The blended learning treatment effect on reading scores did not differ as a function of grade¶

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? The interaction between treatment group and grade was not significant, indicating the treatment effect was consistent across grades. → 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

Two-way interaction test within the ANCOVA of treatment group by grade on posttest RIT scores. The article reports the interaction was not significant and interprets this as a treatment effect consistent across grades; no effect size is printed.

"The interaction between treatment group and grade was not significant (F (5,3703) = 1.247, p = .284). This indicates that the treatment effect was consistent across grades."

Discussion¶

Related Claims¶

• Elementary students in blended learning schools using Core5 obtained significantly higher posttest reading scores than control students after controlling for pretest differences — related
• No significant differential treatment effects by prior (Grade 4) achievement level or gender; the Grade 4 Level 3 subgroup difference was marginal (p = .053) — related