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Interval Timing Enhancements and Elementary School Mathematics Achievement
Study - Published in Journal of Research in Childhood Education
Keywords
Pediatric, Academic Performance, Cognitive Skills
This fascinating study explored the potential of Interactive Metronome (IM) training to enhance mathematics achievement among elementary students.
With a total of 86 students aged 7-10 from an inner-city charter school, the study separated participants into two groups: one receiving IM training and the other enjoying regular recess. The training group participated in 18 daily sessions of 50 minutes each over four weeks, while all students were evaluated for mathematical proficiency before and after using the Woodcock-Johnson III Tests of Achievement.
Mirroring results from other studies, the cross-domain effect of IM training became evident – sensorimotor synchronization training generalizing into substantial improvements in cognitive, motor, and academic skills.
Remarkably, students who underwent IM training displayed significantly higher math achievement scores compared to their recess-participating peers. This growth outpaced typical expectations for their age group over the same period.
These findings open a fascinating discussion on how non-academic interventions like IM training can demonstrably improve students’ academic performances.
Abridged Summary & Results of Study
Effects of Improvements in Interval Timing on the Mathematics Achievement of Elementary School Students
YEAR: 2015
PUBLICATION: Journal of Research in Childhood Education
AUTHOR: Gordon E. Taub, Kevin S. McGrew & Timothy Z. Keith
RESULTS:
Elementary school-age children who received Interactive Metronome (IM) training demonstrated significantly higher scores on tests of math achievement compared to the control group who participated in recess. Those that completed IM training demonstrated greater accuracy in their math problem solving and completed mathematics problems faster than the control group. The growth in math achievement in the experimental (IM training) group was above and beyond the expected growth for that age group in that same time period.
DETAILS:
- n=86 children ages 7-9 (1st – 4th grades) were randomly assigned to:
- experimental group: 49 children participated in IM training in groups of 12 for 18 daily sessions, lasting 50 min each, over a 4 week period
- control group: 37 children participated in recess
- math achievement was measured pre & post via Woodcock-Johnson III (WJ III) Calculation & Math Fluency subtests
- neither group received academic instruction during the study
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