Treatment but not control instructors reported an increase in their ability to use technology for teaching mathematics after a practice semester, though not statistically significant¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After a semester of practice with the web-based tool, Treatment but not Control instructors reported increased ability to use technology for teaching mathematics; the difference was not statistically significant (p = .12). → Hauk and Matlen 2017

Evidence¶

Hauk and Matlen 2017¶

Shandy Hauk, Bryan Matlen. (2017). Exploration of the Factors that Support Learning: Web-based Activity and Testing Systems in Community College Algebra. WestEd. https://eric.ed.gov/?id=ED567766

q2 · i? · causal · r2

Self-report comparison of the study's 30 instructors (19 Control, 11 Treatment) after the practice semester. Treatment instructors reported increased technology ability while Control instructors did not; the difference was "not statistically significant (p = .12)". No effect size is printed.

"Indeed, after a semester of practice, Treatment but not Control instructors in our study reported an increase in their ability to use technology for teaching mathematics. Though not statistically significant (p = .12), the difference was consistent with the conference participants' hypothesis."

Discussion¶

Related Claims¶

• Adaptive web-based system treatment showed a small, statistically non-significant advantage over control on elementary algebra post-test scores (Hedges' g = .12) — related
• Using a WATS in community college elementary algebra corresponds to a statistically significant 2.59-point post-test gain (Hedges g = 0.32) controlling for pretest — related
• An early aptitude-by-treatment interaction favoring lower-scoring treatment students was no longer statistically significant after updated analyses — related