The Impact of Intervention Modality on Students' Multiplication Fact Fluency

Autor/inn/en	Kromminga, Kourtney R.; Codding, Robin S.
Titel	The Impact of Intervention Modality on Students' Multiplication Fact Fluency
Quelle	In: Psychology in the Schools, 61 (2024) 1, S.329-351 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kromminga, Kourtney R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23054
Schlagwörter	Intervention; Instructional Effectiveness; Teaching Methods; Multiplication; Evidence Based Practice; Peer Relationship; Tutoring; Visual Aids; Tablet Computers; Mathematics Achievement; Grade 3; Elementary School Students + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Multiplikation; Peer-Beziehungen; Förderkonzept; Nachhilfeunterricht; Anschauungsmaterial; Tablet computer; Tablet PC; Computer; Digitalrechner; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	While an abundance of evidence-based mathematics interventions are available to support students' mathematics fluency, research suggests that they are not often implemented within schools. Moreover, national data suggests that most students in the United States are not meeting grade level expectations in mathematics. This underperformance coupled with limited implementation of evidence-based practices emphasizes the need to provide schools with effective, efficient, and resource friendly interventions to support students' mathematics achievement. The purpose of this study was to compare the effects of reciprocal peer tutoring, iPad delivered flashcards, and a combined intervention condition on the multiplication fluency of 72 third grade students enrolled in two public schools in the midwestern region of the United States using a randomized pretest-posttest design. Students received 10 min of intervention after their core instruction 4 days per week for 5 weeks. Results suggest that there were few differences between treatment groups on both proximal and distal measures. Moreover, all groups demonstrated significant growth from pre- to posttest on proximal measures. Assessment response rates across modalities and student engagement are discussed along with implications for research and practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01