Middle school students benefit more from science-contextualized drill practices than high school students, with a very high effect size for middle school (ES=0.82) and a relatively low effect size for high school (ES=0.17)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The effect of SCP on computational fluency gains was much larger for middle school students (ES=0.82) than for high school students (ES=0.17), and middle school delta scores were statistically significantly higher than high school delta scores. → Corlu 2011

Evidence¶

Corlu 2011¶

Corlu, M. S., Capraro, R. M., & Corlu, M. A. (2011). Developing computational fluency with the help of science: A Turkish middle and high school grades study. The Turkish Online Journal of Educational Technology, 10(2), 72-81. https://eric.ed.gov/?id=EJ932227

q3 · i3 · causal · r2

Grade-level subgroup analysis of the same 150-student quasi-experiment. The article reports "The ES value for middle school post-test was very high (ES=0.82) but relatively low for high school significance (ES=0.17)", and separately that middle school delta scores exceeded high school delta scores (p<0.05).

"The ES value for middle school post-test was very high (ES=0.82) but relatively low for high school significance (ES=0.17)."

Discussion¶

Related Claims¶

• Science-contextualized drill practices produce higher gains in computational fluency than traditional context-free drill practices for middle and high school students — a broader claim this one bears on
• Pre-test scores showed no statistically significant difference between control and experiment groups, confirming equivalent starting points before the homework intervention — related