Abstract
Providing students an appropriate level of challenge, called the instructional level, is an important component of effective instruction. Research regarding the optimal ratio of known to unknown items for drill tasks has been inconsistent. The author of the current article conducted an empirical meta-analysis of research on drill ratios by using the following groupings: < 50% known, 50% to 69% known, 70% to 85% known, and 90% known. Fifty-five effect size coefficients were computed, after eliminating outlying data, from 13 articles, with the 3 least challenging ratios resulting in strong mean effects. The most challenging (< 50% known) ratio resulted in a small to moderate effect. A mean effect size of .82 computed for various student outcomes compared to .43 for student preferences. Much stronger effects were also noted for tasks involving acquisition of new skills compared to proficiency tasks. Implications for research and practice are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 167-174 |
| Number of pages | 8 |
| Journal | Remedial and Special Education |
| Volume | 25 |
| Issue number | 3 |
| State | Published - May 1 2004 |
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Empirical analysis of drill ratio research : Refining the instructional level for drill tasks. / Burns, Matthew K.
In: Remedial and Special Education, Vol. 25, No. 3, 01.05.2004, p. 167-174.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Empirical analysis of drill ratio research
T2 - Refining the instructional level for drill tasks
AU - Burns, Matthew K.
PY - 2004/5/1
Y1 - 2004/5/1
N2 - Providing students an appropriate level of challenge, called the instructional level, is an important component of effective instruction. Research regarding the optimal ratio of known to unknown items for drill tasks has been inconsistent. The author of the current article conducted an empirical meta-analysis of research on drill ratios by using the following groupings: < 50% known, 50% to 69% known, 70% to 85% known, and 90% known. Fifty-five effect size coefficients were computed, after eliminating outlying data, from 13 articles, with the 3 least challenging ratios resulting in strong mean effects. The most challenging (< 50% known) ratio resulted in a small to moderate effect. A mean effect size of .82 computed for various student outcomes compared to .43 for student preferences. Much stronger effects were also noted for tasks involving acquisition of new skills compared to proficiency tasks. Implications for research and practice are discussed.
AB - Providing students an appropriate level of challenge, called the instructional level, is an important component of effective instruction. Research regarding the optimal ratio of known to unknown items for drill tasks has been inconsistent. The author of the current article conducted an empirical meta-analysis of research on drill ratios by using the following groupings: < 50% known, 50% to 69% known, 70% to 85% known, and 90% known. Fifty-five effect size coefficients were computed, after eliminating outlying data, from 13 articles, with the 3 least challenging ratios resulting in strong mean effects. The most challenging (< 50% known) ratio resulted in a small to moderate effect. A mean effect size of .82 computed for various student outcomes compared to .43 for student preferences. Much stronger effects were also noted for tasks involving acquisition of new skills compared to proficiency tasks. Implications for research and practice are discussed.
UR - http://www.scopus.com/inward/record.url?scp=2942538562&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=2942538562&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:2942538562
VL - 25
SP - 167
EP - 174
JO - Remedial and Special Education
JF - Remedial and Special Education
SN - 0741-9325
IS - 3
ER -