A ten-week Grade 3 multiplication facts intervention significantly increased the number of facts students attempted correctly on a fall Grade 4 inventory (d = 0.52)¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Grade 3 students who received the supplementary facts intervention attempted and answered more inventory items correctly in fall Grade 4 than same-school comparison peers (d = 0.52). → Barbara Allen-Lyall 2018

Evidence¶

Barbara Allen-Lyall 2018¶

Barbara Allen-Lyall. (2018). Helping Students to Automatize Multiplication Facts: A Pilot Study. IEJEE, Volume 10, Issue 4, 391-396. https://doi.org/10.26822/iejee.2018438128

q3 · i2 · causal · r1

Quasi-experimental comparison of fall Grade 4 timed facts inventory scores between a no-treatment cohort (N=160) and a treatment cohort (N=133) taught by the same teachers. Independent-samples t-tests showed a significant difference in “attempted cor- rect” scores, with d= 0.52.

"There was a significant difference in the “attempted cor- rect” scores for no treatment (M= .90, SD= .12) and treat- ment (M= .95, SD= .06); t(250)= 4.53, p< .001, d= 0.52."

Discussion¶

Learner Variables¶

• Arithmetic Fact Retrieval — outcome: instruction changes it

Related Claims¶

• Stakeholder reflections judged the ten-week, 30-minute-session facts intervention feasible within the elementary schedule, with moderate-to-high student engagement — related
• The intervention significantly increased correct answers out of all possible facts on the fall Grade 4 inventory (d = 0.86) — related
• Treatment status correlated significantly with both inventory scores, with the treatment–possible-correct correlation at r = .392 — related