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Table 3 Comparisons of central tendency and variation of the total counts of 2-min intervals where instructor behavior, as indicated by the original list of COPUS codes (from Smith et al. 2013), was observed by CoP (n = 25) and non-CoP (n = 35) instructors

From: Evidence that communities of practice are associated with active learning in large STEM lectures

 

CoP

Non-CoP

Kruskal-Wallis

Effect size

Variable

Mean (median)

SD

Mean (median)

SD

χ2(1)

p

Hedge’s g

[95% CI]

Lecturing

16.20 (18)

5.02

21.81 (22)

2.47

23.63

<.001

1.48

[ − 2.06, − 0.90]

Real-time Writing

8.38 (7)

7.56

14.66 (16)

8.77

8.36

.004

− 0.75

[ − 1.28, − 0.21]

Demo/video

3.30 (1)

4.46

1.41 (0)

2.39

2.59

.108

0.55

[0.02, 1.07]

Clicker follow-up

6.82 (6)

4.99

2.43 (2)

3.12

12.83

<.001

1.08

[0.53, 1.64]

Posing question

6.38 (6)

3.92

6.09 (4)

4.46

0.31

.577

0.07

[ − 0.45, 0.59]

Asking clicker question

6.30 (6)

5.32

1.10 (0)

2.39

19.09

<.001

1.32

[0.75, 1.89]

Answering question

3.26 (3)

2.83

3.32 (2)

3.91

0.31

.575

− 0.02

[ − 0.54, 0.50]

Moving and guiding

2.58 (1)

4.39

0.40 (0)

1.33

11.47

<.001

0.72

[0.18, 1.25]

One-on-one discussion

2.04 (0)

4.42

0.40 (0)

1.09

4.93

.026

0.55

[0.02, 1.07]

Administration

1.98 (1)

2.04

2.01 (2)

1.53

0.41

.521

− 0.19

[ − 0.71, 0.33]

Waiting

2.16 (1)

2.25

0.87 (0)

1.61

6.88

.009

0.67

[0.14,1.20]

Other

0.52 (0)

2.02

0.17 (0)

0.57

0.02

.893

0.25

[ − 0.27,0.77]