A year of Learning through REAL Projects had no clear impact on Year 7 pupils' literacy attainment¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Pupils in intervention schools showed no detectable literacy benefit relative to control pupils; the printed effect size of -0.13 was small and its confidence interval crossed zero. → Menzies 2016

Evidence¶

Menzies 2016¶

Menzies, V., Hewitt, C., Kokotsaki, D., Collyer, C. and Wiggins, A. (2016). Project Based Learning: Evaluation report and executive summary. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/EEF_Project_Protocol_ProjectBasedLearning.pdf

q3 · i1 · causal · r2

A two-armed cluster RCT with 12 intervention and 12 control schools measured literacy with the Progress in English 12 assessment after one year of delivery. Table 1 prints an effect size of -0.13 (95% CI -0.31, 0.05), equivalent to -2 months' progress, so no literacy benefit was detected.

"The trial results did not find that the PBL progr amme had an impact either on the pupils’ literacy performance (as measured by Progress in Eng lish 12 tests), engagement, or attendance."

Discussion¶

Related Claims¶

• The trial found a statistically significant negative literacy impact for FSM-eligible pupils, treated with caution — related
• EEF-funded interventions improved FSM pupils' literacy outcomes with a pooled effect size of 0.06, equivalent to about one month's progress — a broader claim this one bears on