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Multiplication Fact Fluency

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Fifth Grade Math Fact Fluency Using Technology Integration

Brian M. Kimmel Marian University, Fond du Lac, Wisconsin Wauwatosa School District February 2011


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Abstract This action research examined whether the repeated use of an online multiplication flashcard program can be an effective way to increase multiplication fact fluency. A total of 20 students from a fifth grade classroom participated in the research that lasted 3 weeks. Students were randomly assigned a number, given a multiplication fact pretest, participated in daily practice with the online flashcard program, and, at the end of the 3 week study period, took the same pretest now as a post-test. The results of the test were compared to see if improvements were made. The three methods of collecting data were student pre-surveys, post-questionnaires, and student assessment data. The results of the study showed that 18 out of 20 students in my classroom improved the number of facts they could recall, in one minute, when comparing the results of their pre and post-tests. The feedback from the pre-surveys and post-questionnaires also made me more aware of just how important incorporating technology into the curriculum is for my students. The information gained throughout the study will be shared with colleagues in an effort to show how daily fact practice, and integrating technology into the curriculum, can promote student success in the classroom.


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Introduction As a student and teacher, I have had the opportunity to witness first-hand the importance of multiplication fact fluency in a child’s success in elementary school mathematics. When a student displays automaticity with their facts it enables them to focus more on sophisticated tasks such as problem solving. I have often wondered what can be done for students who continue to struggle with their facts to the point of frustration and eventual negative sentiments towards mathematics altogether. The Research Question I focused my efforts on the following question: Is using an online flashcard program an effective way to increase multiplication fact fluency in the fifth grade classroom? In my study, I required my 5th grade students to practice their multiplication facts every day, for 5 minutes a day, using an online flashcard practice website. I began my research project by giving the parents and students of my fifth grade class a survey related to the study and practice of multiplication facts. Through the use of the pre- and post-tests I was effectively able to tell whether or not the online flash card website improved the fact fluency for the students in my class. I concluded the study with a questionnaire, both taken by the students and parents. Purpose and Rationale Many different studies have been completed stating the need to improve students’ knowledge and mastery of the multiplication times tables because they are an essential foundation of upper elementary math curriculum. My study focused on one method to help improve the mathematical needs of my 5th grade students. In today’s world, where technology is all around us and readily accessible to our students, it is our responsibility, as educators, to incorporate the use of technology in our classrooms. The average student is on his or her


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computer for multiple hours every night “surfing the web.” Through this study I provided an educational website to my students that they can access anytime for their own educational enjoyment. In every study I came across every author mentioned that in order for the speed of multiplication fact recall to increase there must be a lot of repetition. For these reasons I hypothesized that my students would have greater success with the automaticity in their times tables through the use of the math flashcard website.


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Review of Literature In all of my research it became quite clear that the comprehension and automaticity of multiplication facts is extremely important and must be focused on in students’ elementary school years. According to the report by The National Center for Educational Statistics (NCES) in 2007 only 39% of U.S. fourth-grade students and 32% of U.S. eighth-grade students were performing at or above the proficient level in math NCES (2007). Wong & Evans (2007) believed “students frequently find multiplication tasks to be a stumbling block in their mathematical progress. Many use inefficient and inaccurate counting methods and encounter difficulties in memorizing tables” (p. 89). According to Woodward (2006) “without the ability to retrieve facts directly or automatically, students are likely to experience a high cognitive load as they perform a range of complex tasks” (p. 269). Woodward (2006) also suggested that “unfortunately, decades of research show that academically low-achieving students as well as those with learning disabilities (LD) exhibit considerable difficulty in developing automaticity in their facts. Difficulties and delays are apparent from the beginning of elementary school” (p. 270). Regrettably, if basic multiplication facts are not acquired during the primary school years, it is highly unlikely they will be practiced in a structured manner in secondary school (Wong & Evans, 2007, p. 89). Perhaps most importantly proficiency in basic facts and skills creates an advantage because it enables students to focus on more sophisticated tasks such as high level problem solving and multistep equations (Wong & Evans, 2007, p. 91). Through my review of various articles I found that there are numerous thoughts on how to improve students’ multiplication fact fluency. I will explain these various studies, their findings, and discuss the validity of my action research project.


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Computer-based Instruction vs. Pencil and Paper Instruction The study that Wong and Evans (2007) focused on was the development and implementation of a program of systematic practice for the improvement of basic multiplication fact recall. The study examined whether or not the change in multiplication recall endured over time. The study also addressed the question concerning the effectiveness of computer-based instruction, in relation to pencil and paper instruction, for improving the recall of basic multiplication facts. I was especially interested in this study because it was one of the few studies I found that incorporated technology. According to Wong and Evans (2007), at the conclusion of their study, “the results suggest that systematic practice of basic multiplication facts was an effective method of improving students’ recall of these facts and that their improved recall remained for at least four weeks after the last practice session” (p. 101). The results, however, did not support the assertion that computer-based practice is more effective than traditional pencil and paper practice approaches. The study provided support for the use of technology, however, the computer-based practice results were not noticeably disparate when compared to the pencil and paper practice. I found it interesting that this study was also hampered by the limitation of the small number of computers found in the classrooms and time constraints. Strategy Instruction with Timed Practice Drills Woodward (2006) believed “instruction in strategies alone does not necessarily lead to automaticity. Frequent timed practice is essential” (p.271). Strategies help increase a students’ use and understanding of numbers and strategy instruction should be taught to all students through the end of elementary school. Woodward’s study was designed to examine the impact of an integrated approach to teaching multiplication facts to fourth-grade students with and


