A Comparison of Using a Microcomputer, Precision Teaching, and Worksheets to Master Basic Multiplication Facts

Differences among the performances of third-grade students when using a microcomputer, worksheets, and precision teaching timing procedures for independent practice to master basic multiplication facts following process learning, were examined. Based on the data analyses, practice using the daily one-minute timings of precision teaching was the most effective strategy considering a time-cost ratio, although students preferred using the microcomputer for independent practice. Of particular importance, however, was the lack of change in student performance over a six-week period, despite daily drill-and-practice sessions. The practice of reserving the last part of daily lessons for independent practice in mathematics is not supported.