Decades of research produced inconsistent findings on whether study time can lead to achievement gains in mathematics. Data generated by more than six thousand students from three different countries who solved more than 1.1 million problem sets using a dedicated mathematics software are analyzed regarding the effect of study time on students’ achievements in mathematics. Results showed that more study time led to higher performance scores in mathematics. Further analyses revealed that low-performing students in the first school year (2017-2018) who increased their study time in the following year (2018-2019) revealed greatest gains in performance in the same school year (2018-2019) and even in the year after (2019-2020). Finally, results replicated previous observations of robust performance scores within students over the three school years, with performance scores in 2017-2018 predicting those of 2018-2019 which predicted those of 2019-2020. These results support the idea that students, in particular low-performing students, can boost their academic abilities to upper levels when increasing their study time.

数十年的研究在学习时间是否可以导致数学成就方面产生了不一致的发现。分析了学习时间对学生数学成绩的影响，分析了来自三个不同国家的六千多名学生使用专用的数学软件解决了110万个问题集的数据。结果表明，更多的学习时间导致更高的数学成绩。进一步的分析显示，在第一学年（2017-2018）表现不佳的学生在第二年（2018-2019）延长了学习时间，显示在同一学年（2018-2019）甚至在次年（2019-2020）。最后，结果重复了先前在三个学年内学生表现良好的成绩观察，在2017-2018年的绩效得分预测了2018-2019年的绩效得分，而在预测2019-2020年的绩效得分。这些结果支持这样的想法，即学生，尤其是表现不佳的学生，可以在增加学习时间的同时将他们的学术能力提高到更高水平。