The Effect of Computerised Training on Academic Achievement in Primary School Students
Not Applicable
Completed
- Conditions
- Executive FunctioningFluid ReasoningAcademic AchievementMental Health - Studies of normal psychology, cognitive function and behaviour
- Registration Number
- ACTRN12615000016538
- Lead Sponsor
- niversity of Sydney, Dr Paul Ginns
- Brief Summary
Not available
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- Completed
- Sex
- Male
- Target Recruitment
- 115
Inclusion Criteria
A random sample of Year 3 and Year 5 students from a boys-only school.
Exclusion Criteria
Not provided
Study & Design
- Study Type
- Interventional
- Study Design
- Not specified
- Primary Outcome Measures
Name Time Method Executive Function Scores based upon 3 tasks each for Working Memory (Reading Span Task; Operation Span Task, Symmetry Span Task), Shifting Ability (Switcher Test, Connections Test, Card Sorting Test) and Inhibition (Flanker Test, Go No-Go Test, Numerical Stroop Test).[Pre- and Post-training assessments, then again one year after training this is repeated (pre- and post-assessments & retraining).];Academic Achievement as measured by the Progressive Achievement Tests (Maths & Reading).[Pre-training assessment and then one year later.];Fluid Reasoning Measure (Naglieri Non-verbal Achievement Test)[Pre- and post-training assessment and then repeated again one year later (pre- and post-training assessment & retraining)]
- Secondary Outcome Measures
Name Time Method Implicit Theory of Intelligence measure (survey)[Pre-training assessment];Behavioural observation by teacher and parent of executive functioning abilities (using the Comprehensive Executive Functioning Inventory).[Pre- and post-training assessment and then repeated one year later (pre- and post-training assessment & retraining).];Improvement expectancy measure (survey assessment). This measure has been designed specifically for this study.[Given one week after the commencement of training course.]