An independent evaluation of Stop and Think: Learning Counterintuitive Concepts has found evidence of a positive impact in maths and science outcomes for pupils in Key Stage 2.
The Learning Counterintuitive Concepts project, funded by
the Education Endowment Foundation and Wellcome, aimed to improve science and maths
achievement for Year 3 (7–8 year olds) and Year 5 (9–10 year olds) using an
intervention called Stop and Think. When learning new concepts in science and
maths, pupils must be able to inhibit prior contradictory knowledge and
misconceptions to acquire new knowledge successfully. Stop and Think is a
computer-assisted learning activity that aims to improve a learner’s ability to
adapt to counterintuitive concepts by training them to inhibit their initial
response, and instead, give a slower and more reflective answer.
The randomised controlled trial involved 6,672 children from
89 schools across England. The intervention was delivered to the whole class
and consisted of 30 sessions delivered for a maximum of 15 minutes, three times
a week, for 10 weeks at the start of maths or science lessons.
The results suggest that pupils who participated in Stop and
Think made more progress in science and maths on average, compared to children
in the business-as-usual control group. The combined effect size across
the two year groups for maths was +0.09 and +0.12 for science.
To check whether this impact was due to the Stop and Think
game specifically, or was a result of the extra pupil engagement and motivation
arising from having a fun computer-based activity at the start of lessons more
generally, schools were offered an alternative computer-based programme that
did not include any content from Stop and Think. Intervention-group pupils
also made more progress than pupils in this “active” control group. The
combined effect sizes for maths and science were +0.13 and +0.15 respectively.
Source: Stop and
Think: Learning counterintuitive concepts. Evaluation report (September 2019), Education Endowment Foundation
The findings from a randomised controlled trial of Let’s
Talk – an interactive intervention to support young children’s language
development – suggest that the intervention has a positive effect on narrative
and vocabulary development.
The trial, conducted by Gillian Lake and Maria Evangelou, and published in European Early Childhood Education Research Journal, involved 94 three- to four-year-old children in early education settings in Oxfordshire. The children were randomly assigned to control or intervention groups and tested pre- and post-intervention on standardised vocabulary and narrative assessments. Children in the intervention group attended twice-weekly sessions over ten weeks, in groups of three to five children. The first session of the week was a group shared storybook reading session with a puppet, while the second weekly session consisted of a planned pretend play session based on the storybook read in the first session that week. Children in the control group completed age-appropriate early numeracy activities and games – also in groups of three to five children.
The results suggest that the intervention had a positive
effect on the vocabulary of the children in the intervention group, with medium
to large effect sizes, and also on their narrative ability.
Source:Let’s Talk! An interactive intervention to support children’s language development (February 2019). European Early Childhood Education Research Journal, 27:2
A review of evidence published by the Education Endowment Foundation shows how parental engagement can have a positive effect on a child’s academic achievement – regardless of age or socioeconomic status.
The review, conducted by the Universities of Plymouth and
Exeter and supported by the National Institute for Health Research (NIHR)
Collaboration for Leadership in Applied Health Research and Care South West
Peninsula, concludes that parental engagement in children’s learning is
associated with improved academic outcomes, and that the association is
stronger when parental engagement is defined as parents’ expectations for their
children’s academic achievement. All studies controlled for parents’ education
and/or family socioeconomic status.
The review highlights areas of promise for how schools and
early education settings can support parents in a way that improves their
children’s learning. Examples include family literacy interventions to help
boost younger children’s learning, and summer reading programmes that improve school-aged
children’s learning, particularly among families from more disadvantaged
An overarching recommendation is the importance of schools
planning and monitoring parental engagement activities to get the most out of
them. Other recommendations look at the best ways to communicate with parents,
and strategies for supporting learning at home.
The report also includes guidance on tailoring school
communications to encourage parental engagement and offering more intensive
support where needed.
