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Using Precision Teaching to Improve Typically Developing Student's Mathematical Skills Via Teleconferencing.

Geetika Kapoor1, Athanasios Vostanis2, Suzy Mejía-Buenaño2

  • 1EdEssential, Punjabi Bagh, New Delhi, India.

Journal of Behavioral Education
|June 26, 2023
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Summary
This summary is machine-generated.

Precision Teaching significantly improved math skills in Indian students via teleconferencing. This method accelerated learning and maintained gains, offering a solution for pandemic-related educational disruptions.

Keywords:
Behavioral fluencyMainstream educationMathematicsStandard celeration chartTelehealth

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Area of Science:

  • Educational Psychology
  • Distance Learning Technologies
  • Special Education Interventions

Background:

  • The COVID-19 pandemic caused widespread educational disruption, leading to potential learning losses.
  • Teleconferencing emerged as a critical tool for remote education delivery.
  • Effective interventions are needed to address learning gaps, particularly in foundational skills like mathematics.

Purpose of the Study:

  • To evaluate the efficacy of Precision Teaching for enhancing mathematical skills in typically developing students.
  • To determine if Precision Teaching, delivered via teleconferencing, yields positive academic outcomes.
  • To assess the maintenance of learned mathematical skills post-intervention.

Main Methods:

  • A quasi-experimental design was employed with four students receiving Precision Teaching and nine serving as controls.
  • Precision Teaching included untimed and timed practice, goal-setting, graphing, and a token economy for prerequisite and mixed addition/subtraction facts.
  • Instruction was delivered remotely through teleconferencing sessions in India.

Main Results:

  • Precision Teaching participants showed significant improvements in prerequisite and primary mathematical skills.
  • Learner gains were maintained above baseline performance levels post-intervention.
  • Math fluency percentile ranks increased substantially for the intervention group, unlike the control group.

Conclusions:

  • Precision Teaching, when delivered via teleconferencing, can accelerate mathematical skill acquisition in students.
  • This intervention offers a viable strategy to mitigate learning deficits potentially exacerbated by the COVID-19 pandemic.
  • Remote delivery of Precision Teaching demonstrates its adaptability and effectiveness in diverse educational contexts.