Date Approved

6-13-2019

Embargo Period

7-31-2019

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.

Third Advisor

Shuff, Midge

Subject(s)

Peer teaching; Mathematics--Study and teaching

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to: (a) to examine the effectiveness of peer mediated instruction (PMI) on student knowledge of basic math facts, (b) explore how PMI effects the on task behavior of students, and (c) evaluate how students' satisfaction with using PMI as a learning strategy in a mathematics classroom. Three second grade students, two males and one female, with IEPs participated in the study. A single subject ABAB design was used. The study examined if PMI can be utilized to assist students in increasing their knowledge of basic math facts as opposed to utilizing traditional ways of teaching. During the baseline phases students were taught using traditional lecture style of teaching. During the intervention students used PMI to teach their peers basic math facts. Throughout each phase data was collected on student progress in their knowledge of math facts as well as their on task behavior. At the end of the study students were given a satisfaction survey. The results found that PMI increased student knowledge of basic math facts and the on task behavior of students improved as well. The satisfaction survey suggested that student enjoyed using PMI in mathematics and believed that it aided them in understanding math facts.

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