WWC review of this study

What evidence matters? A randomized field trial of Cognitive Tutor® Algebra I

Ritter, S., Kulikowich, J., Lei, P., McGuire, C., & Morgan, P. (2007). In T. Hirashima, H. U. Hoppe, & S. Shwu-Ching Young (Eds.), Supporting learning flow through integrative technologies (pp. 13–20). Netherlands: IOS Press. Retrieved from http://ies.ed.gov/

  • Randomized Controlled Trial
     examining 
    255
     Students
    , grade
    9
Does not meet WWC standards

Reviewed: September 2016

Study sample characteristics were not reported.
No statistically significant positive
findings
Meets WWC standards without reservations

Reviewed: June 2016

Algebra outcomes—Substantively important positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Educational Testing Service (ETS) End-of-Course Algebra Test

Cognitive Tutor® Algebra I vs. Business as usual

9 Months

Grade 9;
255 students

17.41

15.28

No

 
 
15

Characteristics of study sample as reported by study author.

  • Race
    Asian
    5%
    Black
    5%
    Native American
    18%
    White
    65%
  • Ethnicity
    Hispanic
    4%
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    Oklahoma

Setting

Study was conducted on 9th graders (14-15 year olds) in Moore Independent School District, near Oklahoma City, OK.

Study sample

The study included 9th graders (14-15 year olds). No other sample characteristics were provided for this sample of students. The district is described as 65 percent White, 18 percent Native American, 5 percent Black, 5 percent Asian, and 4 percent Hispanic.

Intervention Group

Cognitive Tutor classes involve three components: text, intelligent tutoring software, and teacher training. Students spend 2 class periods per week in the computer lab using software, which tracks the progress of student understanding. (The study was conducted in the first year of Cognitive Tutor implementation.)

Comparison Group

McDougal-Littell Heath Algebra I was used by the comparison classrooms. The authors refer to the comparison curriculum as a traditional textbook.

Support for implementation

Teachers attended 4 days of initial training (before teaching with Cognitive Tutor) to familiarize themselves with the software, learn the pedagogical approaches used during classroom instruction, and learn techniques for integrating the software and classroom instruction.

In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.

  • Carnegie Learning, Inc. (2004). Carnegie Learning research report: Moore Independent School District. Pittsburgh, PA: Author.

  • Morgan, P., & Ritter, S. (2002). An experimental study of the effects of Cognitive Tutor® Algebra I on student knowledge and attitude. Pittsburgh, PA: Carnegie Learning, Inc. Retrieved from http://www.carnegielearning.com

 

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This download will include data files for study and findings review data and a data dictionary.

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