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A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates.

Greg M Schutte1, Gary J Duhon1, Benjamin G Solomon1

  • 1School Psychology Program, School of Applied Health and Educational Psychology, Oklahoma State University, 434 Willard Hall, Stillwater, OK 74078, USA.

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Distributed practice, combined with explicit timing, significantly boosts math fact fluency in third graders. This approach enhances learning efficiency without increasing instructional time.

Keywords:
AcademicDistributed practiceInterventionSpacing effect

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Area of Science:

  • Educational Psychology
  • Cognitive Science

Background:

  • Effective remediation of academic deficiencies requires empirically validated interventions and efficient instructional modifications.
  • Improving math fact fluency is crucial for foundational mathematical understanding.

Purpose of the Study:

  • To compare the effects of massed versus distributed practice with explicit timing on math fact fluency.
  • To determine if instructional modifications enhance student learning efficiency in basic addition.

Main Methods:

  • Forty-eight third-grade students participated in a 19-day study involving four daily 1-minute math explicit timing procedures.
  • Three groups received practice differently: massed (all at once), distributed (twice daily), and highly distributed (four times daily).
  • Growth curve modeling analyzed student progress throughout the intervention.

Main Results:

  • Students in distributed practice conditions (twice or four times daily) exhibited significantly higher fluency growth rates.
  • Distributed practice led to greater gains compared to massed practice (once daily).

Conclusions:

  • Combining distributed practice with explicit timing procedures is an effective modification for enhancing math fact fluency.
  • This intervention improves student learning without requiring additional instructional time.