Weiss, Michael J.; Headlam, Camielle (2019). Journal of Research on Educational Effectiveness v12 n3 p484-513. Retrieved from: https://eric.ed.gov/?id=ED599762
Reviewed: February 2022
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 |
|
|---|---|---|---|---|---|---|---|---|---|
|
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 |
|
||
Characteristics of study sample as reported by study author.
| Black | 19% | |
| Other or unknown | 35% | |
| White | 46% |
| Hispanic | 28% | |
| Not Hispanic or Latino | 72% |
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.
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.
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.
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.
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.
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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