| dc.description.abstract | The present study is a systematic meta-analytic study of 38 primary sources investigating the effectiveness of algebra interventions for students who are struggling. We systematically searched and screened over 1,300 records for studies to include. We computed summary effect sizes for each of the 12 interventions included. We conducted 4 separate meta-regressions for potential moderators found to influence the effectiveness of intervention. Results indicate interventions to improve algebra performance on post-test measures do appear to have evidence of effectiveness. Summary effect sizes at post-intervention were medium to large for group design studies (k =18, g = 0.71, 95% CI, [0.50, 0.93], p <.0001) and large to very large for single case studies (k =20, Tau-U = 0.93, 95% CI, [0.76, 1.11], p <.0001). Data was considered unbalanced due to multiple interventions being used within the same study, so individual effect sizes for specific interventions were unable to be compared and accurately calculated without significant limitations. Sample sizes were considered small and therefore results should be cautiously interpreted. Moderator analyses provided minimal information due to unbalanced data, but showed minimal change in effect sizes despite legal and systematic changes through Common Core (2010). Follow-up data did not seem to moderate effect size, nor did length of intervention. Training of the interventionist suggested minor impact on effectiveness of intervention; however, small sample size and unbalanced data limited the application of this information. We discuss interpretations and implications of these results, as well as limitations and future directions for algebra intervention research. | en |
