Comparison of constant time delay procedure with and without error correction in teaching multiplication table to mentally retarded students

The purpose of the study is to compare constant time delay procedure with and withouterror correction in teaching multiplication table to mentally retarded students withregards to effectiveness, efficiency and to determine their social validity.There are four mentally retarded students in this study. All experimental sessions wereconducted in a 1:1 teaching format. Alternating treatments design was used in the study.The dependent variable of the study was teaching mentally retarded students themultiplication table. Its independent variable is teaching these students via constant timedelay procedure with and without error correction through applications.The results of the study revealed that, there is not a major difference with regards toeffectiveness between the two teaching practices for the first subject. For the second andthird subjects, constant time delay procedure without error correction in teachingmultiplication table was found to be slightly more effective, but more effective for thefourth one. When we investigate research findings in terms of efficiency and socialvalidity, it was found out that constant time delay procedure without error correctionwas more efficient than constant time delay procedure with error correction, and thesocial validities of both teaching practices were found high.