Examining the Impact of a First Grade Whole Number Intervention by Group Size

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research on Educational Effectiveness Pub Date : 2022-07-22 DOI:10.1080/19345747.2022.2093299

Ben Clarke, Christian T. Doabler, Marah Sutherland, Derek B. Kosty, Jessica E. Turtura, K. Smolkowski

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引用次数: 1

Abstract

Abstract This study utilized a partially nested randomized control design to investigate the impact of Fusion, a first-grade math intervention. Blocking on classrooms, students were randomly assigned to one of the three conditions: a Fusion two-student group, a Fusion five student group, or a no-treatment control group. Two primary research questions were examined: What was the overall impact of the Fusion intervention as compared to a business-as-usual comparison condition? and Was there a differential impact on student outcomes between the 2:1 Fusion and the 5:1 Fusion conditions? Analyses found a positive effects on four outcome measures favoring Fusion groups over control with two of the differences statistically significant. Results between Fusion groups found positive effects favoring the Fusion 2:1 group compared to the Fusion 5:1 group on all four outcome measures with two of the differences statistically significant. On a second-grade follow-up measure, no difference was found between Fusion groups and control, but a statistically significant difference was found between Fusion groups favoring the 2:1 Fusion group. Future research directions and implications for practice are discussed.

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按小组规模检验一年级整数干预的影响

摘要本研究采用部分嵌套随机对照设计来研究一年级数学干预Fusion的影响。在教室里，学生被随机分配到三种情况中的一种：Fusion两名学生组、Fusion五名学生组或无治疗对照组。研究了两个主要的研究问题：与照常营业的比较条件相比，Fusion干预的总体影响是什么？2:1融合和5:1融合条件对学生成绩的影响是否不同？分析发现，在四项结果测量中，有利于融合组而非对照组的积极影响，其中两项差异具有统计学意义。Fusion组之间的结果发现，与Fusion 5:1组相比，Fusion 2:1组在所有四项结果测量方面都有积极影响，其中两项差异具有统计学意义。在二级随访测量中，Fusion组和对照组之间没有发现差异，但Fusion组之间有统计学意义的差异，有利于2:1的Fusion组。讨论了未来的研究方向和对实践的启示。

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来源期刊

Journal of Research on Educational Effectiveness EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.00

自引率

11.10%

发文量

期刊介绍： As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.