NS1 intervention effects were not statistically significant for distal outcome measures¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2016 · 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? On distal, general mathematics measures, the treatment and control groups did not differ statistically significantly; equivalence was not tested. → Hank Fien 2016
Evidence¶
Hank Fien 2016¶
Hank Fien, Christian T. Doabler, Nancy J. Nelson, Derek B. Kosty, Ben Clarke & Scott K. Baker (2016). An Examination of the Promise of the NumberShire Level 1 Gaming Intervention for Improving Student Mathematics Outcomes. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2015.1119229
q3 · i? · causal · r?
In the same RCT of 250 first-grade students, the article reports that "Intervention effects were not statistically signi ficant for distal outcome measures," assessed with established measures such as easyCBM-NCTM. No effect size is printed for this null finding in the supplied text.
"Intervention effects were not statistically signi ficant for distal outcome measures."
Discussion¶
Related Claims¶
- The NS1 gaming intervention produced significant effects favoring the treatment group on proximal measures of whole-number concepts and skills in first-grade students at risk for mathematics difficulties — related
- No relationship was found between treatment dosage variables and students' response to the NS1 intervention — related
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