EVS use showed no significant difference in student grades on a second-year Engineering mathematics module across two cohorts¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2008 · 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.
q2 i? Cohort overall averages were 63.2% (2006/7, no EVS) versus 60.3% (2007/8, with EVS), with no significant difference reported. → Samuel O. King and Carol Robinson 2008
Evidence¶
Samuel O. King and Carol Robinson 2008¶
Samuel O. King and Carol Robinson. (2008). 'Pretty Lights' and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems. Mathematics Education Centre, Loughborough University. https://doi.org/10.1016/j.compedu.2009.01.012
q2 · i? · causal · r1
Quasi-experimental comparison of mean grades for two cohorts on the same module taught by the same instructor, differing mainly in EVS use. The article reports no significant difference without printing a test statistic or effect size, so impact is null; equivalence was not tested.
"The only major difference between the two cohorts of students was that the 2007/2008 cohort was taught using EVS – assessment modes, instructor pedagogical practices, and course curriculum largely remained the same across the two cohorts. The data (Table 2) shows that there was no significant difference in the overall grades of the two cohorts"
Discussion¶
Related Claims¶
- After one year, reading and mathematics software products did not increase or decrease test scores by amounts statistically different from zero — a broader claim this one bears on
- 88% of engineering students consider EVS appropriate for teaching Mathematics despite the difficulty of writing suitable questions — related
- Around 80% of engineering students found EVS handsets useful or very useful for their Mathematics learning — related
- Software product effects changed between the first and second year of the study, warranting cohort-level comparison of effectiveness — related
- As students' experience with EVS increases across academic years, learning benefits and classroom benefits increase while challenges decrease — related
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