THE DIFFERENTIAL EFFECTS OF TWO SELF-MANAGED MATH INSTRUCTION PROCEDURES: COVER, COPY, AND COMPARE VERSUS COPY, COVER, AND COMPARE

摘要

This study compared the fluency and error rates produced when using the Cover, Copy, andCompare (CCC) and a modified CCC procedure (MCCC) called Copy, Cover, and Compare tocomplete subtraction math problems. Two second-grade classrooms consisting of 47 total studentsparticipated in the study. The following items were administered to participants: (a) a timedpretest, (b) a timed CCC worksheet, (c) a timed MCCC worksheet, and (d) a timed posttest. Thenthe participants were asked which procedure they liked best. Results revealed significantly higherdigits correct per minute (i.e., fluency scores) on the posttest when compared with the pretestscores. Likewise, students' fluency scores were significantly higher under the CCC conditionwhen compared to the MCCC condition. There were no significant differences in accuracy frompretest to posttest nor between the CCC and MCCC conditions. Discussion focuses on implicationsfor modifying instructional strategies, measuring student progress, implications for practice, anddirections for future research.