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without LD. Integrated groups receiving interventions were taught through a direct instruction approach for learning their facts. The integrated students also had the opportunity to see and discuss connections between basic facts, extended facts, the partial product algorithm, and methods for approximating answers to multiplication problems (Woodward, 2006). Both methods, the integrated approach and timed practice only, were found to be effective in raising the mean performance level on a mix of math facts to mastery or near mastery levels. Even though all students improved from pre- to posttest, students with LD in both groups lagged considerably behind their peers. The design of the study contributed to this result because of the decision to control the amount of time devoted to fact instruction for all students. Results from this study indicated that an integrated approach and timed practice drills are comparable in their effectiveness at helping students move toward automaticity in basic facts (Woodward, 2006). Cover, Copy, and Compare vs. Taped Problems Several procedures have been developed that can increase accuracy and automatic response to basic mathematics facts. Students who can respond automatically may have less math anxiety and be more likely to choose to do assigned math work than those who cannot respond automatically. They also contend that when students are taught and reinforced for using time consuming multi-step strategies for solving basic math facts (e.g. finger counting), they may rely on these strategies that may interfere and even prevent them from learning to solve basic mathematics facts automatically (Poncy, Skinner, Jaspers, 2007, p.29).


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To encourage accuracy, procedures should provide immediate feedback in order to prevent students from practicing errors and reinforce accurate responding (Poncy et al., 2007). Two such interventions are Cover, Copy, and Compare (CCC) and Taped Problems (TP) interventions. The CCC procedure involved: (a) giving the student a sheet of target problems, (b) teaching the student to study the problem and answer provided on the left side of the page, (c) cover the problem and answer on the left side of the page, (d) write the problem and answer on the right side of the page, and (e) uncover and evaluate their response. If the problem and answer were written correctly, the student moved on to the next problem. If the response was incorrect, students were instructed to re-write the correct response (Poncy et al., 2007). The TP intervention involved the student listening to an audio recording of a person reading a series of math fact problems and was instructed to try to write the correct answer before the tape recording provided the answer. If the student incorrectly answered a question, the student was taught to cross out what he/she wrote and write the correct answer. If the student did not have enough time to answer, he/she was instructed to write the correct answer when it was heard. The series of problems was repeated several times and time-delay procedures were used to encourage accurate and rapid responding (Poncy et al., 2007). In the current study Poncy et al. (2007) extended research on CCC and TP by comparing the effects of the two interventions on basic math fact accuracy and fluency (p.30). At the conclusion of the study, conducted on a 10-year old female student, the data suggested that both interventions resulted in rapid changes in the participant’s accuracy with little differences in accuracy levels across the two interventions. An obvious limitation with the study was that only one student participated. The researchers should have conducted the study with a wider range of


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learners including general education students, students with mild learning disabilities, and students with behavior disorders. Do Group Rewards Enhance Math Fact Fluency Development According to McCallum, Schmitt, Schneider, Rezzetano, and Skinner (2010) “Tapedproblems intervention has been demonstrated to increase the math fact fluency of elementary students in both general and special education settings, individually and class wide, and across math fact skills” (p. 45). This study suggests that when taped-problems intervention (TP) is implemented on a class-wide basis, it is difficult for educators to determine if students attempted to rapidly answer each item before the tape, as students could merely be writing the correct answer after it is read on the tape. In these situations, rather than rewarding difficult-to-observe target behaviors (e.g. answering before the tape), educators can reward increases in performance that are caused by these target behaviors (McCallum et al., 2010). One classroom received TP only and the other classroom received TP with an added group reward contingency. The reward was given if the class’ mean score increased at least one point over the previous days’ assessment. The rewards were teacher chosen and teacher delivered on the same day as the performance improvement. Typical rewards included extra free time in the classroom and extra recess time (McCallum et al., 2010). At the conclusion of the study there proved to be no difference in student gains between classrooms. Student performance in both classrooms remained high following the removal of the interventions. In this case, TP was effective at improving math fact fluency and the group that received the reward contingency did not lead to higher increases in learning rates. Anecdotal evidence, collected by the researchers, suggested that the students were aware if their individual performance improved or declined apart from whether or not the reward contingency had been


