Training with tablet-delivered graduated prompts increased grade-2 children's series completion accuracy more than control practice¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Trained children showed steeper pre-to-post progression in accurately solved series completion items than control children (Session × Condition ηp2 = 0.24). → Kirsten W. J. Touw 2019

Evidence¶

Kirsten W. J. Touw 2019¶

Kirsten W. J. Touw, Bart Vogelaar, Merel Bakker, Wilma C. M. Resing. (2019). Using electronic technology in the dynamic testing of young primary school children: predicting school achievement. Education Tech Research Dev. https://doi.org/10.1007/s11423-019-09655-6

q3 · i3 · causal · r2

Repeated measures ANOVA in a pre-test-training-post-test control-group design with 164 grade-2 children (80 training, 84 control). The trained group's mean accuracy rose from 7.65 to 10.70 items while the control group moved from 7.50 to 7.87; the "significant Session x Condition effect" confirmed the differential gain.

"children in the training and control condition differed in the level of this progression, as indicated by a significant Session x Condition effect (Wilks' λ = 0.76, F(1, 162) = 51.19, p < 0.001, ηp2 = 0.24)"

Discussion¶

Related Claims¶

• Graduated prompts training also increased the number of transformations children applied correctly, indicating progression in task-solving strategies — related
• The computerized series completion test's empirical item difficulty matched its theoretical difficulty model, though internal consistency was modest — related
• A 45-minute prompt-based programming lesson produced greater pre-to-post gains in Promptly problem solving than a code-tracing control, though not statistically significant — related