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ERIC Number: ED443706
Record Type: RIE
Publication Date: 2000-Apr
Pages: 42
Abstractor: N/A
The Effect of Drill and Practice Software on Multiplication Skills: "Multiplication Puzzles" versus "The Mad Minute."
Williams, Lynda Patterson
The purpose of the study was to compare two methods of learning multiplication facts in order to develop speed and accuracy. The researcher conducted the action research project with a seventh grade enrichment class, which met for seven weeks during the school year. As part of the curriculum students were provided with activities to refine their basic math skills. The study took place during two weeks in which students practiced the multiplication facts to develop speed and accuracy. The class was divided into two groups with one group receiving paper and pencil practice with "Minute Madness" worksheets (control group), and the other group using the drill and practice software, "Multiplication Puzzles" (treatment group) on the Apple IIe computers. Both groups were given the same pretest, which consisted of sixty single-digit multiplication problems to complete within one minute. The pretest was graded based on the number of correct answers completed out of the sixty problems. Each group received thirty minutes of instruction for eight days during a two-week period. At the end of the period, the students took the same test (posttest) to measure improvement in learning the multiplication facts. The mean scores for the posttests of each group were compared. The results indicated that there was a significant increase in the number of problems correctly completed by the treatment group that used "Multiplication Puzzles" on the computer, whereas mean scores for the pencil and paper group did not indicate a significant improvement in the development of their multiplication skills. (Contains 41 references.) (Author/YDS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Johnson Bible College.