Fig. 4: Performance of “multi-term” student subset. | npj Science of Learning

Fig. 4: Performance of “multi-term” student subset.

From: Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program

Fig. 4

The “multi-term” (MT) subset of students (defined as having attended more than one term of Discovery) demonstrated favorable performance in Discovery, (a) showing no difference in course grade compared to single-term students, but (b outperforming them in final Discovery grade. Independent of the number of times participating in Discovery, MT students did not score significantly differently on their (c) essay, (d) client meeting, or (g) poster. They tended to outperform their single-term classmates on the (e) proposal and (h) final presentation and scored significantly higher on their (f) progress report. MT students showed no statistical difference in (i) Discovery attendance but did show (j) higher rates of classroom attendance than single-term students. N = 174 MT instances of student participation (76 individual students) and 94 single-term students. Grade data expressed as mean ± SEM.

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