Effects of a generative instructional design strategy on learning mathematics and on attitudes towards achievement.
Baker, J. J. (1997). (UMI No. 9800955) Dissertation Abstracts International, 58 (7), 2573A. Retrieved from https://search.proquest.com/docview/304401586.
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examining70Students, grade8
Single Study Review
Review Details
Reviewed: June 2020
- Single Study Review (findings for University of Chicago School Mathematics Project (UCSMP) Transitions/Pre-transitions Math)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
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Objectives by Strand |
University of Chicago School Mathematics Project (UCSMP) Transitions/Pre-transitions Math vs. The Expert Mathematician |
0 Weeks |
UCSMP (Transition Mathematics) vs. Comparison (The Expert Mathematician);
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40.80 |
39.80 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 54%
Male: 46% -
Suburban
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Missouri
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Race White 96%
Study Details
Setting
The study took place within four classes in a middle school in a suburb of St. Louis, Missouri. One teacher taught all four study classes, which included two intervention and two comparison classes.
Study sample
Across all students at the school, the majority were eligible for free or reduced-price lunch and 87% of students were White. No students qualified for special education services. The study does not report any other student background characteristics for the students in the school or the specific study sample.
Intervention Group
The intervention group used the UCSMP Transition Mathematics course. Math classes were provided to students every other day for 85 minutes. During each class, the teacher covered one or two UCSMP lessons. The teacher assigned homework almost every session and provided time in class for students to work on homework.
Comparison Group
The comparison group used The Expert Mathematician, version 3.0, which was developed by a veteran teacher and includes 196 lessons on applications of arithmetic, geometry, general math, and Algebra I as well as integrated computer and workbook activities. In addition, teachers guided students to code syntax language using LogoWriter and make connections between coding syntax to mathematical rules and logical operations. Math classes were provided to students every other day for 85 minutes. The teacher did not assign homework in each session.
Support for implementation
The teacher used the teacher’s manual to obtain guidance on implementation. The report does not include any other information on teacher training or support.
Transition Mathematics Intervention Report - Middle School Math
Review Details
Reviewed: March 2007
- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Transition Mathematics.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
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Objectives by Strand |
Transition Mathematics vs. The Expert Mathematician, V3.0 |
Posttest |
Grade 8;
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40.80 |
45.10 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Suburban
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Missouri
The Expert Mathematician Intervention Report - Middle School Math
Review Details
Reviewed: October 2006
- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for The Expert Mathematician.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Objectives by Strand |
The Expert Mathematician vs. Transition Mathematics |
Posttest |
Grade 8;
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45.10 |
40.80 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 54%
Male: 46% -
Suburban
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- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
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Missouri
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Race White 97%
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
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Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).