Can the Same Day Intervention improve maths attainment in Year 5 students in England?
| ISRCTN | ISRCTN43822826 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN43822826 |
| Secondary identifying numbers | P12509 |
- Submission date
- 29/04/2019
- Registration date
- 29/04/2019
- Last edited
- 10/08/2022
- Recruitment status
- No longer recruiting
- Overall study status
- Completed
- Condition category
- Other
Plain English summary of protocol
Background and study aims
This study evaluates the effectiveness of a primary school maths programme called the Same Day Intervention (SDI). Teachers are trained to adapt their classroom approach to maths teaching, for example using frequent modelling and an 'I do, you do' approach in class teaching. This involves the teacher demonstrating how they go about solving the problem, then the students practise by copying the teacher's approach.The aim of the study is to explore whether the intervention has an effect on key outcomes of interest. The primary outcome will be maths attainment as measured by a maths test at the end of Year 5. The secondary outcomes will include a measure of teacher workload, as we might expect to see a reduction in this due to marking being completed rapidly during the school day.
Who can participate?
Year 5 Teachers and their students in schools in the North of England will be included in the trial.
What does the study involve?
Schools will be randomly allocated to one of two groups. In the intervention group, Year 5 teachers will be trained in the SDI maths teaching technique and will use it in all Year 5 maths classes for the duration of the school year. In the control group, teachers will continue to teach maths as before. At the end of the school year, students will be asked to take a maths test, and we will compare levels of maths attainment for the treatment and the control students. We will also ask teachers about their workload and their perception of their students’ confidence in maths, and compare results in treatment and control schools..
What are the possible benefits and risks of participating?
SDI is designed to help maths learning and prevent students from falling behind in their understanding. There are no potential risks.
Where is the study run from?
National Centre for Social Research (NatCen) (UK)
When is the study starting and how long is it expected to run for?
The study started in 2018 and will finish in 2020.
Who is funding the study?
The Education Endowment Foundation (EEF) (UK)
Who is the main contact?
Daniel Phillips, Daniel.phillips@natcen.ac.uk
Contact information
Scientific
35 Northampton Square
London
EC1V 0AX
United Kingdom
| Phone | 0207 549 7184 |
|---|---|
| daniel.phillips@natcen.ac.uk |
Study information
| Study design | Two-arm cluster randomised controlled efficacy trial with random allocation at school level |
|---|---|
| Primary study design | Interventional |
| Secondary study design | Cluster randomised trial |
| Study setting(s) | School |
| Study type | Quality of life |
| Participant information sheet | Not available in web format. Please use contact details to request an information sheet. |
| Scientific title | Same Day Intervention – the effects of introducing new maths pedagogy on Year 5 students’ maths attainment, teacher workload and teachers’ perceptions of students’ confidence in maths’ |
| Study acronym | SDI |
| Study objectives | Primary research question: What is the impact of SDI on maths attainment of Year 5 pupils in England and how does it differ by FSM eligibility? Secondary research questions: To what extent does participation in SDI affect teachers’ workload? To what extent does participation in SDI affect teacher perception regarding students’ confidence in maths? Additional analysis: What is the impact of SDI on the size of the gap between higher-achieving and lower-achieving Year 5 pupils? |
| Ethics approval(s) | Approved 18/01/2018, National Centre for Social Research (NatCen) Research Ethics Committee (35 Northampton Square, London EC1V 0AX; 0207 250 1866; info@natcen.ac.uk), ref: N/A |
| Health condition(s) or problem(s) studied | Year 5 pupils learning maths |
| Intervention | The study is a two-arm cluster (school-level) randomised controlled trial, with schools randomly assigned to intervention (Same Day Intervention [SDI]) or control (business-as-usual maths classes). Teachers in intervention schools receive training and access to resources and support and, where possible, teaching assistants will be trained to support. In addition, the Senior Leadership Team will create the structural change to the school day as needed. Teachers demonstrate a topic, before pupils are given five or six diagnostic questions to complete independently. There is then approximately 15 minutes 'pit stop', during which teachers mark pupils’ work, and pupils either attend a short assembly or are led in an activity by a teaching assistant. After the break, pupils are grouped according to their diagnostic activity performance and there is an intervention session designed to target pupils who need extra teaching, address common misconceptions and embed learning. All regular maths classes will be replaced with SDI maths classes. The total number of classes per week may vary slightly by school. The intervention started in late October 2018 and finishes in early June 2019. Students in control groups will receive maths classes as usual. |
