Home internet access gaps and pupil independence were key challenges; schools used homework clubs, and an estimated 10–15% of pupils did not do home tasks¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change

Subclaims¶

q2 i? Some pupils lacked home internet access, leading schools to set up after-school or lunch clubs so all pupils covered the pre-lesson content. → Rudd 2017 q2 i? Teachers estimated 10% to 15% of pupils did not do the home tasks, less than the 25% disengagement figure the report cites from Loch and Borland (2014). → Rudd 2017

Evidence¶

Rudd 2017¶

Rudd, P., Villaneuva Aguilera, A. B., Elliott, L., & Chambers, B. (2017). MathsFlip: Flipped Learning — Evaluation report and executive summary. Education Endowment Foundation. https://www.isrctn.com/search?q=&filters=intervention%3AMathsFlip%2CfunderName%3AEducation+Endowment+Foundation&searchType=advanced-search

q2 · i? · causal · r2

Process-evaluation findings from teacher interviews and focus groups on human and technical challenges. Teachers reported limited parental involvement in one school, lack of planning time, and the need for pupil independence for the approach to work; schools responded with homework clubs and downloadable activities.

"This lack of invo lvement resulted in a small percentage of students (estimated at 10% to 15%) not doing the tasks at home. This proportion is less than the 25% of disengaged pupils reported by Loch and Borland (2014)."

Discussion¶

Learner Variables¶

• Access — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Implementation data show teachers shifted independent practice toward in-class ASSISTments assignments, a change the study links to more equitable access for rural students with limited home connectivity — related
• Roughly 30% of U.S. k-12 students lacked high-speed internet or adequate devices for digital learning at home before the pandemic, with disparities by income and race — related
• Roughly 30 percent of U.S. students (15 to 16 million) lacked adequate internet or device access in late 2020, with rural, Native American, Black, and Latino students disproportionately affected — related
• Lesson observations indicated MathsFlip was delivered well, with class behaviour reflecting key components of a flipped learning approach — related