Exploratory sub-group analyses suggested PAL worked better for girls than boys in literacy and numeracy, with small effects¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In literacy, girls in the intervention group performed best overall (Beta interaction = -0.18, p = 0.02). → Miller 2015 q2 i? In numeracy, girls in the control group performed worst compared to girls in the intervention group and boys overall (Beta interaction = -0.13, p=0.06). → Miller 2015 (2)

Evidence¶

Miller 2015¶

Miller, S., Gildea, A., Sloan, S., & Thurston, A. (2015). Physically Active Lessons: Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581164

q2 · i? · causal · r2

Exploratory sub-group analysis adding a Group-by-Gender interaction term to the literacy regression model in the pilot trial. The interaction "Beta (interaction term) = -0.18, p = 0.02" indicated better literacy outcomes for intervention girls (Figure 2).

"In relation to literacy, girls in the intervention group performed the best overall compared to girls in the control group and compared to boys overall (Beta (interaction term) = -0.18, p = 0.02) (Figure 2)."

Miller 2015 (2)¶

Miller, S., Gildea, A., Sloan, S., & Thurston, A. (2015). Physically Active Lessons: Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581164

q2 · i? · causal · r2

Exploratory sub-group analysis of the numeracy outcome using the same Group-by-Gender interaction term. The numeracy interaction was "Beta (interaction term) = - 0.13, p=0.06", marginal and not statistically significant (Figure 3).

"With respect to numeracy, girls in the control group performed worst compared to girls in the intervention group and boys overall (Figure 3) (Beta (interaction term) = - 0.13, p=0.06)."

Discussion¶

Related Claims¶

• The PAL pilot found no differences in literacy or numeracy attainment between intervention and control pupils at post-test — related
• The WWC Adolescent Literacy review rates PALS as having potentially positive effects on reading comprehension from one trial of students averaging 9.8 years old, with an effect size of 0.48 that is not statistically significant when adjusted for clustering — related
• Exploratory analyses found videos more beneficial for retention among boys than girls and among fifth graders more than sixth graders — related
• Teacher-targeted nudges showed significant negative interactions with child sex, with negative learning impacts for girls — related