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ERIC Number: ED517325
Record Type: Non-Journal
Publication Date: 2010
Pages: 113
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1097-6680-6
ISSN: N/A
The Effects of Progressive Time Delay Utilizing an iPod on Math Fact Acquisition
Todd, Abbey Nicole
ProQuest LLC, Ph.D. Dissertation, The University of Utah
This study presented sets of 15 multiplication facts to each of 4 third-grade participants. The items were presented by an iPod each session three times at three different time delays. When mastery was achieved on a set (80% correct across 3 consecutive sessions), the participant moved on to a new set. Generalization probes were administered consisting of some facts that were trained during intervention and some untrained facts at 2-week follow-up. In addition, maintenance probes were conducted of each set after a new set was mastered and at 4-week follow-up. Overall, excellent acquisition of facts was observed in 3 of the 4 participants. Intervention Effect Sizes ranged from 4.78 to 6.08 for all participants. Acquisition rates generalized well to a different worksheet 2 weeks following intervention, and maintained at rates much higher than baseline at 4-week follow-up. One of the 4 participants struggled to acquire the facts to begin with and was only able to master one set of facts. Consequently, generalization and maintenance was poor for this participant. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A