In year 1, CCT treatment classrooms significantly outperformed control classrooms on the algebra posttest (ES = 0.30)¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i1small
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 i1 Treatment 1.1 students significantly outperformed Control 2.1 students by about 1.9 points after adjusting for pretest scores and teacher experience (ES = 0.30). → 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
Cross-sectional HLM (model 1p) comparing Treatment 1.1 with Control 2.1 classrooms, controlling for pretest score and years of teaching experience. The article reports the printed effect size ES = 0.30, p = .034, and γ01 = 1.86; years of teaching approached significance (γ02 = 0.11, p = .076).
"the treatment group significantly outperformed the control group (p = .034; ES = 0.30) by approximately 1.9 points (γ01 = 1.86) even after adjusting for pretest scores and teacher experience."
Discussion¶
Related Claims¶
- 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 — a broader claim this one bears on
- 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) — related
- Longitudinal comparison of Cohort 2 teachers' year 2 CCT classrooms against their own year 1 control classrooms shows significant improvement (ES = 0.20) — related
- 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) — related
- Years of teaching experience was a consistently significant covariate, adding about one posttest point per five to ten years of experience — related
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