Multiplication fluency math interventions are utilized in elementary schools, but a dearth in scholarship exists on the effects of these interventions on fifth grade math students' performance and final grades. This scholarship gap may have an adverse effect on informing administrators and educators on best practices in helping fifth grade math students develop the mathematical skills needed to succeed in the classroom, and developing the necessary competence to translate that success, for employment and income management. This quantitative study examined factors that determine if multiplication fluency math intervention may impact fifth graders on mathematics course performance and end of semester grades. Specifically, this study noted any statistically significant differences in relationships between attendance and final grades. Bandura's Self-Efficacy Theory served as the theoretical framework for this study focusing on student academic assistance such as math intervention program. An archival causal-comparative, between-subjects design is appropriate for the study as observation of probable relationships between groups were observed. Archived data from a school district was utilized for this study. The sample was drawn from the 2017-2019 years prior to COVID-19, and was aggregated for both groups. A stratified randomized matching procedure assured the treatment and control groups had equal representation. A Mann-Whitney U analysis was utilized for matching mean mathematics grades between both groups. Spearman's Rho correlation tested the relationship between two variables, attendance, and end of semester grades. The findings indicated that there was no evidence of a consequential relationship. The treatment group utilizing the intervention did not significantly outperform the control group. A recommendation opportunity for future studies is to track targeted intervention for increased student performance along with examining group intervention versus one-on-one intervention. Implications and recommendations for educational professionals and practitioners were discussed.