NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED524967
Record Type: Non-Journal
Publication Date: 2010
Pages: 129
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-2663-1
ISSN: N/A
The Effects of Computerized Instruction and Systematic Presentation and Review of Math Fact Acquisition and Fluency
Reynolds, Jennifer L.
ProQuest LLC, Ph.D. Dissertation, Central Michigan University
Cross country investigations have repeatedly demonstrated the disappointing math performance of students in the United States (Beatty, 1997; Ferrini-Mundy & Schmidt, 2005). The National Council of Teachers of Mathematics (2000) listed failure to rapidly recall basic facts as a common problem associated with disabilities in mathematics and teachers report lack of basic math fact mastery as a common difficulty and impediment on performance in higher level mathematics (Garnett, 1992). As schools adopt a Response to Intervention (RtI) service delivery model, demand for research based interventions will grow. A necessary process in determining empirical support is to evaluate academic interventions in a school setting, via an experimental design. The goal of the current investigation was to determine the treatment effects of a flashcard intervention administered by a computer software program to remediate math fact difficulties. The intervention was evaluated using a between-subjects research design. Students were randomly assigned to the computerized flashcard intervention or a control group intervention. Group data on math fact acquisition, fluency, and retention was collected and compared at multiple points in time. Results supported the computerized math fact intervention's effectiveness in increasing math fact fluency on average for all students. Additionally, the intervention was effective at increasing accuracy and retention of math facts in low achieving students. Students in the computerized flashcard intervention reported enjoying the intervention more than students in the control intervention, as well as had significantly higher perception of their math abilities. In conclusion, even though results of the current investigation suggest the computerized flashcard intervention is an empirically supported program useful for all students, limitations are listed which may confound results. Additionally, future research questions to determine further effectiveness of the computerized flashcard intervention are listed and discussed. [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: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States