TDTS improved Year 5 pupils' science attainment by around three additional months' progress (effect size +0.22) in a clustered RCT¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Year 5 pupils in TDTS schools scored higher on a science knowledge and thinking test than pupils in comparison schools, with an effect size of +0.22 (about three months' progress). → Pam Hanley 2015

Evidence¶

Pam Hanley 2015¶

Pam Hanley, Robert Slavin, Louise Elliott. (2015). Thinking, Doing, Talking Science: Evaluation report and Executive summary. Education Endowment Foundation. http://www.isrctn.com/ISRCTN54969918

q3 · i1 · causal · r2

Two-armed clustered RCT with 21 intervention and 20 control schools analysed via three-level hierarchical linear modelling controlling for pre-test; 1264 post-tests. Adjusted difference favoured intervention: "1.5 units highe r than the control", F(1, 36.50) = 6.61, p = .014; effect size +0.22 (95% CI 0.11–0.33).

"The post-test marks for the Intervention, after taking account of the pre-test mark and the variability among the schools, were 1.5 units highe r than the control [95% CI (0.74, 2.25)]. This result is unlikely to happen by chance [F(1, 36.50) = 6.61, p = .014]."

Discussion¶

Related Claims¶

• FSM-eligible pupils made around five additional months' progress under TDTS (effect size +0.38), though this finding has lower security — related
• TDTS showed slightly larger effects for pupils with low prior attainment (+0.30) than for those above the median (+0.22), with all pupils benefiting — related
• TDTS pupils reported more positive attitudes towards science, science lessons and practical work than comparison pupils — related