Math fluency gaming and its impact on student achievement

This thesis examined the impact of the amount of fluency gaming on student achievement in mathematics. Three second grade classrooms and three third grade classrooms were included in the sample. The second grade classrooms used a variety of math fluency gaming practice programs, while third grade students mainly participated in FASTT Math. The amount of fluency gaming time varied in each classroom. There was no significant difference in math achievement scores second grade students received on their unit tests based on amount of fluency gaming use. In third graders, there was a significant difference found in the scores. Students who participated in high amounts of fluency gaming had a higher cumulative achievement score than medium and low fluency gaming users. It was also hypothesized that students who participated in fluency gaming would score higher in the first unit of the next grade level; however, there was no significant difference found. Results are discussed.