Claims

Supplemental Building Blocks Software CAI improves distal broad math achievement (WJ-III Applied Problems) at kindergarten posttest

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2016 · 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 i2 The Building Blocks Software group scored higher than the comparison group on the WJ-III Applied Problems subtest at posttest, with an effect size of 0.37. → Foster 2016

Evidence

Foster 2016

Foster, M. E., Anthony, J. L., Clements, D. H., Sarama, J., & Williams, J. M. (2016). A Randomized Control Trial Evaluating the Effectiveness of Computer Assisted Instruction in Numeracy on Math Outcomes for Monolingual English Speaking Kindergartners from Title 1 Schools. SREE Spring 2016 Conference. https://eric.ed.gov/?id=ED566981

q3 · i2 · causal · r2

In the same RCT, the distal WJ-III Applied Problems subtest, administered only at posttest, showed "Results favored the Building Blocks Software group over the control group", a 0.96 raw score difference equating to an effect size of 0.37 and about 3.61 standard score units.

"With regard to Applied Problems scores at posttest, there was a main effect for group, F(1, 176) = 5.90, p = .02, after accounting for pretest numeracy scores and classroom nesting. Results favored the Building Blocks Software group over the control group, with a difference in least squared means of 0.96 raw score units."

Discussion

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