Examining the Differential Effectiveness and Efficiency of Alternative Multiplication Drill Interventions with Third-Grade Students

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2020-11-12 DOI:10.1080/15377903.2020.1848956

Sarah R. Adams, Kathrin E. Maki

{"title":"Examining the Differential Effectiveness and Efficiency of Alternative Multiplication Drill Interventions with Third-Grade Students","authors":"Sarah R. Adams, Kathrin E. Maki","doi":"10.1080/15377903.2020.1848956","DOIUrl":null,"url":null,"abstract":"Abstract A large number of students demonstrate difficulty acquiring and retaining math facts highlighting the need for early math intervention. This study used a single-case cumulative acquisition design to examine the differential effectiveness and efficiency of three drill interventions, incremental rehearsal (IR), incremental rehearsal with visual representations (IRR), and traditional drill (TD) for teaching multiplication facts to three third-grade students with multiplication difficulties in a school setting. Results were mixed regarding intervention effectiveness as little differentiation was evident in students’ cumulative next day multiplication fact retention across the three intervention conditions. Students made significantly more errors in the TD condition and maintained the most multiplication facts one week after the interventions in the IR condition. TD was the most efficient intervention as students retained the most multiplication facts per instructional minute in this condition, with the IR conditions requiring significantly more time to implement than the TD condition. Implications for intervention practices and future research are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2020-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1848956","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Applied School Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/15377903.2020.1848956","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 4

Abstract

Abstract A large number of students demonstrate difficulty acquiring and retaining math facts highlighting the need for early math intervention. This study used a single-case cumulative acquisition design to examine the differential effectiveness and efficiency of three drill interventions, incremental rehearsal (IR), incremental rehearsal with visual representations (IRR), and traditional drill (TD) for teaching multiplication facts to three third-grade students with multiplication difficulties in a school setting. Results were mixed regarding intervention effectiveness as little differentiation was evident in students’ cumulative next day multiplication fact retention across the three intervention conditions. Students made significantly more errors in the TD condition and maintained the most multiplication facts one week after the interventions in the IR condition. TD was the most efficient intervention as students retained the most multiplication facts per instructional minute in this condition, with the IR conditions requiring significantly more time to implement than the TD condition. Implications for intervention practices and future research are discussed.

查看原文本刊更多论文

三年级学生另类乘法训练干预之差异效果与效率检验

大量学生表现出学习和记忆数学知识的困难，这突出了早期数学干预的必要性。本研究采用单例累积习得设计，考察了三种训练干预措施的不同效果和效率，即增量排练(IR)、带视觉表征的增量排练(IRR)和传统训练(TD)，用于在学校环境中向三名有乘法困难的三年级学生教授乘法知识。关于干预效果的结果是混合的，因为在三种干预条件下，学生的累积第二天乘法事实保留几乎没有明显的差异。在干预后一周，学生在TD条件下出现了更多的错误，在IR条件下保持了最多的乘法事实。TD是最有效的干预，因为在这种情况下，学生每分钟记住的乘法知识最多，而IR条件比TD条件需要更多的时间来实施。讨论了干预实践和未来研究的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.