Improving Automaticity using SplashLearn 1

Improving Multiplication and Division Automaticity using SplashLearn

Emily M. Benz

Towson University
Improving Automaticity using SplashLearn 2

ABSTRACT

Multiplication and division automaticity is a large portion of student math achievement. Students’

limited automaticity in math facts is detrimental to their math growth because multiplication facts

are the foundation for further advancement in math and tasks across all domains of math rely on

the recall of these math facts (Wong and Evans, 2007). One way to improve student’s automaticity

is through technology-based programs. The purpose of this study’s quantitative experimental

research is to assess the impact of a technology-based program, SplashLearn, on student’s

multiplication and division automaticity. A group of 90 third through fifth grade students, who

were identified as struggling with their multiplication and division facts, were selected for this

study. Students were randomly assigned to two sample groups. The experimental group used

SplashLearn daily for fifteen minutes while the control group used math games daily for fifteen

minutes for a twelve-week period. A pre-assessment and a post-assessment determined if

SplashLearn has a significant change to students’ scores and their automaticity. It is anticipated

that students’ scores will significantly improve after the twelve-week period. Further research on

how additional technology-based programs as well as how longer research durations can increase

student’s math achievement could advance this topic.

Keywords: multiplication and division fact fluency, elementary education, computer-based

programs, student achievement, multiplication and division automaticity, math fact fluency
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INTRODUCTION

Background

As a classroom teacher, I see many areas within classroom instruction that can be

improved. One significant area of improvement is the student’s knowledge of math facts. Rave

and Golightly (2014) state that mathematics has been an area of improvement in the United States

(U.S.) education system for many years because the U.S. children underperform when compared

to other countries in the world based on the 2007 National Center for Education Statistics report.

Studies show that children in the U.S. do not reach automaticity, or the point of fast and efficient

solving of addition, subtraction, multiplication, and division facts (Rave and Golightly, 2014). The

term automaticity means that students are able to recall the fact quickly with minimal effort (Poncy

et al., 2007). Students’ limited automaticity in these math facts is detrimental to their math growth

because multiplication and division facts are the foundation for further advancement in math and

tasks across all domains of math rely on the recall of these math facts (Wong and Evans, 2007).

In the Common Core Standards, students in first grade begin to learn math facts for addition

and subtraction. Students are taught to memorize single digit addition and subtraction facts. For

example, students should be able to recall the answer when asked what 9 + 2 equals. In second

grade, students continue to practice memorizing these single digit addition and subtraction facts

and begin to apply them to their learning. As students move into third grade, they are taught to

memorize single digit multiplication and division facts. For instance, students should be able to

recite the answer to 2 x 9. While we want to students to have a knowledge of these math facts, we

often do not provide time within the school day for students to practice memorizing these facts. In

Howard County Public School System (HCPSS), students are taught math facts through a read-

aloud, an activity that correlates with the read aloud, and then a math game. For example, when
Improving Automaticity using SplashLearn 4

teaching students how to multiple and divide by two, the teacher begins by reading the book Two

of Everything by Lily Toy Hong. The book discusses a magic pot where anything placed inside of

the pot comes out doubled. After the book, the teacher leads a discussion about doubling and the

students complete a doubling activity with their own magic pot. To conclude the lesson, the teacher

models for students how to play the game Multiplying by 2 as in Appendix A. The intention of

these of math fact games is for students to practice memorizing the facts with a partner during

independent time. Math games provides systematic ways to learn and retain math facts, as well as

maintain student motivation to master their multiplication facts (Skarr et al., 2014). While the math

games can be beneficial, student independent time to play these math games is often the first thing

reduced. This leads to students having a limited amount of time in school to practice math facts.

While technology continues to expand and become more advanced, many classrooms now

have devices for students to share. These devices can be used to access online math fact programs

that help students to practice multiplication and division facts. One free technology-based program

available to educators and their students is SplashLearn. In this program, students are given direct

instruction on multiplication and division facts and then independently practice these facts. Many

of the other math fact programs follow this model, direct instruction, and then independent

practice. This model of instruction aligns well with instruction that is already occurring in

classrooms every day.

