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Independent Evaluation of University of Exeters Grammar for Writing Programme: A Cluster Randomised Controlled Trial
February 2014
David Torgerson, Carole Torgerson
Summary
This report summarizes an experimental intervention that aims to improve the writing and grammatical skills of young students. Students were randomly assigned to either a control group, or two separate treatment groups. The first treatment included large group “Grammar for Writing” instruction. The second treatment included both the large group instruction, as well as additional small group instruction. The first treatment group (consisting merely of large group instruction) produced statistically insignificant results. The second treatment (adding small group instruction) produced significant results, with student in that group receiving test scores placing them roughly three months ahead of the control group.
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Policy Implications
The conclusion of the study points to the fact that small group instruction is much more effective than large group instruction—even though the same material may be covered in both contexts. Policymakers looking to boost test scores amongst student may find more cost-effective results by focusing on small group settings.