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Abstract
The purpose of this study was to assess two self-instructional methods for improving the accuracy, fluency, and retention of math multiplication problems. Six third grade students were divided into three treatment groups in a multiple baseline design. Groups were assigned to either Computer-Assisted Instruction (CAI), Cover, Copy, and Compare (CCC), or a combination of both methods (CAI/CCC). Contrary to the original hypothesis that CAI training would differentially increase math accuracy and fluency rates, the results demonstrated that both instructional methods were effective at increasing the accuracy, fluency, and retention of multiplication facts. Except for one student, accuracy rates increased to at least the 90th percentile. Five out of six students doubled their fluency scores from baseline rates. Students maintained or increased their performance gains during the four to six week retention phase of the study.
