Both workbook and textbook groups made statistically significant pre-to-post gains larger than most South African interventions typically achieve¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2011 · 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.
q3 i? Both the PM and CM groups made statistically significant pre-test to post-test gains, and the magnitude was substantially higher than most interventions in South Africa typically achieve. → Brahm Fleisch 2011
Evidence¶
Brahm Fleisch 2011¶
Brahm Fleisch, Nick Taylor, Roelien Herholdt and Ingrid Sapire. (2011). Evaluation of Back to Basics mathematics workbooks: a randomised control trial of the Primary Mathematics Research Project. South African Journal of Education, Vol 31:488-504. https://eric.ed.gov/?id=EJ1136612
q3 · i? · causal · r2
Pre/post comparison within each group of the 44-school RCT: Table 5 reports mean gains of 8.62 (CM) and 8.13 (PM) percentage points, each "statistically significant... (p value of 0 .00)". No effect size is printed.
"We found that not only did both the Primary Mathematics and Classroom Mathematics groups make statistically significant gains between the pre-test and the post-test, but the magnitude of gains was substantially higher than most interventions in South Africa typically achieve"
Discussion¶
Related Claims¶
- Grade 6 learners show no significant difference in mathematics gains whether using a customised workbook or a conventional textbook — related
- A larger share of the textbook (CM) group achieved 79% or more curriculum coverage than the workbook (PM) group — related
- Under the study's costing assumptions, the PM workbook materials are more expensive per learner per year than the CM textbook and teacher guide — related
- Gain scores by curriculum coverage diverge by material: CM learners covering 79% or more gained more, while below 79% PM learners gained more, though the latter difference is not significant — related
- First-grade students taught with tablet e-textbooks showed significant pre-test to post-test improvement in core curriculum achievement — related
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