The differential effect of a non-compulsory basic mathematics skills practice tool across achievement subgroups and mathematical skills practice tools across achievement subgroups and mathematics domains - a randomized field experiment

This paper examines the differential effect of a computerized, non-compulsory supplementary practice tool in a sample of first-year secondary students (N = 355) using an experimental design. Additionally, students’ practice behavior and its association with teacher factors were investigated. The results show that the practice tool was variably effective across the skill distribution of children and distinct mathematics domains (numbers, proportions and measurement). The practice tool proved particularly effective for low-achievers, who significantly benefited from the practice tool in all mathematics domains. For middle-achievers benefits were only observed in the domain of proportions. Furthermore, it is shown that a significant part of the variance in students’ practice behavior is explained by teacher factors. Therefore, the results indicate that for maximum efficiency students may be given selective access to domains and teachers need to incentivize the students to practice on a regular basis.