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Quality Assurance01:19

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Quality assurance is the overarching term used to describe the activities employed to ensure the proper performance of a system. These activities can be classified into three categories: quality control, quality assessment, and internal corrective measures. Typically, these activities work cyclically: quality control is performed before and during the analysis, while quality assessment occurs during and after the investigation. Internal corrective measures are implemented based on the findings...
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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Implementation fidelity for math intervention: Basic quality ratings to supplement adherence.

Peter M Nelson1, Sandra M Pulles1, David C Parker1

  • 1Center for Advancing Research to Practice, ServeMinnesota.

School Psychology (Washington, D.C.)
|October 25, 2019
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Summary

Student engagement in math interventions significantly boosts academic performance. However, adherence and delivery quality did not show a similar impact on math outcomes in this study. This highlights engagement as a key factor for educational success.

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Area of Science:

  • Education
  • Psychology
  • Implementation Science

Background:

  • Implementation fidelity (IF) in educational interventions often focuses narrowly on adherence.
  • The impact of different IF aspects on student outcomes is frequently overlooked.
  • Understanding IF is crucial for effective evidence-based math interventions.

Purpose of the Study:

  • To investigate the relationship between three facets of IF and student math performance.
  • To determine if intervention adherence, delivery quality, or engagement influences math outcomes.
  • To contribute to implementation research in educational settings.

Main Methods:

  • Examined 1,340 students in grades 4-8 participating in an evidence-based math intervention.
  • Utilized multilevel regression models to analyze data.
  • Assessed intervention adherence, delivery quality, and student engagement as components of IF.

Main Results:

  • Student math performance was significantly and positively associated with intervention engagement.
  • No significant association was found between math performance and intervention adherence.
  • Intervention delivery quality did not show a significant relationship with math performance.

Conclusions:

  • Student engagement is a critical factor for improving math performance within interventions.
  • Focusing solely on adherence or delivery quality may not fully capture the impact of IF.
  • Findings underscore the importance of measuring and promoting student engagement in educational research.