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Aggregating results from a linear mixed model analyzing the correlation between learner-centered teaching practices and student exam performance in STEM courses. The analysis is based on classroom observations of 146 STEM courses using the PORTAAL observation tool. It examines interactions of binary gender and first-generation status with teaching practices on exam scores.
Data is provided in XLS format. The 5.5 KB size suggests it contains summary model results or aggregated statistics, not the raw observation data.