100 



Indiana University Studies 



same amount of drill in reasoning. However, it is very interesting 

 to see along what lines each gained. Those who had drilled 

 in reasoning made a large gain in reasoning, while the 

 group that had practiced fundamentals exclusively made 

 a shght loss in reasoning. The group that had prac- 

 ticed fundamentals made a gain of 13.34 per cent over their 

 former record in fundamentals, while the group which had 

 drilled on reasoning made a gain of only 4.66 per cent in fun- 

 damentals. 



Practice in reasoning gives somewhat larger gains than practice 

 in fundamentals only. 



These figures seem to show clearly that we get in arithmetic 

 what we drill for. The most profitable form of drill seems to be 

 one in which part of the time is devoted to reasoning and part 

 to fundamentals. 



TABLE VII.— PROGRESS WITH DRILL ON REASONING COM- 

 PARED WITH DRILL ON FUNDAMENTALS IN SECOND 

 SIX WEEKS 



No drill in first 6 weeks. During the second 6 weeks, grade 7 was given 5 min- 

 utes daily drill in reasoning; grade 8 had 5 minutes daily drill in fundamentals. 





Grade 7 



Grade 8 



Ail tests 



9.1 



8.6 



Fundamentals 



4.7 



13.3 



Keasoning, attempts and rights 



18.6 



.4 





19.1 



.8 



Drill for Speed and Drill for Accuracy. — The difference in 

 progress made by the two groups, one being drilled for accuracy 

 and the other for speed, is not very large. As the results are 

 grouped in Table VIII, the speed group is shown to have made the 

 greater gain in fundamentals, in reasoning when correct answers 

 only are considered, and in the average of all tests. 



The only group of tests on which the accuracy pupils excelled 

 was in reasoning problems where both attempts and rights are 

 considered. 



By referring to Table III, it is seen that a large gain was made 

 in Test No. 7 by the pupils who were practicing for speed (Grade 

 6E). Test No. 7 is made up of problems in addition, subtraction, 

 multiplication, and division in which large numbers are used. 



As the greater gain in nearly all cases is with the pupils 



