A Comparison of 1:1 Flashcards and a Tablet App on Student Mathematics Proficiency

Kromminga, Kourtney R.; Codding, Robin S.

doi:10.1007/s10864-020-09392-4

Cited by 4 publications

(3 citation statements)

References 47 publications

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“…Each group of students rated their respective intervention as being highly acceptable. These results are consistent with other studies that have examined student acceptability of technology‐delivered interventions (Kromminga & Codding, 2020; Musti‐Rao & Plati, 2015) and RPT interventions (Greene et al, 2018). There were no significant differences between the conditions in terms of student acceptability, indicating that any of the three intervention conditions might be acceptable intervention options for students.…”

Section: Discussionsupporting

confidence: 91%

The impact of intervention modality on students' multiplication fact fluency

Kromminga,

Codding

2023

Psychology in the Schools

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While an abundance of evidence‐based mathematics interventions are available to support students’ mathematics fluency, research suggests that they are not often implemented within schools. Moreover, national data suggests that most students in the United States are not meeting grade level expectations in mathematics. This underperformance coupled with limited implementation of evidence‐based practices emphasizes the need to provide schools with effective, efficient, and resource friendly interventions to support students’ mathematics achievement. The purpose of this study was to compare the effects of reciprocal peer tutoring, iPad delivered flashcards, and a combined intervention condition on the multiplication fluency of 72 third grade students enrolled in two public schools in the midwestern region of the United States using a randomized pretest–posttest design. Students received 10 min of intervention after their core instruction 4 days per week for 5 weeks. Results suggest that there were few differences between treatment groups on both proximal and distal measures. Moreover, all groups demonstrated significant growth from pre‐ to posttest on proximal measures. Assessment response rates across modalities and student engagement are discussed along with implications for research and practice.

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Section: Discussionsupporting

confidence: 91%

The impact of intervention modality on students' multiplication fact fluency

Kromminga,

Codding

2023

Psychology in the Schools

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“…Rhymer et al (2000) dalam penelitiannya menggunakan kartu angka untuk dapat meningkatkan kecakapan siswa dalam melakukan kalkulasi sederhana. Kromminga & Codding (2020) menunjukkan bahwa kartu angka mampu membantu siswa untuk mengingat oeprasi penjumlahan, perkalian, pengurangan, dan pembagian. Selanin itu, Skarr dan rekannya (Skarr et al, 2014) juga mengatakan hal senada bahwa flashcard membantu siswa dalam menguasai perkalian.…”

Section: Pendahuluanunclassified

Penggunaan Kartu Perkalian sebagai Media Pembelajaran Matematika di Masa Pandemi

Rahmawanti,

Sundari,

Sutama

et al. 2021

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Pengabdian ini mengembangkan media belajar berupa kartu angka dengan tujuan untuk membantu peserta didik dalam menghafalkan perkalian menggunakan bantuan media tersebut. Metode pelaksanaan ini menggunakan metode advokasi yaitu sebuah usaha untuk menciptakan (to create) yang baru atau yang belum ada dalam konsep kebijakan publik. Kegiatan pendampingan belajar menggunakan kartu angka dilaksanakan selama satu bulan bertempat di Dusun Gurjugan, Kupang, Karangdowo, Klaten. Analisis data yang digunakan ialah kualitatif dengan hasil peningkatan hafalan perkalian oleh peserta didik. Penggunaan media kartu angka sangatlah efeftif diterapkan pada mata pelajaran matematika khususnya dalam meningkatkan hafalan perkalian. Respon yang diberikan peserta didik saat melakukan pembelajaran menggunakan media kartu angka ini cukup positif, peserta didik tampak aktif, antusias.

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“…To advance this research in the area, emphasis on supporting resilience of all students through systems level universal supports is critical. Codding and her colleagues have advanced this research by evaluating intervention intensity (Codding et al, 2016; Codding, Volpe, Martin, & Krebs, 2019; DeFouw, Codding, Collier-Meek, & Gould, 2019) and technology (Kromminga & Codding, 2020) as a means to adjust resource allocation, examining evidence-based intervention supports at the classroom level (Kleinert, Silva, Codding, Feinberg, & St. James, 2017; VanDerHeyden & Codding, 2015), promoting evidence-based instructional practices (VanDerHeyden & Codding, in press), and considering stakeholders’ acceptability of intervention supports (Silva, Collier-Meek, Codding, & DeFouw, 2019). Overall, this work has attempted to move the field forward by identifying evidenced-based interventions to improve students’ learning and behavior, which is consistent with Conoley and colleagues (1995, 2020) initial and current perspectives on the practice of school psychology.…”

Section: Moving School Psychology Scholarship Forwardmentioning

confidence: 99%

Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners.

Jimerson

Sheridan²,

Hoffman

et al. 2020

School Psychology

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This article provides reflections on several key elements important for establishing and sustaining successful research trajectories and scholarship within the field. Developed by several Lightner Witmer Award recipients, the article highlights several of Lightner Witmer's experiences and pioneering contributions, including the importance of his own mentors, collaborations with interdisciplinary professionals, and his emphasis on the relevance of scientific research programs and the practical implications for helping children. In an effort to move the field forward, we discuss important elements relevant to developing and sustaining successful research programs in school psychology including the importance of mentorship, collaboration, research methodologies, replicability, extramural funding, and dissemination. Throughout, we emphasize the importance of conducting research within the school context, which is consistent with the important influence of ecological systems articulated by Conoley, Powers, and Gutkin (2020), and reflects the hallmark of school psychology scholarship as an applied science. Impact and ImplicationsThis article reviewed Lightner Witmer's early pioneering contributions to the field of school psychology, discussed important elements associated with school psychology scholarship, and emphasized the importance of conducting research within the school context, which reflects the hallmark of school psychology scholarship as an applied science.

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A Comparison of 1:1 Flashcards and a Tablet App on Student Mathematics Proficiency

Cited by 4 publications

References 47 publications

The impact of intervention modality on students' multiplication fact fluency

The impact of intervention modality on students' multiplication fact fluency

Penggunaan Kartu Perkalian sebagai Media Pembelajaran Matematika di Masa Pandemi

Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners.

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