A larger share of the textbook (CM) group achieved 79% or more curriculum coverage than the workbook (PM) group¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? 607 (44%) of CM learners achieved 79% coverage or more, compared with only 420 (37%) of PM learners. → Brahm Fleisch 2011

Evidence¶

Brahm Fleisch 2011¶

Brahm Fleisch, Nick Taylor, Roelien Herholdt and Ingrid Sapire. (2011). Evaluation of Back to Basics mathematics workbooks: a randomised control trial of the Primary Mathematics Research Project. South African Journal of Education, Vol 31:488-504. https://eric.ed.gov/?id=EJ1136612

q3 · i? · causal · r2

Coverage tracking in the 44-school RCT via three classroom visits to examine learner books. The authors hypothesise CM is more easily readable so classes progress faster, but say this requires case-study investigation.

"The first point to note is that, whereas 607 (44%) learners in the CM group achieved 79% coverage or more, only 420 (37%) of the PM group achieved this."

Discussion¶

Related Claims¶

• Gain scores by curriculum coverage diverge by material: CM learners covering 79% or more gained more, while below 79% PM learners gained more, though the latter difference is not significant — related
• Grade 6 learners show no significant difference in mathematics gains whether using a customised workbook or a conventional textbook — related
• Both workbook and textbook groups made statistically significant pre-to-post gains larger than most South African interventions typically achieve — related
• Under the study's costing assumptions, the PM workbook materials are more expensive per learner per year than the CM textbook and teacher guide — related