4th and 5th grade students learning fractions with an ITS show significant learning gains in individual, collaborative, and combined conditions¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Students across all three conditions (individual, collaborative, and combined) had significant learning gains using the fractions ITS. → Olsen 2019
Evidence¶
Olsen 2019¶
Olsen, J. K., Rummel, N., & Aleven, V. (2019). It is not either or: An initial investigation into combining collaborative and individual learning using an ITS. International Journal of Computer-Supported Collaborative Learning, 14, 353-381. https://doi.org/10.1007/s11412-019-09307-0
q3 · i? · causal · r?
A controlled comparison study with 382 4th and 5th grade students using an intelligent tutoring system for fractions, in which "Students across all three conditions had significant learning gains." No effect size is printed; significance is reported without a statistic.
"In this study, we compared a combined condition to individual or collaborative-only learning conditions using an intelligent tutoring system for fractions. The study was conducted with 382 4th and 5th grade students. Students across all three conditions had significant learning gains"
Discussion¶
Related Claims¶
- Virtual group tutoring with Cignition improved 5th-grade students' fractions knowledge by 9 percentage points (ES = 0.44 SD) in an RCT
- In school studies, cooperative and peer-learning methods that reward groups on every member's individual learning raised achievement more than methods without such rewards
- The combined condition had higher learning gains than individual-only and collaborative-only conditions, but only among 4th grade students — related
- Students who collaborated (in collaborative and combined conditions) reported higher situational interest in the fractions activity — related
- Students in the combined condition tended to make fewer errors and request fewer hints over time than students in individual-only or collaborative-only conditions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
all-conditions-significant-fractions-its-gains |
title |
4th and 5th grade students learning fractions with an ITS show significant learning gains in individual, collaborative, and combined conditions |
description |
4th and 5th grade students learning fractions with an ITS show significant learning gains in individual, collaborative, and combined conditions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — olsen-2019 |
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