Prior cross-sectional between-group research on the platform found a positive usage–test-score relationship but could not rule out unobserved confounding¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? An earlier between-group cross-sectional study on a single school year found a positive relationship between time on the platform and standardized math scores, with residual confounding concerns. → Weatherholtz 2024

Evidence¶

Weatherholtz 2024¶

Weatherholtz, K., Grimaldi, P., Yamkovenko, B., Hill, K.M. (2024). Evaluating the Impact of a Mathematics Mastery Learning Platform on Student Achievement: A Large-Scale Longitudinal Analysis. EC-TEL 2024, Lecture Notes in Computer Science, vol 15159, Springer, Cham. https://doi.org/10.1007/978-3-031-72315-5_32

q2 · i? · associational · r2

The article describes prior research on the same platform using a between-group cross-sectional design over one school year, which found a positive usage–achievement relationship. The abstract notes that "the influence of potential unobserved confounding and self-selection artifacts could not be ruled out".

"This platform was examined in prior research via a between-group cross-sectional design on data from a single school year, which found a positive relationship between time spent on the platform and standardized math test scores"

Discussion¶

Related Claims¶

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