1.31	0.003	< 0.01 (n)
Scholarship of teaching and learning	−8.56	0.96	< 0.001	0.03 (s)
Teaching-focused coursework	−3.22	0.97	< 0.001	< 0.01 (n)
Teaching-related workshops	−8.24	1.59	< 0.001	< 0.01 (n)
Teaching-related new faculty experiences	−4.69	1.14	< 0.001	< 0.01 (n)
Growth mindset	−3.08	0.41	< 0.001	0.02 (s)
Satisfaction with student learning	−1.17	0.67	0.080	< 0.01 (n)

^aCohen’s (1992) f² effect size: < 0.02 = negligible (n); ≥ 0.02 = small (s); ≥ 0.15 = medium (m); ≥ 0.35 = large (l)