Against no-treatment controls, ITS produce a large statistically significant effect (g = 1.23) under a random-effects model¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q4·i3large
Currency · newest study 2014 · 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.
q4 i3 Nine effect sizes from six publications comparing ITS to control groups receiving no instructional treatment showed a statistically significant weighted mean effect size of g = 1.23 under a random-effects model. → Wenting Ma 2014
Evidence¶
Wenting Ma 2014¶
Wenting Ma, Olusola O. Adesope, John C. Nesbit, and Qing Liu. (2014). Intelligent Tutoring Systems and Learning Outcomes: A Meta-Analysis. Journal of Educational Psychology. https://doi.org/10.1037/a0037123
q4 · i3 · quant-synthesis · r?
Separate meta-analysis of the nine effect sizes (785 participants) from six publications in which the control group received no instructional treatment; analyzed apart from the main analysis to provide interpretive context for the main results, with a weighted mean of g = 1.23.
"Under a random-effect s model, they were found to have a statistically significant, wei ghted mean effect size of g = 1.23."
Discussion¶
Related Claims¶
- Guided ASR practice improves overall pronunciation accuracy of Korean EFL learners more than ordinary classroom pronunciation practice alone — related
- Bayesian network modeling ITS showed a higher weighted mean effect size than model tracing and constraint-based modeling, but only under a fixed-effect model — related
- Assigning schools to use RM-CC5 as their core Grade 5 mathematics curriculum for a full year did not significantly change state assessment achievement compared with business-as-usual schools — related
- Collaborative instruction yields a small, positive, statistically significant mean effect on student achievement compared to single-taught controls — related
- Effect sizes are higher against education-as-usual controls and lower against reading-treatment control conditions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
its-versus-no-treatment-controls-g-1-23 |
title |
Against no-treatment controls, ITS produce a large statistically significant effect (g = 1.23) under a random-effects model |
description |
Against no-treatment controls, ITS produce a large statistically significant effect (g = 1.23) under a random-effects model |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
generated |
by process:wiki-ingest on 2026-10-13 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wenting-ma-2014 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.