Using Precision Teaching to Improve Typically Developing Student's Mathematical Skills via Teleconferencing
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| Title: | Using Precision Teaching to Improve Typically Developing Student's Mathematical Skills via Teleconferencing |
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| Language: | English |
| Authors: | Geetika Kapoor (ORCID |
| Source: | Journal of Behavioral Education. 2025 34(1):109-138. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education |
| Descriptors: | Instructional Effectiveness, Mathematics Skills, Teaching Methods, Drills (Practice), Goal Orientation, Graphs, Token Economy, Skill Development, Mathematics Instruction, Foreign Countries, Grade 3, Elementary School Students, Videoconferencing, Technology Uses in Education |
| Geographic Terms: | India |
| Assessment and Survey Identifiers: | Kaufman Test of Educational Achievement |
| DOI: | 10.1007/s10864-023-09520-w |
| ISSN: | 1053-0819 1573-3513 |
| Abstract: | This study evaluated the effects of Precision Teaching in improving typically developing students' mathematical skills when delivered via teleconferencing in India. Four students received Precision Teaching, while nine acted as control participants. Precision teaching involved instruction in three mathematical skills; two prerequisite skills and the primary skill of mixed addition and subtraction facts. Instruction included untimed practice, timed practice, goal-setting, graphing, and a token economy. Participants who received Precision Teaching received ten practice sessions for the prerequisite skills and 55 sessions for the primary skill. The results demonstrated improvements in the prerequisite skills of varied magnitude and considerable improvements in the primary skill, which were maintained above baseline performance levels. In addition, those who received Precision Teaching were below the 15th percentile rank at the initial assessment and above the 65th percentile at the post-intervention assessment in the math fluency subtest of the Kaufman Test of Educational Achievement--Third Edition. Control participants did not demonstrate similar improvements. Results suggest that Precision Teaching could produce accelerated outcomes even when delivered via teleconferencing. Therefore, it could be a valuable system for helping students ameliorate potential learning losses resulting from the COVID-19 pandemic. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.6084/m9.figshare.c.6227358.v4 |
| Entry Date: | 2025 |
| Accession Number: | EJ1485411 |
| Database: | ERIC |
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| Abstract: | This study evaluated the effects of Precision Teaching in improving typically developing students' mathematical skills when delivered via teleconferencing in India. Four students received Precision Teaching, while nine acted as control participants. Precision teaching involved instruction in three mathematical skills; two prerequisite skills and the primary skill of mixed addition and subtraction facts. Instruction included untimed practice, timed practice, goal-setting, graphing, and a token economy. Participants who received Precision Teaching received ten practice sessions for the prerequisite skills and 55 sessions for the primary skill. The results demonstrated improvements in the prerequisite skills of varied magnitude and considerable improvements in the primary skill, which were maintained above baseline performance levels. In addition, those who received Precision Teaching were below the 15th percentile rank at the initial assessment and above the 65th percentile at the post-intervention assessment in the math fluency subtest of the Kaufman Test of Educational Achievement--Third Edition. Control participants did not demonstrate similar improvements. Results suggest that Precision Teaching could produce accelerated outcomes even when delivered via teleconferencing. Therefore, it could be a valuable system for helping students ameliorate potential learning losses resulting from the COVID-19 pandemic. |
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| ISSN: | 1053-0819 1573-3513 |
| DOI: | 10.1007/s10864-023-09520-w |
