The main idea of the experiment was to determine what would be the difference in gain made by two groups of fourth-grade arithmetic pupils one of which was made aware of success or failure. The one group used for the purpose of maintaining or reviewing previously learned skills in arithmetic a series of mixed fundamental drill 1mits which contained no reference to standards of work, and hence no provision for a child or class to keep an objective record of growth (or lack of it) in power over arithmetic. The other group used exactly the same material and under comparable conditions, with this exception: on each drill unit there appeared a set of standards similar to the sample shown here.

The group that was made aware of success or failure in arithmetic drills made more progress than the group that did not have standards.

The Effect of Awareness of Success or Failure

Key Takeaway: The group that was made aware of success or failure in arithmetic drills made more progress than the group that did not have standards.