This second large intervention study is ongoing. In this effectiveness trial, we test how utility value interventions can be effectively implemented in the classroom setting.
78 ninth-grade classes participate in this study. These classes were randomly assigned to one of two intervention conditions or a waiting control condition. In the classes in the two intervention conditions, the intervention was either implemented by master’s students or by the regular math teachers. The intervention was an improved version of the intervention implemented in the efficacy trial, consisting of a presentation on the relevance of math and a task with quotations from young adults in both conditions. The master’s students were trained as part of a two-semester course on motivation interventions and the math teachers received a three hour training on the content of the intervention. The implementation in the classroom was rated by two trained observers each.
A pretest-posttest-follow-up design is used to evaluate the effects of the intervention. We aim at testing effects of the two intervention conditions—compared to the waiting control condition—on students’ motivation and achievement in mathematics to see (1) whether we can replicate the positive effects found in the efficacy trial and (2) whether the intervention is as equally effective when implemented by the regular math teachers compared to trained master’s students. To gain a better understanding of the intervention mechanisms, we will compare the two intervention conditions in terms of the fidelity of implementation and the teaching quality during the 90-min intervention. Investigating these questions is crucial to better understand which processes affect the effectiveness of motivation interventions when they are implemented in the classroom setting and which factors need to be considered to be able to successfully scale up such interventions.
The hypotheses, study design, and the analytical approach have been preregistered via the Open Science Framework.