Barbieri, Christina; Booth, Julie L. (2016). Learning and Individual Differences v48 p36-44. Retrieved from: https://eric.ed.gov/?id=ED566951
Reviewed: August 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 |
|---|---|---|---|---|---|---|---|---|
|
Researcher-developed systems of equations assessment |
Correct worked examples - Barbieri & Booth, (2016) vs. Business as usual |
0 Days |
Full sample;
|
47.91 |
50.34 |
No |
-- |
Characteristics of study sample as reported by study author.
| Other or unknown | 100% |
| Other or unknown | 100% |
| Free or reduced price lunch (FRPL) | 11% | |
| No FRPL | 89% |
The study was conducted in five Algebra 1 classrooms located in a middle school in the United States. The authors do not describe the type of middle school or the state in which it was located.
The researchers randomly assigned 45 students to the intervention group that received correct worked examples and 47 students to the comparison group. A total of 85 students who were primarily in 8th grade (97% with 3% unspecified) were included in the study. Approximately 59% of the students were female and 11% were from low-income families. The authors describe the demographics of the student sample using two categories that combine race and ethnicity: 23% of students were African American, Hispanic, or more than one race; and 77% were non-Hispanic White or Asian.
The correct worked examples condition allows students to observe how algebra problems can be solved so that students can emulate successful strategies on their own. The correct worked examples intervention was offered to individual students in class during their Algebra 1 class period. Students received 4 worksheets over a period of 2 to 7 weeks during the time teachers were covering systems of equations. Teachers allowed students 20 minutes to complete each worksheet. Each worksheet asked students to solve a system of equations by finding the values of two unknowns, using a different method on each worksheet (graphing, substitution, elimination with addition and subtraction, and elimination with multiplication). Each worksheet contained four examples of fictitious students' correctly worked solutions to problems with key steps highlighted and prompts to help students understand the examples. In addition to the four examples, the worksheets included four additional problems for students to complete on their own.
Students in the comparison group received four worksheets over the same period as the intervention group that included eight problems for students to solve on their own, but the worksheets contained no examples of correctly worked solutions.
The study did not describe any support for implementation.
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.
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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.
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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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