Category: Maths and Science Learning

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Educational Administration and Leadership Maths and Science Learning Primary School Education

Is time spent on extracurricular physical activity detrimental math performance?

Although the benefits of physical activity for children are well-documented, concerns persist among parents and school administrators that more time devoted to physical activities could reduce study time and hinder academic performance. To address these concerns, Wang and colleagues conducted a cluster randomized clinical trial exploring the impact of extracurricular after-school physical activities on math performance, physical fitness, and myopia status among 3rd and 4th graders in Jiangxi, China.

The study involved 24 elementary schools, stratified into six strata, based on location and prior math scores. Schools within each stratum were randomly assigned to either the intervention group or the control group. The intervention group (12 schools, n = 1012) participated in a 2-hour extracurricular physical activity program after school on school days, engaging in activities such as basketball, soccer, badminton, and table tennis. The control group (12 schools, n = 1020) had no structured after-school physical activity program and students managed their own after-school time.

Data collected before the intervention (October 2020) and after (June 2021) included math test scores, physical fitness scores, myopia status, and self-reported behavior-related data. The findings revealed:

  • Math performance in the intervention group was not inferior to the control group.
  • Students in the intervention group showed significantly greater improvements in overall physical fitness and a lower incidence of new myopia cases, although the latter was not statistically significant.
  • There was a lower proportion of students in the intervention group who spent more than 30 minutes per day on screen time.
  • The time spent on studying and reading was similar between both groups.

These results suggest that participating in after-school extracurricular physical activities for one academic year not only enhances physical fitness but also does not negatively impact math performance. Furthermore, it may offer additional benefits such as reducing excessive screen time.

 

Source: Wang, D., Xiong, R., Zhang, J., Han, X., Jin, L., Liu, W., Qu, Y., Chen, Q., Chen, S., Chen, X., Li, Y., He, M., Zeng, Y., & Liu, Y. (2023). Effect of extracurricular after-school physical activities on academic performance of schoolchildren: A cluster randomized clinical trial. JAMA Pediatrics, 177(11), 1141–1148. https://doi.org/10.1001/jamapediatrics.2023.3615… Read the rest

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Educational Administration and Leadership Maths and Science Learning Secondary School Education

Effective and economical: Cost analysis of the ASSISTments online math program

With the growing interest in AI-supported and technology-focused interventions, there is a need for more information on the relative cost-effectiveness of interventions to help policymakers choose the ones that maximize student learning but remain within school budgets, which are often tight.

A WestEd study from Feng and colleagues analyzed the cost and impact of the ASSISTments program, an online, 1-to-1 homework support program for math which can be used in and out of the classroom to provide students with instant feedback and teachers with real-time progress reporting on their students. The original impact study (a randomized control trial of 5,912 7th grade students from 63 schools in 41 districts in North Carolina) showed a positive impact of ES=+0.10, which was sustained one year after the program ended.  

The current study builds on this evidence by estimating the cost required to produce these gains. Specifically, they estimated that it cost $46.23 per student for this 0.1 standard deviation increase in math achievement. This estimate (and cost-effectiveness ratio) is quite low compared to many other similar interventions and is more impressive given the rigorous research design that produced the estimated impacts (with randomization; large, diverse sample; and long-term impact estimate).

This study provides a guide for a quick application of cost-analysis methods, including a breakdown of each component’s contribution to the cost (Table 1). Additionally, the authors discuss the potential for alternate implementation approaches and how to integrate them into the cost-analysis.

Source (Open Access): Feng, M., Weiser, G., & Collins, K. (2024). Cost and cost effectiveness of ASSISTments online math support: Analysis from a randomized controlled study in middle school. WestEd. Report_Cost-and-Cost-Effectiveness-of-ASSISTments-Online-Math-Support_FINAL-ADA-v2… Read the rest

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Effective Teaching Approach Higher Education Maths and Science Learning

Examining the effects of AI assistance on student agency in higher education

While AI-powered learning technologies are increasingly used to automate and support learning activities, often with positive outcomes, their impact on student agency is under-explored. Student agency refers to students’ capacity to actively regulate learning actions, make responsible decisions, and navigate various learning contexts, which is essential for lifelong learning. A recent randomized controlled experiment explored the impact of AI assistance on student agency in higher education, addressing three research questions: Do students learn from AI assistance? After an initial period of time, can AI assistance be replaced with self-monitoring checklists? Would complementing AI assistance with self-monitoring checklists enhance student performance?