Statement of the Purpose/Problem

The purpose of this study is to focus on increasing student’s automaticity in multiplication

and division facts using a SplashLearn. This study will compare if traditional math games have as

significant an impact on technology-based programs. As this study is completed, educators will be

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able to identify if technology-based programs can help their students achieve automaticity and

continue to advance in their mathematical understandings.

Review of Literature

Multiplication and division fact automaticity has been a topic of conversation in recent

years. Jennie Carr (2012) conducted a study on the effects of iPad use in a fifth-grade math class.

Carr’s experimental group used iPads daily during math class while the control group did not. Carr

(2012) found that the use of iPads did not have a significant impact on students’ math achievement.

One area this study is lacking is the duration of the study. This study only occurred for about 40

school days. This limited timeframe prevented Carr from finding if the longer use of technology

has an effect on student achievement. Additionally, the experimental group did not have a specific

technology-based program to use each day. Without these two measures, we are unable to identify

if technology has a substantial impact on student’s math achievement.

Research comparing technology-based instruction to traditional classroom methods has

also been completed. Kiger et al. (2012) completed a study that compared the use of a technology-

based program to the daily use of flashcards to memorize multiplication facts. One sample group

used flashcards, while the second sample used iPods with technology-based programs to learn

multiplication and division facts. The multiple technology-based programs provided aligned with

the curriculum, and provided skill practice for students (Kiger et al., 2012). Each sample group

used their instruction method for ten minutes each day. At the conclusion of this study, Kiger et

al. (2012) found that students who used the technology-based programs everyday significantly

improved (P=.01) more than students who solely used flashcards. Musti-Rao and Plati (2015) also

completed research comparing iPad instruction to a classroom-based instruction. One sample of

students completed teacher led instruction (detect, practice, repair) while the other sample used
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iPads loaded with technology-based math programs. Each group received their intervention for

eight nonconsecutive days. The results of this study showed that participants who used the

technology-based program increased in digits correct per minute, response rate, and practice time

(Musti-Rao and Plati, 2015). A lack in this study is the wide variety of technology programs

available to students. Would the results differ if students used the same technology-based program

each day?

Additional studies have been done to determine if technology-based instruction has

affected student learning. Burns et al. (2012) completed a study with third and fourth grade

students who were at risk for math difficulties and the impact of technology-based instruction. All

participants in this study participated in a technology-based program. The amount of time that each

group spent on the program differed. The control group used the program less than one time per

week for less than eight weeks, while the experimental group used the program three to five times

a week for eight to fifteen weeks. Burns et al. (2012) found that the technology-based math

program did increase (P<.025) math skills for students who were at risk for math difficulties. The

data suggested that the amount of practice with a particular skill would be effective in improving

the skill (Burns et al., 2012). Berret and Carter (2017) completed a similar study using a specific

technology-based program, Timez Attack, with third grade students. Each sample group used the

technology-based program for a different amount of time. Group one used Timez Attack for

approximately two and half weeks. Group two used Timez Attack for approximately three and half

weeks, while group three used Timez Attack for approximately five and half weeks. The findings

showed that third students who used Timez Attack improved in their multiplication fluency (Berret

and Carter 2017). While these findings support student use of technology-based programs in
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classrooms, how significantly would student automaticity improve if students were using a specific

technology-based program for ten minutes every day?

Statement of Hypothesis

From previous research, educators are able to see the technology-based instruction does

have a considerable impact on student’s achievement in multiplication facts. This raises the

question does the daily use of a specific technology-based program increase student automaticity

in multiplication and division facts? Intermediate, third through fifth grade, students will perform

higher on a multiplication and division fact assessment after using SplashLearn every day for

twelve weeks. SplashLearn will provide students with opportunities to learn and memorize both

their multiplication and division facts. Additionally, the game like aspect to SplashLearn will

motivate students to memorize these facts.

METHODS

Participants

Participants for this study are a convenience sample of students from Swansfield

Elementary School in Howard County, Maryland. As of 2022, the total enrollment at Swansfield

Elementary School was 592 students. The ethnicity (N= 592, American Indian/Alaskan = <5 %;

Asian = 8.8%, Black/African American = 42.1 %, Hawaiian/Pacific Islander = < 5%,

Hispanic/Latino = 9.8%, White = 29.4 %, Two or more races = 9.6%) of this sample is reflective

of students within HCPSS. Based on the 2022 data, this sample also closely aligns with the

population of Maryland Public School Systems (Jchoma, n.d.).

