Comparison of the Effects of Computer-Based Practice and Conceptual Understanding Interventions on Mathematics Fact Retention and Generalization
Rebecca Kanive; Peter M. Nelson; Matthew K. Burns; James E. Ysseldyke · 2013 · The Journal of Educational Research
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract (excerpt)
ABSTRACT The authors’ purpose was to determine the effects of computer-based practice and conceptual interventions on computational fluency and word-problem solving of fourth- and fifth-grade students with mathematics difficulties. A…
Excerpt shown for reference under fair use — read the full paper at the publisher.
Hosted by the publisher — may require access.
About to run something similar?
Run an AI Precheck on your own design to catch failure modes like this one before you spend the time. Your first desk check is free.
Related failures
Channeling Fisher: Randomization Tests and the Statistical Insignificance of Seemingly Significant Experimental Results*
Negative / Null Result ReportThe harmonic mean p -value for combining dependent tests
Negative / Null Result ReportGeneralizability of heterogeneous treatment effect estimates across samples
Negative / Null Result ReportNumerical predictors of arithmetic success in grades 1–6
Negative / Null Result ReportMethods Matter: p-Hacking and Publication Bias in Causal Analysis in Economics
Negative / Null Result ReportShould multiple imputation be the method of choice for handling missing data in randomized trials?
WASTE indexes this work — it does not host or republish it. Failure-type classification is automated and approximate.
Metadata source: OpenAlex · DOI 10.1080/00220671.2012.759405