A classroom-delivered relevance intervention raised ninth-graders' utility value at 3-month follow-up in both delivery conditions, despite an average decline in self-reported utility value¶
Claim · All claims
Evidence · 1 study · causalr3·q3
Currency · newest study 2021 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · 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? Compared with the waitlist control, both the master's-student and teacher conditions showed positive effects on utility value 3 months after the intervention, even though students' self-reported utility value declined on average. → Gaspard 2021
Evidence¶
Gaspard 2021¶
Gaspard, H., Parrisius, C., Piesch, H., Kleinhansl, M., Wille, E., Nagengast, B., Trautwein, U., & Hulleman, C. S. (2021). The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms. Journal of Educational Psychology. Advance online publication. https://dx.doi.org/10.1037/edu0000663
q3 · i? · causal · r3
Cluster-randomized trial with 78 classrooms (N = 1,744 ninth-graders) randomly assigned within schools to master's-student delivery, teacher delivery, or waitlist control; outcomes measured 4 weeks and 3 months post-intervention controlling for pretest. The summary statement reports "higher utility value 3 months after the intervention compared with the control group" in both intervention groups.
"Although students reported a decline in their self-reported utility value on average, the intervention groups reported higher utility value 3 months after the intervention compared with the control group."
Discussion¶
Related Claims¶
- In the prior researcher-delivered efficacy trial, the quotations condition produced stronger utility-value effects than the text condition — related
- When delivered by master's students, the intervention additionally improved growth mindsets and standardized math achievement — related
- Higher adherence and lower discipline problems during delivery were associated with more positive changes in utility value — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
moma-utility-value-effectiveness-scale |
title |
A classroom-delivered relevance intervention raised ninth-graders' utility value at 3-month follow-up in both delivery conditions, despite an average decline in self-reported utility value |
description |
A classroom-delivered relevance intervention raised ninth-graders' utility value at 3-month follow-up in both delivery conditions, despite an average decline in self-reported utility value |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gaspard-2021 |
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