Implementation fidelity and attainment in computerized practice of mathematics

Abstract

Measuring the implementation fidelity (IF) or integrity of interventions is crucial, otherwise a positive or negative outcome cannot be interpreted. Direct and indirect methods of IF measurement tend to over-emphasize teacher behaviour. This paper focuses on IF measured by student behaviour collected through computers. Attainment was measured by the STAR test of maths (a computerized item-banked adaptive norm-referenced test). Implementation quality (IF) was measured by Accelerated Maths (AM) (an instruction-free personalized practice and progress-monitoring system in mastery of mathematics skills). Attainment data was gathered in the UK on 20,103 students in 148 schools, and of these implementation data on n=6,285. Only a small percentage of pupils scored on five AM implementation indices at or above the levels recommended. Correlations between attainment and implementation indices were modest, but high implementation was positively correlated with high attainment. Socioeconomic status did not appear to affect implementation or attainment. Implementation quality of AM is clearly a problem in the UK, and needs improvement. However, overall students still scored above average on attainment.Length: 7399 words 28 pages excluding tables (449 words, 4 pages) Running Head: IMPLEMENTATION FIDELITY IN COMPUTERIZED MATHS

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

“…Then, the first student was paired with the second student, the third was paired with the fourth, and so on. When employing this type of peer tutoring (i.e., reciprocal), mathematics achievement differences between pairs are minimized since each student is paired with another student with a similar achievement level in mathematics [37,38].…”