Math confidence increased slightly among students completing both baseline and end-of-year surveys, but the difference was not statistically significant¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Math confidence increased slightly, on average, among students who completed both the baseline and end-of-year surveys, although this difference was not statistically significant. → Breyon Williams 2023

Evidence¶

Breyon Williams 2023¶

Breyon Williams, Connor Rooney, Gregory Chojnacki. (2023). Breakthrough Collaborative's Tutoring Program: Math Knowledge Gains and Participant Math Perceptions. Mathematica. https://www.mathematica.org/publications/math-knowledge-gains-and-math-perceptions-among-participants-of-the-breakthrough-collaborative

q2 · i? · design · r2

Key finding from the pilot's baseline and end-of-year student surveys: confidence "increased slightly, on average," but the report states "this difference was not statistically significant." No effect size is printed; equivalence was not tested.

"Math confidence increased slightly, on average, among students who completed both the baseline and end-of-year surveys, although this difference was not statistically significant."

Discussion¶

Related Claims¶

• Cignition group tutoring produced slightly higher math confidence and enjoyment than control in an RCT — related
• Eighth graders in the Breakthrough Collaborative math tutoring pilot showed math score growth from beginning to end of year at both affiliates, similar to a national pre-pandemic sample — related
• Students in the Haiti blended learning pilot showed statistically significant learning gains, with the lowest-baseline students gaining the most — related
• Student math confidence and sense of belonging in tutoring increased modestly during the school year, with site-level variation — a broader claim this one bears on
• Tutor CoPilot shows no statistically significant effects on participation points, student survey outcomes, or end-of-year math test scores — a broader claim this one bears on