The Effect of Self-Assessment on Multiplication Fact Fluency in Fourth Grade Students
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2012-05
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Masters of Education
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Abstract
The purpose of this study was to determine whether a self-assessment strategy would improve the multiplication fact fluency performance of selected fourth grade students. Student performance was measured using a series of six weekly tests consisting of 25 single digit multiplication problems with digits ranging from zero to nine. The weekly tests consisted of a pre-test, four consecutive weekly tests, and a post test. Improved performance was evident in both the intervention and control groups from pre-test to post test. These performance improvements cannot be attributed to the self-assessment measure as other factors may have influenced results. Further research in self-assessment and improvement of basic fact fluency should continue as both are vital to the development of students at early ages.