No impact for inquiry-based learning intervention

The Education Endowment Foundation has published an evaluation of an inquiry-based learning intervention – CREST Silver Award.

Delivered by the British Science Association, the CREST programme aims to help pupils engage with science, technology, engineering and maths (STEM) subjects by allowing them to develop their own project ideas. Eighty secondary schools in London and the south east took part in the trial, involving 2,810 Year 9 pupils (ages 13–14). While CREST can normally be delivered by any STEM department in the school, for the trial, CREST was delivered by the science department in each school. Schools had the flexibility to decide how they would deliver CREST (for example, as a whole class activity or as a STEM club) and when they would run the programme (during school, after school, lunch break, or during class time). Pupils were expected to complete 30 hours of project work in total.

The independent evaluation by NatCen found that pupils who took part in the programme made no additional progress in science achievement (as measured by the Progress Test in Science) compared to similar pupils who were not offered the programme (effect size = -0.01). Nor was there any evidence that the CREST Silver Award improved self-efficacy in science or increased the percentage of pupils aspiring to a STEM career; however, small positive impacts were found for pupil confidence and attitudes toward school.

Source: CREST Silver: Evaluation report (December 2019), Education Endowment Foundation