Achievement as a Function of Time Spent in Learning and Time Needed for Learning

Abstract

The causal effects of time spent in learning (TSL) and time needed for learning (TTL) on reading and spelling achievement, as measured by standardized achievement, criterion test accuracy and retention, and teacher rating were investigated. The subjects were 171 fourth and fifth grade students. TTL was evaluated as the number of trials needed to master a learning or spelling task to 100% criterion. TSL was evaluated using the same procedure, except that children self-determined the number of trials they spent on an alternate task for each skill area. Within the model proposed, TTL contributed significantly to achievement, and its direct effect was greater than that of TSL. The data were also analyzed in terms of Carroll’s (1963) model of learning. Results supported this model in which degree of learning is postulated to be a function of the ratio of TSL to TTL.