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equivalent to children attending school for an additional 3 months.

Self-Paced Learning could produce significant gains in primary maths learning, according to an initial study conducted by the Institute for Effective Education (IEE) at the University of York.

The research, involving Year 5 pupils from seven primary schools across two local education authorities ran over a 12-week period, revealed that “If the study’s findings held over a year it would be equivalent to children attending school for an additional 3 months.”

Pupils participating in the study used Learning Clip Interactive resources in conjunction with Promethean Activexpression wireless handsets. At their own pace, pupils answered questions delivered directly to the handsets. The technology instantly marked the responses and fed back the results to both pupil and teacher. Teachers could immediately use this formative assessment to help pupils and guide future teaching.

Significant gains in pupils’ mathematical learning were made by those pupils using the Self-Paced Learning technology as opposed to those using the same resources without the wireless handsets.

Professor Chambers, from the IEE, said: “This study shows the potential of an effective use of technology for formative assessment. Self-Paced Learning helps teachers spot the children who need help and those that are ready for more of a challenge.”

Thanks to the promising results of the study, Promethean Technologies, who manufacture the ActivExpression handsets, have commissioned a larger evaluation involving 60 primary schools. The second study will focus on the effectiveness of Self-Paced Learning technology to improve Year 5 pupils’ sentence -level competencies.

The new study will take place during the 2011-12 school year. Primary schools that would like to take part are invited to contact iee@york.ac.uk to register their interest. Schools that are selected will be provided with all the necessary equipment (which they can keep), resources and training for one class.


ENDS

To download the report in full please visit http://www.york.ac.uk/iee/assets/Self-paced%20learning%208%2...

For media enquiries contact toby.walker@workshop-marketing.co.uk or call 0161 850 5555

For more information about Learning Clip visit www.learningclip.co.uk

For more information about the study contact the IEE research team at iee@york.ac.uk or call 01904 328166


Notes to editors

Self Paced Learning

Questions are delivered to pupils on the screen of their Activexpression handset; their answer can be submitted as text, numeric or multiple-choice and are sent back to the teacher’s computer.

As soon as a pupil has answered, the next question will appear on their screen. Children who are more confident or able can work at a quicker pace, while those who need more time to answer will feel less pressured to keep up and are able to respond discretely.

No marking is required and teachers save preparation time by simply logging on to the Learning Clip website and choosing from a bank of prepared activities and questions. The Learning Clip system collects and marks the answers providing instant feedback to pupils, and a detailed snapshot of the class’s performance for the teacher.


About the IEE

The Institute for Effective Education (IEE), based at the University of York, is working to establish what works in learning and teaching – and why.

It conducts rigorous evaluations of education programmes and practice. Its work is mainly focused on literacy, numeracy, and science in the UK and overseas, but also includes Early Childhood Education, parenting, widening participation, and the effective use of technology.

The IEE works closely with schools, policy makers, and other researchers to share knowledge and build support for evidence-based education in policy and practice.



About Learning Clip

Learning Clip is a privately-owned limited company established in 2007 to produce online resources for teaching primary maths.

The company aims to provide a single source for quality interactive material covering the whole spectrum of mathematics from age four to 11. It is entirely committed to an ongoing cycle of improvement and development.

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