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met and a reward was received. It seemed that the students cared more about the reward of individual improvement as opposed to a whole group reward. As the current and previous TP studies suggest, TP is an efficient intervention for enhancing math fact fluency. This study also suggested that TP may be just as effective without the addition of a group-reward contingency. Student Self Assessment during Minute Math Memorizing math facts tables is a part of most, if not all, elementary school curriculums. The primary purpose of the action research study conducted by Brookhart, Andolina, Zuza, and Furman (2004) was “to see whether student self-assessment in the service of a required rote activity would add desirable outcomes besides simple knowledge of math facts” (p. 213). In each class, 5-minute timed multiplication facts tests were given once a week for 10 weeks. Classroom instruction during that time included practice with individual multiplication tables and various practice strategies to learn them (e.g. flash card games). In addition to the weekly test each class also completed a prediction exercise and a reflection sheet. The students predicted how they would do on the 5-minute timed test and graphed this on a bar graph. After the results were calculated each week, the students graphed their actual score next to their predicted score and predicted their next week’s score. They used a reflection sheet to write whether they had met their goal from the previous week, what study strategy they used and how well it worked, and what strategy or strategies they planned to use for the next week (Brookhart et al., 2004). On average, students in both classes predicted their achievement very well. The range of predictions narrowed over time, demonstrating that students got more accurate in their prediction. One of the teachers said that the students’ primary learning came from seeing how they did on the test, receiving feedback in a consistent manner, and applying what they knew


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about bar graphs to their own real life. The studies’ data and conclusions, showing that student achievement was high, led one of the teachers to believe that this year was the best her students had learned the multiplication tables compared to previous years. The study also suggested that student involvement in their own assessment can indeed add reflection and help the students communicate the value of their own studying. Do Gains in Addition and Multiplication Fact Fluency Cause Gains Elsewhere? Clearly the ability to solve complex mathematical problems is a valuable skill. The research study conducted by Ezbicki (2008) investigated whether gains in addition and multiplication fact fluency caused gains in subtraction and division fact fluency, as well as gains in other, more complex, grade level math skills. (p. vi) “Compared to the area of reading educators have much less information on effective mathematics instruction and interventions for learners struggling to develop math skills” (Ezbicki, 2008, p. 1). Intervention methods, over the course of 8 weeks, involved the use of short, timed drills, with immediate graphed feedback of the student’s accuracy and speed, as well the use of strategy instruction, untimed practice, and goal setting. The results of the study suggested that the interventions had a large and significant effect on increasing addition and multiplication fact fluency within the 8-week intervention period. Efforts were partially successful, with data indicating the possible transfer of improved performance from targeted facts (addition and multiplication) to non-targeted facts (subtraction and division). Results did not find evidence of transfer to more complex, multiple-digit computation and applied math skills (Ezbicki, 2008).


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Online Math is Fun and Games For parents, a big challenge of modern life has been how to keep children from constantly playing video and computer games. But what if a game could teach your child math? New breeds of websites are harnessing children’s love of games while teaching them in a fun and educational way. Children from all over the globe are taking to the internet to learn and increase their mathematical knowledge. According to Prigg (2009) “The secret to online success in education, it seems, lies in the playing of games” (p. 4). It seems the challenge to creating online games lies in keeping the children interested where they want to keep coming back to beat their high scores and the high scores of others. After reading and reviewing the various articles related to the improvement of multiplication fact fluency I see an even greater need for my action research project. One theme remained consistent over the course of all my research, the more the students were subjected to repeated practice and exposure to multiplication facts, the more fluent and automatic they became. Without the improved recall of basic multiplication facts, working memory is consumed by the simplest of problems. Releasing working memory capacity allows students to tackle more difficult tasks such as multi-step problems or questions demanding higher-order thinking (Wong and Evans, 2007). The results of my findings also lead me to believe that there are numerous ways to improve fact fluency, and not one individual activity or method is of greater significance.


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Methodology The goal of this study was to determine if using an online flashcard program can be an effective way to increase multiplication fact fluency in the fifth grade classroom. I used a quantitative quasi-experimental design with a triangulation approach that included pre- and posttests, surveys, and questionnaires that were used to determine if the use of an online flashcard program will increase students’ fact fluency. Setting The action research project took place in my fifth grade class in an urban school in southeast Wisconsin. The study took place in my classroom as well as the school’s computer lab. In my classroom the students completed the pre- and post-tests, surveys, and questionnaires. In the computer lab each student had their own personal computer where they had access to the internet in order to use the flashcard practice website. The use of the flashcard website was done during the last five minutes of every school day during the three week study time period. Participants All of the fifth grade students enrolled in my classroom were asked to participate in the study in order to get the best possible sampling of student data. There are twenty students currently enrolled in my classroom. Of the twenty students enrolled, twelve are male and eight are female. All students are either ten or eleven years of age. Twelve of the students are Caucasian, five are African American, two are Hispanic, and one is Asian. All twenty students write and speak in English, and no students receive ELL services. Two of the twenty students receive special education services, and two students qualified for the gifted and talented program.


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Prior to contacting the subjects about participating in this study, IRB approval was granted by Marian University Institutional Review Board for the Protection of Human Subjects (Appendix A). At the same time, site permission was sought and obtained from the elementary school principal (Appendix B). Twenty parental consent forms were requested and obtained (Appendix C). Lastly, student assent was sought and obtained from all individuals who received parental consent (Appendix D). After the consent/assent process was completed, the students who met the requirements participated in the study. Instruments To determine whether or not students’ attitudes/behaviors were affected by using an online flashcard practice website, several instruments were developed to gather and evaluate data. I developed a self-completion survey that was given to the students and parents, before the study, to determine the students’ comfort with the multiplication times tables and their willingness to use an online flashcard practice website on their own (Appendix E and F). A questionnaire was also created by me and given to the students and parents, at the conclusion of the study, to determine the effectiveness of the study and self reflection regarding possible fact fluency improvement (Appendix G and H). The surveys and questionnaires were coded to ensure participant anonymity. Another tool used in the study was a pre- and post-test form with random multiplication facts to 10 found at http://math.about.com (Appendix I). The students had exactly one minute to complete as many multiplication problems as possible. Throughout the 3 week study the students had five minutes a day to practice their fact fluency by using the online flashcard website http://www.thegreatmartinicompany.com/multiplication.html (Appendix J). By evaluating the percentage of correctly completed multiplication problems, on both the pre- and


