Date of Award

4-4-2012

Document Type

Action Research Paper

Superseded Degree Name

Master Of Arts In Special Education

Colleges & School

College Of Education And Leadership

First Advisor

Sister Gabrielle Kowalski, O.S.F.

Library of Congress Subject Heading

Addition--Study and teaching (Elementary); Mathematics--Study and teaching; First grade (Education)

Abstract

The purpose of the action research was to discover if the published program, Mastering Math Facts (Crawford, 2003) was an effective means for students to learn the addition facts and answer fluently on a timed assessment. The research question was: To what extent does the implementation of oral drill and practice of a small set of target facts with corrective feedback by a partner have an impact on first grade students’ fluency in addition facts? A quasi-experimental one group pre-test post-test research design was used for the study. The independent variable was the published program, Mastering Math Facts, an intervention that included oral drill and practice of a small set of target facts with corrective feedback by a partner and the dependent variable was the assessment scores on the post-test assessment. On the 2 minute, 80 addition problem pre-test and post-test assessments, all the students scores’ increased. The students’ mean score increased from 15.10 to 35.38, indicating their addition fact fluency improved during the study. To determine if there was indeed a significant improvement on the 2 minute, 80 addition problem pre and post-test assessments, a paired t-test was used. A p-value of p<.001 was found indicating that the improvement was significant at both the p<.05 and p<.01 levels. The research findings suggest that oral drill and practice of a small set of target facts with corrective feedback by a partner has a positive impact on first grade students’ fluency in addition facts.

Rights

On-Campus Access

OCLC Number

785251582

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