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Research brief: A validation study of Connecting Math Concepts

Brent, G.; DiObilda, N.
Abstract:
This study examined the effectiveness of Connecting Math Concepts on the academic achievement of students entering the first grade in one Follow Through elementary school in Camden, New Jersey. Similar students from a nearby elementary school acted as the control group and received instruction with the Holt Math Series. Student achievement was measured with the Comprehensive Test of Basic Skills (CTBS) and the Metropolitan Achievement Test (MAT) at the end of second grade. Results were reported for each group of students and whether the students were instructed for the entire two years (stable) or did not participate for the entirety of the study (mobile). Results from the CTBS and the MAT indicate that stable students in the DI group scored significantly higher on math computation than stable students in the control group. Results from the Concepts subtest of the CTBS indicated that stable control group students scored higher than both DI groups. However, both DI groups scored higher than the mobile control group students. Results from the MAT concepts test indicated that stable DI students scored much higher than stable control students. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1994
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Project Follow Through; Connecting Math Concepts; Comprehensive Test of Basic Skills; Metropolitan Achievement Test
Source:
Effective School Practices
Volume:
2
Pages:
62-63
Design type:
Posttest only control group design with matched comparisons
Fidelity monitored:
No
Students included:
Elementary students, low-SES students, Hispanic students, African American students, Asian students, mobile students
Location/Setting:
Camden, New Jersey, elementary school

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