Treatment status correlated significantly with both inventory scores, with the treatment–possible-correct correlation at r = .392¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Pearson correlations between treatment and both “attempted correct” (r = .244) and “correct out of possible” (r = .392) scores were statistically significant. → Barbara Allen-Lyall 2018

Evidence¶

Barbara Allen-Lyall 2018¶

Barbara Allen-Lyall. (2018). Helping Students to Automatize Multiplication Facts: A Pilot Study. IEJEE, Volume 10, Issue 4, 391-396. https://doi.org/10.26822/iejee.2018438128

q3 · i2 · causal · r1

Pearson product moment correlations computed for the treatment group against both inventory measures; Table 3 reports r = .244** and r = .392** with N = 293, both significant at p < .01.

"Results shown in ta- ble 1.3 suggest that correlations between treatment and scores in both situations were statistically significant and were greater than or equal to r(291)= .244, p< .01 and r(291)= .392, p< .01."

Discussion¶

Learner Variables¶

• Arithmetic Fact Retrieval — outcome: instruction changes it

Related Claims¶

• The intervention significantly increased correct answers out of all possible facts on the fall Grade 4 inventory (d = 0.86) — related
• A ten-week Grade 3 multiplication facts intervention significantly increased the number of facts students attempted correctly on a fall Grade 4 inventory (d = 0.52) — related