Class-level initial background knowledge does not moderate PACT's effect on social studies content knowledge acquisition¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 The treatment-by-pretest-content-knowledge interaction was nonsignificant (p = .11) with a trivial effect size (ES = .02), so classes with varying background knowledge benefited similarly from PACT on knowledge acquisition. → Jeanne Wanzek 2019

Evidence¶

Jeanne Wanzek 2019¶

Jeanne Wanzek, Greg Roberts, Sharon Vaughn, Elizabeth Swanson, and Katherine Sargent. (2019). Examining the Role of Pre-Instruction Academic Performance Within A Text-based Approach to Improving Student Content Knowledge and Understanding. Exceptional Children, 85(2). https://doi.org/10.1177/0014402918783187

q3 · i0 · causal · r2

Latent moderated structural equation modeling of the randomized control trial (1,487 students, 85 classes randomly assigned at class level) tested moderation of PACT's effect by class pretest ASK content knowledge. The interaction was ".17 (p = .11)" with a corresponding effect size of .02, and moderation at values other than the mean was also not significant.

"However, content knowledge at pretest does not predict treat- ment's effect. The interaction effect (γ04z.jxj) is .17 (p = .11), which indicates that treatment's effect on social studies content knowledge does not vary across different levels of pre- treatment content knowledge"

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• Class-level initial reading achievement does not moderate PACT's effect on content knowledge acquisition — related
• Class-level initial background knowledge does not moderate effects on content reading comprehension — related
• Class-level initial reading achievement does not moderate effects on content reading comprehension — related
• Teachers implemented the PACT components with generally high fidelity, and PACT elements appeared only at low rates in comparison classrooms — related
• The modified PACT treatment improved eighth-grade students' social studies content knowledge acquisition relative to business-as-usual comparison classes (ES = .40) — related
• The modified PACT treatment improved content-related reading comprehension (ES = .20) but not general standardized reading comprehension — related
• Classroom prior achievement moderates the treatment-implementation relationship: implementation gaps between high- and low-achieving classrooms appear only in the CS condition — related