Co-operative learning and embedded multimedia in primary maths

Researchers: Professor Robert E Slavin | Professor Bette Chambers ...

Project overview


In the UK there is enormous variation in mathematics performance among pupils and schools, with schools in disadvantaged areas performing poorly.

This project evaluated the effectiveness of the ‘PowerTeaching Maths’ approach in the upper years of primary school, through a large-scale cluster randomised controlled trial. PowerTeaching Maths, a technology-enhanced teaching approach, was designed to improve performance in all schools, but especially those in deprived areas. It is characterised by co-operative learning in small groups, and the use of embedded multimedia ‘ such as humorous video clips shown on interactive whiteboards.

Findings
  • The overall impact of the PowerTeaching Maths approach was essentially zero, with no difference found between the experimental and the control groups (after controlling for pre-test differences). Both groups gained in mathematics achievement, but to the same degree.
  • Analyses for pupils with low, middle, and high attainment in mathematics showed that all gained to about the same degree, regardless of whether they were in the experimental or control group.
  • There were also no significant differences according to schools’ levels of free school meals or how well the teaching approach was implemented.

Over 2,500 pupils in 42 schools took part in the experiment, all in Year 4 or 5. Those assigned to the experimental group were taught using the PowerTeaching Maths approach; those in the control group were taught with their teacher’s usual methods and materials. Pupils were tested before and after the experiment on Optional SATs in mathematics. Teachers also answered questionnaires on how they had implemented PowerTeaching Maths or their usual teaching approach.

Teachers were generally positive about PowerTeaching Maths but some found it difficult to divide their pupils into mixed ability groups rather than the more usual practice of setting within the class. Many did not use or celebrate the team ‘scores’, which are a key part of the approach.

Similar co-operative learning approaches have been more successful in the United States, where differentiation of pupils through setting within classes is less prevalent than in the United Kingdom.

Although the intervention did not improve attainment, this study shows that randomised trials on a large scale are both possible and valuable when it comes to determining what works in the classroom.

Latest on this project


Team


  • Professor Robert E Slavin
    University of York
  • Professor Bette Chambers
    University of York
  • Dr Mary Sheard
    University of York

  • Director, Education
    Nuffield Foundation

Explore our projects

New

Education | 2020 - 2020

The impact of COVID-19 on mainstream schools in England

View project
In progress

Education | 2020 - 2021

Post-16 educational trajectories and social inequalities in political engagement

View project
Young-boy-wearing-glasses-watches-laptop-school-lesson-with-notepad-The-effects-COVID-19-on-families-time-use-child-development-PROJ
New

Education | 2020 - 2022

The effects of COVID-19 on families’ time-use and child development

View project
Teenage-girl-looks-at-smartphone-next-to-laptop-Growing-up-under-COVID-19-PROJ
New

Education | Welfare | 2020 - 2021

Growing up under COVID-19

View project
New

Justice | 2020 - 2022

Youth custody: Educational influences and labour market consequences

View project
In progress

Education | 2020 - 2022

Competitive effects of free schools on student outcomes in neighbouring schools

View project
In progress

Education | 2020 - 2022

Comparisons of cognitive skills and educational attainment across the UK

View project
In progress

Education | Welfare | 2020 - 2020

Measuring the disadvantage attainment gap in 16-19 education

View project
Early years worker sitting at table with children
New

Education | 2020 - 2021

The ‘common elements’ approach: improving outcomes in early childhood education

View project
In progress

Education | 2020 - 2022

Teacher supply, shortages and working conditions in England and Wales

View project
Teenage-pupil-wearing-woolly-hat-writes-on-whiteboard-The-influence-of-headteachers-on-their-schools-PROJ
In progress

Education | 2020 - 2022

The influence of headteachers on their schools

View project
Two young girls being taught fractions and decimals, learning from a school workbook together
In progress

Education | 2020 - 2021

Teaching fractions and decimals to children aged 3 to 11

View project
New

Justice | 2020 - 2022

Youth custody: Educational influences and labour market consequences

View project
New

Education | 2020 - 2020

The impact of COVID-19 on mainstream schools in England

View project
Early years worker sitting at table with children
New

Education | 2020 - 2021

The ‘common elements’ approach: improving outcomes in early childhood education

View project
Teenage-girl-looks-at-smartphone-next-to-laptop-Growing-up-under-COVID-19-PROJ
New

Education | Welfare | 2020 - 2021

Growing up under COVID-19

View project
Young-boy-wearing-glasses-watches-laptop-school-lesson-with-notepad-The-effects-COVID-19-on-families-time-use-child-development-PROJ
New

