Latent Class Evaluation in Educational Trials: What Percentage of Children Benefits from an Intervention?

Autor/inn/en	Uwimpuhwe, Germaine; Singh, Akansha; Higgins, Steve; Coux, Mickael; Xiao, ZhiMin; Shkedy, Ziv; Kasim, Adetayo
Titel	Latent Class Evaluation in Educational Trials: What Percentage of Children Benefits from an Intervention?
Quelle	In: Journal of Experimental Education, 90 (2022) 2, S.404-418 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uwimpuhwe, Germaine) ORCID (Xiao, ZhiMin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2020.1767021
Schlagwörter	Program Effectiveness; Intervention; Multivariate Analysis; Bayesian Statistics; Educational Research; Research Methodology; Effect Size; Randomized Controlled Trials; Measurement Techniques; Foreign Countries; Grade 7; Reading Skills; Writing Skills; Coaching (Performance); Graduate Students; Phonics; Reading Programs; Elementary Secondary Education; Reading Comprehension; Probability; United Kingdom (England) + Suchen Sie Ihr Suchwort? Multivariate Analyse; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Messtechnik; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Leseverstehen; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie
Abstract	Educational stakeholders are keen to know the magnitude and importance of different interventions. However, the way evidence is communicated to support understanding of the effectiveness of an intervention is controversial. Typically studies in education have used the standardised mean difference as a measure of the impact of interventions. This measure, commonly known as the effect size, is problematic, in terms of how it is interpreted and understood. In this study, we propose a "gain index" as an alternative metric for quantifying and communicating the effectiveness of an intervention. This is estimated as the difference in the percentage of children who make positive gains between the intervention and control groups. Analysis of four randomized controlled trials in education supports the expectation that most children make progress due to normal school activities, which is independent of the intervention. This study elaborates a method to illustrate how trials with a positive gain index and with a higher percentage of pupils with positive gain in the intervention group can be used to communicate which trials are effective in improving educational outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01