Wowzers efficacy

ContentsControl VS Treatment ....................................................................................................................................................................................................... 4Classroom Analysis ........................................................................................................................................................................................................... 5 Classroom A – Fall to Winter Progress OVERALL.......................................................................................................................................................... 5 Classroom A – Fall to Winter Progress BY CLASSROOM .............................................................................................................................................. 6 Classroom B – Fall to Winter Progress OVERALL .......................................................................................................................................................... 7 Classroom B – Fall to Winter Progress BY CLASSROOM ............................................................................................................................................... 8 Classroom B – Winter to Spring Progress OVERALL ..................................................................................................................................................... 9 Classroom B – Winter to Spring Progress BY STANDARD ........................................................................................................................................... 10 3

Control VS TreatmentDuring the 2010-2011 School Year Wowzers,Learning partnered with two schools inChicago to investigate the efficacy ofproviding online, adaptive math content toreplace exiting Basal text books.During the program two 4th grade classroomsused Wowzers as their primary mathassessment and curriculum resource(treatment group). They used Wowzers forapproximately an hour per day, five days perweek. Two other classrooms in the sameschools continued to use their Basal math textbooks.At the end of the year the schools providedarchival standardized test data (ISAT) for bothtreatment and control groups to theUniversity of Memphis.According to the study, “…mixed Analysis of Variance procedures (ANOVAs) indicated statistically significant differencesbetween treatment and control group means … that were both coupled with large mean-difference effect sizes*.”* An indicator of the impact of treatment, the “effect size” is a descriptive statistic that indicates the magnitude of the difference (in units of standard deviations) between twomeasures. According to commonly accepted benchmarks (Cohen, 1988), positive or negative effect sizes of 0.20 are thought small, those at plus or minus 0.50 are regarded asmoderate, and those that are equal to or surpass 0.80 are considered large. 4

Classroom AnalysisIn addition to the standardized test data collected from control & treatment group students, additional standard-specific data was electronicallycollected for Wowzers students (treatment group).†‡Classroom A – Fall to W inter Progress OVERALL† “Classroom A” only has data for the “Fall to Winter” period because of data irregularities‡ Control group students were not made available for additional testing 5

Classroom A – Fall to W inter Progress BY CLASSROOM 6

Classroom B – Fall to W inter Progress OVERALL 7

Classroom B – Fall to W inter Progress BY CLASSROOM 8

Classroom B – W inter to Spring Progress OVERALLStandards 10.A, 6.A, 6.B, 6.C, 7.A, 7.C, 9.A 9

Classroom B – W inter to Spring Progress BY STANDARD Pre-Test Post-Test 10

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Wowzers efficacy

by Andrew Howard on Sep 26, 2011

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