The home media intervention showed no significant effect on measurable attributes and pattern creation, or on counting, 2-D shapes and pattern continuation¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Factor 2 (Measurable Attributes and Pattern Creation) showed no significant difference between conditions (g = -0.10, p = 0.336). → Silander 2016 q3 i? Factor 3 (Counting, 2D Shapes and Pattern Continuation) showed no significant difference between conditions (g = -.038, p = 0.689). → Silander 2016 (2)

Evidence¶

Silander 2016¶

Silander, M., Moorthy, S., Dominguez, X., Pasnik, S., & Llorente, C. (2016). Using Digital Media at Home to Promote Young Children's Mathematics Learning: Results of a Randomized Controlled Trial. SREE Spring 2016 Conference Abstract. https://eric.ed.gov/?id=ED567485

q3 · i? · causal · r2

Multilevel impact analysis (Table 3) reports for Factor 2 a coefficient of -1.02, Hedges g of -0.10, SE 1.06, p 0.336 — no statistically significant difference between PBS KIDS and BAU conditions.

"Factor 2: Measurable Attributes and Pattern Creation 180 -1.02 -0.10 1.06 0.336"

Silander 2016 (2)¶

Silander, M., Moorthy, S., Dominguez, X., Pasnik, S., & Llorente, C. (2016). Using Digital Media at Home to Promote Young Children's Mathematics Learning: Results of a Randomized Controlled Trial. SREE Spring 2016 Conference Abstract. https://eric.ed.gov/?id=ED567485

q3 · i? · causal · r2

Multilevel impact analysis (Table 3) reports for Factor 3 a coefficient of -0.40, Hedges g of -.038, SE 1.00, p 0.689 — no statistically significant difference between conditions.

"Factor 3: Counting, 2D Shapes and Pattern Continuation 182 -0.40 -.038 1.00 0.689"

Discussion¶

Related Claims¶

• A 12-week home PEG+CAT media intervention improved preschoolers' ordinal numbers, spatial relationships, and 3-D shapes knowledge relative to business-as-usual peers — related