The Effect of Participation in Active Learning Strategies on the Mathematics Fact Fluency Achievement of First grade Students

Abstract

The purpose of this study was to examine the impact of active learning strategies on mathematics fact fluency achievement of at risk first graders in a Title I school in Anne Arundel County. The participants included 18 first grade students who participated in active mathematics learning strategies. Data was also collected from another first-grade class in the same school that did not participate in active mathematics learning strategies. The measurement tool used to assess mathematics fact fluency was a math fact computation test created by Anne Arundel County Public Schools. The null hypothesis that there will be no fact fluency achievement difference in students who engage in active learning strategies compared to those who do not was supported. Both groups improved their math fact performance however there were no statistically significant gains.