Effects of direct instruction and peer tutoring on the learning of multiplication facts with students with ADD/ADHD

This inquiry looks at the effect of direct instruction and peer tutoring on the learning of multiplication facts by students with ADD/ADHD. Part of this inquiry researched the characteristics, causes, and treatment of ADD/ADHD. As a result of this research, a list of effective instructional and classroom management strategies was developed. The strategies of direct instruction and peer tutoring were then applied to the teaching of multiplication facts. Data was collected on ten special education students with emphasis placed on one particular student who was diagnosed with ADD/ADHD. Results indicated that direct instruction is an effective procedure for introducing the concept of multiplication. Peer tutoring proved to be an effective strategy for providing students with the practice needed in order to memorize their facts.