The impact of intervention modality on students' multiplication fact fluency

• Published in: Psychology in the schools Vol. 61; no. 1; pp. 329 - 351
• Main Authors: Kromminga, Kourtney R., Codding, Robin S.
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley 01.01.2024; Wiley Subscription Services, Inc
• Subjects: class wide intervention; Curricula; Elementary School Students; Evidence Based Practice; Fluency; Grade 3; Instructional Effectiveness; Intervention; Mathematics; Mathematics Achievement; mathematics intervention; Multiplication; Multiplication & division; Peer instruction; Peer Relationship; Peer tutoring; Public schools; Students; Tablet Computers; Teaching Methods; technology‐mediated intervention; Tutoring; Visual Aids; United States > US
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.23054

While an abundance of evidence‐based mathematics interventions are available to support students’ mathematics fluency, research suggests that they are not often implemented within schools. Moreover, national data suggests that most students in the United States are not meeting grade level expectations in mathematics. This underperformance coupled with limited implementation of evidence‐based practices emphasizes the need to provide schools with effective, efficient, and resource friendly interventions to support students’ mathematics achievement. The purpose of this study was to compare the effects of reciprocal peer tutoring, iPad delivered flashcards, and a combined intervention condition on the multiplication fluency of 72 third grade students enrolled in two public schools in the midwestern region of the United States using a randomized pretest–posttest design. Students received 10 min of intervention after their core instruction 4 days per week for 5 weeks. Results suggest that there were few differences between treatment groups on both proximal and distal measures. Moreover, all groups demonstrated significant growth from pre‐ to posttest on proximal measures. Assessment response rates across modalities and student engagement are discussed along with implications for research and practice. Practitioner points Students across all treatment groups (peer tutoring, iPad flashcards, and a combined intervention) improved their multiplication fact fluency. There were few differences between groups at posttest on proximal measures of multiplication fluency and distal measures of math achievement between groups. Students across treatment groups scored consistently higher in digits correct per minute when completing the paper‐pencil curriculum‐based measure (CBM) compared with the iPad CBM.