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The protocol targets pupils in Years 7–10 (KS3 and KS4) across 100 schools, with random allocation at school level and an efficacy focus. Primary outcomes use GL Progress Test in Maths (PtM) levels 12 and 15, supported by secondary measures of maths self-efficacy and metacognition. The document outlines intervention, methods, statistical analysis, implementation and process evaluation, cost evaluation, ethics, data protection, risks, timeline, and key personnel.",{"@graph":69,"@context":127},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-peer-to-peer-coaching-to-improve-maths-attainment-protocol-v200-evaluation-summary/272576/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-peer-to-peer-coaching-to-improve-maths-attainment-protocol-v200-evaluation-summary/272576.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"What trial design and allocation method are used in this protocol?","Question",{"text":113,"@type":114},"It uses a two-arm cluster randomised controlled trial with random allocation at the school level.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What are the primary and secondary outcome measures?",{"text":118,"@type":114},"Primary outcome is maths attainment measured by the GL Progress Test in Maths (PtM). Secondary outcomes include the Sources of Mathematics Self-Efficacy Scale (SMSES) and metacognition via the Junior Metacognitive Awareness Inventory.",{"name":120,"@type":111,"acceptedAnswer":121},"Which age groups and learning stages does the trial target?",{"text":122,"@type":114},"The trial targets pupils aged 11–12 (Year 7, KS3) and 14–15 (Year 10, KS4).",{"name":124,"@type":111,"acceptedAnswer":125},"How is the programme expected to support mathematics recovery and attainment?",{"text":126,"@type":114},"Peer tutoring is positioned as a scalable, cost-effective approach that consolidates classroom learning, addresses misconceptions, and builds confidence for targeted support in KS3 and KS4.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},272576,1789466193,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":144,"language":145,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":146,"faqs":147,"seo_title":148,"seo_description":67,"update_tm":134,"read_time":149,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Evaluation summary  \n\n| Project title | Using Peer-to-Peer Coaching to improve Maths attainment, a two-armed cluster randomised trial |\n| --- | --- |\n| Developer (Institution) | CoachBright |\n| Evaluator (Institution) | RAND Europe & University of Leeds (UoL) |\n| Principal investigator(s) | Elena Rosa Speciani |\n| Protocol author(s) | Elena Rosa Speciani, Ivana Cardamone, James Merewood, Erin Dysart, Louise Tracey |\n| Trial design | Two-arm cluster randomised controlled trial with random allocation at school level |\n| Trial type | Efficacy |\n| Pupil age range and\u003Cbr>Key stage | 11 – 12 (Year 7, KS3),\u003Cbr>14 – 15 (Year 10, KS4) |\n| Number of schools (at design stage) | 100 schools |\n| Number of pupils (at design stage) | 30 per school – 15 from Year 7 and 15 from Year 10 (approximately = 3,000 pupils) |\n| Primary outcome measure and source | Maths attainment (GL Progress Test in Maths (PtM)\u003Cbr>– Level 12 for Year 7; Level 15 for Year 10) |\n| Secondary outcome measure and source | 1. Sources of Mathematics Self-Efficacy Scale (SMSES)\u003Cbr>2. Metacognition (Junior Metacognitive Awareness Inventory) |\n\nProtocol version history  \n\n| Version | Date | Reason for revision |\n| --- | --- | --- |\n| 1.2\u003Cbr>[latest] |  |  |\n| 1.1 |  |  |\n| 1.0\u003Cbr>[original] |  | N/A |\n\nContents  \nBackground and Objectives ........................................................................................................ 3  \nIntervention................................................................................................................................. 5  \nMethods .................................................................................................................................... 15  \nStatistical Analysis .................................................................................................................... 24  \nImplementation and process evaluation (IPE) design ...............................................................29  \nCost evaluation design..............................................................................................................43  \nEthics and registration ..............................................................................................................43  \nData protection .........................................................................................................................44  \nPersonnel..................................................................................................................................45  \nRisks .........................................................................................................................................45  \nTimeline ....................................................................................................................................46  \nReferences................................................................................................................................47  \nTables  \nTable 1: Trial design …………………………………………………………………………………………………….5  \nTable 2: Sample size calculations for Year 7…………………………………………………………………..21  \nTable 3: Attrition…………………………………………………………………………………………………………22  \nTable 4 : IPE methods overview……………………………………………………………………………………..32  \nTable 6 : TimelineR………………………………………………………………………………………………………46  \nFigures  \nFigure 1: Logic model ………………………………………………………………………………………………….14  \nBackground and Objectives  \nPeer tutoring programmes have gained increasing attention within the educational policy landscape due to their potential to address persistent challenges in academic attainment, particularly in mathematics (Robinson et al., 2005; Roberts & Spangenberg 2020). Peer tutoring, as an evidence-based approach, aligns with national priorities to improve educational outcomesand reduce inequalities, particularly for Key Stage 3 (KS3) and Key Stage 4 (KS4) students. For example, the Education Recovery Plan launched in response to the COVID-19 pandemic emphasises the importance of tar","cbCaiekBoCXeBKea","https://ap.wps.com/l/cbCaiekBoCXeBKea","pdf",660454,51,"English","# Background and Objectives\n# Intervention\n# Methods\n# Statistical Analysis\n# Implementation and process evaluation (IPE) design\n# Cost evaluation design\n# Ethics and registration\n# Data protection\n# Personnel\n# Risks\n# Timeline\n# References","[{\"question\":\"What trial design and allocation method are used in this protocol?\",\"answer\":\"It uses a two-arm cluster randomised controlled trial with random allocation at the school level.\"},{\"question\":\"What are the primary and secondary outcome measures?\",\"answer\":\"Primary outcome is maths attainment measured by the GL Progress Test in Maths (PtM). Secondary outcomes include the Sources of Mathematics Self-Efficacy Scale (SMSES) and metacognition via the Junior Metacognitive Awareness Inventory.\"},{\"question\":\"Which age groups and learning stages does the trial target?\",\"answer\":\"The trial targets pupils aged 11–12 (Year 7, KS3) and 14–15 (Year 10, KS4).\"},{\"question\":\"How is the programme expected to support mathematics recovery and attainment?\",\"answer\":\"Peer tutoring is positioned as a scalable, cost-effective approach that consolidates classroom learning, addresses misconceptions, and builds confidence for targeted support in KS3 and KS4.\"}]","Using Peer-to-Peer Coaching to Improve Maths Attainment - Protocol V.2.0.0 - Evaluation summary | PDF",129]