Implementation Support Improves Outcomes of a Fluency-Based Mathematics Strategy: A Cluster-Randomized Controlled Trial

Owen, KL ORCID: 0000-0002-8198-1175, Hunter, SH ORCID: 0000-0002-8651-6416, Watkins, RC ORCID: 0000-0001-9584-0747, Payne, JS ORCID: 0000-0002-4372-9307, Bailey, T ORCID: 0000-0003-2300-0671, Gray, C ORCID: 0000-0002-2769-1273, Hastings, RP ORCID: 0000-0002-0495-8270 and Hughes, JC ORCID: 0000-0001-7130-7286 (2021) Implementation Support Improves Outcomes of a Fluency-Based Mathematics Strategy: A Cluster-Randomized Controlled Trial. Journal of Research on Educational Effectiveness, 14 (3). pp. 523-542. ISSN 1934-5747

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Abstract

The Say-All-Fast-Minute-Every-Day-Shuffled (SAFMEDS) strategy promotes fast and accurate recall. The existing literature suggests that the strategy can help learners improve academic outcomes. Through a cluster randomized controlled trial, we assessed the impact of implementation support on children’s mathematics outcomes during a teacher-led SAFMEDS intervention. Following training and prior to baseline assessments, we randomly allocated schools to receive either no (n = 31) or ongoing (n = 33) support from a researcher. Support consisted of three in-situ visits and email contact. Assessors remained blind to the condition of the schools throughout. We analyzed the outcomes of children (n Support = 294, n NoSupport = 281) using a multi-level mixed-effects model; accounting for the children nested within schools. The results suggest that implementation support has a small effect on children’s fluency of arithmetic facts (Mathematics Fluency and Calculation Tests (MFaCTs): Grades 1–2, d = 0.23, 95% CI: 0.06–0.40; MFaCTs: Grades 3–5, d = 0.25, 95% CI: 0.08–0.42). These results are larger than the average effect sizes reported within professional development literature that apply coaching elements to mathematics programs.

Item Type:	Article
Uncontrolled Keywords:	3901 Curriculum and Pedagogy; 3903 Education Systems; 39 Education; Clinical Trials and Supportive Activities; Clinical Research; Pediatric Research Initiative
Subjects:	L Education > L Education (General) Q Science > QA Mathematics
Divisions:	Education
Publisher:	Taylor & Francis Group
Date of acceptance:	11 December 2020
Date of first compliant Open Access:	21 May 2026
Date Deposited:	21 May 2026 11:19
Last Modified:	21 May 2026 11:19
DOI or ID number:	10.1080/19345747.2021.1875526
URI:	https://researchonline.ljmu.ac.uk/id/eprint/28604

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