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¶

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 Pupils below the median at pre-test showed an effect size of +0.30, slightly larger than the +0.22 for pupils at or above the median. → 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

Subgroup analysis of the clustered RCT splitting pupils at the pre-test median (572 below-median pupils and 692 at-or-above-median pupils in model). Effect sizes were +0.30 (95% CI 0.13–0.46) below the median and +0.22 (95% CI 0.07–0.37) at or above it.

"Moderate effect sizes were shown for those with lower and higher prior science attainment, with slightly more impact evident for those with lower attainment ."

Discussion¶

Related Claims¶

• TDTS improved Year 5 pupils' science attainment by around three additional months' progress (effect size +0.22) in a clustered RCT — related
• TDTS teachers reported more positive views of pupils' ability and engagement, and judged the approach beneficial across the ability range including pupils with special educational needs — related