ArticleEuropean journal of psychology of education = Journal europeen de psychologie de l'education2022
Just do it! Study time increases mathematical achievement scores for grade 4-10 students in a large longitudinal cross-country study.
Article in European journal of psychology of education = Journal europeen de psychologie de l'education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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7 citing papers in PubMed.
- Explainable AI in education: integrating educational domain knowledge into the deep learning model for improved student performance prediction.Scientific reports · 2026Article
- Performance increases in mathematics during COVID-19 pandemic distance learning in Austria: Evidence from an intelligent tutoring system for mathematics.Trends in neuroscience and education · 2023Article
- How to Continue? New Approaches to Investigating the Effects of Adaptive Math Learning Programs on Students' Performance, Self-Concept, and Anxiety.Journal of Intelligence · 2023Article
- Article
- Primary school mathematics during the COVID-19 pandemic: No evidence of learning gaps in adaptive practicing results.Trends in neuroscience and education · 2021Article
- Evaluating students' engagement with an online learning environment during and after COVID-19 related school closures: A survival analysis approach.Trends in neuroscience and education · 2021Article
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Abstract
Decades of research produced inconsistent findings on whether study time can lead to achievement gains in mathematics. Data generated by more than six thousand students from three different countries who solved more than 1.1 million problem sets using a dedicated mathematics software are analyzed regarding the effect of study time on students' achievements in mathematics. Results showed that more study time led to higher performance scores in mathematics. Further analyses revealed that low-performing students in the first school year (2017-2018) who increased their study time in the following year (2018-2019) revealed greatest gains in performance in the same school year (2018-2019) and even in the year after (2019-2020). Finally, results replicated previous observations of robust performance scores within students over the three school years, with performance scores in 2017-2018 predicting those of 2018-2019 which predicted those of 2019-2020. These results support the idea that students, in particular low-performing students, can boost their academic abilities to upper levels when increasing their study time.
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