An early aptitude-by-treatment interaction favoring lower-scoring treatment students was no longer statistically significant after updated analyses¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Practice-semester results initially suggested lower-scoring treatment students benefited more than control students, but updated analyses found the aptitude-by-treatment interaction was no longer statistically significant (Estimate = -0.04, p = 0.71). → Hauk and Matlen 2017

Evidence¶

Hauk and Matlen 2017¶

Shandy Hauk, Bryan Matlen. (2017). Exploration of the Factors that Support Learning: Web-based Activity and Testing Systems in Community College Algebra. WestEd. https://eric.ed.gov/?id=ED567766

q3 · i? · causal · r2

Updated quantitative analyses on the cleaned practice-semester dataset from the cluster randomized trial. The earlier poster-reported aptitude-by-treatment interaction was "no longer statistically significant: Estimate = -0.04, p = 0.71". No effect size is printed for this finding.

"Since the conference, we have cleaned more data and have conducted analyses on this updated set. These analyses indicated that the aptitude by treatment interaction that was reported on the poster was no longer statistically significant: Estimate = -0.04, p = 0.71."

Discussion¶

Learner Variables¶

• Algebraic Thinking — moderator: an instructional effect differs with it
• General Cognitive Ability — moderator: an instructional effect differs with it

Related Claims¶

• Adaptive web-based system treatment showed a small, statistically non-significant advantage over control on elementary algebra post-test scores (Hedges' g = .12) — related
• Grasping virtual objects benefits low language aptitude learners but not high language aptitude learners relative to audiovisual baseline — related
• Empirical patterns of the expertise reversal effect fit those found in Aptitude Treatment Interaction studies initiated in the mid-60s — related
• ATI research using static aptitude measures has yielded remarkably sparse robust results — a broader claim this one bears on
• No aptitude-treatment interaction: prior proficiency did not interact with hint type — related
• In the few studies that split by ability, learning techniques helped low-ability students and not high-ability students — related
• Aptitude-by-treatment interactions for instructional structure show mixed support: crossovers in some studies, nulls in others — related
• Effectiveness of pedagogical tools depends on learners' initial grasp of the object of learning (aptitude–treatment interaction) — related
• Treatment but not control instructors reported an increase in their ability to use technology for teaching mathematics after a practice semester, though not statistically significant — related
• Explicit language learning strategy instruction did not have a statistically significant effect on language progress as measured by the OPT in mixed-ability higher-education groups — related