Financial incentives for effort tasks show no statistically significant impact on overall GCSE attainment in Maths or English¶
Claim · All claims
Evidence · 1 study · causalr2·q4·i0negligible
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i0 In a cluster randomised controlled trial, financial incentives for effort tasks did not produce a statistically significant improvement in GCSE Maths or English points scores (effect sizes 0.04 and 0.02). → Sibieta et al. 2014
Evidence¶
Sibieta et al. 2014¶
Luke Sibieta, Ellen Greaves, Barbara Sianesi. (2014). Increasing Pupil Motivation: Evaluation Report and Executive Summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581249
q4 · i0 · causal · r2
Cluster randomised controlled trial with randomisation at school level; 15 financial-incentive schools compared with 33 control schools, analysed on an intention-to-treat basis using fully-interacted linear matching. The report states the effect sizes "are not statistically significant from zero" and that the evaluation "can rule out medium to large effects on pupil attainment."
"The small positive effect sizes detected – 0.04 and 0.02 in Maths and English respectively – are not statistically significant from zero. There is also no evidence of a statistically significant effect on GCSE Science."
Discussion¶
Related Claims¶
- Event incentives significantly improved GCSE Maths attainment for pupils with low prior attainment at Key Stage 2 — related
- Event (non-financial) incentives show a small, non-significant positive effect on GCSE Maths attainment and no significant effect on English or Science — related
- Financial incentives showed a positive but non-significant effect on GCSE Maths for pupils with low prior attainment — a narrower finding that bears on this claim
- Financial incentives significantly improved classwork effort across English, Maths and Science, with no secure evidence of impact on behaviour, attendance or homework — related
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