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Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction

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  • معلومة اضافية
    • Peer Reviewed:
      Y
    • المصدر:
      21
    • Sponsoring Agency:
      National Center for Special Education Research (NCSER) (ED/IES)
    • Contract Number:
      R324D130003
    • Education Level:
      Elementary Education
      Grade 4
      Intermediate Grades
      Grade 5
      Middle Schools
    • الموضوع:
      Elementary School Students; Elementary School Mathematics; Fractions; Intervention; Grade 4; Grade 5; Mathematics Instruction; Computation; Mathematics Skills; Outcomes of Education; Effect Size; Teaching Methods; Achievement Tests; Mathematics Tests; Outcome Measures
    • الموضوع:
      Wide Range Achievement Test
    • الرقم المعرف:
      10.1177/00144029221135565
    • ISSN:
      0014-4029
      2163-5560
    • نبذة مختصرة :
      This study's first purpose was to investigate effects of a fourth- and fifth-grade "next-generation" fraction intervention, which included six enhancements over a previously validated fraction intervention, designed to address career- and college-readiness standards. The study's second purpose was to assess effects of the next-generation fraction intervention at follow-up, 1 year after intervention ended. The third purpose was to isolate the effects of one of the six intervention enhancements: interleaved fraction calculations instruction. Students with intensive intervention needs were randomized to next-generation fraction intervention (Super Solvers [SSINT]) with blocked calculations instruction (SSINT_B), SSINT with interleaved calculations instruction (SSINT_I), and control. On a mix of proximal and transfer outcomes, SSINT (across conditions) produced strong, significant effects over control at posttest. At follow-up, effect sizes were weaker but remained significant on calculations: g = 1.22. On other measures, follow-up g was 0.39 to 0.58. The effect of SSINT_I over SSINT_B, although not significant at posttest (g = 0.28), was statistically significant and large at follow-up (g = 0.65), in line with the cognitive science literature showing long-term advantages for interleaved instruction. Results suggest next-generation fraction intervention efficacy for intensive-needs students and the importance of interleaved instruction. [For the corresponding grantee submission, see ED623746.]
    • نبذة مختصرة :
      As Provided
    • IES Funded:
      Yes
    • الموضوع:
      2023
    • الرقم المعرف:
      EJ1372215