This sample will include 90 third, fourth, and fifth grade students. These students are

working on grade level standards, as well as students who are working below grade level. Students

who participate in this study would be identified as students who are struggling with their
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multiplication and division math facts. Additionally, students who have an Individualized

Education Plan (IEP) would be involved in this study as well. The accommodations that are written

in a student’s IEP would be utilized throughout this study. Students who working above grade

level, or in the Gifted and Talented classes are excluded from this study based on the assumption

that they have already mastered multiplication and division math facts at their grade level.

This study would be supported by six classroom teachers. Two classroom teachers would

be selected from third, fourth, and fifth grade. A group of three teachers, one from each grade,

selected for this study would be able to monitor a technology-based program within their

classroom environment. Additionally, the next group of three teachers, one from each grade, would

be able to implement math fact games within their classroom.

Measures & Instruments

The impact of SplashLearn will be measured using the multiplication and division

assessment in Appendix B. This assessment comes from HCPSS. The purpose of this assessment

is to determine if students have automaticity with multiplication and division facts. When the test

is given, each student will have two minutes to complete the multiplication side of the assessment,

and then two minutes to complete the division side of the assessment. Participating teachers will

give their sample group of students the same instructions. Students will be instructed to complete

as many of the multiplication facts within the two minutes. Students will be told that they can go

in any order on the assessment. After two minutes are over, students will be given the same

instruction for the division assessment. Then pre-assessment scores will be recorded for each

student. Students will then complete their method of instruction. After the twelve-week period, all

students will repeat the same assessment. These scores will be collected and recorded as well. This
Improving Automaticity using SplashLearn 9

measure will determine if students increase their multiplication and division automaticity at the

conclusion of this study.

Materials

This study requires materials for both sample groups of students, as well as participating

teachers. Once students have been identified, parent/guardian consent forms will be sent home

with students. Prior to the study, teachers will be trained on how to perform the assessment with

their sample groups of students. Each teacher will be given a script to read aloud to their sample

group that provides specific instructions on completing the assessment. Teachers will receive

training on the method of instruction they will be facilitating. Teachers who are using math games

as an instructional method will obtain training how to implement math games within their

classroom. In this training, teachers will learn how to model games for students and how the games

should be implementing in everyday instruction. Teachers who are facilitating the use of

SplashLearn will receive training to implement the use of a technology-based program. These

teachers will receive a demonstration of SplashLearn, run the program, learn to troubleshoot any

problems, and how to implement the program in everyday instruction. Teachers will also be trained

on how to monitor student progress. Once trainings are completed, each teacher will receive the

materials needed for their method of instruction. Teachers leading the math game instruction will

receive all the necessary materials for each game, such as game boards, dice, dry erase markers,

dry erasers, paperclips, counting cubes, and Ziplock bags. Likewise, teachers who are facilitating

the use of SplashLearn will receive eight Chromebook computers, along with the charging cords.

Each of these materials will be used by participants and teachers during the research period time.
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Procedure

At the beginning of the third quarter, selected third, fourth, and fifth grade teachers will

identify students in their class who have difficulty recalling their multiplication and division facts.

Once students have been identified, parent/guidance consent forms will be given to each student.

These forms explain that their student has been invited to participate in a research study. The form

will clarify the topic, the purpose, and goal of the research study. As parent consent forms are

being returned, a list of participating students will be complied. During this time, identified

teachers will receive training on administering the measurement tool (the multiplication and

division assessment), as well on their assigned method of instruction. Teachers will receive all

necessary materials for the research study.

After consent forms have been obtained, the research period will begin by all participants

completing the multiplication and division pre-assessment. This measure will be returned to the

researchers to be scored and charted. Participants will then randomly be placed in one of two

sample groups.

The proceeding twelve weeks of the study, each sample group will receive their method of

instruction. Students in the treatment group will use SplashLearn every day for fifteen minutes.

