Multiplicative Reasoning Cluster Randomised Controlled Trial

ISRCTN ISRCTN63650913
DOI https://doi.org/10.1186/ISRCTN63650913
Secondary identifying numbers N/A
Submission date
06/03/2014
Registration date
24/04/2014
Last edited
07/03/2017
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
The NCETM Key Stage 3 (KS3) Multiplicative Reasoning Project (MRP) aims to improve the teaching of mathematics at KS3. We aim to test the impact of the programme, why/how the programme worked or didn't work, and whether the programme is cost effective.

Who can participate?
Year 7, 8 and 9 pupils in 60 secondary schools in England who are taught mathematics by one of two nominated 'core' mathematics teachers.

What does the study involve?
Each school was asked to nominate two core KS3 mathematics teachers and provide detail on the Year 7, Year 8 and Year 9 pupils that the two nominated teachers taught. Initial data from Key Stage 2 will be obtained via the National Pupil Database (NPD) for all pupils agreeing to participate. The 60 participating schools will be randomly assigned to become intervention or control schools (30 in each). Within the 30 intervention schools, the two nominated core teachers will receive the NCETM multiplicative reasoning project. Outcome data will be collected in all 60 schools in June 2014. Progress between the start of the study and outcomes for pupils in the intervention schools will be compared with that observed for pupils in the control schools.

What are the possible benefits and risks of participating?
Pupils in the intervention group may improve their mathematical skills. Some of these benefits may spill over from the intervention group to other pupils (friends/siblings). There are no risks for participants.

Where is the study run from?
The study will take place in 60 secondary schools across England.

When is the study starting and how long is it expected to run?
The study started in September 2013 and will run until the end of the 2013/14 academic year.

Who is funding the study?
The Department for Education (UK).

Who is the main contact?
Sean Demack (Trial Director/ Statistical Lead) - s.demack@shu.ac.uk
Mark Boylan (Overall Study Director & Process Evaluation Lead) - m.s.boylan@shu.ac.uk

Contact information

Mr Sean Demack
Scientific

Centre for Eductation & Inclusion Research (CEIR)
Sheffield Hallam University
City Campus - Unit 7, Science Park
Sheffield
S1 1WB
United Kingdom

Phone +44 114 225 6055
Email s.demack@shu.ac.uk

Study information

Study designThree level clustered randomised controlled trial
Primary study designInterventional
Secondary study designRandomised controlled trial
Study setting(s)Other
Study typeQuality of life
Participant information sheet Not available in web format, please use the contact details below to request a participant information sheet
Scientific titleA randomised control trial evaluation of a National Centre for Excellence in the teaching of Mathematics (NCETM) initiative focusing on multiplicative reasoning in Key Stage 3.
Study acronymMRP CRCT
Study objectivesResearch Questions:
1. What is the impact of a National Centre for Excellence in Teaching Mathematics (NCETM) professional development programme around multiplicative reasoning on pupil progress and attainment in mathematics?
2. How does the NCETM multiplicative reasoning project (MRP) operate to produce these outcomes?
Ethics approval(s)Sheffield Hallam University Ethics Committee, 10/09/2013, ref. Am/SW/24C-2013
Health condition(s) or problem(s) studiedNo condition - this is an educational RCT
InterventionSchools were clustered into 3 geographical areas with 20 secondary schools in each area. Prior to randomisation, schools were stratified into relatively high attaining and low attaining groups. Within the three areas, using the attainment stratification scheme, 10 schools were randomly selected to receive the Multiplicative Reasoning Project intervention and the remaining 10 schools formed a ‘business as usual’ control group. A total of 60 schools are involved - 30 intervention and 30 control schools. Randomisation took place in October 2013 and after schools had provided details of two Key Stage 3 teachers and provided class lists of the Key Stage 3 mathematics classes that they taught.

Following randomisation, the 30 intervention schools began the MRP intervention by attending training events run by the National Centre for Excellence in Teaching Mathematics (NCETM).

Key Stage 2 Mathematics will form the pre-test measure for the planned analyses. In addition to an intervention/control identifier, other covariates included in the planned analyses are gender and FSM (whether a participant is eligible and claiming free school meals – a proxy for socioeconomic position).
Intervention typeOther
Primary outcome measureProgress in Mathematics scores at age 11/12 (PIM12), age 12/13 (PIM13), age 13/14 (PIM14)
Secondary outcome measuresBaseline Covariate (Pre-test): Key Stage 2 Mathematics Score
Overall study start date01/09/2013
Completion date20/07/2014

Eligibility

Participant type(s)Patient
Age groupChild
SexBoth
Target number of participants9,000 pupils and 120 key stage 3 core teachers in 60 secondary schools in England
Key inclusion criteriaPupils listed as being taught by the two nominated core mathematics teachers at the start of the study (prior to randomisation).
Key exclusion criteriaAny pupils (or their parents) who complete an opt-out consent form will not be included.
Date of first enrolment01/09/2013
Date of final enrolment20/07/2014

Locations

Countries of recruitment

  • England
  • United Kingdom

Study participating centre

Centre for Eductation & Inclusion Research (CEIR)
Sheffield
S1 1WB
United Kingdom

Sponsor information

Department for Education (UK)
Government

Department for Education
2 St Paul's Place
125 Norfolk Street
Sheffield
S1 2JF
United Kingdom

Phone +44 370 000 2288
Email Joanne.oshea@education.gsi.gov.uk
Website http://www.education.gov.uk/
ROR logo "ROR" https://ror.org/0320bge18

Funders

Funder type

Government

Department for Education (DfE) (UK) - Multiplicative reasoning professional development programme evaluation project; Reference: EOR/SBU/ 2013007

No information available

Results and Publications

Intention to publish date
Individual participant data (IPD) Intention to shareNo
IPD sharing plan summaryNot provided at time of registration
Publication and dissemination planNot provided at time of registration
IPD sharing plan

Editorial Notes

07/03/2017: No publications found in PubMed, verifying study status with principal investigator