Effects of Goal-Setting and Self-Graphing on Math Fluency :

• ONOUE TAKAYA

  UNIVERSITY OF MIYAZAKI

• IGUCHI YUTAKA

  LABORATORY OF BIOLOGY

• MARUNO SHUNICHI

  KYUSHU UNIVERSITY

Bibliographic Information

Other Title

• 目標設定と成績のグラフ化が計算スキルの流暢性の形成に及ぼす効果
• —小学3・4年生を対象とした学級規模での指導を通して—
• Class-Wide Instruction in the Third and Fourth Grades

Abstract

  The present study focused on a method of instruction that combined goal setting and self-graphing in time trials (test condition) to build math fluency in multiplication.  The effects of this method were compared to the effects of instruction using only time trials (control condition).  The experimental designs used were (a) a control group comparison, in which the participants were 3^rd-graders from 2 classes, and (b) a changing criterion design, in which the participants were 4^th-graders in 1 class.  The target math skill was knowing the multiplication tables; the dependent variable was the number of correct answers in a 2-minute time trial.  Analysis of the results for both designs indicated greater effects of the intervention in the test condition than in the control condition.  Specifically, in the control group comparison, the results of an analysis of covariance showed that the scores on the post-instruction test were significantly higher in the test group than in the control group.  In the changing criterion design, a linear mixed modeling analysis of the difference between the test condition scores and the maximum scores of the students in the control condition showed that the students’ results in the test condition were significantly higher than the maximum scores of the students in the control condition.  Spearman’s rank correlation was used to test the relationship between the social validity of each student’s test score and that student’s increase in math fluency, defined as the difference between the student’s pre- and post-instruction scores on a test of the multiplication tables.  A significant positive correlation was found only in the test condition between the increase in math fluency and scores for the statement, “I could feel that I had made progress.”

Journal

• The Japanese Journal of Educational Psychology

  The Japanese Journal of Educational Psychology 65 (1), 132-144, 2017

  The Japanese Association of Educational Psychology

Keywords

• math fluency
• goal-setting
• self-graphing
• class-wide instruction
• social validity

Details

• CRID: 1390001204783616512
• NII Article ID: 130006602588
• DOI: 10.5926/jjep.65.132
• ISSN: 21863075
• ISSN: 00215015
• Web Site: https://www.jstage.jst.go.jp/article/jjep/65/1/65_132/_pdf
• Text Lang: ja
• Data Source:
  • JaLC
  • Crossref
  • CiNii Articles
• Abstract License Flag: Disallowed