Matched-pairs crossover design pattern: equal content, dosage, order, and activity type across treatment and control units

Design · All designs
Evidence · 4 claims (3 for, 1 mixed) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 4 claims rest on one study

Description

This lesson-and-unit-level design pattern pairs an arts-integrated unit with a conventional unit matched in content, dosage, order of content presentation, and type of instructional activity, so that the only systematic difference is the arts-based versus conventional mode of demonstrating knowledge. Students are randomized to one condition for a first unit and cross over to the alternate condition for a second unit, with classroom pairs matched within sites for time of day and within-teacher effects. The article used this pattern to isolate the effect of arts integration on retention.

Design Implications

Context

Requirements

• All teachers deliver both conditions; unit pairs must provide the same science content, dosage, and mode of delivery to assure active learning in both conditions

Constraints

• Randomization at the student level with IEP designations checked for even distribution across classes; condition reversal in the second session

Target Learners

• elementary students in matched classroom pairs

Learning Goals

• retention of academic content in non-arts subjects

Claims

• Arts Integrated No Overall Retention Difference [+M]
• Arts Integration Condition Timing Transfer Effect [+M]
• Neither unit pair nor its interaction with instructional method significantly affected retention of science content [~W]
• An instructional-method by reading-level interaction showed basic-level readers retained significantly more science content after arts-integrated instruction [+W]

Related Designs

• Scripted matched science unit pairs with curriculum-based assessments for arts-integrated and conventional instruction

Examples

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Key Sources

• Mariale M. Hardiman, Ranjini Mahinda JohnBull, Deborah Carran. (2017). The Effects of Arts-Integrated Instruction on Students' Memory for Science Content: Results from a Randomized Control Trial Study. Paper presented at the annual meeting of the American Educational Research Association. https://www.aera.net

Page metadata

Field	Value
type	design
id	matched-unit-pairs-crossover-design-pattern
title	Matched-pairs crossover design pattern: equal content, dosage, order, and activity type across treatment and control units
description	This lesson-and-unit-level design pattern pairs an arts-integrated unit with a conventional unit matched in content, dosage, order of content presentation, and type of instructional activity, so that the only systemat...
status	review
generated	by process:settle-candidates on 2026-11-01
trust	unverified — no one has confirmed this page's content
sources	1 — mariale-m-hardiman-2017

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