Bridging DBIR (Design-Based Implementation Research) and RCT (Randomized Controlled Trial) Approaches to Prepare to Scale-Up Playful Fraction Learning in Kosova

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Large-Scale Studies of Student Understanding and Achievement (Table 38)

Abstract

This study contributes towards addressing the generalization crisis in educational sciences resulting from research conducted in artificial settings with non-representative samples, predominantly from privileged communities. We highlight the challenges faced in improving rational number understanding through play-based learning in low- and middle-income countries (LMICs) like Kosova. We employ design-based implementation research (DBIR) and randomized controlled trial (RCT) methods, to co-design and evaluate through an RCT a 15-session program which was an extension of a play-based intervention that previously showed success with 6 games (Authors, 2023). Findings from our RCT demonstrate positive impacts of the co-designed program on students' rational number skills (N=224). Implications for evidence-based interventions in resource-constrained environments are discussed.

Authors

• Kreshnik Nasi Begolli, University of California - Irvine

• Vanessa Noemy Bermudez, University of California - Irvine

• Blerina Tafolli, University of Prishtina

• Njomza Selimi, University of Ljubljana

• Siling Guo, University of California - Irvine

• Andres Sebastian Bustamante, University of California - Irvine

• Eda Vula, University of Prishtina