Claims

First-grade students improved in modeling, strategy, and application with effect sizes of 1.66, 1.75, and 1.70 respectively

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2013 · 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 i3 First-grade students' average modeling level improved from 2.50±0.59 on pretests to 3.41±0.51 on posttests with an effect size of 1.66, with comparable large gains in strategy (1.75) and application (1.70). → An et al. 2013

Evidence

An et al. 2013

Song An, Mary Margaret Capraro, Daniel A. Tillman. (2013). Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities. Journal for Learning through the Arts, 9(1). http://escholarship.org/uc/item/0js732gf

q2 · i3 · causal · r1

Paired-sample t-tests on five pre and five post MSA assessments for the first-grade class (n=21). The article reports the modeling gain "with an effect size of 1.66", and separately reports strategy effect size 1.75 and application effect size 1.70 in the same results passage.

"the first grade students improved from 2.50±0.59 on the five pretests to 3.41 ±0.51 on the five posttests with an effect size of 1.66"

Discussion

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