THEA score gains did not differ significantly across the five semester/year administrations of the FOCUS Intervention¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A repeated measures ANOVA found no statistically significant interaction between time (pretest, posttest) and the semester/year the intervention was administered. → 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 · i? · causal · r1

Repeated measures ANOVA on the 115 FOCUS students' THEA scores testing whether gains varied across five semester/year administrations (Summer 2010 through Fall 2012). The article reports "We did not find a statistically significant interaction effect"; no effect size was printed.

"Therefore, we ran a repeated measures analysis of variance (ANOVA) and examined the interaction between the within-subjects factor time (pretest, posttest) and the semester/year the intervention was administered (Summer 2010, Summer, 2011, Spring 2012, Summer 2012, Fall 2012). We did not find a statistically significant interaction effect."

Discussion¶

Related Claims¶

• FOCUS Intervention students made a statistically significant increase in THEA mathematics scores from pretest to posttest (d = .61) — related
• SRL interventions in a four-week online mathematics preparation course did not significantly change the mathematics overall score (interaction marginal), while the mathematics focus score on self-chosen chapters showed a statistically significant group by time interaction — related