Education | 2020 - 2022

The effects of COVID-19 on families’ time-use and child development

View project
In progress

Education | 2020 - 2021

Post-16 educational trajectories and social inequalities in political engagement

View project
In progress

Education | 2020 - 2022

Comparisons of cognitive skills and educational attainment across the UK

View project
Two young girls being taught fractions and decimals, learning from a school workbook together
In progress

Education | 2020 - 2021

Teaching fractions and decimals to children aged 3 to 11

View project
Teenage-pupil-wearing-woolly-hat-writes-on-whiteboard-The-influence-of-headteachers-on-their-schools-PROJ
In progress

Education | 2020 - 2022

The influence of headteachers on their schools

View project
Young-child-blurred-in-background-plays-with-abacus-in-foreground-Early-years-employment-pathways-PROJ
In progress

Education | 2019 - 2020

A systematic review of early years degrees and employment pathways

View project
In progress

Education | 2020 - 2022

Teacher supply, shortages and working conditions in England and Wales

View project
man reading picture book to baby
In progress

Education | 2019 - 2022

Do infants learn new words from educational picture books?

View project
New

Education | 2020 - 2020

The impact of COVID-19 on mainstream schools in England

View project
In progress

Education | 2020 - 2021

Post-16 educational trajectories and social inequalities in political engagement

View project
Young-boy-wearing-glasses-watches-laptop-school-lesson-with-notepad-The-effects-COVID-19-on-families-time-use-child-development-PROJ
New

Education | 2020 - 2022

The effects of COVID-19 on families’ time-use and child development

View project
Teenage-girl-looks-at-smartphone-next-to-laptop-Growing-up-under-COVID-19-PROJ
New

Education | Welfare | 2020 - 2021

Growing up under COVID-19

View project
New

Justice | 2020 - 2022

Youth custody: Educational influences and labour market consequences

View project
In progress

Education | 2020 - 2022

Comparisons of cognitive skills and educational attainment across the UK

View project
In progress

Education | 2020 - 2022

Competitive effects of free schools on student outcomes in neighbouring schools

View project
In progress

Education | 2020 - 2022

Teacher supply, shortages and working conditions in England and Wales

View project
Teenage-pupil-wearing-woolly-hat-writes-on-whiteboard-The-influence-of-headteachers-on-their-schools-PROJ
In progress

Education | 2020 - 2022

The influence of headteachers on their schools

View project
Two young girls being taught fractions and decimals, learning from a school workbook together
In progress

Education | 2020 - 2021

Teaching fractions and decimals to children aged 3 to 11

View project
In progress

Education | Welfare | 2020 - 2020

Measuring the disadvantage attainment gap in 16-19 education

View project
Early years worker sitting at table with children
New

Education | 2020 - 2021

The ‘common elements’ approach: improving outcomes in early childhood education

View project
Maths resit students taking exam
Reported

Education | 2019 - 2020

A new mathematics GCSE curriculum for post-16 resit students

View project
Reported

Education | 2018 - 2018

GCSE and A-level results day project

View project
Reported

Education | 2018 - 2020

Teaching reading: an integrated programme for deaf & hearing children

View project
Reported

Education | 2018 - 2019

Developing a sustainable intervention for disadvantaged children

View project
Reported

Education | 2017 - 2018

Growing up digital

View project
Reported

Education | 2017 - 2020

Mathematics in Further Education Colleges (MiFEC)

View project
Reported

Education | 2017 - 2020

Educational attainment of children in need & children in care

View project
Reported

Education | Welfare | 2017 - 2019

Undermatch in higher education: prevalence, drivers and outcomes

View project
Teacher and young schoolgirl in classroom look at building blocks brain training game together
Reported

Education | 2017 - 2019

Trialling an executive function training intervention for preschoolers

View project
Reported

Education | 2017 - 2018

The effect of retention and turnover on the teaching workforce

View project
Reported

Education | 2017 - 2019

Secondary school choice and academic attainment

View project
Reported

Education | 2016 - 2018

Modern Foreign Languages, phonics and reading strategies

View project
Search projects

We aim to improve people’s lives by funding research that informs social policy, primarily in Education, Welfare and Justice. We also fund student programmes that give young people skills and confidence in science and research.

We are an open, collaborative and engaged funder that offers more than money. Through connecting the individual projects we fund, we strengthen their collective impact and give voice to an overarching narrative.

Profile

COVID-19 response

Nuffield-funded social scientists are conducting COVID-19 research in real-time, to capture people’s experiences of the social, cultural and economic impacts of the pandemic.