Ruppenkamp, Michael2016-03-042016-03-042012-05http://hdl.handle.net/11603/2414To see paper in its entirety contact archives@goucher.edu or call (410)337-6075.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.29 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) -- ResearchMultiplication -- ResearchFourth grade (Education) -- ResearchText