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Examining the Efficacy of an Intervention Package Delivered via an Online Learning Tool to Improve Prerequisite Algebra Skill Fluency
Abstract
This dissertation study investigated the efficacy of a multi-component intervention package delivered via an online learning tool on math fluency for prerequisite algebra skills for three 6th-grade students. Students were referred by their math teacher due to concerns with academic performance. Target skills were individualized for each student based on screening assessments and measured continuously during both baseline and intervention. The multiple-probe across skills design demonstrated that students increased their math fluency on prerequisite skills. A staggered pattern of increases across skills for two participants indicated experimental control was achieved and student’s performance improved. The Quizlet® intervention package provided meaningful practice opportunities, immediate feedback, and prompting and modeling leading to increased performance on prerequisite algebra probes. For one participant there was no treatment effect. Discussion focuses on the potential utility of interventions delivered via technological applications for secondary education populations. Limitations are addressed and areas for future research are discussed.
Subject Area
Educational psychology|Mathematics education|Secondary education
Recommended Citation
Bricko, Nicole C, "Examining the Efficacy of an Intervention Package Delivered via an Online Learning Tool to Improve Prerequisite Algebra Skill Fluency" (2021). ETD collection for University of Nebraska-Lincoln. AAI28646015.
https://digitalcommons.unl.edu/dissertations/AAI28646015