A possible mediating effect of teacher homework review practices was observed in the ASSISTments trial, but the planned mediation analysis failed to show an effect¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers using ASSISTments appeared likely to amplify benefits by selecting specific homework problems to review and addressing common wrong answers, but the study's mediation analysis failed to show an effect. → teacher-mediation

Evidence¶

teacher-mediation¶

Zacamy, J., & Roschelle, J. (2022, August). Navigating the tensions: How could equity-relevant research also be agile, open, and scalable? Digital Promise. https://doi.org/10.51388/20.500.12265/159

q2 · i? · qualitative · r?

In the report's retrospective case study of the ASSISTments efficacy trial, the authors describe a "possible mediating effect of teacher homework review practices" observed in retrospect. The report states the formal analysis "failed to show an effect, which we believe may have been a measurement problem."

"Teachers who had ASSISTments appeared likely to amplify the benefits of the system if they used homework data in two ways: 1) to select specific homework problems to review and 2) to examine the most common wrong answer of their students and address possible misconceptions."

Discussion¶

Related Claims¶

• Practitioner interaction shaped the fundamental research question of the ASSISTments online math homework randomized controlled trial — related
• Teacher time imposes no incremental cost for ASSISTments above business-as-usual instruction — related
• Implementation varied substantially across teacher trials, and business-as-usual revision was often already technology-rich — related
• Teachers used ASSISTments reports to adjust instruction and make problem review more frequent, targeted, and data driven — related