The study involved 1625 undergraduate students across 10 courses from various disciplines in 2020. During the initial four-week period, students provided peer-reviewed comments to each other, guided by AI features to enhance their feedback. Over the following four-week period, they were divided into four groups: a non-AI-assisted group, an AI-assisted group, a self-monitoring group without AI assistance, and a self-monitoring group with AI assistance. The study used six measures to evaluate student agency from different perspectives of students’ reviews: rate of reviews that needed revision, similarity to previous comments, relatedness to reviewed resources, review length, time spent on reviews, and helpfulness ratings from other reviewers.

Results showed that AI assistance significantly improved the quality of students’ reviews, but the influence declined after AI assistance was removed. This suggests that while AI can effectively scaffold learning, students tend to rely on it rather than learn from it. Additionally, after using AI assistance for some time, students can still benefit from self-monitoring checklists even without AI assistance. However, combining AI assistance with self-regulation strategies did not lead to significant improvement in student performance. The authors attribute the insignificant improvement to two possible reasons. First, when supports of varying strengths interact, the stronger one may overshadow or diminish the impact of the weaker one. Second, learners have limited cognitive resources, which can be overwhelmed if the cognitive load exceeds their capacity, so the higher load from AI assistance might have reduced their capacity to effectively use self-monitoring checklists. The authors concluded that while AI-powered learning technologies present many benefits, they should be used with caution, taking into account pedagogical factors and meticulously balancing potential benefits against possible drawbacks.

Source (Open Access): Darvishi, A., Khosravi, H., Sadiq, S., Gašević, D., & Siemens, G. (2024). Impact of AI assistance on student agency. Computers & Education, 210, 104967. https://doi.org/10.1016/j.compedu.2023.104967… Read the rest

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Kindergarten Maths and Science Learning Programme Evaluation

Boosting preschool math skills and parent-child math engagement

Early math skills are crucial for students’ later academic success, yet significant gaps related to family income are evident even before formal schooling begins. Therefore, engaging parents in supporting their children’s learning is vital from the start of preschool. In a 12-week randomized controlled trial , Mayer and colleagues examined whether digital apps and analog math materials could improve parental math engagement and math skills among  758 low-income preschoolers aged  3 to 5 years.

The MPACT intervention, conducted between 2017 and 2018, included four treatments in Spanish and English. Parents received an “Mkit,” containing a math activity booklet, activities, a game board and pieces, a number grid, and a goal tracker. The kit also included instructions and tips for parents, focusing on five key skills: number recognition, counting, comparing size and quantity, addition and subtraction, and patterns. Text messages were used to encourage parental goal-setting, engagement, and follow-through. Students from 30 publicly subsidized preschools in Chicago were randomized into either the control group, a group receiving a digital tablet with math apps to be used with or without parents, a group receiving the analog Mkit, a group receiving the Mkit plus messaging to address parents’ biases, and a group receiving the Mkit plus text messaging to promote parents’ growth mindsets.

The study found that while analog math materials alone and with growth mindset messages did not significantly increase math skills, the analog materials coupled with bias-changing messaging and the digital tablets did show statistically significant increases in math skills after six months of intervention (ES = +0.20, p = 0.10). In addition, parents in these two treatment groups reported spending significantly more time engaged in math activities with their children.

These results suggest that addressing parents’ biases related to math learning is an important step in improving engagement. Disadvantaged parents face numerous challenges impacting cognition and emotional state, leading to present bias, which can be a barrier to engaging in math learning with their children.

Source: Mayer, S. E., Kalil, A., Delgado, W., Liu, H., Rury, D., & Shah, R. (2023). Boosting parent-child math engagement and preschool children’s math skills: Evidence from an RCT with low-income families. Economics of Education Review, 95, 102436. https://doi.org/10.1016/j.econedurev.2023.102436… Read the rest

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Effective Teaching Approach Language Development Maths and Science Learning Primary School Education

Can improving reading skills bolster math proficiency?

