Investigating Efficacy, Moderators and Mediators for an Online Mathematics Homework Intervention

Autor/inn/en	Murphy, Robert; Roschelle, Jeremy; Feng, Mingyu; Mason, Craig A.
Titel	Investigating Efficacy, Moderators and Mediators for an Online Mathematics Homework Intervention
Quelle	In: Journal of Research on Educational Effectiveness, 13 (2020) 2, S.235-270 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roschelle, Jeremy) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2019.1710885
Schlagwörter	Intervention; Program Effectiveness; Access to Computers; Laptop Computers; Feedback (Response); Formative Evaluation; Mathematics Achievement; Homework; Middle School Students; Grade 7; Web Based Instruction; Student Characteristics; Prior Learning; Maine + Suchen Sie Ihr Suchwort? Laptop computer; Laptop; Computer; Digitalrechner; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Hausaufgabe; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Web Based Training; Vorkenntnisse
Abstract	We report on a randomized controlled trial of an intervention that leverages the availability of laptops for all public-school students in the state of Maine. The intervention, called "ASSISTments," provides feedback to students as they solve mathematics homework problems and automatically prepares reports for teachers about student performance on daily assignments. Teachers received training and coaching on formative assessment. Data was collected from 43 schools, 87 teachers, and 2769 7th grade students. Planned analyses describe use of the intervention, analyze the impact of the intervention on an end-of-year standardized assessment, and explore variables that may moderate or mediate impacts. Findings indicate that students in the schools assigned to use ASSISTments learned more and the impact was greater for students with lower prior mathematics achievement. Although evidence shows that teachers used the intervention to target instruction to students' needs, the mediating role of this practice was unclear. We also examined the generalizability of the findings and found generalizability to be limited due to the setting in Maine. Implications for policy, practice, and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01