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post-test, I was able to determine whether or not the use of a flashcard fact practice website can increase a student’s overall fact fluency. Procedure I began the research project by giving the parents and students in the fifth grade class, who agreed to participate in the study, a survey related to the study and practice of multiplication facts. I then administered a multiplication fact timed pretest to the students. Next, I took the class to the computer lab to model and explain how to use the multiplication flashcard website and gave the students all the information necessary to use it correctly. Over a 3 week time period the students practiced their multiplication facts every day, for 5 minutes a day, using the online flashcard practice website. At the conclusion of the 3 weeks I administered the same multiplication fact timed test, as a post-test, to the class. At the conclusion of the study I administered a post-test questionnaire, both taken by the students and parents. After reviewing and calculating the results of the tests, surveys, and questionnaires I was able to tell whether or not the online flash card website improved the fact fluency for the students in the class.


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Results I collected data to confirm that a student’s fact fluency would increase by repeatedly using an online flashcard website to practice their knowledge of the multiplication times tables. I collected both qualitative and quantitative data throughout my study. I assigned each student in my class a number and this number was used throughout the study to identify individual student and parent data. The students were given one minute to take the pretest (Appendix I), which consisted of 60 random multiplication facts, at the beginning of my study. Over the course of three weeks the students used the multiplication flashcard website every school day for about five minutes each day. At the conclusion of the three weeks the students were then given the same multiplication test, now as a post-test (Appendix I). Table 1 compared the results of each student’s pretest score to their post-test score, and it indicates that all but two students in my class increased in the number of multiplication facts they were able to recall in one minute.


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Table 1. Comparison of Fact Test Scores Student # Pretest score 10101 31 10102 26 10103 37 10104 15 10105 13 10106 30 10107 27 10108 22 10109 27 10110 16 10111 23 10112 30 10113 24 10114 17 10115 26 10116 23 10117 16 10118 16 10119 17 10120 27

Post-test score 47 38 52 14 31 33 32 34 42 24 40 40 26 21 30 19 21 21 22 51

Difference + 16 + 12 + 15 -1 +18 +3 +5 + 12 + 15 +8 + 17 + 10 +2 +4 +4 -4 +5 +5 +5 + 24

The students and parents were also given a survey both before the study. In (Fig. 1) the student survey (Appendix E) and parent survey (Appendix F) results indicated that both the students and parents overwhelmingly felt like they were only average with their knowledge of the multiplication times tables.


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How well the student knows their multiplication facts 80% 70% 60% 50% 40% 30% 20% 10% 0%

Student Parent Parent Below Average

Student Average Above Average

Figure. 1 Survey results of student knowledge of their multiplication facts. The survey results also showed me that the students do not practice their multiplication facts outside of school enough. (Fig. 2) This information was definitely eye opening and made me realize that access to a fact flashcard website might be something tthat hat the students could use more outside of the classroom as well. It was very apparent that the students do not like using standard flashcards. (Fig. 3)


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How often the student practices their multiplication facts at home

100% 80% 60% Student

40%

Parent 20% 0% 0-2 days 3-5 days More than 5 days

Figure 2. Survey results of how often multiplication facts are practiced at home. Do the students use flashcards to practice their multiplication facts? 80% 70% 60% 50% 40% 30% 20% 10% 0%

Student Parent

Never Sometimes Often

Figure 3. Survey urvey results of whether students use flashcards to practice their facts.


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The survey results showed me that the students and parents do think that practicing their facts with flashcards would make an impact on improving their fact fluency. (Fig. 4) Do you think practicing with flashcards could improve the students' fact fluency? 80% 70% 60% 50% 40% 30% 20% 10% 0%

Student Parent

Yes No Maybe

Figure igure 4. Survey results of if flashcards could help improve fact fluency. The parents and students both overwhelmingly agreed that the flashcard website would be a great tool to be used by the students to help improve their fact fluency. (Fig. 5)


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Would the student use a fact flashcard website to practice the facts?

80% 70% 60% 50% 40% 30% 20% 10% 0%

Student Parent

Yes No Maybe

Figuree 5. Survey results of whether a fact flashcard website will improve fluency. At the conclusion of the study I gave the students and parents a post post-test test questionnaire (Appendix G & H). According to the questionnaire raw data I collected (Appendix K & L) 85% of the parents and 100% of the students said that the students’ knowledge of the multiplication times tables has improved from this study. One hundred percent of the parents and 80% of the students said that the student will continue to use the multi multiplication plication flashcard website, that we used in class, on their own. Only 10% of the parents and 15% of the students said that the student would rather use only hand hand-held held flashcards over the flashcard website, or a combination of hand-held flashcards and the website, to practice their facts. Both 100% of the parents and the students agreed that it is important to practice and improve the student’s fact fluency of the multiplication times tables. One hundred percent of the parents and 90% of the students would wou recommend using a multiplication fact flashcard website to other students.


