Training restructuring strategies fosters grade-2 students' flexibility in dealing with additive situations relative to a control group, with stronger growth at follow-up¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1 small
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The experimental group developed differently from the control group on the flexibility test, with a small interaction effect. → Laura Gabler 2024 q2 i1 Growth from pretest to follow-up was significantly stronger in the experimental group (d = 0.33). → Laura Gabler 2024 (2)

Evidence¶

Laura Gabler 2024¶

Laura Gabler, Stefan Ufer. (2024). Training flexibility in dealing with additive situations. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2024.101902

q3 · i1 · causal · r2

Repeated measures ANOVA on flexibility scores of 115 second graders randomly assigned within classrooms to training or control. The time × treatment interaction was significant: "F(222.00, 2) = 3.17, p = 0.044, ηp2 = 0.03".

"A repeated measures ANOVA (Table 3) showed a significant interaction effect of measurement time and treatment group with a small effect size (F(222.00, 2) = 3.17, p = 0.044, ηp2 = 0.03)."

Laura Gabler 2024 (2)¶

Laura Gabler, Stefan Ufer. (2024). Training flexibility in dealing with additive situations. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2024.101902

q3 · i1 · causal · r2

Post-hoc contrasts on flexibility scores show the pretest-to-follow-up growth advantage of the experimental group: "b = 1.20, p = 0.03, d = 0.33"; the pre-to-post contrast was not significant.

"The performance growth between pretest and follow-up was significantly stronger in the experimental than in the control group (b = 1.20, p = 0.03, d = 0.33), but not from pretest to posttest (b = 0.87, p = 0.16, d = 0.24)."

Discussion¶

Learner Variables¶

• Mathematical Flexibility — outcome: instruction changes it

Related Claims¶

• Training restructuring strategies improves grade-2 students' word problem solving skills at four-week follow-up relative to a control group — related
• Descriptively, the experimental group's strongest word problem solving gains from pretest to follow-up appeared for compare problems — related
• Training effects on flexibility and word problem solving are delayed, appearing at four-week follow-up but not directly after the training — related
• Training effects on flexibility and word problem solving do not differ between students with low and high language skills — related