Explicit Instruction With or Without High-p Sequences: Which is More Effective to Teach Multiplication Facts?

Basic fact acquisition is an important component for developing higher-order math skills. However, getting students with a history of academic noncompliance to engage in activities related to skills acquisition can be difficult. Prior research demonstrates that engagement increases when nonpreferred...

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Bibliographic Details
Published in:Journal of behavioral education 2005-12, Vol.14 (4), p.267-281
Main Authors: Lee, David L., Stansbery, Sam, Kubina, Richard, Wannarka, Rachel
Format: Article
Language:English
Subjects:
Academic achievement
Cognitive styles in children
Direct Instruction
Education
Elementary education
Elementary School Mathematics
Elementary School Students
Instructional Effectiveness
Learning rate
Mathematical problems
Mathematical procedures
Mathematical sequences
Mathematics
Mathematics education
Mathematics Instruction
Mathematics Skills
Methods
Multiplication
Skill Development
Special Education
Study and teaching
Teachers
Teaching Methods
Time on Task
Wechsler scales
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Summary:Basic fact acquisition is an important component for developing higher-order math skills. However, getting students with a history of academic noncompliance to engage in activities related to skills acquisition can be difficult. Prior research demonstrates that engagement increases when nonpreferred activities are preceded by a series of brief activities with a high probability of completion. This technique, called high-p task/request sequences, was not fully explored within the context of skill acquisition. The purpose of this study was to examine the effects of adding high-p sequences to explicit instruction on the math fact acquisition of three elementary-age students in a learning support classroom. Results showed no differences in fact acquisition between explicit instruction and explicit instruction with an added high-p component. However, the high-p sessions took nearly twice as long to complete when compared to explicit instruction alone. Implications for instructional efficiency and limitations of the high-p procedures for acquisition tasks are discussed.
ISSN:1053-0819
1573-3513
DOI:10.1007/s10864-005-8650-x