Impact of e-learning on GCSE results of 31,618 students, 2003

Believed to be the first large-scale independent analysis of pupil level data in England evaluating the effectiveness of e-learning. The report has been covered extensively in the press for exampleE-learning success confounds cynics - TES January 30, 2004 (PDF). Set out below is a press release about the report with key findings and graphs.

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

** NEWS RELEASE ** NEWS RELEASE **

INDEPENDENT REPORT SHOWS E-LEARNING DOES IMPROVE GCSE RESULTS

The first large-scale independent analysis of pupil level data has found e-learning really does improve GCSE results. The new report, which analysed the GCSE results of over 31,000 individual students who used e-learning to prepare for exams, found pupils who used e-learning for as little as 10 hours achieved 4.5% more 5+A*-C GCSEs than expected based on prior attainment. Pupils were from 437 state secondary schools across England including 14 LEA sponsored projects.

The report entitled "Impact of e-learning on GCSE results of 31,618 students, 2003" from Fischer Family Trust (an independent charity) and commissioned by SAM Learning, proves that government investment in ICT in education, which will rise to over £700 million in 2006, really is making a difference to children's education.

With 99% of schools now connected to the Internet and with the government's promise that all schools will benefit from Broadband access by 2006, it is imperative that evidence confirms investment in e-learning has the power to significantly improve exam results. Main findings of the report include:

Summary of Conclusions

Students with over 10 hours use of e-learning achieved 4.5% more 5+A*-C GCSE grades than expected based on prior attainment (graph 1, below). Students achieved on average 1.9 Value Added points (Capped Points Score) more than expected or about ¼ grade per subject (graph 2, below).

Improvement in Value Added (Capped Points Score) is greatest for students with middle and lower prior attainment. Pupils with low prior attainment achieved 3.3 Value Added (Capped Points Score) with over 10 hours of e-learning (graph 3, below).

This report has been welcomed by the education sector. Martin Wilson, County Inspector for ICT in Hampshire, commented, "A number of our secondary schools use e-learning as an aid to revision in preparation for GCSE and other exams. These results confirm what we suspected - that effective use of e-learning can contribute significantly to higher standards for pupils of all abilities."

Mike Bostock, Independent ICT Consultant, commented, "This is convincing evidence that there is scope to use e-learning to raise pupils' achievement," whilst Nigel Willis, City Learning Centre (CLC) Manager, Rotherham, said, "As a CLC Manager, I welcome the results of this independent report. It provides further evidence that ICT can improve exam results."

Chris Archer, Excellence in Cities Manager for Nottingham, commented, "Our secondary schools in Nottingham have been using SAM Learning as part of their menu of support for year 11 pupils for the last two years and we are sure that this work made a significant contribution to the dramatic rise in results achieved last year. Teachers find the structured activities particularly helpful when planning revision sessions. Learning Mentors have found the access to a range of materials and the ability to track individual usage by pupils very useful.

This study illustrates that thoughtful use of e-learning materials can make a real impact on the results achieved by young people and our work in Nottingham endorses that."

David Jaffa, Managing Director, SAM Learning, explains, "The government has invested billions in the provision of ICT in schools. This report by the Fischer Family Trust is the first large-scale study that analyses individual pupil's attainment at GCSE and demonstrates the dramatic affect that as little as 10 hours use of e-learning can have on their end exam results, whether they are high or low prior attaining pupils. The report will reassure the education sector that investing time and money in e-learning and ICT really does pay off by benefiting children's education."

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

Additional Info

1. 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.

2. The GCSE/GNVQ measure used was the Capped Points Score - the points score (assigning 8 points for an A* grade to 1 for a G grade) for each pupil's best 8 results. This measure is the same as that used in nationally published performance tables. The data models used for the report are based on pupil-level data for around 600,000 pupils.

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 5+A*-C Grades

GRAPH 2 - Value Added (Capped Point Score) - All Students

GRAPH 3 - Value Added (Capped Point Score) - Students with over 10 hours eLearning