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Students have difficulty learning fractions, and problems in understanding fractions persist into adulthood, with moderate to severe consequences for everyday and occupational decision-making. Remediation of student misconceptions is hampered by deficiencies in teachers’ knowledge of the discipline and pedagogical content knowledge. We theorized that a technology resource could provide the sequencing and scaffolding that teachers might have difficulty providing. Five sets of learning objects, called CLIPS (Critical Learning Instructional Paths Supports), were developed to provide remediation on fraction concepts. In this article, we describe one stage in a research program to develop, implement and evaluate CLIPS. Two studies were conducted. In Study 1, 14 grade 7–10 classrooms were randomly assigned, within schools, to early and late treatment conditions. A pre-post, delayed treatment design found that CLIPS had no effect on achievement for the Early Treatment group due to unforeseen implementation problems. These hardware and software issues were mitigated in the late treatment in which CLIPS contributed to student achievement (Cohen's d = 0.30). Study 2 was a pre-post, single group replication involving 18 grade 7 classrooms. The independent variable was the number of CLIPS completed. Completion of all five CLIPS contributed to higher student achievement: Cohen's d = 0.53, compared to students who completed none (d = 0.00) or 1–4 CLIPS (d = 0.02). The two studies indicate that a research-based set of learning objects is effective when the full program is implemented. Incomplete sequences deprive students of instruction in one or more constructs linked to other key ideas in the conceptual map and reduce the amount of practice required to remediate student misconceptions.
Ross et al. (Fri,) studied this question.