Source: How can
schools support parents’ engagement in their children’s learning? Evidence from
research and practice (September 2019), Education
A research report published in the International Journal of Language and Communication Disorders investigates the effectiveness of teaching assistant (TA)-delivered narrative and vocabulary interventions to secondary school children with language difficulties.
Researchers at City University of London and University of
Oxford conducted a randomised controlled trial in two outer London boroughs.
Across 21 schools, 358 Year 7 underperforming pupils (mean age = 12.8 years)
were recruited, and randomised to four groups within each school: vocabulary
intervention, narrative intervention, combined narrative and vocabulary
intervention, and delayed waiting control group. The narrative programme
focused on the understanding and telling of stories, using a story structure to
support story generation. Pupils were introduced to different types of stories
(fictional, non‐fictional, scripts) and narrative genres. The vocabulary
programme focused on developing key concepts and vocabulary items relevant to
the curriculum (eg, nutrition) and age-appropriate (eg, careers). A variety of
tasks including word associations, categorisation, mind‐mapping and
word‐building were used to reinforce word learning.
The language and communication programmes (narrative,
vocabulary, and combined narrative and vocabulary) were delivered by TAs in the
classroom, three times per week, for 45–60 min each, over six weeks, totalling
18 sessions. Assessments were conducted pre- and post-intervention.
Overall, pupils in the intervention groups made greater
improvements on standardised measures of narrative (effect size = +0.296), but
not vocabulary skills, compared with control group children.
storytelling and vocabulary in secondary school students with language
disorder: a randomized controlled trial (March 2019), International Journal of Language and Communication Disorders, 54:4
The Education Endowment Foundation (EEF) has published the independent evaluation report of a trial of a maths-based learning app.
The “onebillion” programme consists of two maths learning apps, Maths 3–5 and Maths 4–6, that are designed to reinforce basic mathematical skills learned in the classroom. The apps are aimed at pupils aged 3–5 and 4–6 respectively and consist of mathematical activities organised around different topics such as counting, shape and measures. The trial, conducted by researchers at the University of Oxford, tested the impact of the apps on pupils in Year 2 who had been identified by their teachers as being in the bottom half of their class in maths at the start of the school year.
One hundred and thirteen schools from across England took
part in the randomised controlled trial. Schools in the intervention group used
the apps for half an hour, four days per week, for 12 weeks, in addition to
regular maths lessons. All children started with the Maths 3–5 app and
progressed to the Maths 4–6 app, once they had completed Maths 3–5. The
children’s use of the apps was monitored by teaching assistants who were
trained by a team from the University of Nottingham. Pupil achievement in maths
was measured using the Progress Test in Maths 6.
Pupils who received the programme made significant additional progress in maths (effect size = +0.24) compared to the control group. However, the trial also suggested that there may have been a negative impact (effect size = -0.10) on pupils eligible for free school meals (FSM) compared to those in the control group, though this finding was non-significant. The report advises that teachers or school leaders using onebillion should carefully monitor the impact on FSM pupils if implementing the approach.
Onebillion: Evaluation report (July 2019), Education
A report published by the Nuffield Foundation finds that computer use in schools does not on its own boost pupils’ digital literacy or prepare them for the workplace.
The report, written by Angela McFarlane, examines how digital
technologies are used in schools to enhance learning, and identifies research
questions to inform better practice and policy. It examines ten years of
existing evidence on the effect the use of digital technology has on learning
and finds that:
Putting computers into schools is no guarantee
that there will be a positive impact on learning outcomes as measured in
high-stakes assessments or on the development of digital literacy.
How digital technologies are used is as
important as whether they are used.
There is no shared picture of what effective
digital skills teaching looks like.
Teachers may not have opportunities to develop
the skills they need to make effective use of technology.
The current use and knowledge of computer-based
technology in schools and at home is leaving many young people unprepared for
the world of work.
Source: Growing up digital: What do we really need to know about educating the digital generation? (July 2019), Nuffield Foundation