Science-contextualized drill practices produce higher gains in computational fluency than traditional context-free drill practices for middle and high school students¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2011 · checked against its sources 2026-11-02 (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.
q2 i? Students who completed science-contextualized drill homework showed statistically significantly higher post-test and delta scores in computational fluency than students who completed traditional drill homework. → 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
q2 · i? · causal · r1
Quasi-experimental study of 150 Turkish grade 7–10 students (one randomly selected public K–8 school and one public high school) whose homework was handed out to evenly divided control (TP) and experiment (SCP) groups after a shared two-period review intervention; the paper does not report random assignment of students to groups. Pre-test scores did not differ (p=0.70). Independent samples t-tests found significant post-test (p=0.000363) and delta (p=0.000266) differences favoring SCP, described as "a statistical significance for p<0.05 between the groups".
"The analysis of the data (independent samples t-test) indicated a statistical significance for p<0.05 between the groups in post-test (p=0.000363) and delta scores (p=0.000266)."
Discussion¶
Learner Variables¶
- Arithmetic Fact Retrieval — outcome: instruction changes it
Related Claims¶
- 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) — a narrower finding that bears on this claim
- ASSISTments use in grade 7 math homework produces a statistically significant long-term positive effect on grade 8 state test scores one year after the intervention ends — related
- Pre-test scores showed no statistically significant difference between control and experiment groups, confirming equivalent starting points before the homework intervention — related
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