A tailored small group instruction intervention in mathematics benefits low achievers
Abstract Running two separate two-stage randomized trials, we implement and test three variants of a small group instruction intervention aimed at improving mathematics competencies for the 20% lowest achievers in mathematics in grades 2 and 8 in Danish public schools. We calculate immediate impacts...
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Nature Portfolio
2025-04-01
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| Series: | npj Science of Learning |
| Online Access: | https://doi.org/10.1038/s41539-025-00310-9 |
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| Summary: | Abstract Running two separate two-stage randomized trials, we implement and test three variants of a small group instruction intervention aimed at improving mathematics competencies for the 20% lowest achievers in mathematics in grades 2 and 8 in Danish public schools. We calculate immediate impacts on math competencies as well as impacts in the medium term and conduct cost-effectiveness analyses of the different intervention arms. The context is the Scandinavian welfare state with an already high-quality public school system. Nevertheless, we find very large positive and cost-effective impacts of several intervention variants, some of which persist in the medium term. In particular, interventions in grade 2 tend to persist, while eighth-grade interventions tend to fade out in the medium term. |
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| ISSN: | 2056-7936 |