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¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 1911 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Group A (9.40 A.M.) improved 2 per cent on its preliminary record while Group B (11.15 A.M.) improved 7.7 per cent, an increase of about 5 or 6 per cent attributed to mental adaptation. → Winch 1911

Evidence¶

Winch 1911¶

Winch, W. H. (1911). Mental adaptation during the school day as measured by arithmetical reasoning.—Part I. The Journal of Educational Psychology. https://www.google.com/search?q=%22Mental+adaptation+during+the+school+day%22+Winch+1911

q2 · i? · causal · r2

Second series in a girls' school (Standards VI and VII, average age 12 years 11 months), with two equal groups formed on three preliminary tests and final tests worked at 9.40 or 11.15 A.M. The article reports the printed improvement percentages; no standardized effect size is given.

"Group A improved on its preliminary record to the extent of 2 per cent, whilst Group B improved on its preliminary record to the extent of 7.7 per cent., which gives about 5 or 6 per cent., as an increase which may be due to mental adaptation."

Discussion¶

Related Claims¶

• 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 one very poor neighborhood school the exception occurred: the earlier-working group improved more rapidly than the later-working group — reports the opposite
• Improvement by practice continues in both morning and afternoon groups, but the morning group improves faster across weeks — related
• 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.). — 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
• 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. — a broader claim this one bears on
• The equal-group tests showed high test-retest and between-group correlations, supporting the reliability of the arithmetical-reasoning marking method. — 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). — related