The Effect of Self-Assessment on Multiplication Fact Fluency in Fourth Grade Students
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Type of Work29 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Mathematics -- Study and teaching (Elementary) -- Research
Multiplication -- Research
Fourth grade (Education) -- Research
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.