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Evaluating the Impact of Supplemental Computer-Assisted Math Instruction in Elementary School: A Conceptual Replication.

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Title: Evaluating the Impact of Supplemental Computer-Assisted Math Instruction in Elementary School: A Conceptual Replication.
Authors: Foster, Matthew E.1 (AUTHOR) mefoster@usf.edu
Source: Journal of Research on Educational Effectiveness. Jan-Mar2024, Vol. 17 Issue 1, p94-118. 25p.
Subject Terms: *Computer assisted instruction, *School children, *School districts, *Elementary schools, *Kindergarten children, *Math anxiety
Abstract: Despite the surge in efficacy studies, the relative effectiveness of any two math interventions is largely unknown and replications are rare. To ensure that students benefit from high-quality learning experiences, the current conceptual replication of Wang and Woodworth, a randomized control trial, evaluated the relative impacts of two computer programs used in a school district as supplements to students' regular education math instruction, DreamBox Learning and Zearn Math. For 115 students in kindergarten and first grade, data were collected before and after an 11-week implementation period. Measures of effect size, but not null hypothesis statistical tests, suggested that participants in the DreamBox condition had higher test scores on posttest numeracy and geometry (Hedges g =.32 and.14). There was also a statistically significant group by pretest interaction, evidence of "Matthew Effects" for numeracy. Although some support for adopting DreamBox as a supplemental method for improving math competencies of students in early elementary school was provided, more research is needed as the true effect may be smaller than what the present study reports. The study's implications are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Evaluating the Impact of Supplemental Computer-Assisted Math Instruction in Elementary School: A Conceptual Replication.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+on+Educational+Effectiveness%22">Journal of Research on Educational Effectiveness</searchLink>. Jan-Mar2024, Vol. 17 Issue 1, p94-118. 25p.
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  Data: *<searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink><br />*<searchLink fieldCode="DE" term="%22Math+anxiety%22">Math anxiety</searchLink>
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  Data: Despite the surge in efficacy studies, the relative effectiveness of any two math interventions is largely unknown and replications are rare. To ensure that students benefit from high-quality learning experiences, the current conceptual replication of Wang and Woodworth, a randomized control trial, evaluated the relative impacts of two computer programs used in a school district as supplements to students' regular education math instruction, DreamBox Learning and Zearn Math. For 115 students in kindergarten and first grade, data were collected before and after an 11-week implementation period. Measures of effect size, but not null hypothesis statistical tests, suggested that participants in the DreamBox condition had higher test scores on posttest numeracy and geometry (Hedges g =.32 and.14). There was also a statistically significant group by pretest interaction, evidence of "Matthew Effects" for numeracy. Although some support for adopting DreamBox as a supplemental method for improving math competencies of students in early elementary school was provided, more research is needed as the true effect may be smaller than what the present study reports. The study's implications are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/19345747.2023.2174919
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        Text: English
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      – SubjectFull: Computer assisted instruction
        Type: general
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      – SubjectFull: School districts
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      – SubjectFull: Elementary schools
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              Text: Jan-Mar2024
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