The effects of progressive time delay utilizing an iPod on math fact acquisition
Abbey Nicole Todd, The University of Utah, United States
The University of Utah . Awarded
This study presented sets of 15 multiplication facts to each of 4 third-grade participants. The items were presented by an iPod each session three times at three different time delays. When mastery was achieved on a set (80% correct across 3 consecutive sessions), the participant moved on to a new set. Generalization probes were administered consisting of some facts that were trained during intervention and some untrained facts at 2-week follow-up. In addition, maintenance probes were conducted of each set after a new set was mastered and at 4-week follow-up. Overall, excellent acquisition of facts was observed in 3 of the 4 participants. Intervention Effect Sizes ranged from 4.78 to 6.08 for all participants. Acquisition rates generalized well to a different worksheet 2 weeks following intervention, and maintained at rates much higher than baseline at 4-week follow-up. One of the 4 participants struggled to acquire the facts to begin with and was only able to master one set of facts. Consequently, generalization and maintenance was poor for this participant.
Todd, A.N. The effects of progressive time delay utilizing an iPod on math fact acquisition. Ph.D. thesis, The University of Utah.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com
Cited ByView References & Citations Map
Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?
Jennie M. Carr, Bridgewater College, United States
Journal of Information Technology Education: Research Vol. 11, No. 1 (Jan 01, 2012) pp. 269–286
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.