The effect of Mathematics Mastery did not differ significantly between children with different levels of prior achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In an OLS model with a baseline-by-treatment interaction, the interaction effect was not significantly different from zero (95% CI -0.01 to +0.02), showing little evidence that the effect differs by prior achievement. → Vignoles et al. 2015

Evidence¶

Vignoles et al. 2015¶

Anna Vignoles, John Jerrim, Richard Cowan. (2015). Mathematics Mastery: Primary Evaluation Report. Education Endowment Foundation. http://educationendowmentfoundation.org.uk/library/maths-mastery-primary

q3 · i? · causal · r2

Secondary-outcome analysis of the same clustered RCT: a second OLS regression including a pre-test-by-treatment interaction (equation 2), estimated on the 4,176-pupil analysis sample with school-clustered standard errors. The interaction coefficient was 0.003 overall (SE 0.009).

"The interaction effect is not significantly different from zero, with the 95% confidence interval ranging from -0.01 to +0.02. Thus there is little evidence that the effect of Mathematics Mastery differs between children with different levels of prior achievement."

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• Quantile regression estimates show little evidence of heterogeneous Mathematics Mastery treatment effects across the post-test score distribution — related
• Year 1 pupils in schools adopting Mathematics Mastery scored on average +0.10 standard deviations higher on the Number Knowledge post-test, an effect not statistically significant at the 5% level — related