The drill and practice method is an instructional strategy that early educators have implemented in their instruction. “Drill and practice is a method of learning which involves repetition of specific skills and review of previously learned concepts” (Pacol, & Patacsil, 2017, p. 34). Educators are consistently thinking of various methods and strategies to support the teaching of challenging concepts when delivered to the class as a whole (Pacol & Patacsil, 2017, p. 34). Computerized drill and practice has become an alternative to support direct instruction. Once a software has been presented and understood, students can learn at their own pace while intern the teacher can facilitate more small groups to help focus on different styles of learning. Studies have demonstrated that the benefits of computerized drill and practices may address the practice of skills and impact student learning (Gibson et al., 2014, p. 44). In fact, the uses of computerized drill and practice may bridge gaps between supplemental instruction and resource (Gibson et al., 2014, p. 47). Thus, when using technology there has been an increase in student knowledge, performance in state testing, and reduce learning challenges (Qahmash, 2018). However, according to Rich, Duhon, & Reynolds (2017) when implemented appropriately, educators may consider the various modalities and student familiarity of the program. Considering how to implement a drill and practice make a direct impact to the significance of student learning.

Drill and practice methods have been utilized in classrooms by teachers as a supplemental learning tool, and research has indicated the benefits to using them consistently. Whether it be math fact fluency flash cards, repeated reads, or computerized games, students have shown an interest, leading teachers to believe that their students enjoy the activities (Gibson et al., 2014). Introducing technology within an educational setting, has transformed learning process for an array of students, specially different learning styles(Johnson 2013; Melhuish and Falloon 2010; Shah 2011). In addition, students at various ages and educational levels in an array of countries have demonstrated increased levels of engagement when using computerized drill and practice games (Dedeaux & Hartsell, 2018). With increased student engagement and satisfaction, learners are exposed to the benefits of various types of D&P across multiple subjects. Educators are also noting that while using D&P, students are receiving consistent and immediate feedback, therefore, enabling active involvement in the activity itself, correction of errors, and explanation of errors (Pacol & Patacsil, 2017). The value of providing students with immediate feedback only facilitates a deeper understanding of content, as well as maintaining interest and attention.

According to Dedeaux & Hartsell (2018), students experienced significant gains in learning and content knowledge when using D&P computerized game learning. As technology is being reinforced in the classroom, technology has opened a positive environment for students to facilitate a learning process that go beyond traditional teaching experiences (Qahmash, 2018) In a study conducted by Gibson et al., students indicated that they not only enjoyed the computerized activity, but felt they became stronger readers by the end of the practice (2014). Drill and practice is also providing learners with the opportunities to internalize their learning process, build consistency, and develop confidence in their own learning. Learners have shown higher levels of performance with addition math facts while using computerized D&P, as well as peer to peer drill sessions; both D&P methods have improved and increased accuracy of math fact fluency (Cates, 2005). More specifically, higher levels of accuracy and achievement were especially noted for younger students using peer to peer D&P because of the immediate feedback provided from tutor to tutee (Cates, 2005). Furthermore, peer to peer D&P facilitates active academic engaged time, discussion and opportunities to learn various strategies to solve simple math facts.

Educators can utilize drill and practice (D&P) software as a means of intervention or supplemental instruction. While educators may use these resources because of the benefits for student engagement, lesson comprehension, and student achievement, the use of D&P should be noted when used as an intervention tool (Lehtinen et al., 2017). Teachers are able to use mobile technology to help facilitate intervention tool due to size, mobility, applications, and internet availability making this a convient and fast tool to gather data (Qahmash, 2018). According to empirical studies (Burns & Sterling-Turner, 2010; Tienken & Maher, 2008; Rathakrishnan & Haniffa, 2018), the utilization of D&P as an intervention tool may vary results according to the subject, and the amount of prior basic skills students have on the subject. For example, researchers Tienken and Maher (2008) used computer-assisted instruction (CAI) in drill and practice to assess its effect on mathematics achievement. Here, researchers found there was no statistically significant influence of D&P on student achievement and attribute this finding to the lack of foundational knowledge students possess (Tienken & Maher, 2008). It should be noted the participants of this study were eighth-grade students and assessed in geometry, fractions, and algebra.

