Gain-score MANOVA shows a significant between-group difference in multiplication fact fluency favoring the control group on completion time, with a large multivariate effect size¶
Claim · All claims
Evidence · 1 study · causalr1·q2·i3large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i3 Using gain scores, the MANOVA revealed significant differences among the groups on the combined dependent variables of time and accuracy (F(2, 25) = 3.40, p < .05; Wilks' λ = .79; partial η2 = .21), with the control group showing significantly greater growth in completion time. → Letwinsky 2017
Evidence¶
Letwinsky 2017¶
Letwinsky, K. M., & Berry, M. D. (2017). Technology Integration and the Effect on Mathematics Fact Fluency in the Middle East. Journal of International Education and Leadership, 7(1). https://eric.ed.gov/?id=EJ1153618
q2 · i3 · causal · r1
Quasi-experimental nonequivalent-groups study of 28 fourth graders (control n = 14; treatment n = 14) using Math Fact Master pre/posttests. The gain-score MANOVA was significant, "partial η2 = .21", and follow-up ANOVA showed only completion time reached significance (F(1, 26) = 6.94, p < .025, partial η2 = .21).
"Using gain scores to detect significant differences in the between group posttest dependent variables, the MANOVA results revealed significant differences among the groups on the combined dependent variables (F(2, 25) = 3.40, p < .05; Wilks' λ = .79; partial η2 = .21)."
Discussion¶
Learner Variables¶
- Arithmetic Fact Retrieval — outcome: instruction changes it
Related Claims¶
- The control group improved significantly in completion speed from pretest to posttest while the treatment group showed no significant speed improvement — related
- Both the control and treatment groups improved significantly in accuracy of multiplication fact answers from pretest to posttest — related
- Posttest accuracy scores did not differ significantly between the treatment and control groups — related
- MANOVA with repeated measures showed significant main effects of test-time and a significant group-learning-by-test-time interaction on mathematics achievement — related
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