NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1115268
Record Type: Journal
Publication Date: 2016
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1934-5747
An Examination of the Promise of the NumberShire Level 1 Gaming Intervention for Improving Student Mathematics Outcomes
Fien, Hank; Doabler, Christian T.; Nelson, Nancy J.; Kosty, Derek B.; Clarke, Ben; Baker, Scott K.
Journal of Research on Educational Effectiveness, v9 n4 p635-661 2016
The purpose of this study was to test the promise of the NumberShire Level 1 Gaming Intervention (NS1) to accelerate math learning for first-grade students with or at risk for math difficulties. The NS1 intervention was developed through the Institute of Education Sciences, Small Business Innovation Research Program (Gause, Fien, Baker, & Clarke, 2011) as a digitally based technology tool to allow educators to intervene early and strategically with students struggling to learn mathematics. This study used a randomized controlled trial design to test the promise of the NS1 intervention. In total, 250 first-grade students were randomly assigned within classrooms to the treatment condition or a control condition. Results indicate significant effects favoring the treatment group on proximal measures of whole-number concepts and skills. Intervention effects were not statistically significant for distal outcome measures. Treatment effects were not moderated by special education or English learner status; however, the condition by initial skill level interaction approached significance. Additionally, there was no relationship between dosage variables and students' response to the intervention. Limitations and future directions for research are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Oregon
IES Funded: Yes
Grant or Contract Numbers: EDIES11C0026