Students in the control group will use the multiplication and division fact math games every day

for fifteen minutes a day. Both of this instruction methods will coincide the regular curriculum

instruction occurring in their classroom.

At the conclusion of the twelve-week period, all participants will complete the post

assessment. The measure will be returned to the researchers where it will be scored and charted in

the data chart. After all data have been collected, the researchers will analyze the data. Researchers
Improving Automaticity using SplashLearn 11

will look for a significant impact on students’ pre and post assessment scores. Findings will be

presented following the data analysis.

Design

The design of this study is experimental research, a quantitative approach. The independent

variable that is being manipulated is the use of a technology-based program. This study involves

two groups of intermediate students receiving different types of instruction. Prior to the study,

students will take a multiplication and division fact assessment. One group of students will learn

and practice memorizing multiplication and division facts using math games. The second group of

students will use a technology-based program, SplashLearn, to learn and practice memorizing

multiplication and division facts. Each group will use their assigned learning method every day

for a twelve-week period. Quantitative data will be collected through students’ performance on the

same multiplication and division fact assessment after 12 weeks.

Data Analysis

This quantitative study will compare the two sample groups. Data will be acquired through

the pre- and post- assessment that each participant in both sample groups completes. The

assessment will be graded based on the student’s correct response to each multiplication and

division fact within the four-minute time period. The data will be analyzed using the statistical

technique of Analysis of Variance (ANOVA). A chart within Microsoft Excel will be created to

record each participant’s scores and used to find the change in score after the research period

(Table 1).

Participant Pre- assessment Post- assessment Change in Score

score score
1

2
Table 1
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The purpose of this data analysis is to determine if one method of instruction significantly

improves students’ scores on the multiplication and division fact assessment. If results support the

hypothesis, recommendations will be made to HCPSS for SplashLearn to be used across the school

system.

Timeline

Week Task
Week 1- Selected Teachers will identify fifteen students in their class who have
Beginning of Quarter 3 difficulty with recalling their multiplication and division facts.
• Once students have been identified, parent/guardian consent forms
Week 2 - Week 4 will be given to each student.
• As consent forms are returned, researchers will begin to compile a list
of participating students.
• Teachers will receive necessary training, as well as materials.
Week 5 Participants will be randomly placed in their sample groups.
Week 6 All participating students will take the pre-assessment. Pre-assessments
will be scored and record in data chart.
Week 7- Week 19 Participants will receive their sample groups instructional method.
Week 20 All participants will complete the post assessment. Post assessments
will be scored and record in the data chart.
Week 21 Data analysis will take place. Researchers will use data analysis to
determine if there was a significant impact to student’s scores
Week 22 Findings will be recorded.

ANTICIPATED OUTCOMES

At the conclusion of this study, the researcher expects the results to show that the daily and

consistent use of SplashLearn will dramatically increase student’s automaticity with multiplication

and division. The researcher expects the game-like aspect, and the direction instruction occurring

in SplashLearn to increase student’s motivation and willingness to learn their multiplication and

division facts. The researcher is hopeful that this will support the daily use of technology in the

classroom. Further research on how additional technology-based programs as well as how longer

research durations can increase student’s math achievement could advance this topic.
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REFEENCES

Berrett, A. N., & Carter, N. (2018). Imagine math facts improves multiplication fact fluency in

third-grade students. Journal of Behavioral Education, 27(2), 223–239.

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Burns, M. K., Kanive, R., & Degrande, M. (2012). Effect of a computer-delivered math fact

intervention as a supplemental intervention for math in third and fourth Grades. Remedial

and Special Education, 33(3), 184–191. https://doi.org/10.1177/0741932510381652

Carr, J. M. (2012). Does Math Achievement “h’APP’en” when iPads and Game-Based Learning

Are Incorporated into Fifth-Grade Mathematics Instruction? Journal of Information

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Jchoma. (n.d.). Maryland at a glance. Strategic Plan.

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Musti-Rao, S., & Plati, E. (2015). Comparing two classwide interventions: implications of using

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Poncy, B. C., Skinner, C. H., & Jaspers, K. E. (2007). Evaluating and comparing interventions

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Improving Automaticity using SplashLearn 14

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APPENDIX A
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APPENDIX B
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