The Effect of the Touch Math Method on Student Achievement: an Experimental Study
type: CreativeWork
description: 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: 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.
author: Long, Denise
keywords: Elementary Education and Teaching
date published: 1987-07-01T07:00:00Z
date modified: 2026-07-24T03:15:29Z
provider: Missouri State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Missouri State University