Correlation Between Abacus Skills and Mathematical Abilities in Students’ Scores

This study investigates the impact of abacus learning on math scores among 1,226 second-year junior high school students in Taichung County and City. Controlling for the co-variable “intelligence test scores,” the study derives four conclusions. First, students whose abacus skills reached the “duan...

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Bibliographic Details
Published inJournal of advanced computational intelligence and intelligent informatics Vol. 29; no. 4; pp. 916 - 920
Main Authors Lai, Wen-Tsung, Tien-Liu, Tsung-Kuo
Format Journal Article
LanguageEnglish
Published Tokyo Fuji Technology Press Co. Ltd 20.07.2025
Subjects
Academic achievement
Analysis of covariance
Cognitive ability
Cognitive development
Curricula
Decision making
Early childhood education
Education
Educational objectives
Gender differences
Informatics
Intelligence tests
Kindergarten
Learning
Literature reviews
Mathematics anxiety
Memory
Middle schools
Problem solving
Questionnaires
Secondary school students
Secondary schools
Skills
Students
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Summary:This study investigates the impact of abacus learning on math scores among 1,226 second-year junior high school students in Taichung County and City. Controlling for the co-variable “intelligence test scores,” the study derives four conclusions. First, students whose abacus skills reached the “duan level” do not perform better in math scores. Second, the interactive effects of “gender,” “age at which one began to learn abacus,” and “starting mathematical foundation for abacus learning” do not affect math exam scores. Third, abacus ability has a minimal predictive function for math scores, with “intelligence test scores” having the highest explanatory power at 41% and “abacus ability” at a minuscule 1%. Fourth, it is suggested that kindergarten students should not receive abacus instruction but should rather develop their insight and thinking abilities.
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ISSN:1343-0130
1883-8014
DOI:10.20965/jaciii.2025.p0916