The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis

Abstract

This meta-analysis examined the effectiveness of supplemental Tier 2 mathematics interventions for students with mathematics difficulties (MD). We reviewed 39 experimental and quasiexperimental studies that included 40 independent samples, with 61 treatment groups. Utilizing robust variance estimation (RVE), results revealed a treatment effect of 0.41. Mixed-effects meta-regression analyses revealed that Tier 2 interventions were moderated by participants’ MD status, grade level of subjects, intervention model type, interventionist, group size, intervention duration, type of outcome measure, and overall quality of the study. Results indicated that intervention model type, group size, and type of measure significantly moderated the mathematical outcomes for students with MD. We present recommendations for future research and implementation of mathematics practices.

Mathematics Interventions for Adolescents with Mathematics Difficulties: A Meta‐Analysis

“…In contrast, Jitendra et al. (2020) found no moderating effect for instructional time. These incongruent results may be due to differences in variable specification across studies; while Jitendra et al.…”

“…Recently, results of four relevant meta‐analytic reviews focusing on secondary students with MD (i.e., Hughes et al., 2014; Jitendra et al., 2018; Jitendra et al., 2020; Stevens et al., 2018) provide empirical support for the efficacy of math interventions. Across these studies, researchers found positive impacts for interventions with effect sizes (ESs) ranging from moderate to large, g = 0.37 to 0.85, suggesting considerable variation across effects of interventions.…”

“…Most recently, Jitendra et al. (2020) calculated a slightly medium effect ( g = 0.41) for 39 Tier 2 intervention studies targeting students with LD and MD across all grade levels.…”

“…Evidence from three of the four meta‐analyses (Jitendra et al., 2018; Jitendra et al., 2020; Stevens et al., 2018) showed high heterogeneity in the ESs, indicating the presence of potential moderators. Moderators are variables representing intervention and study design characteristics that likely influence the efficacy of interventions in a meta‐analysis (Tipton et al., 2019).…”

“…(2018) used categorical variables, Jitendra et al. (2020) included total hours as a numeric variable. Regarding math content, Stevens et al.…”