Effects of Explicit Timing on Mathematics Problem; Completion Rates in African-American Third-Grade Elementary Students.

Rhymer, Katrina N.; Skinner, Christopher H.; Henington, Carlen; D'Reaux, Robyn A.; Sims, SanPier

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Peer reviewed

ERIC Number: EJ583707

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0021-8855

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Effects of Explicit Timing on Mathematics Problem; Completion Rates in African-American Third-Grade Elementary Students.

Rhymer, Katrina N.; Skinner, Christopher H.; Henington, Carlen; D'Reaux, Robyn A.; Sims, SanPier

Journal of Applied Behavior Analysis, v31 n4 p673-77 Win 1998

A study evaluated the effects of explicit timing procedure on problem completion rates and accuracy levels in 40 African-American third-grade students. Results showed that the explicit timing procedure increased problem completion rates. A decreasing trend in percentage of problems correct also occurred. Recommendations for educators are discussed. (Author/CR)

Descriptors: Black Students, Educational Strategies, Grade 3, Learning Disabilities, Minority Group Children, Persistence, Primary Education, Problem Solving, Time Factors (Learning), Time Management, Timed Tests

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A