A Randomized Controlled Trial of a Modularized, Computer-Assisted, Self-Paced Approach to Developmental Math
Weiss, Michael J.; Headlam, Camielle (2019). Journal of Research on Educational Effectiveness v12 n3 p484-513. Retrieved from: https://eric.ed.gov/?id=ED599762
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examining1,403Students, gradePS
Department-funded evaluation
Review Details
Reviewed: February 2022
- Department-funded evaluation (findings for ModMath)
- 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
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Enrollment |
ModMath vs. Business as usual |
0 Semesters |
Full sample;
|
51.90 |
48.80 |
No |
-- | ||
|
Completed a college-level math course |
ModMath vs. Business as usual |
0 Days |
Full sample;
|
2.60 |
2.90 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Enrollment |
ModMath vs. Business as usual |
-1 Semesters |
Full sample;
|
68.70 |
61.80 |
Yes |
|
||
|
Completed a college-level math course |
ModMath vs. Business as usual |
-1 Semesters |
Full sample;
|
0.40 |
0.30 |
No |
-- | ||
|
Completed a college-level math course |
ModMath vs. Business as usual |
1 Semester |
Full sample;
|
6.90 |
9.20 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Completed developmental math sequence |
ModMath vs. Business as usual |
0 Days |
Full sample;
|
14.70 |
15.70 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Completed developmental math sequence |
ModMath vs. Business as usual |
1 Semester |
Full sample;
|
22.50 |
22.00 |
No |
-- | ||
|
Completed developmental math sequence |
ModMath vs. Business as usual |
-1 Semesters |
Full sample;
|
2.20 |
5.10 |
Yes |
|
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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: 64%
Male: 36% -
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Texas
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Race Black 19% Other or unknown 35% White 46% -
Ethnicity Hispanic 28% Not Hispanic or Latino 72%
Study Details
Setting
The study took place at the Northeast Campus of Tarrant County College in Hurst, Texas. Participating students were placed in developmental math education based on the Texas Success Initiative (TSI) Assessment.
Study sample
The majority of the sample was female (65%) and White (46%), with 20% reporting as Black and 28% reporting as Hispanic. Most (87%) completed 12th grade and about one-third (34%) reported being the first person in their family to attend college. Over half (54%) reported failing a math class in the past.
Intervention Group
ModMath is a modularized, computer-assisted, self-paced developmental math course sequence that also includes a diagnostic assessment and on-demand personalized assistance. While the structure of the developmental math sequence and the instructional delivery of the curriculum are different, the course content remains unchanged, covering two developmental math courses: Developmental Math 1 and Intermediate Algebra. ModMath is structured as six 5-week modules, although because the sequence is self-paced, students can proceed through the modules faster or slower. Each module is one credit. Students are placed into one of the six modules based on an additional placement exam. Students meet in computer classrooms at regularly scheduled times and work independently using instructional videos, PowerPoint slides, and the textbook.
Comparison Group
Students in the comparison group also entered the developmental math sequence, either taking both Developmental Math 1 and Intermediate Algebra, or just Intermediate Algebra, depending on their placement test. Each 3-credit course lasted one semester (16 weeks). Students were able to choose the course format they preferred for each class, including (1) lecture-based: led by an instructor who sets the pace; (2) computer-assisted lectures: led by the instructor who sets the pace, and assisted by computer; or (3) Emporium: self-paced, computer-assisted instruction.
Support for implementation
No support for implementation was described.
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.
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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.
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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.
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Study findings for this report.
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Tier 2 Moderate indicates moderate evidence of effectiveness, and
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and the regulations for ED discretionary grants (EDGAR Part 77).