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 Shirelands 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
Dr Peter Rudd
Institute for Effective Education
Berrick Saul Building
University of York
+44 (0)1904 328163
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
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?
University of York Ethics Committee in Summer 2014
Parallel-arm randomised controlled trial design incorporating a delayed treatment control group
Primary study design
Secondary study design
Randomised controlled trial
Patient information sheet
Not available in web format, please use the contact details below to request a patient information sheet
Education, numeracy, mathematics, attainment
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.
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
Overall trial end date
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
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
Recruitment end date
Countries of recruitment
Trial participating centre
Institute for Effective Education,
University of York (UK)
c/o Sue Final
Research Innovation Office
York Science Park
The Education Endowment Foundation (UK)
Funding Body Type
Funding Body Subtype
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