Overview of Wowzers Math efficacy data.

1. Wowzers Academic Efficacy Overview
2010-2011 Academic Year
4th Grade - Treatment & Control Group
Wowzers, LLC | One East Erie St |Suite 480 | Chicago, IL | 60611 | 312.577.0066 | www.wowzers.com

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3. Contents
Control VS Treatment ....................................................................................................................................................................................................... 4
Classroom 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
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4. Control VS Treatment
During the 2010-2011 School Year Wowzers,
Learning partnered with two schools in
Chicago to investigate the efficacy of
providing online, adaptive math content to
replace exiting Basal text books.
During the program two 4th grade classrooms
used Wowzers as their primary math
assessment and curriculum resource
(treatment group). They used Wowzers for
approximately an hour per day, five days per
week. Two other classrooms in the same
schools continued to use their Basal math text
books.
At the end of the year the schools provided
archival standardized test data (ISAT) for both
treatment and control groups to the
University of Memphis.
According to the study, “…mixed Analysis of Variance procedures (ANOVAs) indicated statistically significant differences
between 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 two
measures. 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 as
moderate, and those that are equal to or surpass 0.80 are considered large.
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5. Classroom Analysis
In addition to the standardized test data collected from control & treatment group students, additional standard-specific data was electronically
collected 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
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6. Classroom A – Fall to W inter Progress BY CLASSROOM
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7. Classroom B – Fall to W inter Progress OVERALL
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8. Classroom B – Fall to W inter Progress BY CLASSROOM
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9. Classroom B – W inter to Spring Progress OVERALL
Standards 10.A, 6.A, 6.B, 6.C, 7.A, 7.C, 9.A
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10. Classroom B – W inter to Spring Progress BY STANDARD
Pre-Test Post-Test
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