Researchers Rathakrishnan and Haniffa (2018) utilized D&P to examine its effect on a student's ability to recall cell structures. The results from this study found D&P to be a successful intervention and increased student's proficiency in recalling cell structures. Researchers attribute these results to having participants exposed to material that would serve as foundational knowledge for upcoming years. Also, researchers believe this finding is attributed to repeated exposure to the correct stimuli, allowing students familiarity with the material. A major finding on benefits when using D&P was the abundance of applications that could be used to help an array of learning styles, especially students with learning disabilities, when exposed to new content and review of content (Qahmash, 2018). Without an understanding of basic skills, students will have a difficult time distinguishing between conceptual and procedural knowledge. The latter refers more to rote memorization, whereas conceptual knowledge allows students to increase their math fluency for more complex operations (Lehtinen et al., 2017). In turn, educators can use intervention or supplemental applications to provide individualized learning interventions (Qahmash, 2018). Therefore, educators must decide whether D&P will be used as an intervention or supplemental instruction before introducing the method to students. Using D&P methods or software can help students maintain their basic skills, whether using for sight words or math facts. Educators often resort to D&P methods because of its efficiency. Especially when considering D&P as an intervention tool, the efficiency of the intervention should be considered (Lehtinen et al., 2017). D&P allows for a repetition of trials where reinforcement is exhibited when the correct response is expressed. The reinforcement could be as simple as verbal praise or continuation of the activity. Also, the use of D&P allows for learning to take place through the processes of acquisition, maintenance, and generalization (Lehtinen et al., 2017). Allowing students to go through the process of learning will result in establishing conceptual knowledge while using skills that were obtained through procedural learning.

Drill and practice may have significant effects on children’s learning styles when considering multiple modalities. Educators may purposefully consider the modality component to effectively reinforce a skill that was previously taught through direct instruction. Educators need to have a willingness and have the technology competency to change direct instruction to a more technology based intervention application to apply to more of an array of learning styles (Qahmash, 2018). Rich, Duhon, & Reynolds (2017) explain that, “This consideration is especially crucial when practitioners are using computer-based interventions and progress monitoring tools to make significant educational decisions for individual students” (P. 135). For instance, Rich et al. (2017) considered three stimulus for drill and practice of math fluency that included computerized, pencil-paper, and both. Results determined that students only showed growth within the modality they practiced, not across all examples. Students demonstrated most growth through the use of both computerized and paper-pencil drill and practice (p. 135). Considering the fact that students learn in multiple ways, may contribute to the impact of successful instructional strategies.

Additionally, educators may consider the familiarity factor that students may need to successfully demonstrate their learning. Having multiple applications to represent students learning and deciphered content learned and content memorized. Rich et al. (2017) explained that if students learned drill and practice through the computer, their skills/knowledge did not transfer to paper pencil and vise versa (p. 135). Indicating that students' growth deficiency was a result of their lack of familiarity with the paper-pencil or computer program. Furthermore, familiarity with the specific program or application may benefit students and teachers. Through program familiarity, students may work independently while allowing the teacher to facilitate other activities in the classroom. Gibson et al. (2014) explain that once students learn a program, adult supervision is minimal (p. 47). Students becoming familiar with the program allows more time for instructors to work within small groups and/or focus students.

Some other considerations for using drill and practice programs were found by Luik and Marandi (2003). Drill and practice is more effective when students are not competitive about their performance (Luik & Marandi, 2003). The focus of drill and practice should be on learning the material more proficiently, rather than being faster or getting a higher score than classmates. In addition, students’ computer skills should also be considered when choosing a drill and practice program. Luik and Marandi (2003) found that students who knew the correct answers, but lacked the skills to demonstrate that knowledge within the drill and practice software program, became frustrated with the program.

Drill and practice is a type of instructional strategy that is often utilized to teach challenging concepts to an array of student’s learning styles (Pacol, & Patacsil, 2017, p. 34). It can also be used as a supplemental tool that helps bridge the gap between instruction and resource. (Gibson et al., 2014, p. 47). Drill and practice can present itself in various modalities, such as traditional pencil-paper worksheets, flashcards, or computerized software. Regardless of the modality, educators should be cognizant of the varying modalities and the benefits each may present towards their students specific needs. Also, educators should consider how the skills are being taught will relate to how the skills will be expressed. For example, if a student practices a skill using a computerized drill and practice approach, they will have a higher chance of succeeding when completing computerized tasks of the skill (Rich, Duhon, & Reynolds, 2017, p.135).

Educators should also consider how drill and practice will be used. Regardless of the modality, drill and practice can be used as a supplemental or intervention resource. It is important for educators to identify whether the purpose of using drill and practice will be to teach a new skill or to practice a new skill. Researchers (Lehtinen et al., 2017) argue there are differences between using drill and practice for the development of procedural, rote memorization, or conceptual, higher order thinking, knowledge. Once these ideas are taken into consideration, student’s interest in the resource can help increase student learning (Gibson et al., 2014). The use of computerized drill and practice helps introduce preferred activities utilizing gamification which assists users develop a sense of autonomy in their learning and be available for immediate feedback.

Additional Resources:

• https://kahoot.com/schools/how-it-works/

• http://mjbenoitinstructionalsoftware.weebly.com/drill-and-practice.html

• http://public.callutheran.edu/~mccamb/drillpractice.htm

• http://rekhaeducationalsoftware.blogspot.com/2010/01/drill-and-dractice-instrustional.html

• https://slideplayer.com/slide/8437227/

• https://socrative.com/k-12/