In a Standard VII girls' class, the later-working group (11.25 A.M.) improved 21 per cent on preliminary records versus 15 per cent for the earlier-working group (10 A.M.).¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 1911 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Group B, working at 11.25 A.M., improved 21 per cent while Group A, working at 10 A.M., improved 15 per cent, with nearly the whole interval between tests being holiday. → W. H. Winch 1911
Evidence¶
W. H. Winch 1911¶
W. H. Winch. (1911). Mental Adaptation During the School Day as Measured by Arithmetical Reasoning.—Part II. The Journal of Educational Psychology. https://eric.ed.gov/?q=Mental+Adaptation+During+the+School+Day+as+Measured+by+Arithmetical+Reasoning
q2 · i? · causal · r2
Fourth series: 30 girls of average age 13 years 2 months in a municipal girls' school in a poor district of southeast London were divided into equal groups on four preliminary tests; final tests were worked at 10 A.M. (Group A) or 11.25 A.M. (Group B). The article prints the improvement percentages but no effect size.
"Group A improves 15 per cent, on its preliminary record, and Group B'improves 21 per cent. It is interesting to note that nearly the whole period between the preliminary and final tests was holiday."
Discussion¶
Related Claims¶
- In a London girls' school class, the group working problematic arithmetic later in the morning improved about 5 or 6 per cent more than the early group — related
- In a London boys' school class, the group working problematic arithmetic later in the morning improved about 5 per cent more than the group working it early — related
- In a Standard I infants class, the group working arithmetical reasoning tests at 10.25 A.M. improved more on preliminary records than the group working at 9.40 A.M. — related
- In a boys' school where three-fourths of pupils rose early for work, the earlier-working group (9.40 A.M.) improved more (about 14 per cent) than the later-working group (11.30 A.M., 9 per cent). — reports the opposite
- In one very poor neighborhood school the exception occurred: the earlier-working group improved more rapidly than the later-working group — reports the opposite
- Section-by-section analyses in the infants and girls' series show the later-working group's advantage across proficiency levels, while the boys' series shows the reverse in every section. — related
- The equal-group tests showed high test-retest and between-group correlations, supporting the reliability of the arithmetical-reasoning marking method. — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
girls-later-morning-greater-improvement |
title |
In a Standard VII girls' class, the later-working group (11.25 A.M.) improved 21 per cent on preliminary records versus 15 per cent for the earlier-working group (10 A.M.). |
description |
In a Standard VII girls' class, the later-working group (11.25 A.M.) improved 21 per cent on preliminary records versus 15 per cent for the earlier-working group (10 A.M.). |
status |
review |
evidence_strength |
moderate |
newest_evidence |
1911 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — w-h-winch-1911 |
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