Why did we do the study?
Evidence-based pedagogy is at the heart of our approach. To ensure we only moved forward with resources that are optimised to benefit students and their learning, we conducted an independent scoping study in partnership with the Centre for Inclusive Education, University College London, in three schools.
Why did we want to collaborate with the UCL Centre for Inclusive Education?
We collaborated with the UCL Centre for Inclusive Education as it is a world-leading centre for the development and implementation of evidence-informed, inclusive pedagogy, and educational policy.
92%
of students said that Lift Lessons was easy or very easy to use, and that they'd recommend it to a friend.
“The findings from this initial scoping study are positive. All groups made progress.”
What did we do?
Working with students in Years 7-10 in three schools in London and East Anglia, UK, a two-week pilot of Lift Lessons was undertaken. A pre-test and post-test were completed to understand the progress that the children made with vocabulary acquisition. The report triangulated data from the use of the computer programme with surveys of teachers and students.
In two weeks
+36%
Average increase in score for Years 7 and 8 after watching the Lift Lessons videos
+23%
Average increase in score for Year 9 after watching the Lift Lessons videos
+24%
Average increase in score for Year 10 after watching the Lift Lessons videos
“With 90% of the teachers reporting a high importance on understanding of vocabulary on the teaching and learning of their subject, there demonstrates a need for a vocabulary teaching tool, which Lift Lessons provides.”
We’d be very grateful for your feedback.
At Lift Lessons, we hope to use your feedback to improve the website for students in the future. We'd be very grateful if you could share your thoughts on the site using this feedback link.
“It seemed quite immersive and the children seemed to get the answers more quickly than if I would’ve explained circuits to them.”
