Adding alternative fact grouping to effective instruction produces no significant additional benefit in fluency or generalization of arithmetic combinations¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2 · i0 negligible
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 Post-intervention fluency and generalization of multiplication ACs did not differ significantly between the experimental and control groups, with a negligible effect of alternative grouping (r = .05). → Agaliotis and Teli 2016 q2 i0 For division ACs, post-intervention differences between groups were not significant; the effect of alternative grouping was negligible for fluency (r = .08) and small for generalization (r = .19). → Agaliotis and Teli 2016 (2)

Evidence¶

Agaliotis and Teli 2016¶

Agaliotis, I., & Teli, A. (2016). Teaching Arithmetic Combinations of Multiplication and Division to Students with Learning Disabilities or Mild Intellectual Disability: The Impact of Alternative Fact Grouping and the Role of Cognitive and Learning Factors. Journal of Education and Learning, 5(4). https://doi.org/10.5539/jel.v5n4p90

q2 · i0 · causal · r1

Mann-Whitney inter-group comparison after the interventions, with alternative grouping as the only differing component; the article reports "the effect of alternative grouping was negligible (r = .05)" for multiplication fluency and generalization.

"there was no statistically significant differences between the two categories regarding the post-intervention fluency (U = 319.5, z = -.460, p = .645) and generalization (U = 339,00, z = -.110, p = .913) of multiplication ACs. Moreover, the effect of alternative grouping was negligible (r = .05)."

Agaliotis and Teli 2016 (2)¶

Agaliotis, I., & Teli, A. (2016). Teaching Arithmetic Combinations of Multiplication and Division to Students with Learning Disabilities or Mild Intellectual Disability: The Impact of Alternative Fact Grouping and the Role of Cognitive and Learning Factors. Journal of Education and Learning, 5(4). https://doi.org/10.5539/jel.v5n4p90

q2 · i0 · causal · r2

Mann-Whitney comparison of post-intervention division ACs between experimental and control groups; differences were not statistically significant, with printed effect sizes r = .08 for fluency (negligible) and r = .19 for generalization (small).

"the effect of alternative grouping of ACs was negligible for fluency (r = .08) and small for generalization (r = .19)"

Discussion¶

Learner Variables¶

• Arithmetic Fact Retrieval — outcome: instruction changes it

Related Claims¶

• Both an effective-instruction intervention and the same intervention plus alternative AC grouping produce significant pre-to-post gains in multiplication and division fact fluency for students with LD or MID — related
• Gain-score MANOVA shows a significant between-group difference in multiplication fact fluency favoring the control group on completion time, with a large multivariate effect size — reports the opposite
• Posttest accuracy scores did not differ significantly between the treatment and control groups — possibly the same claim (merge candidate)
• Students with LD significantly outperform students with MID in post-intervention multiplication fact fluency, but not in division fluency or generalization — related