NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ583707
Record Type: Journal
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0021-8855
Effects of Explicit Timing on Mathematics Problem; Completion Rates in African-American Third-Grade Elementary Students.
Rhymer, Katrina N.; Skinner, Christopher H.; Henington, Carlen; D'Reaux, Robyn A.; Sims, SanPier
Journal of Applied Behavior Analysis, v31 n4 p673-77 Win 1998
A study evaluated the effects of explicit timing procedure on problem completion rates and accuracy levels in 40 African-American third-grade students. Results showed that the explicit timing procedure increased problem completion rates. A decreasing trend in percentage of problems correct also occurred. Recommendations for educators are discussed. (Author/CR)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A