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

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dc.contributor.authorReyes, Ashley
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2018-07-16T15:23:54Z
dc.date.available2018-07-16T15:23:54Z
dc.date.issued2018-07
dc.description.abstractThe 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.en_US
dc.format.extent27 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2BZ61C01
dc.identifier.urihttp://hdl.handle.net/11603/11007
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work 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 archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effect of Participation in Active Learning Strategies on the Mathematics Fact Fluency Achievement of First grade Studentsen_US
dc.typeTexten_US

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