FOCUS Intervention students earned significantly more College Algebra grade points than the baseline comparison group, but the effect was small (η²p = .01)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i1 small
Currency · newest study 2014 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i1 Among students who did not withdraw, FOCUS Intervention students earned significantly more grade points than baseline comparison students, though the effect explained only 1% of variation. → Mireles 2014

Evidence¶

Mireles 2014¶

Mireles, S. V., Acee, T. W., & Gerber, L. N. (2014). FOCUS: Sustainable Mathematics Successes. Journal of Developmental Education, 38(1). https://eric.ed.gov/?id=EJ1071436

q2 · i1 · causal · r1

Multiple regression (bootstrapped, 2,000 samples) on grade points (A=4 to F=0) for non-withdrawing students: FOCUS (n = 119) mean 2.62 (SD = .95) versus comparison (n = 1668) mean 2.11 (SD = 1.22); model F = 7.28(6), p < .01, R2 = .02, intervention η²p = .01. Hispanic and Black, non-Hispanic students earned fewer grade points than White, non-Hispanic students.

"The results suggested that students in the FOCUS Intervention earned significantly more grade points towards their GPA from College Algebra as compared to students in the baseline comparison group. However, the effect size was small; it only accounted for one percent of the variation in course grade points earned."

Discussion¶

Related Claims¶

• FOCUS Intervention students were significantly less likely to withdraw from College Algebra than a baseline comparison group (OR = 0.22, a large effect) — related
• Beginning Algebra students who completed the month-long ITS program passed at 65.6% versus 22.2% for the non-ITS control group — related