The Effects of Computer-Based Interventions on Multiplication Fact Fluency of Fifth Grade Students
MetadataShow full item record
Type of Work26 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)
Mathematical fluency -- Research
The purpose of this study is to determine whether or not the computer-based program, FASTT Math (Hasselbring & Goin, 2006) has an effect on a fifth-grade students’ fluency with multiplication skills. Multiplication fluency was assessed by a pencil and paper multiplication test that contained 100 multiplication questions (1 to 9 tables). Students for the FASST Math group (n = 10) were selected based on teacher determined math needs from a convenience sample of students. Students in the two control groups (conventional tutoring, n = 10; nointervention, n = 10) were selected to match the students in the FASST Math group based on the pre-intervention multiplication fluency assessment. After the 4 week intervention, the three homogeneous groups completed a post-intervention multiplication fluency assessment. An ANOVA comparing the math fluency scores post- intervention found a significant difference between the groups (F = 6.50, df = 2/27, p < .01). Scheffe’s Tests were used for post-hoc analyses. The FASTT Math group (Mean = 48.90, SD = 10.91) scored significantly higher than both the tutoring (Mean = 33.40, SD = 11.86) (p < .01) and the no-intervention (Mean = 34.40, SD = 9.37) (p < .05) groups. The tutoring and no-intervention groups did not differ significantly (p > .05). Educational implications are discussed. Research in the area of using computer-based interventions should continue given the discussion about the necessity for students to achieve basic math fact fluency in order to complete higher-level tasks.