Computer assisted instruction or mnemonic strategy instruction: which approach produces better outcomes with helping students develop multiplication fact fluency?

The purpose of this study was to examine the impact mnemonic strategy instruction and computer assisted instruction had on helping students gain multiplication fact fluency. Thirteen, third grade students were provided with either mnemonic strategy instruction or computer assisted practice for six weeks to see which instructional approach assisted the children with fluency gains with multiplication facts. The two groups were assessed weekly with timed fact probes to evaluate progress. Baseline scores and ending scores were analyzed with a percent of change formula to reveal either an increase or decrease in fluency. The results of the comparison between the two approaches support the view that computer assisted instruction contributes more to fluency than does mnemonic strategy instruction.

Name thesis:degree_name

M.A. Learning Disabilities

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Special Educational Services/Instruction

Year dc:date.available

2010

Author dc:creator

• Flynn, Laura

Contributors dc:contributor

• Kuder, S Jay

• Arithmetic--Study and teaching; Computer-assisted instruction; Mnemonics
• Elementary Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/79

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1078