An independent study of the impact of a writing exercise on the academic attainment of disadvantaged children in England
| ISRCTN | ISRCTN79754465 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN79754465 |
| Secondary identifying numbers | N/A |
- Submission date
- 01/05/2016
- Registration date
- 06/05/2016
- Last edited
- 09/08/2022
- Recruitment status
- No longer recruiting
- Overall study status
- Completed
- Condition category
- Other
Plain English summary of protocol
Background and study aims
There is a general belief that young peoples' life chances can be improved by altering their self-concept and self-belief. The theory is that individuals from disadvantaged backgrounds can be stigmatised by their background and face a negative stereotype regarding their academic achievement. The 'Writing About Values" intervention seeks to reverse this negative stereotype by getting these individuals to write about positive statements or values important to them. The theory is that the writing activity gives pupils a sense of value, alleviating negative feelings associated with their perceptions of themselves. A number of studies, most of which are conducted in the US, suggest that this approach has been successful in overcoming negative stereotype and improving the grades of traditionally disadvantaged groups like the African American and Latino American students. So far no large-scale robust studies have been conducted in the UK that look into the impact of this writing activity on the academic outcomes of disadvantaged children. This study will be the first in the UK to test the causal effect of the writing activity on academic attainment.
Who can participate?
All Year 10 and Year 11 pupils from 25 secondary schools in the South-East of England
What does the study involve?
Pupils are randomly allocated into two groups. Those in the treatment group are given an exercise booklet in which they write about values that are important to them. Those in the control group are given an alternative writing exercise, which could be writing about values that are not important to them but may be important to others. It has been suggested that this intervention is most effective when implemented just before a stressful event. Therefore, these writing exercises are delivered three times a year, once at the beginning of the academic year, once before the mock GCSEs and once just before the GCSEs.
What are the possible benefits and risks of participating?
All participating schools will receive an incentive payment of £1,000 for completing the study.There are no particular risks of participation since this activity will be presented as part of a regular English language classroom activity.
Where is the study run from?
Durham University, School of Education (UK)
When is the study starting and how long is it expected to run for?
July 2015 to December 2019
Who is funding the study?
Education Endowment Foundation (UK)
Who is the main contact?
Dr Beng Huat See
Contact information
Public
Durham University
School of Education
Leazes Road
Durham
DH1 1TA
United Kingdom
Public
School of Education
Leazes Road
Durham
DH1 1TA
United Kingdom
| Phone | +44 (0)191 334 8419 |
|---|---|
| s.a.c.gorard@durham.ac.uk |
Scientific
School of Psychology
University of Sussex
Falmer
Brighton
BN1 9QH
United Kingdom
 ORCID ID |
0000-0002-9353-5957 |
|---|
Study information
| Study design | Multi-site randomised single-blind controlled trial |
|---|---|
| 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 | A randomised controlled trial to test the causal effect of writing about personal values on the academic attainment of Year 10 and Year 11 pupils (aged 14 to 16) in England |
| Study objectives | The theory behind this intervention is that people who belong to groups that are typically seen as underachieving are aware of the negative stereotype associated with them. This can lead to anxiety and low self-concept, which in turn can reduce learning and motivation. The belief is that getting pupils to write about their personal values can alleviate negative feelings and overcome stereotype threat. Research evidence in the US suggests that the writing activity has positive effects on improving the grades of underachieving African American and Latino American students, but had no impact on white students, thus narrowing the achievement gap. Research questions: 1. What impact does the “Writing About Values” activity have on the academic attainment of disadvantaged pupils (EverFSM) using the individual pupil’s Attainment 8 measure at GCSE after one year of treatment (for initial Y11)? 2. Is there a sustained impact of the “Writing About Values” activity on the Attainment 8 measure at GCSE for EverFSM pupils a year after the end of the intervention? (for initial Y10) 3. What impact does the “Writing About Values” activity have on all pupils (EverFSM and non-EverFSM) using the individual pupil’s Attainment 8 measure at GCSE after one year of treatment? (for initial Y11) 4. Is there a sustained impact of the “Writing About Values” activity on the Attainment 8 measure at GCSE for all pupils (EverFSM and non-EverFSM) a year after the end of the intervention? (for initial Y10) 5. Is there a sustained impact of the “Writing About Values” activity on pupil’s self-reported non-attainment outcome one year after the end of the intervention? |
| Ethics approval(s) | Durham University's Ethics Review Committee, 26/08/2015, ref: 2091 |
