Poster #61 - A Meta-Analysis and Quality Review of Home-Based Mathematics Interventions Conducted by Caregivers

• In Event: Poster Session 05

Abstract

Recently, there has been an upward trend in empirical research that investigates the effectiveness of math interventions in informal learning environments (e.g., Berkowitz et al., 2015; Leyva et al., 2018; Niklas et al., 2016; Purpura et al., 2021). Given the long-term benefits of early math learning, a growing need exists to understand the characteristics of effective math interventions in informal learning environments and their potential benefits for young learners. Additionally, an evaluation of current research reporting quality can gauge current practice and highlight opportunities to improve research transparency and replicability. Thus, the purposes of this study were to conduct a meta-analysis and review of study reporting quality of math interventions implemented in informal learning environments. To locate studies, we conducted a comprehensive search of peer-reviewed and grey literature and did not restrict our search by publication year. To be included, studies could have focused on any domain of mathematics (e.g., spatial relations, numeracy), but must have been conducted in an informal learning environment (e.g., the home, libraries, grocery stores) by a caregiver (e.g., parent, grandparent). Children in the interventions must have been between 3 years old and the end of third grade. We coded each study for more than 200 variables, including: basic study information and participant demographics, methodological information, intervention features, outcome measures, and information to calculate effect sizes. We also coded studies for 37 reporting quality indicators based on Gersten et al. (2005), which provided recommendations for reporting standards in experimental and quasi-experimental studies. In total, we located 23 math interventions published between 1981 and 2022 that met our inclusion criteria. There were 3,292 total child participants with an average age of 4.78 years. The meta-analysis of 81 effect sizes yielded a statistically significant summary effect (g = 0.28, 95% CI [0.08, 0.48]) on children’s math achievement. Significant moderators of the treatment effect included the intensity of caregiver training and type of outcome measure; whereas the intervention content (e.g., counting, comparison, spatial awareness) or intervention activity (e.g., number board games, books) did not moderate treatment effects. There were larger average effects for interventions with caregiver training that included follow-up support (e.g., additional training sessions, coaching, text-message support) and for studies that included outcomes that were comprehensive early numeracy measures (as opposed to narrow measures). We also determined that when the informal learning environment serves as a component of an intervention that primarily takes place in a formal learning environment (e.g., the classroom), the additive effect of the informal learning environment was positive but not statistically significant (g = 0.16, p = 0.18). Studies met 58.6% of reporting quality indicators, and analyses revealed that quality of reporting has improved in recent years. Areas of growth in study reporting standards were identified, including: describing participant demographics, describing the intervention and control condition, and providing essential information about outcome measures. The results of this study offer several insights for future researchers and practitioners as they continue to identify best-practices for supporting children’s math learning with minimal training and cost.

Authors

• Gena Nelson, University of Oregon
  Presenting Author

• Hannah Carter, Boise State University

• Peter Boedeker, Baylor College of Medicine