The Effect of Cover-Copy-Compare Interventions to Enhance Fluency in Basic Multiplication Facts of a Student with Low Performance in Math

Abstract

The aim of this study is to determine the effect of Cover-Copy-Compare (CCC) interventions to increase the level of fluency in basic multiplication facts of a student having low performance in math, whether the student can maintain the level of fluency that she attained after a period of time and the social significance of the obtained data. A multiple-probes-across tasks (sets) design was employed in this study. The participant is a 9-year-old female student who is attending the second grade in general education (in the last two months of the second semester). Besides, she receives four hours of individual special education per week in a research center providing special education services for students with developmental disabilities at a state university. The findings of the study indicate that the education done with the CCC technique is effective in increasing the level of fluency of the student in basic multiplication operations in all sets, and she maintains the fluency performance after a certain period of time. The subjective evaluation findings of the study on social validity suggest that the student and the implementer who participated in the study had positive opinions about the effects and the obtained results of the CCC technique on the student. In addition, the social comparison findings of the study regarding social validity show that the student's level of fluency in multiplication facts reached the level of her peers. These findings were discussed together with the findings of other studies.