Impact of e-learning on KS3 SATs results of 25,443 students, 2003

Believed to be the first large-scale independent analysis of pupil level data in England evaluating the effectiveness of e-learning for KS3 SATs results in English, maths and science. A summary of key findings is set out below. A hard copy of the full report is available on request by email helpdesk@samlearning.com or telephone 0845 130 4160.

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NEW REPORT PROVES THAT ELEARNING EQUALS RESULTS AT KEY STAGE 3 IN CORE CURRICULUM SUBJECTS

The findings of a new independent report proves that the use of eLearning at Key Stage 3 makes a significant impact on SATs results in English, Maths and Science - showing that the Government is on the track to success with its initiative to embed ICT into the Curriculum. The report entitled 'Impact of e-learning on KS3 results of 25,443 students, 2003', prepared by The Fischer Family Trust on behalf of SAM Learning, analysed progress of 25,443 students in 380 schools and found when pupils used eLearning for 10 hours or more in the core subjects of English, Maths and Science their progress was significantly higher when compared with similar pupils nationally who did not use eLearning.

The Department for Education and Skills has put increased funding into ICT in recent years, totalling £510 million in 2002-03. This report adds to the growing weight of support that this Government funding is justified with eLearning improving the progress of pupils. In Maths and Science, for example, the report shows that students who used eLearning materials for just 10 or more hours achieve 0.15 of a National Curriculum (NC) Level higher than other students with similar prior attainment (See Graph 1 below). This is the equivalent to approximately three months more progress at school over Key Stage 3 (one NC Level is broadly the equivalent to two years progress).

There is now growing evidence that eLearning is effective across different age groups. This report alongside the findings of another report published earlier this year by the Fischer Family Trust entitled, "Impact of e-learning on GCSE results of 31,618 students, 2003", which proved that ICT had a significant effect on GCSE grades and now this most recent report looking into Key Stage 3 only goes to reinforce that eLearning has an impact throughout secondary education and does critically affect the grades that pupils leave school with.

David Jaffa, Managing Director, SAM Learning, said, "The findings of this large scale report into Key Stage 3 eLearning usage shows that Government funding into ICT is having an impact on pupil attainment. I agree with recent Ofsted recommendations from its report, "ICT in Schools", that the government's aim for ICT to become embedded across all work in schools must become a reality and the results of the Fischer Family Trust report should reinforce to head teachers that this should be a priority."

A hard copy of the full report is available on request by email helpdesk@samlearning.com or telephone 0845 130 4160.

Summary of Conclusions

There is a positive relationship between use of eLearning and students' progress. The greatest impact occurs when students experience 10 or more hours of total eLearning usage.

In all three subjects, particularly when eLearning use was 10 hours or more, pupil progress was significantly higher when compared with similar students nationally.

In mathematics and science, students with 10 or more hours of eLearning usage achieve 0.15 of a National Curriculum level (NC Level) higher than other students with similar prior attainment. This is equivalent to approximately 3 months more progress over the Key Stage.

Overall, the outcomes would indicate that students who used eLearning materials, particularly where their level of use was more than 10 hours in total, achieved Key Stage 3 results that were significantly higher than would be expected from their attainment at Key Stage 2.

Fischer Family Trust

Fischer Family Trust is an independent charity that has developed a range of analyses as part of a project to promote the effective analysis and use of performance data. Value-added models have been developed using national datasets, following agreement with DfES.

GRAPH 1 - Overall Improvement in KS3 SATs results against hours of use

Vertical lines shown at each point on graphs in the report are 95% confidence limits. This means that if the difference between two groups is greater than that shown by the confidence limits we can be 95% certain the performance of the two groups is significantly different.