The role of the home learning environment in the effectiveness of mathematics interventions: Compensatory and synergistic effects

Mathematics interventions are promising approaches for supporting students' competence and motivation. However, school-based interventions may interact with the home learning environment. Therefore, we examined whether characteristics of this environment moderated the effects of two intervention conditions: (1) a digital learning program and (2) a combination of the program with small-group tutoring targeting low-achieving students. Using multiple regression models, we analyzed data from 1044 fifth graders and 459 parents in Germany, collected at three measurement points over one school year in a cluster-randomized study. Lower SES was associated with stronger intervention effects in both conditions. Higher levels of home numeracy activities were linked to greater gains in mathematical competence in the combined intervention. However, the robustness of these effects varied across sensitivity analyses. Overall, the results suggest that intervention effectiveness may depend on specific characteristics of the home learning environment, with effects varying in direction and strength across moderators.