Maths/Science attainment of Year 3 and 5 pupils from disadvantaged backgrounds Other
Conditions
Interventions
The intervention is called Stop and Think : Learning Counterintuitive Concepts.
During the intervention delivery period, schools will be expected to deliver a total of 30 Stop and Think sessions, thr
Sponsors
NatCen Social Research
Education Endowment Foundation
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: All non-academically selective, state primary schools in England will be eligible for the trial unless: 1. Pupils from Year 3 and Year 5 are taught in the same class 2. The school has previously partnered with the Stop and Think programme 3. The school has taken part in piloting work for the misconceptions tests which are being used as a secondary outcome measure All Year 3 and Year 5 pupils in recruited schools will then be eligible for the trial.
Exclusion criteria
Exclusion criteria: Primary schools and their pupils will not be eligible to participate if: 1. Pupils from Year 3 and Year 5 are taught in the same class 2. The school has previously partnered with the Stop and Think programme 3. The school has taken part in piloting work for the misconceptions tests
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Mathematical skills and knowledge measured using the GL Progress Test in Maths (GL PTM). Age-appropriate versions of the test will be delivered to the two year groups (PTM8 for Year 3 and PTM10 for Year 5). The primary outcome will be measured at endline after the intervention is completed. Please note that 50% of pupils in the trial will be randomly allocated to take Maths tests (the primary outcome measure) and 50% to take Science tests (secondary outcome measure). | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Science skills and knowledge measured using the GL Progress Test in Science (GL PTS). Age-appropriate versions of this test will be delivered to the two year groups (PTS8 for Year 3 and PTS10 for Year 5). 2. Common misconceptions in Maths and Science measured using tests developed by NatCen to estimate the effect of Stop and Think on intermediate outcomes. Four different tests will be developed for this analysis (one test per subject per year group). During endline testing, pupils will take age-appropriate tests for common misconceptions in Maths or Science, depending on their randomised allocation to either Maths or Science attainment tests as outlined above. The 50% of pupils randomised to take the GL Progress Test in Maths will also take the common misconceptions test in Maths. The 50% randomised to take the GL Progress Test in Science will take the common misconceptions test in Science. The secondary outcomes will be measured at endline after the intervention is completed. | — |
Countries
England, United Kingdom
Contacts
Public ContactHelena Takala
Outcome results
None listed