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ERIC Number: EJ871971
Record Type: Journal
Publication Date: 2010-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0033-3085
The Differential Effects of Two Self-Managed Math Instruction Procedures: Cover, Copy, and Compare versus Copy, Cover, and Compare
Grafman, Joel M.; Cates, Gary L.
Psychology in the Schools, v47 n2 p153-165 Feb 2010
This study compared the fluency and error rates produced when using the Cover, Copy, and Compare (CCC) and a modified CCC procedure (MCCC) called Copy, Cover, and Compare to complete subtraction math problems. Two second-grade classrooms consisting of 47 total students participated in the study. The following items were administered to participants: (a) a timed pretest, (b) a timed CCC worksheet, (c) a timed MCCC worksheet, and (d) a timed posttest. Then the participants were asked which procedure they liked best. Results revealed significantly higher digits correct per minute (i.e., fluency scores) on the posttest when compared with the pretest scores. Likewise, students' fluency scores were significantly higher under the CCC condition when compared to the MCCC condition. There were no significant differences in accuracy from pretest to posttest nor between the CCC and MCCC conditions. Discussion focuses on implications for modifying instructional strategies, measuring student progress, implications for practice, and directions for future research. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A