Over half of 4th grade students did not meet proficiency standards in mathematics on the National Assessment of Educational Performance in 2019 and this problem has persisted over time. This underachievement coupled with the numerous barriers to implementing evidence-based practices in schools reveals a need to provide a menu of effective evidence-based interventions that may fit the unique needs of students and efficiently utilize schools limited resources. This dissertation addresses this need by (1) evaluating existing literature on interventions which target student whole number knowledge utilizing both traditional and technology-mediated modalities and (2) examining the effects of three class wide interventions on student multiplication fluency. The first study synthesized 14 existing studies which compared two treatment conditions on student whole number operations knowledge. The results of the meta-analysis suggest that both technology-mediated and traditional methods (i.e., self-managed, teacher-mediated, and peer-mediated) of intervention produce meaningful gains in student whole number knowledge. Study 2 examined the impacts on student multiplication fluency when engaged in either class wide peer tutoring, iPad delivered flashcards, or a combination of the two methods. The results indicated that all groups had significant improvement from pre- to post-test on proximal measures of multiplication fluency and there were not significant differences between groups on three of the four measures. Student acceptability and engagement were also examined.
University of Minnesota Ph.D. dissertation. July 2021. Major: Educational Psychology. Advisors: Robin Codding, Amanda Sullivan. 1 computer file (PDF); v, 122 pages.
The Impacts of Intervention Modality on Student Mathematics Operations Knowledge.
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