Ronson, Kelly2016-02-192016-02-192014-05http://hdl.handle.net/11603/2272The purpose of this study was to determine the effectiveness of a lunchtime intervention involving computer based multiplication practice for fifth grade students struggling with multiplication facts. This study, occurring over 4 weeks, used a pre-test/post-test design in which post-test scores were compared between groups. All students received regular education instruction in mathematics. Students in the treatment group (n = 6) participated in a Lunch Bunch Program 3 times a week. Students in the control group (n = 6) did not participate in the Lunch Bunch Program. The mean fast facts multiplication score, based off of the number of multiplication fact problems from 0-10 correctly completed in five minutes, was significantly higher for the Lunch Bunch group (Mean = 93.00, SD = 6.90) than for the control group (Mean = 68.33, SD = 16.77 [t(10) = 3.33, p < .05]. Limitations and implications for practice and future research are discussed.30 p.en-USCollection 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.Education -- Research papers (Graduate)Mathematics -- Study and teaching (Elementary) -- ResearchEducational technology -- ResearchFifth grade (Education) -- ResearchText