Rittle-Johnson, B., Star, J. R., & Durkin, K. (2009). Journal of Educational Psychology, 101(4), 836–852. Retrieved from: https://eric.ed.gov/?id=EJ860917
Reviewed: January 2023
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.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Conceptual knowledge (% correct) |
Comparing multiple examples–Rittle-Johnson et al. (2009) vs. Other intervention |
0 Days |
Used any algebra at pre-test (Compare methods vs. Sequential);
|
N/A |
N/A |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Procedural flexibility use (% use of methods) |
Comparing multiple examples–Rittle-Johnson et al. (2009) vs. Other intervention |
0 Days |
Used any algebra at pre-test (Compare methods vs. Sequential);
|
N/A |
N/A |
No |
-- | |
|
Procedural flexibility (% correct) |
Comparing multiple examples–Rittle-Johnson et al. (2009) vs. Other intervention |
0 Days |
Used any algebra at pre-test (Compare methods vs. Sequential);
|
N/A |
N/A |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Procedural knowledge (% correct) |
Comparing multiple examples–Rittle-Johnson et al. (2009) vs. Other intervention |
0 Days |
Used any algebra at pre-test (Compare methods vs. Sequential);
|
N/A |
N/A |
No |
-- |
Characteristics of study sample as reported by study author.
| Asian | 9% | |
| Black | 9% | |
| Other or unknown | 9% | |
| White | 73% |
| Hispanic | 9% | |
| Not Hispanic or Latino | 91% |
11 classrooms in a low-performing urban middle school in Massachusetts.
Out of 239 students in the overall intervention, 136 (56.9%) were female. 73% of students were white, and 9% each were African-American, Hispanic, and Asian.
The intervention took place over three days. All students received a whole-class lesson with students attempting a problem and the instructor then solving. All participants then received packets containing 24 worked examples (algebra problems with the solution method displayed). Half the problems illustrated a conventional solution method and half illustrated a short cut. There were three types of problems. Student were assigned to pairs and pairs began working on the packets; students described their solution method and discussed accompanied questions. In the compare methods condition, a worked example was presented and solved two different ways (conventional and shortcut) on the same page--facilitating comparisons. An additional difference between conditions occurred at the end of the daily session when all students were given four practice problems, asked to solve the problems on their own, compare with their partner, and have the answers checked by an adult. In the compare methods condition only, students were presented with two problems and asked to solve each of the problems using both of the two different solution methods.
In Sequential condition each worked example was presented on a different page. At the end of session, students were presented with four problems and allowed to choose their solution method.
Members of the project team visited classes during the intervention and helped students to implement steps of problem solving but did not assist students in choosing solution methods or steps.
Reviewed: January 2023
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.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Conceptual knowledge (% correct) |
Comparing multiple examples–Rittle-Johnson et al. (2009) vs. Other intervention |
0 Days |
Use no algebra at pre-test (Compare methods vs. Sequential);
|
N/A |
N/A |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Procedural flexibility use (% use of methods) |
Comparing multiple examples–Rittle-Johnson et al. (2009) vs. Other intervention |
0 Days |
Use no algebra at pre-test (Compare methods vs. Sequential);
|
N/A |
N/A |
No |
-- | |
|
Procedural flexibility (% correct) |
Comparing multiple examples–Rittle-Johnson et al. (2009) vs. Other intervention |
0 Days |
Use no algebra at pre-test (Compare methods vs. Sequential);
|
N/A |
N/A |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Procedural knowledge (% correct) |
Comparing multiple examples–Rittle-Johnson et al. (2009) vs. Other intervention |
0 Days |
Use no algebra at pre-test (Compare methods vs. Sequential);
|
N/A |
N/A |
No |
-- |
Characteristics of study sample as reported by study author.
| Asian | 9% | |
| Black | 9% | |
| Other or unknown | 9% | |
| White | 73% |
| Hispanic | 9% | |
| Not Hispanic or Latino | 91% |
11 classrooms in a low-performing urban middle school in Massachusetts.
Out of 239 students in the overall intervention, 136 (56.9%) were female. 73% of students were white, and 9% each were African-American, Hispanic, and Asian.
The intervention took place over three days. All students received a whole-class lesson with students attempting a problem and the instructor then solving. All participants then received packets containing 24 worked examples (algebra problems with the solution method displayed). Half the problems illustrated a conventional solution method and half illustrated a short cut. There were three types of problems. Student were assigned to pairs and pairs began working on the packets; students described their solution method and discussed accompanied questions. In the compare methods condition, a worked example was presented and solved two different ways (conventional and shortcut) on the same page--facilitating comparisons. An additional difference between conditions occurred at the end of the daily session when all students were given four practice problems, asked to solve the problems on their own, compare with their partner, and have the answers checked by an adult. In the compare methods condition only, students were presented with two problems and asked to solve each of the problems using both of the two different solution methods.
In Sequential condition each worked example was presented on a different page. At the end of session, students were presented with four problems and allowed to choose their solution method.
Members of the project team visited classes during the intervention and helped students to implement steps of problem solving but did not assist students in choosing solution methods or steps.
Reviewed: April 2015
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.
Characteristics of study sample as reported by study author.
| Asian | 9% | |
| Black | 9% | |
| White | 72% |
| Hispanic | 9% | |
| Not Hispanic or Latino | 91% |
Reviewed: May 2012
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.
Characteristics of study sample as reported by study author.
| Asian | 9% | |
| Black | 9% | |
| White | 72% |
| Hispanic | 9% | |
| Not Hispanic or Latino | 91% |
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).
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