Searching for significance in the scholarship of teaching and learning and finding none: Understanding non-significant results

Quantitative results from empirical studies are common in the field of Scholarship of Teaching and Learning (SoTL), but it is important to remain aware of what the results from our studies can, and cannot, tell us. Oftentimes studies conducted to examine teaching and learning are constrained by class size. Small sample sizes negatively influence statistical power and make non-significant results a more likely occurrence. When one finds non-significant results it is important to consider what conclusions can be drawn from the study. This article provides information on null hypothesis significance testing that is relevant to our understanding of non-significant results, and it highlights the importance of recognizing underpowered studies in the teaching and learning literature. Factors that can contribute to non-significant findings in a study are also highlighted. Being aware of these factors, statistical power, and the logic of significance testing will put scholars in a better position to evaluate non-significant results from their own research and that of others

\u3cb\u3ePersonal Reflection:\u3c/b\u3e An Early Introduction to SoTL and the Shaping of an Academic Career

This personal reflection describes my development as a professor engaged in SoTL, describing the path from an unsure graduate student to an early career faculty member working at an undergraduate university dedicated to excellence in teaching. I was introduced to SoTL at the beginning of my doctoral program and received the necessary support to pursue my research interests in the area of writing and feedback. The mentoring provided by a faculty member during that time ensured that I followed through on my first SoTL research project. Since then, support from a SoTL program at my current institute has allowed me to learn more about SoTL and to take my research in different directions, all the while keeping student learning at the centre of my inquiries

\u3cb\u3eReader\u27s Response:\u3c/b\u3e Describing and Analyzing Quantitative Data

Excerpt: The work of Harris and Martin (2012) on student motivations for choosing to complete online courses provides information on an important area of development within post-secondary education. As noted by the authors, online learning is an expanding field and learning more about why students choose online courses and their experiences in such courses is critical to the development of online courses. The researchers had a sizable dataset (n = 644) and I looked forward to reading the results produced by such a large sample, but as a reader there were times when I was confused by the results. I think it is worth highlighting this confusion so that scholars publishing in IJ-SoTL can reflect on how to present quantitative data in ways that remain clear to all readers

Content, Affective, and Behavioral Challenges to Learning: Students’ Experiences Learning Statistics

This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty psychology students enrolled in two sections of an introductory statistics course volunteered for the research study. The types of questions raised by students during their meetings and the themes found in their learning reflections are presented. Results from this study provide information about the content, affective, and behavioral challenges faced by students learning statistics

Content, Affective, and Behavioral Challenges to Learning: Students’ Experiences Learning Statistics

This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty psychology students enrolled in two sections of an introductory statistics course volunteered for the research study. The types of questions raised by students during their meetings and the themes found in their learning reflections are presented. Results from this study provide information about the content, affective, and behavioral challenges faced by students learning statistics

The impact of surgical delay on resectability of colorectal cancer: An international prospective cohort study

AIM: The SARS-CoV-2 pandemic has provided a unique opportunity to explore the impact of surgical delays on cancer resectability. This study aimed to compare resectability for colorectal cancer patients undergoing delayed versus non-delayed surgery. METHODS: This was an international prospective cohort study of consecutive colorectal cancer patients with a decision for curative surgery (January-April 2020). Surgical delay was defined as an operation taking place more than 4 weeks after treatment decision, in a patient who did not receive neoadjuvant therapy. A subgroup analysis explored the effects of delay in elective patients only. The impact of longer delays was explored in a sensitivity analysis. The primary outcome was complete resection, defined as curative resection with an R0 margin. RESULTS: Overall, 5453 patients from 304 hospitals in 47 countries were included, of whom 6.6% (358/5453) did not receive their planned operation. Of the 4304 operated patients without neoadjuvant therapy, 40.5% (1744/4304) were delayed beyond 4 weeks. Delayed patients were more likely to be older, men, more comorbid, have higher body mass index and have rectal cancer and early stage disease. Delayed patients had higher unadjusted rates of complete resection (93.7% vs. 91.9%, P = 0.032) and lower rates of emergency surgery (4.5% vs. 22.5%, P < 0.001). After adjustment, delay was not associated with a lower rate of complete resection (OR 1.18, 95% CI 0.90-1.55, P = 0.224), which was consistent in elective patients only (OR 0.94, 95% CI 0.69-1.27, P = 0.672). Longer delays were not associated with poorer outcomes. CONCLUSION: One in 15 colorectal cancer patients did not receive their planned operation during the first wave of COVID-19. Surgical delay did not appear to compromise resectability, raising the hypothesis that any reduction in long-term survival attributable to delays is likely to be due to micro-metastatic disease

Reader's Response: Describing and Analyzing Quantitative Data

Excerpt: The work of Harris and Martin (2012) on student motivations for choosing to complete online courses provides information on an important area of development within post-secondary education. As noted by the authors, online learning is an expanding field and learning more about why students choose online courses and their experiences in such courses is critical to the development of online courses. The researchers had a sizable dataset (n = 644) and I looked forward to reading the results produced by such a large sample, but as a reader there were times when I was confused by the results. I think it is worth highlighting this confusion so that scholars publishing in IJ-SoTL can reflect on how to present quantitative data in ways that remain clear to all readers

Personal Reflection: An Early Introduction to SoTL and the Shaping of an Academic Career

This personal reflection describes my development as a professor engaged in SoTL, describing the path from an unsure graduate student to an early career faculty member working at an undergraduate university dedicated to excellence in teaching. I was introduced to SoTL at the beginning of my doctoral program and received the necessary support to pursue my research interests in the area of writing and feedback. The mentoring provided by a faculty member during that time ensured that I followed through on my first SoTL research project. Since then, support from a SoTL program at my current institute has allowed me to learn more about SoTL and to take my research in different directions, all the while keeping student learning at the centre of my inquiries