Condition category
Not Applicable
Date applied
30/09/2014
Date assigned
10/11/2014
Last edited
10/11/2014
Prospective/Retrospective
Retrospectively registered
Overall trial status
Completed
Recruitment status
No longer recruiting

Plain English Summary

Background and study aims
We are trying to determine the effectiveness of the Flipped Learning approach to be implemented by Shireland Collegiate Academy in Smethwick, UK. The approach will involve innovative teaching and learning strategies, making use of new technology applications in mathematics for Year 5 in primary schools in Birmingham and the Black Country. “Flipped Learning” (often referred to as the “Flipped Classroom”) is an approach in which pupils are given assignments to do at home on computers or tablets. These may include video lessons made by the teacher. This enables the teacher to use classroom time for activities such as co-operative learning, problem solving, projects, and attending to individual difficulties. Flipped Learning is currently being widely discussed, but rigorous research on it is lacking. Recent reviews suggest good rationales for why Flipped Learning might improve learning, but they do not present actual comparisons of Flipped Learning and traditional teaching. For this reason, a study of a Flipped Learning model could be very important as a first rigorous test of this attractive idea. The evaluation is likely to be of benefit to a number of audiences, including practitioners, education advisers, and the ‘new technologies’ research community.

Who can participate?
All Year 5 pupils and teachers in 24 participating schools.

What does the study involve?
Participating schools will be randomly allocated to one of two groups: either the treatment group or the control group. The treatment group will receive the online learning environment, the necessary devices, and Shireland’s training and resources, and the control group will receive none of these, but will carry on learning mathematics in the usual way. The control group will be provided with the Flipped Learning approach one year later, making this a delayed treatment group and helping their motivation to take part in the study. Initial data will be collected from all Year 5 pupils before allocating them to a group. The results of the pupils in the treatment group will be compared to the results of the pupils in the control group to find out the effect the approach had on improving attainment. We will carry out face-to-face interviews with key members of staff at Shireland Collegiate Academy, an online staff survey for all participating schools and telephone interviews with some of the participating staff. There will also be four full-day school visits to include, where possible, lesson observations, focus group interviews with some of the participating staff, and focus group discussions with some of the participating pupils.

What are the possible benefits and risks of participating?
By participating in this study, pupils will experience an up-to-date online approach to learning Mathematics that has been designed to be interactive, fun and engaging. Steps have also been taken to minimise the burden of data collection on pupils and schools through the use of routinely collected attainment data (Key Stage SATs scores). There are no known disadvantages or risks in participating in this study. Teachers in both groups will continue to teach to the usual lesson objectives throughout the evaluation period.

Where is the study run from?
The schools involved are in the Birmingham and Black Country area of the UK.

When is the study starting and how long is it expected to run for?
January 2014 to December 2015.

Who is funding the project?
The Education Endowment Foundation, UK.

Who is the main contact?
Dr Peter Rudd
peter.rudd@york.ac.uk

Trial website

http://educationendowmentfoundation.org.uk/projects/flipped-learning-shireland-collegiate-academy/

Contact information

Type

Scientific

Primary contact

Dr Peter Rudd

ORCID ID

Contact details

Institute for Effective Education
Berrick Saul Building
University of York
Heslington
York
YO10 5DD
United Kingdom
+44 (0)1904 328163
peter.rudd@york.ac.uk

Additional identifiers

EudraCT number

ClinicalTrials.gov number

Protocol/serial number

N/A

Study information

Scientific title

An independent evaluation of the efficacy of a flipped learning approach (MathsFlip) at improving numeracy and KS2 mathematics attainment: a randomised controlled trial and process evaluation

Acronym

Study hypothesis

What is the effectiveness of the MathsFlip approach compared with a delayed treatment control group on numeracy and KS2 mathematics scores of Year 6 children?

Ethics approval

University of York Ethics Committee in Summer 2014

Study design

Parallel-arm randomised controlled trial design incorporating a delayed treatment control group

Primary study design

Interventional

Secondary study design

Randomised controlled trial

Trial setting

Other

Trial type

Other

Patient information sheet

Not available in web format, please use the contact details below to request a patient information sheet

Condition

Education, numeracy, mathematics, attainment

Intervention

The intervention involves Shireland Collegiate Academy working with primary schools in the local area of Birmingham and the Black Country. The approach will involve innovative teaching and learning strategies in mathematics for Year 5 (‘Maths Flip’). Flipped Learning involves teacher and pupil access to a virtual learning environment (VLE) and the use of laptops to carry out work both at home and at school. The intervention will be delivered during the Summer term of 2013-14 and the Autumn term of 2014-15.

Control: ‘delayed treatment’ – when control pupils enter Year 6, Year 5 teachers will commence delivery of MathsFlip with Year 5 pupils.

Intervention type

Other

Phase

Not Applicable

Drug names

Primary outcome measures

Achievement in mathematics as measured by Key Stage 2 SATs exams taken by pupils in the spring term of Year 6. This outcome will be measured at baseline using Key Stage 1 SATs scores and the GL Assessment Progress in Maths 10 test.

Secondary outcome measures

1. Achievement in KS2 English and overall KS2 scores as measured by SATs exams taken by pupils in the spring term of Year 6.
2. School attendance over the course of the intervention + part of Year 6.

Overall trial start date

01/01/2014

Overall trial end date

31/12/2015

Reason abandoned

Eligibility

Participant inclusion criteria

1. Primary schools in Birmingham and the Black Country willing to work with Shireland Collegiate Academy to implement the MathsFlip approach and willing to undertake all related research procedures
2. Year 5 pupils (during the 2013/2014 academic year) in participating schools

Participant type

Patient

Age group

Child

Gender

Both

Target number of participants

1440 (720 in each arm).

Participant exclusion criteria

1. Primary schools in Birmingham and the Black Country NOT willing to work with Shireland Collegiate Academy to implement the MathsFlip approach and/or NOT willing to undertake all related research procedures
2. Year 5 pupils (during the 2013/2014 academic year) in participating schools whose parents have opted them out of the study

Recruitment start date

01/01/2014

Recruitment end date

31/12/2015

Locations

Countries of recruitment

United Kingdom

Trial participating centre

Institute for Effective Education,
York
YO10 5DD
United Kingdom

Sponsor information

Organisation

University of York (UK)

Sponsor details

c/o Sue Final
Research Innovation Office
Innovation Centre
York Science Park
York
YO10 5DG
United Kingdom
sue.final@york.ac.uk

Sponsor type

University/education

Website

Funders

Funder type

Research organisation

Funder name

The Education Endowment Foundation (UK)

Alternative name(s)

Funding Body Type

Funding Body Subtype

Location

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

Results - basic reporting

Publication summary

Publication citations

Additional files

Editorial Notes