Prior research has shown that engagement with mathematics-related literature, such as books on numbers and geometry, can improve the corresponding math skills in young children. However, the impact of reading material not directly related to mathematics on primary school students remains less well-understood. A quasi-experimental study by Zhang and colleagues examined the effects of a math-unrelated reading intervention on the mathematical performance of second-grade students.

The study involved 134 participants from three second-grade classes at a public primary school in a town within Chongqing, China. The classes were randomly allocated to one of three groups: a math-unrelated reading intervention group (n=44), a math-related reading intervention group (n=45), and a control group (n=45). The same experimenter who was a graduate student administered both types of reading intervention, each with twice-weekly 40-45 minute sessions for 4 weeks supplementary to regular classes while control group attended classes as usual. Outcomes were measured by a standardised test (Chinese Children and Adolescents Mathematical Achievement Test) compiled by Beijing Normal University.

The reading materials for the intervention groups were picture books with text, with math-related books covering topics like probability and division, and non-mathematical books focusing on cognitive and social themes. An emphasis on vocabulary was common to both interventions, with instructors using various techniques to highlight key words and phrases. Techniques included putting words into sentences, linking the words with the contexts, using dramatic gestures, using voices, and changing speaking speed. Results indicated that:

  • Both reading intervention groups significantly outperformed the control group, with no differences between the math-related and unrelated conditions.
  • Gender, baseline math ability, and general cognition did not moderate these effects.

The authors posit that improving vocabulary and reading comprehension through either intervention may have enhanced mathematical performance, as the assessment involved word problems. However, limitations of research method preclude strong conclusions. Further research utilizing more rigorous methodologies could help clarify the mechanisms by which reading and math skills interact over developmental stages.

 

Source: Zhang, L., Jia, Y., Xue, X., & Wang, W. (2023). Can mathematics-unrelated reading intervention improve children’s mathematical performance? Educational Psychology, 43(10), 1144–1159. https://doi.org/10.1080/01443410.2023.2285231.… Read the rest

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Educational Administration and Leadership Maths and Science Learning Secondary School Education

Can PARLO assessment enhance math education?

Educators have long advocated for integrating formative assessment alongside summative assessment to provide ongoing feedback and support student outcomes. Previously evaluated through two pilot studies, the PARLO (Proficiency-based Assessment and Re-assessment of Learning Outcomes) system is tailored for student-facing assessment in schools that may use a traditional grading system. Unlike traditional methods, PARLO doesn’t calculate final grades based on weighted averages of summative scores; instead, it assesses students’ proficiency in learning outcomes and offers personalized feedback to guide further learning. This approach empowers students to pursue additional work and seek reassessment for full credit.

A recent mixed-methods study, utilizing a cluster-randomized control trial, explored PARLO’s impact on 9th-grade students’ expectancies for success, motivation, intrinsic and utility value, and academic outcomes in math. The study included 38 teachers from 14 treatment schools and 27 teachers from 15 control schools, all volunteering to participate. With formative assessment gaining popularity, control teachers were prompted to adopt some PARLO aspects, creating a “limited treatment condition” compared to the “full treatment condition” of the experimental group. The treatment incorporated diverse professional development and a project-developed software tool. Qualitative data were gathered through 84 interviews with PARLO teachers and an open-ended survey completed by 678 students from a non-random treatment sample.

Quantitative findings revealed a significant positive impact of PARLO on ninth graders’ mathematics learning (ES=+0.33), consistently observed across various factors. Qualitative data highlighted increased student engagement, yet concerns about “contentment” and “procrastination” were noted. Investigating motivation as a potential moderator of math achievement, the analysis revealed a positive association between PARLO‘s impact on individual students’ math performance and their motivation levels: more motivated students were more likely to take advantage of PARLO’s opportunities. The PARLO system shows promise in enhancing mathematics learning outcomes and student engagement that could be further explored building on lessons learned.

 

Source: Kramer, S. L., Posner, M. A., Browman, A. S., Lawrence, N. R., Roem, J., & Krier, K. (2024). The Impacts of a standards-based grading system emphasizing formative assessment, feedback, and re-assessment: A mixed methods, cluster randomized control trial in ninth grade mathematics classrooms. Journal of Research on Educational Effectiveness, 0(0),. https://doi.org/10.1080/19345747.2023.2287594… Read the rest