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Discussion I believe that the results of my quantitative and qualitative data indicate that a student’s fact fluency would increase by repeatedly using an online flashcard website to practice their knowledge of the multiplication times tables. I also found that the students and parents agreed that incorporating technology into learning is a lot more motivating for the students. The results of my study very closely support the literature I reviewed about technology being a motivating factor in education. I am glad that the students, overall, improved their fact fluency over the course of the study. I am hopeful that the students will continue to practice their facts and keep making gains over the rest of their fifth grade year.


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Reflection Prior to the start of my study, I hypothesized that the use of an online flashcard program would be an effective way to increase multiplication fact fluency in a fifth grade classroom. I feel as though the study, as a whole, was a success. Eighteen out of 20 students in my class increased their fact fluency over the three week study period. The biggest struggle of all was staying organized with all of the paperwork and time scheduling. I had to set aside about 20 minutes every day, during the three week study, for the students to get to the computer lab, connect to the internet, find the flashcard website, practice for five minutes on the site, and then come back to the classroom. I realized during the first week that after using the flashcard site for a few days the students were already becoming bored with it. I think if I would have included some other multiplication fact websites, and then given the students a choice as to which site they wanted to use each day, they would have been a little more excited and enthused during the daily five minute practice sessions. I think the project made the students more aware of how learning their times tables could actually become a fun experience when incorporating technology into learning. Since the project’s conclusion I have added a page to my teacher website that is dedicated solely to fun and educational websites that students can access anytime. Among the list of the recommended sites is a whole section dedicated to multiplication practice and games. Recommendations As I was conducting the study I kept thinking to myself, “What if I didn’t have to limit the study to a three week time period?” What if I could find a way to incorporate an online math practice every day for an entire school year? How much would my students’ fact fluency


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increase then? As mentioned previously, I think if I would do the study again I would give the students some other website options, and let them choose which one they wanted to use for that day’s practice. I would also recommend using a larger sample size to generate more generalizations and conclusive evidence of the study’s success or failure. I think it would have been interesting to compare the results of the same study being conducted in two different fifth grade classrooms. Future Plan of Action I am really interested in continuing to integrate mathematics and technology together with my current students as well as future students. I would like to increase the time period, possibly over the course of a semester or whole year, add more websites for students to choose from, and have my partner teacher conduct the same study with her class so we can compare results with each other. I plan on sharing the results of my study with my current students, their parents, and my principal and staff. I know my colleagues know about the research I have been doing and many of them are eager to hear the results. Many teachers in my school are interested in finding ways to incorporate technology into their lessons. I am hopeful that after presenting the results of my survey some of my colleagues are inspired to try out a research study of their own. Over the course of three weeks the students in my fifth grade classroom used an online flashcard website to practice their multiplication facts in the hopes of improving their overall quickness with fact recall. Through pretests and post-tests, surveys and questionnaires, and overall observations I feel as though my study has been a success. 18 out of 20 students in my classroom improved the number of facts they could recall, in one minute, when comparing the results of their pre and post-tests. Through the study, with parent and student feedback, I have


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become more aware of just how important incorporating technology into the curriculum is for my students. They are very eager, excited, and engaged when using technology. Now the real challenge will be finding new and inventive ways to add technology, as often as possible, into all curricular areas.


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References Brookhart, S. M., Andolina, M., Zuza, M., Furman, R. (2004). Minute math: An action research study of student self-assessment. Educational Studies in Mathematics, 57, 213-227.

Ezbicki, K. E. (2008). The effects of a math-fact fluency intervention on the complex calculation and application performance of fourth grade students. Dissertation Abstracts International: Section A: Humanities and Social Sciences, 69(8-A), 3029.

McCallum, E., Schmitt, A., Schneider, D., Rezzetano, K., Skinner, C. (2010). Extending research on the taped-problems intervention: Do group rewards enhance math fact fluency development? School Psychology Forum: Research in Practice, 4(1), 44-61.

National Center for Educational Statistics. (2007). The Nation’s report card: Math highlights 2007. Washington DC: U.S. Department of Education.

Poncy, B. C., Skinner, C. H., Jaspers, K. E. (2007). Evaluating and comparing interventions designed to enhance math fact accuracy and fluency: Cover, copy, and compare versus taped problems. J Behav Educ, 16, 27-37. doi:10.1007/s10864-006-9025-7

Prigg, M. (2009, October 26). Online math is fun and games. Evening Standard, p. 32.


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Wong, M., & Evans, D. (2007). Improving basic multiplication fact recall for primary school students. Mathematics Education Research Journal, 19(1), 89-106.

Woodward, J. (2006). Developing automaticity in multiplication facts: Integrating strategy instruction with timed practice drills. Learning Disability Quarterly, 29, 269-289.


