TTPS intervention students improved their problem-solving performance from pretest to posttest while comparison students did not¶
Claim · All claims
Evidence · 1 study · causalr1·q3·i2medium
Currency · newest study 2016 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · 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 i2 Intervention students performed better on the problem-solving posttest than the pretest (d = .48), whereas comparison students did not improve. → Bostic et al. 2016
Evidence¶
Bostic et al. 2016¶
Jonathan D. Bostic, Stephen J. Pape, Tim Jacobbe. (2016). Encouraging Sixth-Grade Students' Problem-Solving Performance by Teaching Through Problem Solving. Investigations in Mathematics Learning, Volume 8, Number 3. https://eric.ed.gov/?id=EJ1094896
q3 · i2 · causal · r1
Repeated measures t-tests on a one-month teaching experiment with 18 intervention and 40 comparison students. The intervention group's gain was statistically significant with "d = .48", while the comparison group's pre-post change was not significant.
"Students in the intervention group performed better on the problem-solving posttest than the pretest, t(17) = 2.65, p = .02, d = .48, whereas their peers in the comparison group did not improve, t(39) = 0.52, p = .61"
Discussion¶
Learner Variables¶
- Problem Solving — outcome: instruction changes it
Related Claims¶
- After controlling for pretest, TTPS intervention students solved more problems on the posttest than comparison peers — related
- The K-N-W-S graphic organizer intervention package did not produce statistically significant pretest-to-posttest gains in word problem solving for students with disabilities in the treatment group — related
- Two of three students with ASD declined in word problem solving performance from pretest to posttest after the intervention — related
- Explicit CT instruction combined with practice improves students' unbiased reasoning on instructed and practiced heuristics-and-biases items from pretest to immediate posttest — related
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