Skip to content

Kreyol-medium math and science intervention with nonequivalent control group design and switch replication

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The study's intervention taught the same math and science concepts to two student groups, one in Kreyol and one in French, at an all-female private school in Haiti with 246 girls in the target population. It used a quasi-experimental nonequivalent control group design with pre-test and post-test, consecutive non-random sampling, and a switching replication method in which French-condition participants also experienced the Kreyol condition in consecutive interventions. Data included achievement tests, a student perception questionnaire, and group interviews.

Design Implications

Context

Requirements

  • Pre-tests to assess prior knowledge before instruction and post-tests after instruction in each condition
  • Groups formed by consecutive sampling with a switching replication method so French-condition participants also experience the Kreyol condition in consecutive interventions

Constraints

  • Conducted at an all-female school, limiting generalization to male students; constrained by the academic schedule of standardized state exams and by a short study duration
  • The study was conducted at an all-female school, which the author states limits generalization to both genders
  • The academic schedule and state exams constrained timing, and the study ran over a short period

Target Learners

  • Haitian secondary girls at Institution X
  • Secondary girls at a private Haitian school (246 students across grade levels)

Learning Goals

  • Math and science concept acquisition in the language of instruction
  • Math achievement
  • Science achievement
  • Student perceptions of language of instruction and Haitian identity

Claims

Examples

-

Key Sources

  • Behrmann, T. (2018). Evaluating the effects of mother tongue on math and science instruction. I. Sahin & T. Shelley (Eds.). Monument, CO, USA: ISTES Organization. https://www.istes.org
  • Behrmann, T. (2018). Evaluating the effects of mother tongue on math and science instruction. Monument, CO, USA: ISTES Organization. https://www.istes.org
Page metadata
Field Value
type design
id kreyol-intervention-nonequivalent-switch-replication
aliases kreyol-medium-math-science-intervention
title Kreyol-medium math and science intervention with nonequivalent control group design and switch replication
description The study's intervention taught the same math and science concepts to two student groups, one in Kreyol and one in French, at an all-female private school in Haiti with 246 girls in the target population.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — behrmann-2018

Frontmatter is the page's machine-readable record — see the Schema & Guide.