After adjusting for small-study effects and excluding small-sample studies, the underlying pooled effect of mathematics interventions for grades 4–12 is a moderate 0.49¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The PET estimate of the underlying effect was 0.49 after excluding studies with treatment or comparison groups smaller than 10, though it was not statistically significant. → Stevens 2018

Evidence¶

Stevens 2018¶

Stevens, E. A., Rodgers, M. A., & Powell, S. R. (2018). Intensive interventions in mathematics for upper elementary and secondary students: A meta-analysis of research. Remedial and Special Education, 39(6), 327–340. https://doi.org/10.1177/0741932517731887

q2 · i? · quant-synthesis · r3

Sensitivity analysis using the FAT-PET-PEESE meta-regression correction method, excluding 16 effect sizes from four small-sample studies. The PET estimated "an effect of 0.49, CI [-0.38, 1.36]" and the PEESE 0.54, CI [0.02, 1.05]; the PET was not significant.

"After removing studies that potentially skewed the adjustments for small study effects (i.e., 16 effect sizes from four studies where treatment or comparison group size was less than 10 for each treatment-comparison contrast; Bottge, 1999; Manalo, Bunnell, & Stillman, 2000 Experiments 1 and 2; Scarlato & Burr, 2002), the PET estimated an effect of 0.49, CI [-0.38, 1.36] and the PEESE estimated an effect of 0.54, CI [0.02, 1.05]."

Discussion¶

Related Claims¶

• Interventions providing more than 15 total hours significantly moderate mathematics outcomes for students with MD in grades 4–12 — related
• Publication bias is present in the mathematics intervention literature for grades 4–12, with adjusted estimates lower than the unadjusted random-effects estimate — related
• Remediating mathematics difficulty for older students appears more challenging than for younger students, with lower adjusted effects than prior elementary-focused reviews — related
• Mathematics interventions for students with mathematics difficulty in grades 4–12 show a statistically significant pooled treatment effect of 0.85 under a random-effects model — related
• Publication bias tests found no statistically significant evidence of publication bias — related