Differential Effectiveness of Flash Training to Strengthen Basic Arithmetic Factual Knowledge in Children—An Experimental Study — Oak Academic Publishing
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Differential Effectiveness of Flash Training to Strengthen Basic Arithmetic Factual Knowledge in Children—An Experimental Study
Department of Special Needs Education and Rehabilitation, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany
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Department of Educational Psychology, Carl von Ossietzky University Oldenburg, Oldenburg, Germany
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Department of Educational Psychology, Carl von Ossietzky University Oldenburg, Oldenburg, Germany
1 Department of Special Needs Education and Rehabilitation, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany
2 Department of Educational Psychology, Carl von Ossietzky University Oldenburg, Oldenburg, Germany
3 Department of Educational Psychology, Carl von Ossietzky University Oldenburg, Oldenburg, Germany
In this study, we applied a pre–post-follow-up design to an online based intervention for improving basic arithmetic facts (facts-intervention) in a cohort of primary school children. The participating children of the intervention group independently trained for five weeks, four times a week for 15 minutes. This condition was compared to a control group that received a phonologic training with the same frequency. At post-test, children who received the facts-intervention solved significantly more addition and substraction tasks and subtraction tasks correctly, compared to the children who received a control training. Moreover, children who received the facts-intervention solved more addition tasks and subtraction tasks correctly, compared to the children of the control condition at the follow-up, four months after the end of the intervention. Further analyses revealed that training effects cannot be attributed to children who performed below a certain level in a standardized mathematics test for second graders. Possible reasons for the differential effects of the facts-intervention are discussed.
KeywordsBasic Arithmetic FactsOnline InterventionPrimary School ChildrenRandomized Control Group Design
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