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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Among learners covering 79% or more of the material, CM learners achieved higher gain scores (12 percentage points) than PM learners (8.85), a significant difference. → Brahm Fleisch 2011 q3 i? Among learners covering less than 79%, PM learners showed higher gains (7.72) than CM learners (6.61), a difference that was not statistically significant. → Brahm Fleisch 2011 (2)

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 analysis of the RCT tracked through three classroom visits; Table 7 reports the >79% coverage gain difference between PM and CM groups as significant (p value of .00). No effect size printed.

"Also, those CM learners who covered 79% or more achieved higher gain scores (12 percentage points) than their PM counterparts (8.85)."

Brahm Fleisch 2011 (2)¶

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

Same coverage analysis, <79% category: Table 7 reports the gain difference between the PM and CM groups as "not significant (p value of 0.06)". No effect size printed.

"On the other hand, those PM learners who covered less that 79% of the material showed higher gains (7.72) than the equivalent fraction of CM learners (6.61)."

Discussion¶

Related Claims¶

• A larger share of the textbook (CM) group achieved 79% or more curriculum coverage than the workbook (PM) group — related
• Grade 6 learners show no significant difference in mathematics gains whether using a customised workbook or a conventional textbook — reports the opposite
• 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