WWC review of this study

A randomized controlled trial of a modularized, computer-assisted, self-paced approach to developmental math

Weiss, M. J., & Headlam, C. (2019). Journal of Research on Educational Effectiveness, 12(3), 484-513. Retrieved from: https://eric.ed.gov/?id=ED599762

  • Randomized Controlled Trial
     examining 
    1,403
     Students
    , grade
    PS

Reviewed: February 2022

At least one statistically significant positive finding
Meets WWC standards without reservations
Progressing in college outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Enrollment

ModMath vs. Business as usual

0 Semesters

Full sample;
1,403 students

51.90

48.80

No

--
More Outcomes

Completed a college-level math course

ModMath vs. Business as usual

0 Days

Full sample;
1,403 students

2.60

2.90

No

--
Show Supplemental Findings

Enrollment

ModMath vs. Business as usual

-1 Semesters

Full sample;
1,403 students

68.70

61.80

Yes

 
 
7

Completed a college-level math course

ModMath vs. Business as usual

-1 Semesters

Full sample;
1,403 students

0.40

0.30

No

--

Completed a college-level math course

ModMath vs. Business as usual

1 Semester

Full sample;
1,403 students

6.90

9.20

No

--
Progressing in developmental education outcomes—Indeterminate effects found
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;
1,403 students

14.70

15.70

No

--
More Outcomes
Show Supplemental Findings

Completed developmental math sequence

ModMath vs. Business as usual

1 Semester

Full sample;
1,403 students

22.50

22.00

No

--

Completed developmental math sequence

ModMath vs. Business as usual

-1 Semesters

Full sample;
1,403 students

2.20

5.10

Yes

-20
 
 


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.


  • Female: 64%
    Male: 36%
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Texas
  • Race
    Black
    19%
    Other or unknown
    35%
    White
    46%
  • Ethnicity
    Hispanic    
    28%
    Not Hispanic or Latino    
    72%

Setting

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.

Study sample

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.

Intervention Group

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.

Comparison Group

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.

Support for implementation

No support for implementation was described.

 

Your export should download shortly as a zip archive.

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

Connect With the WWC

loading
back to top