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Autor*innen: Nagengast, Benjamin; Brisson, Brigitte M.; Hulleman, Chris S.; Gaspard, Hanna; Häfner, Isabelle; Trautwein, Ulrich
Titel: Learning more from educational intervention studies. Estimating complier average causal effects in a relevance intervention
In: The Journal of Experimental Education, 86 (2018) 1, S. 105-123
DOI: 10.1080/00220973.2017.1289359
URL: http://www.tandfonline.com/doi/full/10.1080/00220973.2017.1289359
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Mathematikunterricht; Relevanz; Intervention; Effektivität; Schüler; Schuljahr 09; Überzeugung; Aufsatz; Motivation; Leistung; Gymnasium; Multivariate Analyse; Regressionsanalyse; Empirische Untersuchung
Abstract (english): An emerging literature demonstrates that relevance interventions, which ask students to produce written reflections on how what they are learning relates to their lives, improve student learning outcomes. As part of a randomized evaluation of a relevance intervention (N D 1,978 students from 82 ninth grade classes), we used Complier Average Causal Effects (CACE) to identify the effect of the intervention on participants who were assigned to the intervention group and were actually compliant with the intervention (i.e., treatment fidelity or compliance). Results revealed larger differences for compliers than noncompliers, although this impact depended on several factors. Implications for the application of CACE models in educational interventions, in general, and relevance interventions, in particular, are discussed. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation