During the past decade, a large body of research has well established the nexus between time variables and classroom achievement. This study measured the relative influence of two particular time variables (allocated time, pupil engaged time) on mathematics achievement as compared with the influence of two context variables (IQ, socioeconomic status), often cited as determinants of achievement.
A multivariate analysis of the data collected from three primary schools indicated that time variables accounted for a significantly greater proportion of the variance in mathematics achievement scores than did the context variables measured. It was also found that, of all the variables investigated, pupil engaged time had the greatest influence on primary mathematics achievement. Some implications of these findings are commented upon in the light of time variable research carried out to date.
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