Understanding pathways to maths achievement in year nine pupils: an exploration of working memory and metacognitive skills

ISRCTN	ISRCTN02293102
DOI	https://doi.org/10.1186/ISRCTN02293102
Secondary identifying numbers	N/A

Submission date: 20/06/2012
Registration date: 18/07/2012
Last edited: 29/01/2018

Recruitment status: No longer recruiting
Overall study status: Completed
Condition category: Other

Prospectively registered

Protocol

Statistical analysis plan

Results

Individual participant data

Record updated in last year

Plain English summary of protocol

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

Contact information

Miss Emma Walker
Scientific

University of Southampton
Shackleton Building
Highfield Campus
Southampton
SO17 1BJ
United Kingdom

Study information

Study design	Single-centre randomised controlled study
Primary study design	Interventional
Secondary study design	Randomised controlled trial
Study setting(s)	School
Study type	Other
Participant information sheet	Not available in web format, please use the contact details below to request a patient information sheet
Scientific title	Understanding pathways to maths achievement in year nine pupils: an exploration of working memory and metacognitive skills - a randomised control study
Study objectives	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(s)	1. University of Southampton Ethics Committee, 19/06/2012 2. Research Governance Office, 20/06/2012
Health condition(s) or problem(s) studied	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
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 study start date	25/06/2012
Completion date	23/07/2013

Eligibility

Participant type(s)	Other
Age group	Child
Lower age limit	13 Years
Upper age limit	14 Years
Sex	Both
Target number of participants	24
Key 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)
Key exclusion criteria	Persistent school absence (below 80% attendance)
Date of first enrolment	25/06/2012
Date of final enrolment	23/07/2013

Locations

Countries of recruitment

England
United Kingdom

Study participating centre

University of Southampton

Southampton
SO17 1BJ
United Kingdom

Sponsor information

University of Southampton (UK)
University/education

Shackleton Building
Highfield Campus
Southampton
SO17 1BJ
England
United Kingdom

"ROR"	https://ror.org/01ryk1543

Funders

Funder type

University/education

University of Southampton (UK)
Government organisation / Universities (academic only)

Alternative name(s): University of Southampton UK
Location: United Kingdom

Results and Publications

Intention to publish date
Individual participant data (IPD) Intention to share	No
IPD sharing plan summary	Not provided at time of registration
Publication and dissemination plan	Not provided at time of registration
IPD sharing plan

Editorial Notes

29/01/2018: No publications found, verifying study status with principal investigator.