The experimental group closed the prior-knowledge gap: control started with significantly higher ACT scores, but post-ACT scores showed no significant difference¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Pre-semester ACT scores differed significantly between groups (p = 0.012), but end-of-semester post-ACT scores showed no significant difference. → David Miller and Matthew Schraeder 2015

Evidence¶

David Miller and Matthew Schraeder 2015¶

David Miller and Matthew Schraeder. (2015). Research on Group Learning and Cognitive Science: A Study of Motivation, Knowledge, and Self-Regulation in a Large Lecture College Algebra Class. The Mathematics Educator, Vol. 24, No. 2, 27-55. https://eric.ed.gov/?id=EJ1085089

q3 · i? · causal · r2

Old ACT math exam (60 questions) administered pre and post as a prior-knowledge measure. Pre means were 28.40 (control) vs 26.91 (experimental), significant at p = 0.012; post means 32.81 vs 32.16. "There was no significant difference between the mean post-ACT scores of the two groups."

"There was no significant difference between the mean post-ACT scores of the two groups. Therefore, the experimental groups were able to close the gap on the control group."

Discussion¶

Related Claims¶

• Control and experimental groups were equivalent at pre-test but differed significantly at post-test in mathematics achievement — related
• CAI-taught LD students narrow but do not close the gap with normal-group students — related