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APPENDIX A. IRB Approval Researcher Name: Brian Kimmel Your project titled “Fifth Grade Math Fact Fluency Using Technology Integration” has been reviewed by the Marian University Institutional Review Board for the Protection of Human Subjects (IRB). It has been determined that under rules governing protocol review, the project qualifies for expedited review and is approved for one year without modification. 1. If you should make any future changes in the protocol involving 1) method, 2) subjects, 3) informed consent, and/or 4) subject identification, you must submit a protocol modification. Contact the Office of Research and Sponsored Programs for instructions regarding protocol modification. 2. The case number assigned to this protocol is D101110116Q; please reference this number in all future correspondence. You are responsible for maintaining all records related to this project for at least three years after completion of the research project. 3. Your protocol approval is valid from 10/21/2010 to 10/20/2011. You will be required to submit an Annual Progress Report (APR) to the IRB at the completion of your project. Before your proposed end date, you will be sent a reminder to complete this form and return it to the Office of Research and Sponsored Programs to disclose the status of the research, which can be found on the Marian University IRB website. You may also request an extension of IRB approval for another year beyond the approved end date by completing this form. Please do not hesitate to contact the ORSP ([email protected] or 920-923-8976) if you have questions or require additional information. MARC HEIMERL, IRB Secretary Office of Research and Sponsored Programs Marian University 45 S. National Avenue; Room R006 Fond du Lac, WI 54935 Telephone: 920-923-8796 Fax: 920-926-2114 www.marianuniversity.edu


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APPENDIX B. Signed Site Permission


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APPENDIX C. Parent Consent Form

Institutional Review Board for the Protection of Human Subjects (IRB)

Parent Permission Form School of Education Study Title: Fifth Grade Math Fact Fluency Using Technology Integration IRB Approval File Code: [Code listed within IRB Approval Email: ex: P091008009Q] Researchers: • Principal Investigator – Brian Kimmel, 414-773-1750, [email protected] • Research Advisor – Dr. Susanne Dennis, Marian Professor You are being asked to allow your child to take part in a research study carried out by me, Brian Kimmel. Please read this form carefully, taking as much time as you need. Ask me, the researcher to explain anything you don’t understand. This study has been approved for human subject participation by the Marian University Institutional Review Board (IRB). You may refuse to give permission, or you may withdraw your permission for your child to be in the study, for any reason. Your child will also be asked if he or she would like to take part in this study. Even if you give your permission, your child can decide not to be in the study or to leave the study at any time. What is this research study about? This research study is being done to investigate the effect of using online flashcard practice to improve multiplication fact fluency. We are asking your permission for your child to be in the study because he or she is in my 5th grade class. What will my child be asked to do if he or she is in this research study? If your child takes part in the study, he or she will be asked to first complete a survey related to their personal study habits and amount of time spent practicing their multiplication facts. I will also give a similar survey to you, and the other parents. I will then administer a multiplication fact timed pretest, to all students who have agreed to the study, in my fifth grade class. Over a 3 week time period I will require the students in my class to practice their multiplication facts every day, for 5 minutes a day, using an online flashcard practice website. At the conclusion of the 3 weeks I will administer the same multiplication fact timed test, as a post-test, to my class. After reviewing and calculating the results of the tests I will be able to tell whether or not the online flash card website improved the fact fluency for the students in my class. I will conclude the study with another survey and an interview questionnaire, both taken by the students and


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parents. At anytime throughout the study your child may refuse to answer any question in any test or survey. Are there any benefits to my child if he or she is in this research study? The potential benefits to your child for taking part in this study are improved multiplication fact fluency and new study habits for further improvement of their overall fact fluency. If your child takes part in this study, it may help future fifth grade learners, and teachers, in the improvement of the students’ multiplication fact fluency. Are there any risks to my child if he or she is in this research study? The potential risks to your child from taking part in this study are loss of time, inconvenience, and the loss of confidentiality of student data, all unlikely. Will information about my child be kept private? The data for this study will be kept private and confidential to the extent allowed by federal and state law. I will maintain the participant’s privacy throughout the study by keeping the tests coded and anonymous. The master list and the key will be kept separately in a restricted computer and a locked cabinet. The aggregate data and summary results will be shared with my research advisor, the Institutional Review Board (IRB), and the school principal and parents who may ask for the results. The results of this study may be published or presented at professional meetings, but your child’s name will not be used or associated with the findings. The data for this study will be kept for three years and destroyed after that. Are there any costs or payments for your child being in this research study? There will be no costs to you or your child for taking part in this study and you will not receive money or any other from of compensation for taking part in this study. What are my child’s rights as a research study volunteer? Your child’s participation in this study is completely voluntary. Your child may choose not to take part in this study, choose not to answer specific questions, or leave the study at any time. If your child is not involved in the study they will still take part in the regular classroom activities, but the child’s information will not be used in the study. There will be no penalty or loss of benefits to which you or your child are entitled if you choose not to give your permission for your child to take part or your child withdraws from the study. Who can I talk to if I have questions? If you have questions about this study or the information in this form, please contact the researcher. Mailing address: Brian Kimmel Email: [email protected] 11132 W. Potter Rd. Phone #: 414-773-1750 Wauwatosa, WI 53226 If you have questions about your rights or your child’s rights as a research participant, or would like to report a concern or complaint about this study, please contact the Marian University IRB Administrator at (920) 923-8796, or e-mail [email protected], or regular mail at: Marian University ORSP, 45 S. National Avenue, Fond du Lac, WI 54935.


