Date Approved
5-11-2010
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Learning Disabilities
Department
Special Educational Services/Instruction
College
College of Education
Advisor
Kuder, S Jay
Subject(s)
Arithmetic--Study and teaching; Computer-assisted instruction; Mnemonics
Disciplines
Elementary Education and Teaching
Abstract
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.
Recommended Citation
Flynn, Laura, "Computer assisted instruction or mnemonic strategy instruction: which approach produces better outcomes with helping students develop multiplication fact fluency?" (2010). Theses and Dissertations. 79.
https://rdw.rowan.edu/etd/79
