Elementary students in blended learning schools using Core5 obtained significantly higher posttest reading scores than control students after controlling for pretest differences¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After controlling for pretest RIT differences, the treatment group's marginal posttest mean was significantly higher than the control group's in an ANCOVA. → Paul Macaruso 2020

Evidence¶

Paul Macaruso 2020¶

Paul Macaruso, Shani Wilkes, Jen Elise Prescott. (2020). An investigation of blended learning to support reading instruction in elementary schools. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09785-2

q2 · i? · causal · r2

Quasi-experimental ANCOVA with 2217 treatment and 1504 control students in kindergarten through fifth grade across six charter schools, using posttest RIT scores as the dependent variable. The article reports "a significant effect of treatment group" with the marginal means shown above.

"There was a significant effect of treatment group (F(1,3703) = 14.822, p < .001). The marginal posttest mean for the treatment group (189.61, SE = 0.27) was significantly higher than the marginal mean for the control group (188.07, SE = 0.30)."

Discussion¶

Related Claims¶

• Before implementation, treatment students performed significantly below control students on the standardized reading test — related
• The blended learning treatment effect on reading scores did not differ as a function of grade — related
• A treatment school serving 80% free/reduced-price lunch students showed reading gains nearly identical to the whole treatment group — related
• All three instructional groups improved from pretest to posttest, with the blended learning group showing the highest mean gain score — related