In a boys' school where three-fourths of pupils rose early for work, the earlier-working group (9.40 A.M.) improved more (about 14 per cent) than the later-working group (11.30 A.M., 9 per cent).¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 1911 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The group working at 9.40 A.M. improved about 14 per cent on its preliminary record while the group working at 11.30 A.M. improved 9 per cent, a 5 per cent difference favouring the earlier group. → W. H. Winch 1911

Evidence¶

W. H. Winch 1911¶

W. H. Winch. (1911). Mental Adaptation During the School Day as Measured by Arithmetical Reasoning.—Part II. The Journal of Educational Psychology. https://eric.ed.gov/?q=Mental+Adaptation+During+the+School+Day+as+Measured+by+Arithmetical+Reasoning

q2 · i? · causal · r1

Fifth series: the whole First Class (average age about 12.5 years) of a boys' school in a very poor neighbourhood, with 13 pupils per group after absences, divided into equal groups on preliminary tests. Group A worked final tests at 9.40 A.M., Group B at 11.30 A.M.; percentages are printed with no effect size.

"The group working at 9.40 improved on its preliminary record to the extent of about 14 per cent.; the group working at 11.30 A. M. improved on its preliminary record to the extent of 9 per cent., which gives a difference of 5 per cent, in favor of the earlier working group."

Discussion¶

Related Claims¶

• In a Standard VII girls' class, the later-working group (11.25 A.M.) improved 21 per cent on preliminary records versus 15 per cent for the earlier-working group (10 A.M.). — reports the opposite
• In a Standard I infants class, the group working arithmetical reasoning tests at 10.25 A.M. improved more on preliminary records than the group working at 9.40 A.M. — reports the opposite
• Section-by-section analyses in the infants and girls' series show the later-working group's advantage across proficiency levels, while the boys' series shows the reverse in every section. — a broader claim this one bears on
• In a London boys' school class, the group working problematic arithmetic later in the morning improved about 5 per cent more than the group working it early — reports the opposite
• Improvement by practice continues in both morning and afternoon groups, but the morning group improves faster across weeks — related
• Late-afternoon memory work shows relative inefficiency of about 5-6 per cent compared with early-morning work in 13-year-old boys — related
• In one very poor neighborhood school the exception occurred: the earlier-working group improved more rapidly than the later-working group — related
• In a London girls' school class, the group working problematic arithmetic later in the morning improved about 5 or 6 per cent more than the early group — related