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What does my signature on this consent form mean? Your signature on this form means that: • You understand the information given to you in this form • You have been able to ask the researcher questions and state any concerns • The researcher has responded to your questions and concerns • You believe you understand the research study and the potential benefits and risks that are involved for your child. • You understand that even if you give your permission, you child may choose not to take part in the study.

Study Title:


Researchers: • Principal Investigator – Brian Kimmel, 414-773-1750, [email protected] • Research Advisor – Dr. Susanne Dennis, Marian Professor Statement of Consent I give my voluntary permission for my child to take part in this study. I will be given a copy of this consent document for my records. __________________________________

________________________

Signature of Parent or Guardian

Date

__________________________________ Printed Name of Parent or Guardian Statement of Person Obtaining Informed Consent I have carefully explained to the parent of the child being asked to take part in the study what will happen to their child. I certify that when this person signs this form, to the best of my knowledge, he or she understands the purpose, procedures, potential benefits, and potential risks of his or her child’s participation. I also certify that he or she: • Speaks the language used to explain this research


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• Reads well enough to understand this form or, if not, this person is able to hear and understand when the form is read to him or her • Does not have any problems that could make it hard to understand what it means for his or her child to take part in this research.

__________________________________ Signature of Person Obtaining Consent

_____Brian Kimmel________________ Printed Name of Person Obtaining Consent

_______________________ Date

Principal Investigator______ Person’s Role in Research Study


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APPENDIX D. Child Assent Form

Institutional Review Board for the Protection of Human Subjects (IRB)

Child Assent Form School of Education Study Title: Fifth Grade Math Fact Fluency Using Technology Integration IRB Approval File Code: [Code listed within IRB Approval Email: ex: P091008009Q] Researchers: • Principal Investigator: Brian Kimmel, 414-773-1750, [email protected] • Research Advisor: Dr. Susanne Dennis, Marian Professor My name is Brian Kimmel. As part of my master’s studies at Marian University, I am doing a classroom action research project. I am inviting you to take part in my research study. Your parent(s) know I am talking with you about this project, but it is up to you to decide if you want to be in the study. This form will tell you more about it to help you decide whether or not you want to take part in it. Why is this study being done? The purpose of the study is to help us improve our multiplication fact fluency. You are being asked to take part because you are a student in my class. What am I being asked to do? If you decide to be in the study, I will ask you to first complete a survey related to your personal study habits and amount of time spent practicing your multiplication facts. I will then administer a multiplication fact timed pretest, to you and all students who have agreed to the study, in both fifth grade classes. Over a 3 week time period I will require you and the students in my class to practice their multiplication facts everyday, for 5 minutes a day, using an online flashcard practice website. At the conclusion of the 3 weeks I will administer the same multiplication fact timed test, as a post-test, to you and the rest of our class. After reviewing and calculating the results of the tests I will be able to tell whether or not the online flash card website improved the fact fluency for you and the other students in our class. I will conclude the study with another survey and interview questionnaire for you, the other students, and your parents. At anytime throughout the study you may refuse to answer any question in any test or survey. What are the benefits to me for taking part in the study? The potential benefits for you taking part in this study are improved multiplication fact fluency and new study habits for further improvement of your overall fact fluency. If you take part in this study, it may help future fifth grade learners, and teachers, in the improvement of the students’ multiplication fact fluency. Taking part in this research study may not help you get straight A’s, but it might help me learn how to help other kids get more information using technology.


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Are there any risks to me if I am in this study? The potential risks to you from taking part in this study are loss of time, inconvenience, and the loss of confidentiality of student data, all unlikely. Will my information be kept private? The data for this study are coded and anonymous. The master list and the key will be kept separately in a restricted computer and a locked cabinet. Neither the researcher(s) nor anyone else will know which data is yours. The data for this study will be kept private and confidential to the extent allowed by federal and state law. The aggregate data and summary results will be shared with my research advisor, the school principal and parents who may ask for the results. Under rare circumstances, your data may be reviewed by MU officials or people from the organization or agency that funded the study. When we tell other people or write articles about what we learned in the study, we won’t include your name or that of anyone else who took part in the study. The data for this study will be kept for 3 years. Are there any costs or payments for being in this study? There will be no costs to you for taking part in this study. And you will not receive money or any other form of compensation for taking part in this study. What are my rights as a research study volunteer? Your participation in this research study is completely voluntary. You do not have to be a part of this study if you don’t want to. There will be no penalty to you if you choose not to take part and no one will be upset or angry at you. You may choose not to answer any questions you don’t want to answer, and you can change your mind and not be in the study at any time. If you decide to not be in the study, you will still take part in the activity but your data will not be used in the analysis. Who can I talk to if I have questions? If you have questions at any time, you can ask Mr. Kimmel and you can talk to your parent(s) about the study. The Marian University Institutional Review Board has reviewed this study to make sure that the rights and safety of people who take part in the study are protected. If you have questions about your rights in the study, or if you are unhappy about something that happens to you in the study, you can contact them at (920) 923-8796 or [email protected]. What does my signature on this consent form mean? Your signature on this form means that: • You understand the information given to you in this form • You have been able to ask the researcher questions and state any concerns • The researcher has answered your questions and concerns • You believe you understand the research study and the potential benefits and risks that are involved.


