Roschelle, Jeremy; Feng, Mingyu; Murphy, Robert F.; Mason, Craig A. (2016). AERA Open, v2 n4. Retrieved from: https://eric.ed.gov/?id=EJ1194398
Reviewed: March 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 |
|---|---|---|---|---|---|---|---|---|
|
TerraNova common Core assessment mathematics test |
ASSISTments vs. Business as usual |
0 Days |
Full sample;
|
691.22 |
682.66 |
Yes |
|
|
Characteristics of study sample as reported by study author.
| Asian | 2% | |
| Black | 2% | |
| Other or unknown | 2% | |
| White | 93% |
| Hispanic | 2% | |
| Not Hispanic or Latino | 98% |
The study took place in seventh-grade classrooms in 43 schools in Maine (p. 4).
The sample was about half (49 percent) male, and primarily white (93 percent). Black, Hispanic, and Asian students each made up about 2 percent of the sample. About 39 percent of the sample qualified for the free- or reduced-price meal program, while 12 percent were special education students (p. 5).
The intervention tested was ASSISTments, a web-based platform for mathematics homework and related teacher training. The web-based platform is used by students to complete their math homework. It provides students with feedback and guidance, and provides teachers with reports on student performance and commonly missed questions. For this study, the ASSISTments software was loaded with all homework problems from all textbooks in use among intervention schools, as well as math extension activities called "skill builders" covering more than 300 topics appropriate to seventh grade math (pp. 2-4).
The comparison condition was business-as-usual mathematics homework practices (p. 5).
Teachers received professional development in using ASSISTments that covered practices such as encouraging students to correct mistakes on questions they missed, reviewing correct solution methods for the problems that students struggled with, and talking about commonly missed questions. Teachers also had one year to learn ASSISTments before delivering it to students in the study (pp. 3, 5).
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).
Resources
Newsflash
Contact Us
Facebook
Twitter
YouTube