The intervention significantly increased correct answers out of all possible facts on the fall Grade 4 inventory (d = 0.86)¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Treatment students answered a significantly greater proportion of all possible inventory facts correctly than comparison peers (d = 0.86). → 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 · i3 · causal · r1

Independent-samples t-test on the same quasi-experimental comparison of the timed facts inventory: “correct out of all possible” scores were significantly higher for the treatment group (M= .66) than the no-treatment group (M= .47), d= 0.86.

"Additionally, there was a significant difference in the “correct out of all possible” scores for no treatment (M= .47, SD= .24) and treatment (M= .66, SD= .22); t(291)= 7.274, p< .001, d= 0.86."

Discussion¶

Learner Variables¶

• Arithmetic Fact Retrieval — outcome: instruction changes it

Related Claims¶

• 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) — related
• Treatment status correlated significantly with both inventory scores, with the treatment–possible-correct correlation at r = .392 — related