The impact of 5Rs on GCSE maths attainment for students aged 16-19 who are resitting GCSE maths Not Applicable
Conditions
Interventions
Post-16 education providers in England are eligible to take part in the trial. This includes FE colleges, Sixth Form colleges and School Sixth forms, Settings will be allocated to either the intervent
Sponsors
Education Endowment Foundation
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Settings are eligible to participate if the following criteria are met: 1. They have a minimum of 15 students aged 16-19 re-taking GCSE maths in the year 2021-2022 (Cohort 1) / 2022/2023 (Cohort 2) and expect this number to stay constant or rise in 2022-2023 (Cohort 1) / 2023/2024 (Cohort 2) 2. GCSE students are enrolled by September 2022 (Cohort 1) / September 2023 (Cohort 2) for the full academic year
Exclusion criteria
Exclusion criteria: Settings will not be eligible if any of the following apply: 1. They operate roll-on roll-off recruitment of students 2. They or their staff have previously been trained in, or used, the 5Rs programme, including accessing the 5Rs materials available on the AQA website. AQA have agreed to check potential participants against their records and will confirm whether or not they have been previously involved (data protection regulations do not allow the researchers direct access to this information). 3. They were involved in the 2019-2020 trial and were in the group that received the 5Rs programme (those settings that followed teaching-as-usual – the “control group” – will be eligible for 2022-2023 (Cohort 1). Those who were selected as a control group for 2019-2020 and 2022-2023 will not be eligible to minimise dropout.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| GCSE maths attainment is measured using GCSE maths raw score (converted to Z score for analysis) at baseline and endline (1 year) | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. GCSE maths grade is measured using GCSE (9-1) as a binary measure i.e. achieving a grade 3 or below, or grade 4 or above, at baseline and endline (1 year) 2. Exam attendance rates are measured using student attendance at each of the exam sessions at endline 3. Attitudes towards maths is measured using an adapted Attitudes Towards Maths (ATMI) (Tapia & Marsh, 2000), at baseline and endline (7 months) | — |
Countries
England, United Kingdom
Outcome results
None listed