Training restructuring strategies improves grade-2 students' word problem solving skills at four-week follow-up relative to a control group¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i1small
Currency · newest study 2024 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · 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.
q3 i1 The experimental and control groups developed differently on the word problem test, with a small interaction effect. → Laura Gabler 2024
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 Rasch-scaled word problem scores (N = 115) showed a significant time × treatment interaction: "F(222.00, 2) = 3.45, p = 0.034, ηp2 = 0.03".
"A repeated measures ANOVA (Table 5) showed a significant interaction effect of measurement time and treatment group with a small effect size (F(222.00, 2) = 3.45, p = 0.034, ηp2 = 0.03)."
Discussion¶
Learner Variables¶
- Problem Solving — outcome: instruction changes it
Related Claims¶
- Training effects on flexibility and word problem solving are delayed, appearing at four-week follow-up but not directly after the training — related
- Training restructuring strategies fosters grade-2 students' flexibility in dealing with additive situations relative to a control group, with stronger growth at follow-up — related
- Repeated measures ANOVA shows significant time-of-testing effect and significant time-by-group interaction on word-problem scores — related
- Descriptively, the experimental group's strongest word problem solving gains from pretest to follow-up appeared for compare problems — a narrower finding that bears on this claim
- Training effects on flexibility and word problem solving do not differ between students with low and high language skills — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
restructuring-training-improves-word-problem-solving |
title |
Training restructuring strategies improves grade-2 students' word problem solving skills at four-week follow-up relative to a control group |
description |
Training restructuring strategies improves grade-2 students' word problem solving skills at four-week follow-up relative to a control group |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — laura-gabler-2024 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.