Do Motivational Strategies Improve the Effects of a Small-Group Math Intervention Program?

Overall mathematics proficiency of fourth graders in the U.S. continues to be poor and students falling at or below the 25 th percentile display declining performance (NCES, 2017), which suggests the need for schools to provide supplemental intervention supports as soon as skill gaps are observed. U...

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Bibliographic Details
Published inJournal of applied school psychology Vol. 36; no. 3; pp. 235 - 260
Main Authors Codding, Robin S., Begeny, John, Kromminga, Kourtney R., Edmunds, Rebecca R., Klaft, Jenna, Diggs, Calvary, Hansen-Burke, Annie
Format Journal Article
LanguageEnglish
Published Binghamton Routledge 02.07.2020
Taylor & Francis Ltd
Subjects
academic intervention
Addition
Arithmetic
Competence
Components
Computation
elementary school
Elementary School Mathematics
Elementary School Students
Fluency
Grade 2
Intervention
math fluency
Mathematics
Mathematics Instruction
Mathematics Skills
Motivation Techniques
Responsiveness
Small Group Instruction
Students
Subtraction
Teaching Methods
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Summary:Overall mathematics proficiency of fourth graders in the U.S. continues to be poor and students falling at or below the 25 th percentile display declining performance (NCES, 2017), which suggests the need for schools to provide supplemental intervention supports as soon as skill gaps are observed. Unfortunately, there is a paucity of small group intervention programs that address whole number knowledge for elementary-aged children. Moreover, the contribution of motivational aspects of small group academic interventions is understudied and may be important for enhancing persistence and effort in mathematics. The purpose of this study was to examine the relative impact of two forms of intervention on mixed addition and subtraction fact fluency with second grade students: (a) evidence-based instructional components alone, and (b) a combination of instructional and motivational components. A multiple baseline design across three groups of second grade students was employed. Across groups, students benefitted from the combined intervention of both instructional and motivational components. Individual performance suggested variability in responsiveness to treatment. Participants rated the combined treatment package more favorably than the instructional components in isolation.
ISSN:1537-7903
1537-7911
DOI:10.1080/15377903.2019.1682735