. Author manuscript; available in PMC: 2013 Sep 22.

Published in final edited form as: J Educ Psychol. 2012 Oct 1;105(1):58–77. doi: 10.1037/a0030127

Table 5.

Effects on Mathematics Outcomes

Variable	Simple Arithmetic			Complex Calculations			Number Knowledge			Word Problems
Variable	F or t	p	ES	F or t	p	ES	F or t	p	ES	F or t	p	ES
Effect of condition	12.27	<.001	na	22.93	<.001	na	12.06	<.001	na	49.66	<.001	na
Follow-up tests
Speeded vs. no tutoring	8.94	<.001	.87	7.23	<.001	.69	3.88	<.001	.29	2.32	.021	.22
Nonspeeded vs. no tutoring	3.53	<.001	.38	4.84	<.001	.49	2.44	0.15	.19	2.80	.005	.27
Speeded vs. nonspeeded	5.21	<.001	.51	2.40	.017	.21	1.41	.159	.11	0.47	.642	.04
Speeded vs. low-risk	4.67	<.001	.39	0.19	.849	−.01	2.21	.028	−.20	9.39	<.001	−.73
Nonspeeded vs. low-risk	0.84	.401	−.07	2.41	.016	.19	3.50	<.001	-−.33	8.97	<.001	−.69
No-tutoring vs. low-risk	4.63	<.001	−.42	6.91	<.001	−.57	5.79	<.001	−.53	11.61	<.001	−.92

Note. Effect of condition is F value (df = 3,351 for Simple Arithmetic; 3,354 for other measures). Follow-up tests are t values (df = 351 for Simple Arithmetic; 354 for other measures). Low-risk is low-risk control; speeded is number knowledge tutoring + speeded practice; nonspeeded is number knowledge tutoring + nonspeeded practice; no tutoring is at-risk no-tutoring control. ES = effect size; na = not applicable.