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The Effect of Teachers Reassigning Students to New Cognitive Tutor Sections

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Title: The Effect of Teachers Reassigning Students to New Cognitive Tutor Sections
Language: English
Authors: Sales, Adam C., Pane, John F.
Source: International Educational Data Mining Society. 2020.
Availability: International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org
Peer Reviewed: Y
Page Count: 10
Publication Date: 2020
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DRL1420374
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Student Placement, Intelligent Tutoring Systems, Algebra, Mathematics Instruction, Scores, Pretests Posttests, Mastery Learning, High School Students, Statistical Analysis, Instructional Effectiveness
Abstract: The design of the Cognitive Tutor Algebra I (CTA1) intelligent tutoring system assumes that students work through sections of material following a pre-specified order, and only move on from one section to the next after mastering the first section's skills. However, the software gives teachers the flexibility to override that structure, by reassigning students to different sections of the curriculum. Which students get reassigned? Does reassignment hurt student learning? Does it help? This paper used data from the treatment arm of a large effectiveness study of the CTA1 curriculum to estimate the effects of reassignment on students' scores on an Algebra I posttest. Since reassignment is not randomized, we used a multilevel propensity score matching design, along with assessments of sensitivity to bias from unmeasured confounding, to estimate the effects of reassignment. We found that reassignment reduces posttest scores by roughly 0.2 standard deviations--about the same as the overall CTA1 treatment effect--that unmeasured confounding is unlikely to completely explain this observed effect, and that the effect of reassignment may vary widely between classrooms. [For the full proceedings, see ED607784.]
Abstractor: As Provided
Entry Date: 2020
Accession Number: ED608064
Database: ERIC
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  Data: The design of the Cognitive Tutor Algebra I (CTA1) intelligent tutoring system assumes that students work through sections of material following a pre-specified order, and only move on from one section to the next after mastering the first section's skills. However, the software gives teachers the flexibility to override that structure, by reassigning students to different sections of the curriculum. Which students get reassigned? Does reassignment hurt student learning? Does it help? This paper used data from the treatment arm of a large effectiveness study of the CTA1 curriculum to estimate the effects of reassignment on students' scores on an Algebra I posttest. Since reassignment is not randomized, we used a multilevel propensity score matching design, along with assessments of sensitivity to bias from unmeasured confounding, to estimate the effects of reassignment. We found that reassignment reduces posttest scores by roughly 0.2 standard deviations--about the same as the overall CTA1 treatment effect--that unmeasured confounding is unlikely to completely explain this observed effect, and that the effect of reassignment may vary widely between classrooms. [For the full proceedings, see ED607784.]
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      – Text: English
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      – SubjectFull: Student Placement
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      – SubjectFull: Intelligent Tutoring Systems
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      – SubjectFull: Algebra
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Instructional Effectiveness
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      – TitleFull: The Effect of Teachers Reassigning Students to New Cognitive Tutor Sections
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