Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Brandi Hinnant-Crawford, Ph.D.
Committee Member
Dr. Alison Leonard
Committee Member
Dr. Jacquelynn Malloy
Committee Member
Dr. Carlos Sandoval
Abstract
This dissertation examined the impact of a multimodal, station-based instructional approach on student engagement and multiplication fact fluency among third-grade students at Hopeful Elementary School (HES), a Title I, high-poverty school. Traditional methods of rote memorization have not consistently met the needs of all learners, particularly those from under-resourced backgrounds or with disabilities. This study explored how structured opportunities to practice multiplication through music-based, game-based, and technology-enhanced learning experiences influenced student engagement and fluency.
Using a multimethod design, the intervention group participated in the Multimodal Multiplication Intervention, rotating through three stations Monday through Wednesday and selecting a preferred station on Thursdays and Fridays. The other third-grade classrooms continued with traditional instruction. Data sources included a timed pre- and post-test, weekly engagement surveys, daily student surveys (intervention group), and weekly teacher reflections. Students in the intervention group consistently reported higher engagement, especially at the Music and Game stations. Although multiplication fluency gains were not statistically significant between groups, the intervention group showed slightly greater growth.
This study contributes to research on student-centered instructional practices and their potential to advance equity in math education. Part of a collaborative dissertation grounded in improvement science, this work illustrates how practitioner inquiry can identify scalable strategies for foundational math learning in rural, high-poverty settings.
Recommended Citation
Cobey, Ashleigh, "Engaging Minds: The Impact of Multimodal Instruction on Multiplication Facts" (2025). All Dissertations. 3992.
https://open.clemson.edu/all_dissertations/3992
Included in
Art Education Commons, Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Science and Mathematics Education Commons