Pupil engagement with SMART Spaces was a significant mediator of outcome change¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2017 · 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.
q2 i? In the optimisation study, pupil engagement with SMART Spaces, measured with a standardised post-test measure developed by the evaluation team, was found to be a significant mediator of outcome change. → O'Hare et al. 2017
Evidence¶
O'Hare et al. 2017¶
Dr Liam O'Hare, Dr Patrick Stark, Professor Carol McGuinness, Dr Andy Biggart, Professor Allen Thurston. (2017). Spaced Learning: The Design, Feasibility and Optimisation of SMART Spaces — Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581430
q2 · i? · causal · r2
Optimisation study implementation analysis: the evaluation team developed a reliable measure of pupil engagement (the SMART Spaces Engagement Questionnaire) to relate implementation factors to outcome change. The report reports mediation as significant without printing an effect size.
"Pupil engagement with SMART Spaces was found to be a significant mediator of outcome change."
Discussion¶
Related Claims¶
- SMART Spaces content showed a significant benefit over a no spaces/materials control, with ES g = 0.19 — related
- SMART Spaces was feasibly delivered in English schools, with teachers reporting faithful delivery and positive engagement — related
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