Matthew Finster, Lauren Decker-Woodrow, Barbara Booker, Craig A. Mason, Shihfen Tu, Ji-Eun Lee
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引用次数: 0
Abstract
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.
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.
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