Pupils who participated in ReflectED developed a more positive attitude towards maths compared to the control group¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · 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.
q3 i? Pupils who participated in ReflectED developed a more positive attitude towards maths compared to the control group. → Motteram et al. 2016
Evidence¶
Motteram et al. 2016¶
Gary Motteram, Sophina Choudry, Afroditi Kalambouka, Graeme Hutcheson and Amanda Barton. (2016). ReflectED: Evaluation report and executive summary. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/EEF_Project_Protocol_ReflectED.pdf
q3 · i? · causal · r2
Secondary attitudinal outcome of the class-randomised trial, measured with CEM's standardised Attitude to Mathematics scores administered with the InCAS tests in June 2015. The report states the intervention group developed a more positive attitude towards maths; no effect size is printed in the quoted text.
"Pupils who participated also developed a more positive attitude towards maths compared to the control group."
Discussion¶
Related Claims¶
- Pupils who participated in ReflectED made an average of two months' less progress in reading compared to pupils who did not — related
- Year 5 pupils taught ReflectED made an average of four months' additional progress in maths compared to control pupils, but the difference was not statistically significant — related
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