================================================= SYSTEM | SCORE IN TESTS WITH | SCORE IN TESTS IN | PROBLEMS | COMPUTING -------+---------------------+------------------- 23 | 356 | 1841 24 | 429 | 3513 17 | 444 | 3042 4 | 464 | 3563 25 | 464 | 2167 22 | 468 | 2311 16 | 469 | 3707 20 | 491 | 2168 18 | 509 | 3758 15 | 532 | 2779 3 | 533 | 2845 8 | 538 | 2747 6 | 550 | 3173 1 | 552 | 2935 10 | 601 | 2749 2 | 615 | 2958 21 | 627 | 2951 13 | 636 | 3049 14 | 661 | 3561 9 | 691 | 3404 7 | 734 | 3782 12 | 736 | 3410 11 | 759 | 3261 26 | 791 | 3682 19 | 848 | 4099 5 | 914 | 3569 ================================================= Of the conditions under which arithmetical learning took place, the one most elaborately studied was the amount of time devoted to arithmetic. On the basis of replies by principals of schools to certain questions, he gave each of the twenty-six school systems a measure for the probable time spent on arithmetic up through grade 6. Leaving home study out of account, there seems to be little or no correlation between the amount of time a system devotes to arithmetic and its score in problem-solving, and not much more between time expenditure and score in computation. With home study included there is little relation to the achievement of the system in solving problems, but there is a clear effect on achievement in computation. The facts as given by Stone are:-- TABLE 12 CORRELATION OF TIME EXPENDITURES WITH ABILITIES Without Home Study { Reasoning and Time Expenditure -.01 { Fundamentals and Time Expenditure .09 Including Home Study { Reasoning and Time Expenditure .13 { Fundamentals and Time Expenditure .49