Skip to main content

Research Repository

Advanced Search

Latent Class Evaluation in Educational Trials: What Percentage of Children Benefits from an Intervention?

Uwimpuhwe, Germaine; Singh, Akansha; Higgins, Steve; Coux, Mickael; Xiao, ZhiMin; Shkedy, Ziv; Kasim, Adetayo

Latent Class Evaluation in Educational Trials: What Percentage of Children Benefits from an Intervention? Thumbnail


Authors

Mickael Coux

ZhiMin Xiao

Ziv Shkedy

Adetayo Kasim



Abstract

Educational stakeholders are keen to know the magnitude and importance of different interventions. However, the way evidence is communicated to support understanding of the effectiveness of an intervention is controversial. Typically studies in education have used the standardised mean difference as a measure of the impact of interventions. This measure, commonly known as the effect size, is problematic, in terms of how it is interpreted and understood. In this study, we propose a “gain index” as an alternative metric for quantifying and communicating the effectiveness of an intervention. This is estimated as the difference in the percentage of children who make positive gains between the intervention and control groups. Analysis of four randomized controlled trials in education supports the expectation that most children make progress due to normal school activities, which is independent of the intervention. This study elaborates a method to illustrate how trials with a positive gain index and with a higher percentage of pupils with positive gain in the intervention group can be used to communicate which trials are effective in improving educational outcomes.

Citation

Uwimpuhwe, G., Singh, A., Higgins, S., Coux, M., Xiao, Z., Shkedy, Z., & Kasim, A. (2022). Latent Class Evaluation in Educational Trials: What Percentage of Children Benefits from an Intervention?. The Journal of Experimental Education, 90(2), 404-418. https://doi.org/10.1080/00220973.2020.1767021

Journal Article Type Article
Online Publication Date Jun 8, 2020
Publication Date 2022
Deposit Date Jun 8, 2020
Publicly Available Date Mar 28, 2024
Journal Journal of Experimental Education
Print ISSN 0022-0973
Electronic ISSN 1940-0683
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 90
Issue 2
Pages 404-418
DOI https://doi.org/10.1080/00220973.2020.1767021

Files

Published Journal Article (Advance online version) (2.1 Mb)
PDF

Publisher Licence URL
http://creativecommons.org/licenses/by-nc-nd/4.0/

Copyright Statement
Advance online version © 2020 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://
creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.





You might also like



Downloadable Citations