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Impact of a Tier 2 Fractions Intervention on Fifth-Grade Students' Fractions Achievement: A Technical Report

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Title: Impact of a Tier 2 Fractions Intervention on Fifth-Grade Students' Fractions Achievement: A Technical Report
Language: English
Authors: Jayanthi, Madhav, Gersten, Russell, Spallone, Samantha, Dimino, Joseph, Schumacher, Robin, Smolkowski, Keith, Karp, Karen, Haymond, Kelly, Instructional Research Group (IRG)
Source: Instructional Research Group. 2018.
Availability: Instructional Research Group. 4281 Katella Avenue Ste 205, Los Alamitos, CA 90720. Web site: https://www.inresg.org/
Peer Reviewed: N
Page Count: 95
Publication Date: 2018
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DRL1535214
Document Type: Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Grade 4
Descriptors: Fractions, Mathematics Achievement, Small Group Instruction, Grade 5, Elementary School Students, At Risk Students, Elementary School Mathematics, Mathematics Skills, Grade 4, Intervention, Program Effectiveness, Tutoring, Teaching Methods, Classroom Environment, Classroom Techniques, Student Needs
Abstract: The goal of this randomized controlled trial (RCT) was to evaluate the effectiveness of a small-group intervention in fractions for fifth-graders who are performing below grade level in mathematics. The impact of the fractions intervention was assessed on fifth-grade at-risk students' understanding of foundational fractions concepts and procedural competence with fractions. For the fractions intervention, lessons from the "TransMath"® curriculum (Level 2; Woodward & Stroh, 2015) were modified to create 52 thirty-five-minute lessons focused only on fourth- and fifth-grade level fractions content that could be used in a small-group setting. In this rigorous large-scale RCT, a sample of 1,123 students from three school districts across two U.S. states were screened at the beginning of the school year using a fractions measure developed by the research team. Two hundred and five students who scored between the 15th and the 37th percentile on the screening measure and received parental consent to participate were randomly assigned to the intervention (n = 102) and comparison (n = 103) conditions. Students in the fractions intervention condition received 35-minute tutoring sessions 3-4 times a week. Fraction instruction using the 52 "TransMath" lessons was provided by trained tutors. The comparison condition (n = 103) was business as usual instruction (i.e., core classroom fractions instruction, including intervention or support traditionally provided by the school). Results from the final analytic sample of 186 students (87 in intervention, 99 in comparison) showed that the intervention group significantly outperformed the comparison group on all outcome measures, which included an array of assessments used to measure both student understanding of foundational fractions concepts as well as procedural competence with grade-level fraction material (Hedges' g = 0.66 to 1.08; p < 0.0001).
Abstractor: ERIC
What Works Clearinghouse (WWC) Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: https://ies.ed.gov/ncee/wwc/study/86431
Entry Date: 2021
Accession Number: ED610306
Database: ERIC
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  Data: Impact of a Tier 2 Fractions Intervention on Fifth-Grade Students&#39; Fractions Achievement: A Technical Report
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  Data: The goal of this randomized controlled trial (RCT) was to evaluate the effectiveness of a small-group intervention in fractions for fifth-graders who are performing below grade level in mathematics. The impact of the fractions intervention was assessed on fifth-grade at-risk students&#39; understanding of foundational fractions concepts and procedural competence with fractions. For the fractions intervention, lessons from the &quot;TransMath&quot;&#174; curriculum (Level 2; Woodward &amp; Stroh, 2015) were modified to create 52 thirty-five-minute lessons focused only on fourth- and fifth-grade level fractions content that could be used in a small-group setting. In this rigorous large-scale RCT, a sample of 1,123 students from three school districts across two U.S. states were screened at the beginning of the school year using a fractions measure developed by the research team. Two hundred and five students who scored between the 15th and the 37th percentile on the screening measure and received parental consent to participate were randomly assigned to the intervention (n = 102) and comparison (n = 103) conditions. Students in the fractions intervention condition received 35-minute tutoring sessions 3-4 times a week. Fraction instruction using the 52 &quot;TransMath&quot; lessons was provided by trained tutors. The comparison condition (n = 103) was business as usual instruction (i.e., core classroom fractions instruction, including intervention or support traditionally provided by the school). Results from the final analytic sample of 186 students (87 in intervention, 99 in comparison) showed that the intervention group significantly outperformed the comparison group on all outcome measures, which included an array of assessments used to measure both student understanding of foundational fractions concepts as well as procedural competence with grade-level fraction material (Hedges&#39; g = 0.66 to 1.08; p &lt; 0.0001).
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  Data: ED610306
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 95
    Subjects:
      – SubjectFull: Fractions
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Small Group Instruction
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Elementary School Mathematics
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Grade 4
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      – SubjectFull: Intervention
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Student Needs
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      – TitleFull: Impact of a Tier 2 Fractions Intervention on Fifth-Grade Students' Fractions Achievement: A Technical Report
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