CCT with professional development outperforms graphing-calculator-only instruction on algebra 1 achievement across three years, with effect sizes from 0.19 to 0.37¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 In a national randomized control trial, treatment groups outperformed control groups in algebra achievement, with five of nine HLM models significant and a sixth nearing significance, and effect sizes ranging from 0.19 to 0.37. → Irving 2016

Evidence¶

Irving 2016¶

Irving, K. E., Pape, S. J., Owens, D. T., Abrahamson, L., Silver, D., & Sanalan, V. A. (2016). Classroom Connectivity and Algebra 1 Achievement: A Three-Year Longitudinal Study. Journal of Computers in Mathematics and Science Teaching, 35(2), 131-151. https://eric.ed.gov/?id=EJ1095322

q3 · i1 · causal · r2

Summary of a three-year randomized cross-over trial with algebra 1 teachers from 28 U.S. states and 2 Canadian provinces (3,589 students total). The article reports that "effect sizes for the comparisons ranged from 0.19 to 0.37", with the largest printed effect size ES = 0.37.

"all five treatment groups outperformed the control group on the algebra posttest in at least one of the two modeling frameworks (table 3). effect sizes for the comparisons ranged from 0.19 to 0.37."

Discussion¶

Related Claims¶

• In year 1, CCT treatment classrooms significantly outperformed control classrooms on the algebra posttest (ES = 0.30) — a narrower finding that bears on this claim
• Cohort 1 cross-sectional effects in years 2 and 3 were mixed: significant without pretest control (ES = 0.36) but not significant with it (ES = 0.23, 0.24) — a narrower finding that bears on this claim
• In the year 3 longitudinal comparison, the CCT effect was not significant with pretest controlled (ES = 0.13) but significant without it (ES = 0.19) — a narrower finding that bears on this claim
• Longitudinal comparison of Cohort 2 teachers' year 2 CCT classrooms against their own year 1 control classrooms shows significant improvement (ES = 0.20) — a narrower finding that bears on this claim