Plain English Summary
Background and study aims
One-to-one tutoring is a common form of support offered in schools for pupils underachieving in mathematics, but there is little evidence that it is effective. It is therefore vital that we evaluate its effectiveness. Studies have also found that working memory (short-term memory) is associated with maths achievement. For example, children who completed a computer-based working memory training programme (CogMed) showed increased maths achievement. Working memory training has also been found to have broader benefits including reduction of anxiety. This study will therefore explore the effectiveness of these two interventions on maths achievement in secondary school pupils. Specifically, it will investigate the impact of a working memory training programme and one-to-one tutoring on mathematics achievement, working memory, and maths anxiety in pupils who show difficulties in maths in the first year of their GCSE course (year nine).
Who can participate?
Pupils in year nine (age 13/14) underachieving in mathematics at the participating secondary school in Hampshire.
What does the study involve?
Participants are randomly allocated to one of two groups. One group receives one-to-one maths tutoring with a qualified teacher for one hour, twice a week, for five weeks. The other group use CogMed for 35 minutes a day for at least 20 days over five weeks. Participants complete maths, working memory and anxiety tests on three occasions.
What are the possible benefits and risks of participating?
This study may provide data about effective ways to support maths achievement, which may benefit pupils. There are no real risks, but pupils may feel negative after completing anxiety questionnaires.
Where is the study run from?
Southampton University (UK).
When is the study starting and how long is it expected to run for?
June 2012 to July 2013.
Who is funding the study?
Southampton University (UK).
Who is the main contact?
Emma Walker
ew1g10@soton.ac.uk
Trial website
Additional identifiers
EudraCT number
ClinicalTrials.gov number
Protocol/serial number
N/A
Study information
Scientific title
Understanding pathways to maths achievement in year nine pupils: an exploration of working memory and metacognitive skills - a randomised control study
Acronym
Study hypothesis
It is hypothesised that the computerised working memory intervention will improve maths achievement via an increase in working memory capacity and a decrease in anxiety. It is also hypothesised that one to one tutoring will improve maths attainment, but this will be achieved through improved metacognition.
Ethics approval
1. University of Southampton Ethics Committee, 19/06/2012
2. Research Governance Office, 20/06/2012
Study design
Single-centre randomised controlled study
Primary study design
Interventional
Secondary study design
Randomised controlled trial
Trial setting
Schools
Trial type
Other
Patient information sheet
Not available in web format, please use the contact details below to request a patient information sheet
Condition
Pathways to mathematical achievement
Intervention
One to one mathematics tutoring
Half of the participants will receive one to one maths tutoring at school with a qualified teacher, for one hour, twice a week, for five weeks. All maths tutoring content is based on a set of objectives devised by the school based on common 'gaps' in this group's knowledge. The tutor's role is to develop a pupil's understanding of how to use strategies for solving maths problems.
CogMed
The other half of the participants will use CogMed, a computerised working memory training programme facilitated by the researcher. Participants will work for 35 minutes a day in school for at least 20 days over five weeks on computer based tasks designed to develop verbal and visuo-spatial short term and working memory, which adapt trial by trial to required difficulty level.
Intervention type
Other
Phase
Not Applicable
Drug names
Primary outcome measure
Mathematics achievement (standardised score and national curriculum levels)
Pre- measures will be collected in July 2012, post measures in October/November 2012 and follow-up in January 2013.
Secondary outcome measures
1. Working memory (standard score)
2. Metacognition (questionnaire score)
3. Maths anxiety (questionnaire score)
4. Generalised anxiety score (questionnaire score)
Pre- measures will be collected in July 2012, post measures in October/November 2012 and follow-up in January 2013.
Overall trial start date
25/06/2012
Overall trial end date
23/07/2013
Reason abandoned (if study stopped)
Eligibility
Participant inclusion criteria
Participants will be selected if their school has chosen them to receive one to one tutoring. Criteria for this are:
1. Achieved National Curriculum (NC) level 3a - 4c at the end of Key Stage 2 (KS2) (age 11 years) and failed to reach benchmark of NC level 5 by end of year 8 (age 13 years).
2. On roll at participating secondary school
3. In year nine (age 13/14 years)
Participant type
Other
Age group
Child
Gender
Both
Target number of participants
24
Participant exclusion criteria
Persistent school absence (below 80% attendance)
Recruitment start date
25/06/2012
Recruitment end date
23/07/2013
Locations
Countries of recruitment
United Kingdom
Trial participating centre
University of Southampton
Southampton
SO17 1BJ
United Kingdom
Funders
Funder type
University/education
Funder name
University of Southampton (UK)
Alternative name(s)
Funding Body Type
private sector organisation
Funding Body Subtype
academic
Location
United Kingdom
Results and Publications
Publication and dissemination plan
Not provided at time of registration
Intention to publish date
Participant level data
Not provided at time of registration
Basic results (scientific)
Publication list