More than 50% of participating teachers continued using the SimCalc intervention a year after the research ended, with perceived coherence and unique value predicting continued use¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2018 · 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.
q2 i? Follow-up a year after the formal research found that more than 50% of teachers continued using the intervention without further incentives, and teachers perceiving coherence and unique value were more likely to continue. → Roschelle 2018
Evidence¶
Roschelle 2018¶
Roschelle, J., Tipton, E., Shechtman, N., Vahey, P. (2018). Generalizability of a Technology-Based Intervention to Enhance Conceptual Understanding in Mathematics (SimCalc Technical Report 10). Menlo Park, CA: SRI International. https://digitalpromise.dspacedirect.org/items/7a123d3c-22ec-46db-b7cf-709c3aa65583
q2 · i? · associational · r1
Follow-up research by other researchers with teachers in participating Texas schools a year after the formal experiments; the article reports "more than 50% were continuing to use the intervention without any further incentives."
"more than 50% were continuing to use the intervention without any further incentives"
Discussion¶
Related Claims¶
- SimCalc replacement units produced statistically significant pretest-to-posttest gains in conceptual understanding with student-level effect sizes of .63, .50, and .56 in three Texas experiments — related
- An adapted SimCalc intervention in Florida produced strong learning gains (ES = 1.09), significantly higher posttests than predicted from the Texas control group — related
- SimCalc scale-up study showed significant positive impacts on curriculum-aligned conceptual items but no significant difference on state test items — related
- An adapted SimCalc linear-function unit in England produced significant posttest gains versus Texas-control predictions (ES = 0.57), with no significant gain differences by poverty or prior achievement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
simcalc-teacher-sustained-use |
title |
More than 50% of participating teachers continued using the SimCalc intervention a year after the research ended, with perceived coherence and unique value predicting continued use |
description |
More than 50% of participating teachers continued using the SimCalc intervention a year after the research ended, with perceived coherence and unique value predicting continued use |
status |
review |
evidence_strength |
weak |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — roschelle-2018 |
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