When perceived informativity is not enough. How teachers perceive and interpret statistical results of educational research

Teachers are encouraged to inform their professional actions by evidence. Consequently, it is important to know how they perceive and understand statistical results. In a representative sample of 414 teachers, we presented typical descriptions of inferential statistics and effect sizes. Results suggest that teachers perceive the standard significance statement, Cohen's U3, and a combined description of inferential statistic and effect size as most informative. Overall, however, they do not disentangle inferential statistics and effect sizes correctly. Designing informative and easy-to-understand science communication appears to be challenging. Hence, we suggest to also foster teachers' research literacy to improve their evidence-informed actions.