| Intervention type | Behavioural |
| Primary outcome measure | Year 5 student Maths attainment, as measured by GL’s Progress Test in Maths, which will be taken in June-July 2019 (i.e. at the end of the intervention) |
| Secondary outcome measures | 1. Teacher workload (teacher time spent marking maths work) 2. Teacher's perceptions of student self-confidence in maths These measures are being collected using a bespoke teacher survey in June-July 2019. |
| Overall study start date | 01/10/2017 |
| Completion date | 30/03/2020 |
Eligibility
| Participant type(s) | Mixed |
|---|---|
| Age group | Child |
| Sex | Both |
| Target number of participants | 73 schools with varying numbers of Year 5 classes. The trial targets around 3,900 pupils |
| Total final enrolment | 3298 |
| Key inclusion criteria | School: 1. Based in Yorkshire and Humber and surrounding areas 2. School has at least one class of Year 5 students. Mixed year-group classes are not eligible. 3. Has not been involved in any SDI projects previously, though it could have employed other Shanghai methodologies or been involved in a Maths Hub project 4. Mainstream non-selective and non-special school All students in Year 5 classes of schools that met the criteria above were eligible. |
| Key exclusion criteria | School does not meet inclusion criteria |
| Date of first enrolment | 01/01/2018 |
| Date of final enrolment | 31/05/2018 |
Locations
Countries of recruitment
- England
- United Kingdom
Study participating centre
London
EC1V 0AX
United Kingdom
Sponsor information
Charity
5th Floor
Millbank Tower
21-24 Millbank
London
SW1P 4QP
United Kingdom
| Phone | 020 7802 1676 |
|---|---|
| info@eefoundation.org.uk | |
| Website | https://educationendowmentfoundation.org.uk/ |
"ROR" |
https://ror.org/03bhd6288 |
Funders
Funder type
Charity
Private sector organisation / Trusts, charities, foundations (both public and private)
- Alternative name(s)
- EducEndowFoundn, Education Endowment Foundation | London, EEF
- Location
- United Kingdom
Results and Publications
| Intention to publish date | 30/04/2021 |
|---|---|
| Individual participant data (IPD) Intention to share | No |
| IPD sharing plan summary | Stored in repository |
| Publication and dissemination plan | Current publication and dissemination plan as of 25/03/2021: The protocol, Statistical Analysis Plan and final report for the study are available on the Education Endowment Foundation (EEF) website (https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/same-day-intervention/ ). A Statistical Analysis Plan will be published on the same site in Spring 2019. The final report will be published on the same site in Spring 2020. Previous publication and dissemination plan: A protocol for the study is available on the Education Endowment Foundation (EEF) website (https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/same-day-intervention/ ). A Statistical Analysis Plan will be published on the same site in Spring 2019. The final report will be published on the same site in Spring 2020. |
| IPD sharing plan | The datasets generated during and/or analysed during the current study will be stored in a non-publically available repository. The data from the evaluation will be archived by the Education Endowment Foundation (EEF) and will only be accessible via the ONS Secure Research Services. |
Study outputs
| Output type | Details | Date created | Date added | Peer reviewed? | Patient-facing? |
|---|---|---|---|---|---|
| Funder report results | 01/11/2020 | 01/04/2021 | No | No | |
| Funder report results | results (updated version) | 01/11/2020 | 28/06/2021 | No | No |
| Protocol file | 15/04/2019 | 10/08/2022 | No | No | |
| Statistical Analysis Plan | 22/05/2019 | 10/08/2022 | No | No |
Additional files
Editorial Notes
10/08/2022: The following changes were made to the trial record:
1. Uploaded protocol (not peer-reviewed) as an additional file.
2. Uploaded statistical analysis plan (not peer-reviewed) as an additional file.
28/06/2021: Publication reference added.
01/04/2021: Publication reference and total final enrolment added.
25/03/2021: The following changes have been made:
1. The publication and dissemination plan has been updated.
2. The participant-level data and IPD sharing statement have been added.
3. The intention to publish date has been changed from 31/03/2020 to 30/04/2021.
03/05/2019: Internal review.
29/04/2019: Trial's existence confirmed by NatCen Social Research.
