代数技术应用的成本效益

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research on Educational Effectiveness Pub Date : 2023-10-23 DOI:10.1080/19345747.2023.2269918

Matthew Finster, Lauren Decker-Woodrow, Barbara Booker, Craig A. Mason, Shihfen Tu, Ji-Eun Lee

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引用次数: 0

摘要

自1990年以来，新冠肺炎疫情导致学生数学成绩下降幅度最大。这个国家需要有成本效益的数学干预措施来解决这个问题，提高学生的数学成绩。本研究提出了三种代数技术应用的成本效益分析(CEA)，涵盖四种情况:从这里到那里(FH2T)， DragonBox 12+ (DragonBox)，即时反馈和主动控制。本CEA研究采用了学生水平随机对照试验的影响指标，比较了学生在三种治疗条件下与主动控制条件下的学习情况，分析样本包括9所学校、34名教师、127个班级的1850名中学生。CEA的结果表明，FH2T的成本为每位学生39美元，对代数成绩的平均影响为0.135美元，成本效益比为291美元。DragonBox的成本为每位学生55美元，对代数成绩的平均影响为0.269，成本效益比为206美元。总体而言，目前CEA的研究表明，FH2T和DragonBox作为提高学生代数成绩和解决全国数学水平下降的低成本干预措施是有效的。

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Cost-Effectiveness of Algebraic Technological Applications

COVID-19 contributed to the largest student performance decline in mathematics since 1990. The nation needs cost-effective mathematic interventions to address this drop and improve students’ mathematics performance. This study presents a cost-effectiveness analysis (CEA) of three algebraic technological applications, across four conditions: From Here to There (FH2T), Dragon Box 12+ (DragonBox), Immediate Feedback and Active Control. This CEA study uses impact measures from a student-level randomized control trial comparing student learning from the three treatment conditions to the Active Control condition with an analytic sample of 1,850 middle school students across 9 schools, 34 teachers, and 127 classes. The results from the CEA indicate FH2T costs $39 per student and produces an average effect of 0.135 on algebraic achievement resulting in a cost-effectiveness ratio of $291. DragonBox costs $55 per student and produces an average effect of 0.269 on algebraic achievement resulting in a cost-effectiveness ratio of $206. Overall, the current CEA study demonstrates the efficiency of FH2T and DragonBox as low-cost interventions for improving students’ algebraic performance and addressing the nation’s decline in mathematics.

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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.