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The problem
Intervention: Integration of the virtual learning platform EDUKA into formal mathematics education for primary school children
Who it was tested with: Primary school children (seven-year-olds) in Lithuania, with both male and female participants in experimental and control groups.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"In this study, a pre-test/middle-test/post-test experimental strategy was used to avoid any disruption of educational activities due to the random selection of children in each group. Mathematical diagnostic progress tests (MDPTs) are an objective way to measure skills and abilities." This describes a quasi-experimental design with multiple measurement points and validated assessment tools, making it suitable for EXPERIMENTAL tier classification.
The document does not specify sample size, duration of intervention, or potential confounding variables. The mixed results across performance levels suggest the intervention had differential effects, and reasons for this variation are not explained.
Across countries and designs
1 study · 1 country
