{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1487"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1487","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"The Effect of the Touch Math Method on Student Achievement: an Experimental Study","abstract":"This study was undertaken to determine if the Touch Math method of instruction would have an effect upon the mathematical achievement of third grade students. Two intact classrooms were used in the study, one receiving the Touch Math method of instruction along with traditional assignments and the other receiving only traditional instructions. The Swassing-Barbe Modality Index was administered to the experimental group in this study. The Stanford Achievement Test was administered to both the experimental group and the control group. Results from the achievement test using analysis of covariance displayed a .0447 level of significance. This indicated that a significant difference existed between the two groups, but only in the area of subtraction. There was not a significant difference in the areas of addition and multiplication. There was no significant difference between males and females in math computational skills. There was a significant difference in dominant auditory and dominant visual learners. The analysis of covariance displayed a .0298 level of significance. The auditory learners achieved significantly higher than the visual learners in addition, but not in subtraction or multiplication.","abstract_html":"This study was undertaken to determine if the Touch Math method of instruction would have an effect upon the mathematical achievement of third grade students. Two intact classrooms were used in the study, one receiving the Touch Math method of instruction along with traditional assignments and the other receiving only traditional instructions. The Swassing-Barbe Modality Index was administered to the experimental group in this study. The Stanford Achievement Test was administered to both the experimental group and the control group. Results from the achievement test using analysis of covariance displayed a .0447 level of significance. This indicated that a significant difference existed between the two groups, but only in the area of subtraction. There was not a significant difference in the areas of addition and multiplication. There was no significant difference between males and females in math computational skills. There was a significant difference in dominant auditory and dominant visual learners. The analysis of covariance displayed a .0298 level of significance. The auditory learners achieved significantly higher than the visual learners in addition, but not in subtraction or multiplication.","abstract_has_math":false,"creators":["Long, Denise"],"institution":null,"degree_name":"Master of Science in Education in Elementary Education","degree_level":"Masters","degree_discipline":"Childhood Education and Family Studies","degree_department":null,"school":null,"contributors":["Darrell Roubinek"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1987,"date_issued":"1987-07-01T07:00:00Z","date_published":"1987-07-01T07:00:00Z","updated_at":"2026-07-24T03:15:29Z","subjects":["Elementary Education and Teaching"],"languages":[],"rights":["© Denise Long"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/486","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Darrell Roubinek"]},{"key":"dc:creator","label":"Author","values":["Long, Denise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Childhood Education and Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Elementary Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Denise Long"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/486"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was undertaken to determine if the Touch Math method of instruction would have an effect upon the mathematical achievement of third grade students. Two intact classrooms were used in the study, one receiving the Touch Math method of instruction along with traditional assignments and the other receiving only traditional instructions. The Swassing-Barbe Modality Index was administered to the experimental group in this study. The Stanford Achievement Test was administered to both the experimental group and the control group. Results from the achievement test using analysis of covariance displayed a .0447 level of significance. This indicated that a significant difference existed between the two groups, but only in the area of subtraction. There was not a significant difference in the areas of addition and multiplication. There was no significant difference between males and females in math computational skills. There was a significant difference in dominant auditory and dominant visual learners. The analysis of covariance displayed a .0298 level of significance. The auditory learners achieved significantly higher than the visual learners in addition, but not in subtraction or multiplication."]},{"key":"dc:title","label":"Title","values":["The Effect of the Touch Math Method on Student Achievement: an Experimental Study"]}]}],"canonical_facts":{"dc:contributor":["Darrell Roubinek"],"dc:creator":["Long, Denise"],"dc:description.abstract":["This study was undertaken to determine if the Touch Math method of instruction would have an effect upon the mathematical achievement of third grade students. Two intact classrooms were used in the study, one receiving the Touch Math method of instruction along with traditional assignments and the other receiving only traditional instructions. The Swassing-Barbe Modality Index was administered to the experimental group in this study. The Stanford Achievement Test was administered to both the experimental group and the control group. Results from the achievement test using analysis of covariance displayed a .0447 level of significance. This indicated that a significant difference existed between the two groups, but only in the area of subtraction. There was not a significant difference in the areas of addition and multiplication. There was no significant difference between males and females in math computational skills. There was a significant difference in dominant auditory and dominant visual learners. The analysis of covariance displayed a .0298 level of significance. The auditory learners achieved significantly higher than the visual learners in addition, but not in subtraction or multiplication."],"dc:identifier":["https://bearworks.missouristate.edu/theses/486"],"dc:rights":["© Denise Long"],"dc:subject":["Elementary Education and Teaching"],"dc:title":["The Effect of the Touch Math Method on Student Achievement: an Experimental Study"],"thesis:degree_discipline":["Childhood Education and Family Studies"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Elementary Education"]},"updated_at":"2026-07-24T03:15:29Z"}