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The study was reported in “Materials World Modules - 2002: A Nationally Representative Evaluation of Classroom Gains” (PDF) by Barbara J. Pellegrini, in Journal of Materials Education, 32(5–6) 185, 2010. The study showed similar gains regardless of student gender or socio-economic status, years of teacher experience or classroom setting.

Mexico

Statistical results from assessment studies during the past several years are provided in Journal of Materials Education Vol. 32 (5-6): 245 - 254 (2010) (PDF) by Fuentes et al.

student gains us2 Wherever MWM is introduced, students respond with enthusiasm, creativity and high achievement gains. A large scale national evaluation and assessment study of 118 classrooms in 42 U.S. States had used Materials World Modules as a two-week design supplement to the typical canon of science curricula. The study used a quasi-experimental pre-post design and then aggregated results using meta analytical techniques. On average, classrooms gained 2.66 standard deviations, or an average of 31.8% over their pretest means (see figure below). Girls gained significantly more than boys both in terms of content acquisition and design achievement. However, boys gained more in terms of science esteem. Teachers and students reported improved acquisition of science processes and design skills, and both teachers and students reported being moderately satisfied with the module experience. See study report.

 

 

 

 

 

 

 

 

 

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