Effects Of Improvements In Interval Timing On The Mathematics Achievement Of Elementary School Students

Keywords

achievement; assessment; early childhood mathematics; educational intervention; elementary; intervention; mathematics; standardized tests

Abstract

This article examines the effect of improvements in timing/rhythmicity on mathematics achievement. A total of 86 participants attending 1st through 4th grades completed pre-and posttest measures of mathematics achievement from the Woodcock-Johnson III Tests of Achievement. Students in the experimental group participated in a 4-week intervention designed to improve their timing/rhythmicity by reducing latency response to a synchronized metronome beat. The intervention required, on average, 18 daily sessions of approximately 50 minutes each. The results from this nonacademic intervention indicate the experimental groups posttest scores on the measures of mathematics were significantly higher than the nontreatment control groups scores. This article proposes an integration of psychometric theory and contemporary information processing theory to provide a context from which to develop preliminary hypotheses to explain how a nonacademic intervention designed to improve timing/rhythmicity can demonstrate a statistically significant effect on students mathematics achievement scores.

Publication Date

7-3-2015

Publication Title

Journal of Research in Childhood Education

Volume

29

Issue

3

Number of Pages

352-366

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/02568543.2015.1040563

Socpus ID

84932603278 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84932603278

This document is currently not available here.

Share

COinS