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The purpose of this action research project was to determine if peer-learning strategies increases students’ subtraction fact fluency at the second grade level more than computer-based fact programs. Students were split into two research groups, one utilizing peer-learning strategies and games, and the other utilizing a computer-based fact program. Quantitative data consisting of pre- and post-test data as well as weekly progress monitoring data was collected over four weeks. Data examined digits correct per minute, as well as accuracy of subtraction facts. After the four weeks of intervention, the computer-based group increased in more digits correct per minute.

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