Multi-Year Large-Scale Field Studies of the Fundamental Skills Training Project's Intelligent Tutoring Systems.
Thomas N. Meyer, Kurt W. Steuck, Todd M. Miller, Monika Kretschmer · 2000
ion Pretest Score R W I S E Abstraction Test Scores 1992-1993 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Cntrl Trmnt Groups Pe rc en t S co re Development Gain Development Pretest Score R W I S E Development Test Scores 1992-1993 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Cntrl Trmnt Groups Pe rc en t S co re Purpose Gain Purpose Pretest Score R W I S E Purpose Test Scores 1992-1993 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Cntrl Trmnt Groups Pe rc en t S co re Organization Gain Organization Pretest Score R W I S E Organization Test Scores 1992-1993 Figure 2. 19921993 R-WISE test scores. 4. A Test of Two WPS Instructional Approaches. Sep 93 May 94 Description: A study of two instructional approaches (guided and unguided) was conducted at two schools in Dayton, OH involving 194 students and 5 teachers. Outcome: A significant aptitude-treatment interaction was found. Students with lower levels of achievement as determined by their class level performed better in the guided mode of instruction than those in the unguided mode. Students with moderate to high achievement levels performed better in the unguided mode than the guided mode. Paper Presented at the Annual Meeting of the American Educational Research Association, April 2000, New Orleans. W P S P e rfo rm a n c e G a in s B y C o n d itio n 1 9 9 3 -1 9 9 4 4 6 8 1 0 1 2 1 4 1 6 1 8 2 0 0 1 2 3 4 G u id e d U n g u id e d G u id e d m o d e is b e tte r fo r s tu d e n ts w ith lo w e r a p titu d e a n d a c h ie ve m e n t. U n g u id e d m o d e is b e tte r fo r s tu d e n ts w ith h ig h e r a p titu d e a n d a c h ie ve m e n t. S tu d e n t A p titu d e a n d A c h iev e m e n t Pe rc en t I m pr ov em en t Figure 3. 1993-1994 WPS performance gains by condition 5. Reading and Writing in a Supportive Environment (R-WISE) Large-scale Implementation Study. Sep 93 May 94 Description: A large-scale operational test of R-WISE was conducted in 8 schools in 5 states across the nation. The treatment group (N=700 students, 17 teachers, 57 sections) used R-WISE for an average of 20 hours during the academic year. The control group consisted of 451 students and 13 teachers (37 sections) from the same high schools. The control group used a word processor for an average of 20 hours during the academic year (Rowley, Miller, & Carlson, 1997). Outcome: The students using R-WISE significantly outperformed students learning to write using a word processor on all 5 measures of writing performance. The attitudes towards writing of students using R-WISE were significantly more positive than those using a word processor. Paper Presented at the Annual Meeting of the American Educational Research Association, April 2000, New Orleans. R W I S E P e r f o r m a n c e G a i n s B y C o n d i t i o n 1 9 9 3 1 9 9 4