The Effects of Lesson Format on the Acquisition of Mathematical Concepts by Fourth Graders

The relationship between engaged time and achievement and the fact that engaged time is higher during teacher-led than seatwork activities led to the hypothesis that, within a lesson, the more time spent in teacher-led activities, the greater the achievement. To test this hypothesis, 108 fourth graders were randomly assigned to 36 groups of 3. Condition A (9 groups) received a 15-minute, teacher-led lesson. In the three experimental conditions, 30-minute lessons were structured in the following ways: 25% teacher-led and 75% seatwork (Condition B); 50% teacher-led, and 50% seat-work (Condition C); and 75% teacher-led, 25% seatwork (Condition D). Children in all conditions completed a 64-item posttest immediately following the lesson. The children in Condition D scored significantly higher than the children in Conditions A and C, and the children in Condition B scored significantly higher than the children in Condition A. The results are inconsistent with the hypothesized relationship, but consistent with an explanation that relates achievement to the amount of sustained time in a single instructional activity.