The PAL pilot found no differences in literacy or numeracy attainment between intervention and control pupils at post-test¶

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

Subclaims¶

q2 i? In the pilot sample there were no differences between intervention and control groups in literacy or numeracy attainment, with effect size estimates close to zero. → Miller 2015

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

Post-test only cluster-randomised pilot in five primary schools (372 pupils analysed: intervention n = 205, control n = 167), analysed intention-to-treat with a clustered sandwich estimator. Adjusted numeracy effect was p=0.81 and literacy p=0.93, with "effect size estimates close to zero in both cases".

"The results indicate that in this sample of pupils there were no differences between the intervention and control groups in relation to the primary outcomes (attainment in literacy or numeracy) with effect size estimates close to zero in both cases."

Discussion¶

Related Claims¶

• Exploratory sub-group analyses suggested PAL worked better for girls than boys in literacy and numeracy, with small effects — related
• The PAL pilot's secondary outcome showed a non-significant negative effect on attitude towards school — related
• Passive dissemination of research summaries and evidence-based literacy materials to primary schools showed no evidence of improving pupils' Key Stage 2 English attainment compared with control — related