• No statistically significant difference in final grades between students who attended all sessions and those who did not( p > 0.05).
• Pass rate was slightly lower for attendees( 50 %) than non-attendees( 60 %).
• Predicted grades dropped over time for both groups, with final grades aligning closely with last predicted grades.
20 students took part
Underachieving boys
There was an improvement in grades of 5 students( 25 %) There was no change in grades of 9 students( 45 %) There was a decline in grades of 6 students( 30 %)
Metric Value T-Statistic 3.44 P-Value 0.0029
Key Findings:
• Statistically significant improvement in final grades for students who attended all sessions( p < 0.05).
• Pass rate and final grade improvement were higher for attendees compared to non-attendees.
• Predicted grades for attendees dropped slightly from DD1 to DD3, but their final grades stabilized.
• Non-attendees had less fluctuation in predicted grades but ultimately performed worse.
Overall 60 students took part in English intensives There was an improvement in grades of 18 students( 30 %) There was no change in grades of 25 students( 42 %) There was a decline in grades of 17 students( 28 %)
Group T-Statistic P-Value Conclusion Underperforming Girls-0.75 0.458 No significant impact Underperforming Boys 3.44 0.0029 Significant improvement SHINE( Mixed Group) 0.84 0.42 No significant impact
• For girls and SHINE, attending all three sessions did not significantly impact their final grades.
• For boys, attendance had a strong positive impact, as seen in the statistically significant improvement in their final grades.
• Predicted grades dropped slightly for most students, regardless of attendance, indicating external factors might influence performance. This aligns with the teacher’ s interview.
• Final grades mostly aligned with the last predicted grade( DD3), suggesting that the last prediction was generally accurate.