Study Title:

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Researchers: • Principal Investigator: Brian Kimmel, 414-773-1750, [email protected] • Research Advisor: Dr. Susanne Dennis, Marian Professor

Statement of Consent I give my voluntary consent to take part in this study. I will be given a copy of this consent document for my records. __________________________________

_____________________

Signature of Participant

Date

__________________________________ Printed Name of Participant

Statement of Person Obtaining Informed Consent I have carefully explained to the person taking part in the study what he or she can expect. I certify that when this person signs this form, to the best of my knowledge, he or she understands the purpose, procedures, potential benefits, and potential risks of participation. I also certify that he or she: • Speaks the language used to explain this research • Reads well enough to understand this form or, if not, this person is able to hear and understand when the form is read to him or her • Does not have any problems that could make it hard to understand what it means to take part in this research.

__________________________________ Signature of Person Obtaining Consent

_______Brian Kimmel

_____________

Printed Name of Person Obtaining Consent

__________________________ Date

__Principal Investigator______ Role in the Research Study


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APPENDIX E. Student Survey

Student Multiplication Fact Fluency Pretest Survey

Question 1. How well do you feel you know your multiplication facts? 2. How often do you practice your multiplication facts at home? 3. Do you use flashcards to practice your multiplication facts? 4. Do you think practicing with flashcards could help you improve your fact fluency? 5. Would you use a multiplication fact flashcard website to practice your facts?

Choices Below average

Average

Above average

0-2 days per week

3-5 days per week

More than 5 days per week

Never

Sometimes

Often

Yes

No

Maybe

Yes

No

Maybe


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APPENDIX F. Parent Survey

Parent Multiplication Fact Fluency Pretest Survey

Question

Choices

1. How well do you feel your child knows their multiplication facts? 2. How often does your child practice their multiplication facts at home? 3. Does your child use flashcards to practice their multiplication facts? 4. Do you think practicing with flashcards could help your child improve their fact fluency? 5. Do you think your child would benefit from using a multiplication fact flashcard website to practice their facts?

Below average

Average

Above average

0-2 days per week

3-5 days per week

More than 5 days per week

Never

Sometimes

Often

Yes

No

Maybe

Yes

No

Maybe


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APPENDIX G. Student Questionnaire Student Multiplication Fact Fluency Post-test Questionnaire 1. Has your knowledge of the multiplication times tables improved from this study? Explain why, yes or no.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 2. Do you plan on continuing to use the multiplication flashcard website, we used in class, on your own? Explain why, yes or no.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 3. Would you rather use hand-held flashcards or a computer with a flashcard website to practice your facts? Explain your answer.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 4. Do you think it is important to practice and improve your fluency of the multiplication times tables? Explain why, yes or no.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 5. Would you recommend using a multiplication fact flashcard website to other students? Explain why, yes or no.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________


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APPENDIX H. Parent Questionnaire Parent Multiplication Fact Fluency Post-test Interview 1. Has your child’s knowledge of the multiplication times tables improved from this study? Explain why, yes or no.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 2. Do you plan on having your child continue to use the multiplication flashcard website, we used in class, on their own? Explain why, yes or no.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 3. Would you rather have your child use hand-held flashcards or a computer with a flashcard website to practice their facts? Explain your answer.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 4. Do you think it is important for your child to practice and improve their fluency of the multiplication times tables? Explain why, yes or no.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 5. Based on your child’s experience with this study would you recommend using a multiplication fact flashcard website to other students? Explain why, yes or no.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________


APPENDIX I. Multiplication Pre- and Post-test

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APPENDIX J. Multiplication Flashcard Website http://www.thegreatmartinicompany.com/multiplication.html

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APPENDIX K. Student Post-test Questionnaire Results

Question 1 Number 10101 10102 10103 10104 10105 10106 10107 10108 10109 10110 10111 10112 10113 10114 10115 10116 10117 10118 10119 10120

Yes x x x x x x x x x x x x x x x x x x x x

No

20 0 100% 0%

Not sure

Question 2

Question 3

Question 4

Question 5

Yes x

Hand Computer Both x x x x x x x x x x x x x x x x x x x x


Yes x

No x x

x x x x x x x x x x x x x x x x x 0 0%

16 4 3 80% 20% 15%

12 60%

5 25%

No

No x

x x x x x x x x x x x x x x x x x x

20 0 18 2 100% 0% 90% 10%


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APPENDIX L. Parent Post-test Questionnaire Results

Question 1 Number 10101 10102 10103 10104 10105 10106 10107 10108 10109 10110 10111 10112 10113 10114 10115 10116 10117 10118 10119 10120

Question 2

Question 3

x x x x x x x x x x x x


Hand Computer Both Yes x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x

17 1 2 85% 5% 10%

20 0 2 100% 0% 10%

Yes x x x

No

Not sure

x x x x x

No

10 50%

Question 4

8 40%

No

Question 5 Yes x x x x x x x x x x x x x x x x x x x x

No

20 0 20 0 100% 0% 100% 0%