An independent impact and process evaluation of a flipped learning approach (MathsFlip) implemented by primary school teachers in Year 5 maths lessons
| ISRCTN | ISRCTN20851469 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN20851469 |
| Secondary identifying numbers | N/A |
- Submission date
- 30/09/2014
- Registration date
- 10/11/2014
- Last edited
- 10/05/2021
- Recruitment status
- No longer recruiting
- Overall study status
- Completed
- Condition category
- Other
Plain English summary of protocol
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
peter.rudd@york.ac.uk
Contact information
Scientific
Institute for Effective Education
University of York
Heslington
York
YO10 5DD
United Kingdom
| Phone | +44 1904 328153 |
|---|---|
| bette.chambers@york.ac.uk.com |
Study information
| Study design | Parallel-arm randomised controlled trial design incorporating a delayed treatment control group |
|---|---|
| Primary study design | Interventional |
| Secondary study design | Randomised controlled trial |
| Study setting(s) | Other |
| 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 | 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 |
| Study objectives | 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(s) | University of York Ethics Committee in Summer 2014 |
| Health condition(s) or problem(s) studied | 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 |
| Primary outcome measure | 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 study start date | 01/01/2014 |
| Completion date | 31/12/2015 |
Eligibility
| Participant type(s) | Patient |
|---|---|
| Age group | Child |
| Sex | Both |
| Target number of participants | 1440 (720 in each arm). |
| Key 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 |
| Key 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 |
| Date of first enrolment | 01/01/2014 |
| Date of final enrolment | 31/12/2015 |
Locations
Countries of recruitment
- England
- United Kingdom
Study participating centre
YO10 5DD
United Kingdom
Sponsor information
University/education
c/o Sue Final
Research Innovation Office
Innovation Centre
York Science Park
York
YO10 5DG
England
United Kingdom
"ROR" |
https://ror.org/04m01e293 |
|---|
Funders
Funder type
Research organisation
No information available
Results and Publications
| Intention to publish date | |
|---|---|
| Individual participant data (IPD) Intention to share | No |
| IPD sharing plan summary | Not provided at time of registration |
| Publication and dissemination plan | Not provided at time of registration |
| IPD sharing plan |
Study outputs
| Output type | Details | Date created | Date added | Peer reviewed? | Patient-facing? |
|---|---|---|---|---|---|
| Funder report results | 01/11/2017 | 10/05/2021 | No | No |
Editorial Notes
10/05/2021: Publication reference added.
21/12/2016: The study contact has been changed from Dr Peter Rudd to Professor Bette Chambers.
