Star, Jon R.; Rittle-Johnson, Bethany (2008). Learning and Instruction, v18 n6 p565-579. Retrieved from: https://eric.ed.gov/?id=EJ813917
Reviewed: June 2019
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 |
|---|---|---|---|---|---|---|---|---|
|
Overall Knowledge of Multiple Strategies |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: No Strategy (Prompted) vs. No Strategy (Not Prompted);
|
0.51 |
0.39 |
Yes |
|
|
|
Use of Efficient Strategies--Use of a Shortcut Strategy |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: No Strategy (Prompted) vs. No Strategy (Not Prompted);
|
0.01 |
0.00 |
Yes |
-- |
|
|
Use of multiple strategies |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: No Strategy (Prompted) vs. No Strategy (Not Prompted);
|
0.65 |
0.45 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
All Equations |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: No Strategy (Prompted) vs. No Strategy (Not Prompted);
|
0.68 |
0.72 |
No |
-- |
Characteristics of study sample as reported by study author.
2 large, suburban middleclass school districts
Students were encouraged to discover multiple strategies for solving linear equations with one unknown. For example, they were sometimes asked to solve a problem again using a different ordering of steps. The intervention took place over 5 consecutive days during the summer.
Instead of solving a problem again, students worked on a new problem that was similar in underlying structure. The problems were all linear equations with one unknown.
Reviewed: June 2017
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 |
|---|---|---|---|---|---|---|---|---|
|
Use of Efficient Strategies--Use of a Shortcut Strategy |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: Strategy (Not Prompted) vs. No Strategy (Not Prompted);
|
0.21 |
0.00 |
Yes |
|
|
|
Overall Knowledge of Multiple Strategies |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: Strategy (Not Prompted) vs. No Strategy (Not Prompted);
|
0.50 |
0.39 |
No |
-- | |
|
Use of multiple strategies |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: Strategy (Not Prompted) vs. No Strategy (Not Prompted);
|
0.46 |
0.45 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
All Equations |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: Strategy (Not Prompted) vs. No Strategy (Not Prompted);
|
0.76 |
0.72 |
No |
-- |
Characteristics of study sample as reported by study author.
2 large, suburban middle-class school districts
Students received an 8-minute period of strategy instruction, during which a researcher demonstrated the most efficient solution for each of 3 problems involving linear equations with one unknown. The intervention took place over 5 consecutive days during the summer.
Students solved a new problem that was similar in form to a problem they had previously solved during the first day of instruction. The problems were linear equations with one unknown.
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.
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.
| White | 75% |
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.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
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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Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students Practice Guide