In a Moore, Oklahoma experiment, Cognitive Tutor students scored higher on the ETS Algebra I End-of-Course Assessment, received higher grades, reported greater confidence, and showed effect sizes of approximately 0.4 SDs¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3 · i1 small
Currency · newest study 2007 · 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 i? Cognitive Tutor students outperformed textbook-taught classmates on achievement, grades, and attitude measures in a within-teacher comparison. → Ritter 2007 q3 i1 The Moore study showed effect sizes of approximately 0.4 SDs and was recognized by the What Works Clearinghouse as meeting the highest standards of evidence. → Ritter 2007 (2)

Evidence¶

Ritter 2007¶

Ritter, S., Anderson, J. R., Koedinger, K. R., & Corbett, A. (2007). Cognitive Tutor: Applied research in mathematics education. Psychonomic Bulletin & Review, 14(2), 249-255. https://doi.org/10.3758/bf03194060

q3 · i? · causal · r1

A study in Moore, Oklahoma in which teachers taught some classes with Cognitive Tutor and some with their previous textbook. Cognitive Tutor students "scored higher on a standardized test," received higher grades, and reported greater confidence and usefulness beliefs; the article prints no effect size for these individual outcomes.

"The result was that the Cognitive Tutor students scored higher on a standardized test (the ETS Algebra I End-of-Course Assessment), received higher grades, reported greater confidence in their mathematical abilities, and were more likely to believe that mathematics would be useful to them outside of school."

Ritter 2007 (2)¶

q3 · i1 · design · r2

The same Moore, Oklahoma teacher-comparison study was recognized by the What Works Clearinghouse as having met the highest standards of evidence and "showed effect sizes of approximately 0.4 SDs."

"This study was recognized by the U.S. Department of Education' s What Works Clearinghouse as having met the highest standards of evidence. This study showed effect sizes of approximately 0.4 SDs."

Discussion¶

Intelligent tutoring systems improve achievement over non-individualised instruction — a broader claim this one bears on

Page metadata

Field	Value
`type`	`claim`
`id`	`cognitive-tutor-moore-oklahoma-outcomes`
`title`	`In a Moore, Oklahoma experiment, Cognitive Tutor students scored higher on the ETS Algebra I End-of-Course Assessment, received higher grades, reported greater confidence, and showed effect sizes of approximately 0.4 SDs`
`description`	`In a Moore, Oklahoma experiment, Cognitive Tutor students scored higher on the ETS Algebra I End-of-Course Assessment, received higher grades, reported greater confidence, and showed effect sizes of approximately 0.4 SDs`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2007`
`generated`	by `process:wiki-ingest` on `2026-10-16`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `ritter-2007`, `ritter-2007-2`

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