Claims

Mobile-supported collaborative learning produced higher maths-test gains than no-treatment control

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Design limits · Fabian 2018: the intervention came bundled with another change (read from the study by two models, 2026-10-28)

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.

q2 i2 Experimental group had significantly higher maths-test gain scores than control group, t(43) = 4.57, p = 0.005, ES = 0.89. → Fabian 2018

Evidence

Fabian 2018

Fabian, K., Topping, K. J., & Barron, I. G. (2018). Using mobile technologies for mathematics: effects on student attitudes and achievement. Education Tech Research Dev. https://doi.org/10.1007/s11423-018-9580-3

q2 · i2 · causal · r1

Quasi-experimental study of 52 Primary 6/7 pupils in one Scottish school; the experimental group used tablets in weekly collaborative sessions over three months. The article reports a significant gain-score difference, t(43) = 4.57, p = 0.005, ES = 0.89, "which indicates that the experimental group had higher gains than the control group".

"A t test of the gain score between group showed a significant difference, t(43) = 4.57, p = 0.005, ES = 0.89 which indicates that the experimental group had higher gains than the control group."

Discussion

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