| Health condition(s) or problem(s) studied | Attainment at GCSE and self-efficacy |
| Intervention | Current interventions as of 30/06/2016: All Year 10 and Year 11 pupils in the participating schools will be individually randomised to either treatment or control condition, stratifying by year group, class and FSM status. This is a multi-site single blind controlled trial. The intervention is a writing activity where the treatment group writes about values that are important to them while the control pupils are given an alternative writing exercise, which could be about values that are not important to them but may be important to others. The writing activity will be delivered by English language teachers during their regular English lessons just before the GCSE exams. Pupils will be given approximately 15 minutes to complete the writing exercise. Previous interventions: All Year 10 and Year 11 pupils in the participating schools will be individually randomised to either treatment or control condition, stratifying by year group, class and FSM status. This is a double-blind experiment where both pupils and teachers will not be told what the intervention involves. The intervention is a writing activity where the treatment group writes about values that are important to them while the control pupils are given an alternative writing exercise, which could be about values that are not important to them but may be important to others. The writing activity will be delivered by English language teachers during their regular English lessons just before the GCSE exams. Pupils will be given approximately 15 minutes to complete the writing exercise. |
| Intervention type | Other |
| Primary outcome measure | 1. Attainment 8 at GCSE for EverFSM pupils after 1 year of treatment 2. Attainment 8 at GCSE for EverFSM pupils 1 year after end of intervention |
| Secondary outcome measures | Current secondary outcome measures as of 30/06/2016: 1. Attainment 8 at GCSE for all pupils after 1 year of treatment 2. Attainment 8 at GCSE for all pupils 1 year after end of intervention 3. Self-efficacy: The self-efficacy survey will be first measured in September 2016, then again in June/July 2017 (Y10 only). It will be assessed via a paper and pencil survey distributed within tutor or form time within schools by form tutors. Previous secondary outcome measures: 1. Attainment 8 at GCSE for all pupils after 1 year of treatment 2. Attainment 8 at GCSE for all pupils 1 year after end of intervention 3. One non-attainment outcome measure one year after end of intervention to be confirmed and protocol updated by August 2016 |
| Overall study start date | 01/07/2015 |
| Completion date | 01/12/2019 |
Eligibility
| Participant type(s) | Other |
|---|---|
| Age group | Child |
| Sex | Both |
| Target number of participants | 14,000 |
| Key inclusion criteria | All Year 10 and Year 11 pupils from 25 secondary schools in the South-East of England with above average EverFSM eligible pupils |
| Key exclusion criteria | 1. Primary schools 2. Secondary schools outside the South-East of England 3. Secondary schools with fewer than 10% of EverFSM-eligible pupils |
| Date of first enrolment | 23/11/2015 |
| Date of final enrolment | 30/06/2016 |
Locations
Countries of recruitment
- England
- United Kingdom
Study participating centres
Leazes Road
Durham
DH1 1TA
United Kingdom
Falmer
Brighton
BN1 9QH
United Kingdom
Sponsor information
Charity
9th Floor, Millbank Tower
21 – 24 Millbank
London
SW1P 4QP
United Kingdom
| Phone | +44 (0)20 7802 1660 or +44 (0)7951 447 956 |
|---|---|
| info@eefoundation.org.uk | |
"ROR" |
https://ror.org/03bhd6288 |
Funders
Funder type
Charity
No information available
Results and Publications
| Intention to publish date | 01/03/2020 |
|---|---|
| Individual participant data (IPD) Intention to share | No |
| IPD sharing plan summary | Stored in repository |
| Publication and dissemination plan | A final report will be published on the Education Endowment Foundation website. At least one academic paper will be published from this study. |
| IPD sharing plan | Not provided at time of registration |
Study outputs
| Output type | Details | Date created | Date added | Peer reviewed? | Patient-facing? |
|---|---|---|---|---|---|
| Funder report results | addendum to results (not peer-reviewed) | 03/09/2020 | No | No | |
| Funder report results | results (not peer-reviewed) | 03/09/2020 | No | No | |
| Protocol file | 01/08/2016 | 09/08/2022 | No | No | |
| Statistical Analysis Plan | 06/11/2017 | 09/08/2022 | No | No |
Additional files
Editorial Notes
09/08/2022: The protocol and statistical analysis plan were uploaded as additional files.
03/09/2020: Publication reference added.
09/08/2019: The following changes were made to the trial record:
1. The overall trial end date was changed from 31/08/2018 to 01/12/2019.
2. The intention to publish date was changed from 01/06/2019 to 01/03/2020.
06/08/2019: Internal review.
30/06/2016: The following changes were made to the trial record:
1. The recruitment start date was changed from 01/12/2015 to 23/11/2015.
2. The study design was changed from 'Randomised double-blind controlled trial' to 'Multi-site randomised single-blind controlled trial'.
3. The target number of participants was changed from 'Target number of schools is 25 for two year groups (Year 10 and Year 11), with an average of five forms per year group. 30 pupils per form. Total will be 3,750 per year group. There will be 1,875 in each arm for each year group.' to '14,000'.
