Claims

FOCUS Intervention students made a statistically significant increase in THEA mathematics scores from pretest to posttest (d = .61)

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i2 medium
Currency · newest study 2014 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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 i2 Students in the FOCUS Intervention improved significantly on the THEA mathematics measure across one semester, with a medium effect size (d = .61). → 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 · i2 · causal · r1

Within-subjects pretest-posttest study of FOCUS Intervention students using the THEA mathematics test at semester start and end; 115 of 127 students completed both tests. The paired t-test showed a "statistically significant increase from pretest to posttest" with d = .61. Passing-standard attainment rose from 23.5% at pretest to 52.2% at posttest.

"We found that students made a statistically significant increase from pretest to posttest ( Mpre = 210.43, SD pre = 28.85, Mpost = 227.61, SDpost = 28.49, Mdiff = 17.17, t = -6.51 (114), p = .01, d = .61)."

Discussion

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