Drill classes gained 24.2 percent in total points in the second study, with per-operation gains of 18.5 to 34.2 percent¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 1915 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the second study drill classes improved 24.2 percent in total number of points, 18.5 percent in addition, 32 percent in subtraction, 24.1 percent in multiplication, and 34.2 percent in division. → Brown 1915

Evidence¶

Brown 1915¶

Brown, J. C. (1915). An Investigation on the Value of Drill Work in the Fundamental Operations of Arithmetic. Part II. The Journal of Educational Psychology. https://psycnet.apa.org/journals/edu/

q2 · i? · causal · r1

Summary section tabulating second-study drill-class gains by operation: 16.9 percent on number of problems worked, 18.5 percent in addition, 32 percent in subtraction, 24.1 percent in multiplication, 34.2 percent in division, and "an improvement of 24.2 per cent, in total number of points." All figures are descriptive percentages; no test statistics are printed.

"In second study drill classes made an improvement of 24.2 per cent, in total number of points."

Discussion¶

Learner Variables¶

• Operations and Place Value — outcome: instruction changes it

Related Claims¶

• Drill classes improved from two to three times as much as non-drill classes in arithmetic fundamentals — a broader claim this one bears on
• Best and poorest drill pupils both gained more than their non-drill counterparts, narrowing the within-class gap — related
• Distributed school practice in addition produces large gains, roughly 50 per cent in examples correct, in school pupils as found — related
• Distributing drill repetitions in time gives better learning results than making many repetitions in succession — related