Classroom focus improves from pre-test to post-test among students who initially focus less than they ideally should¶

Claim · All claims
Evidence · 1 study (2 entries) · design r3 · q2 · i1 small
Currency · newest study 2026 · 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 i1 In Study 1, classroom focus increased from pre-test to post-test among the a priori 'room to grow' subset, SMD = 0.14. → Michael D. Mrazek 2026 q2 i1 In Study 2, classroom focus significantly increased from pre-test to post-test in the same a priori subset. → Michael D. Mrazek 2026 (2)

Evidence¶

Michael D. Mrazek 2026¶

Michael D. Mrazek, Dustyn S. Ransom, Amy R. Texter, Calvin V. Tower, Bryce A. Rutila, Thomas F. Kennedy, Elijah J. Woodson, Jonathan W. Schooler, Alissa J. Mrazek. (2026). Theory-driven design and validation of a tool to enhance academic focus. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10730-y

q2 · i1 · design · r3

Study 1 pre-post survey analysis of students who reported focusing less than they ideally should (58.7% of the sample) found classroom focus increased with SMD = 0.14. The subset was identified a priori based on prior studies.

"Among this a priori subset identified in prior studies (Mrazek et al., 2019b, 2020a, 2022), classroom focus increased from pre-test to post-test, SMD = 0.14 (Table 1)."

Michael D. Mrazek 2026 (2)¶

q2 · i1 · design · r3

Study 2 replicated the classroom-focus increase in the room-to-grow subset (67.9% of students); Table 2 reports b = 3.40, p < .001, SMD = 0.16 on the 0–100% scale. The article reports no effect size in the quoted sentence, so impact reflects the printed SMD of 0.16.

"Among this a priori subset, classroom focus significantly increased from pre-test to post-test (Table 2)."

Discussion¶

Page metadata

Field	Value
`type`	`claim`
`id`	`focus-coach-classroom-focus-room-to-grow`
`title`	`Classroom focus improves from pre-test to post-test among students who initially focus less than they ideally should`
`description`	`Classroom focus improves from pre-test to post-test among students who initially focus less than they ideally should`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2026`
`generated`	by `process:wiki-ingest` on `2026-10-28`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `michael-d-mrazek-2026`, `michael-d-mrazek-2026-2`

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