Effectiveness research

Sumdog has been developed with the help of teachers and educational experts around the world.

Effectiveness studies and case studies, together with regular focus groups and questionnaires, guide our pedagogy. In addition, consultation from independent experts and data analysis help refine our educational algorithms and user experience.

Glasgow study: Closing the gap

During the 2017 – 18 school year, we measured the numeracy attainment gap between students in the least and the most deprived schools. Among students averaging at least 30 minutes per week on Sumdog, this gap shrank by 20%, using Sumdog’s diagnostic measures.

The progress of pupils using Sumdog Maths between August 2017 and April 2018 in the most deprived schools in Glasgow was compared to the progress of students in the least deprived schools in order to investigate the role that Sumdog Math can play in working towards the goals of closing the attainment gap for numeracy. For students overall, the data revealed an attainment gap between the students from the least and most deprived schools which was equivalent to 1.1 academic years, as measured by Sumdog. This gap was present both in August 2017 and April 2018.

When the same analysis was performed on a subset of students who used Sumdog for at least 30 minutes per week, this gap, although starting at 1.1 academic years in August 2017, had shrunk to only 0.8 by April 2018. This evidence suggests that regular use of Sumdog has the potential to narrow the attainment gap between students from the least and most deprived schools.

Glasgow study: 1½ years’ progress in 6 months

We compared students using Sumdog frequently with those using it less. Those averaging over 1 hour weekly made 1½ years’ standards progress

This Sumdog study investigated how the length of time using Sumdog impacts math achievement.

The study was overseen by an academic from Glasgow University. To measure the acceleration in learning, the study relied on the natural variations in the length of time Sumdog was used from one class to the next. For pre- and post- testing, the study used Sumdog’s own diagnostic test. To investigate this with more accuracy, we are currently conducting a new study with independent testing.

Students and teachers observed an improvement in both mathematics ability and attitude towards learning mathematics.

‘They are more motivated since they started Sumdog and grades have improved.’

C. Ramirez, Bonnie L. Garcia Elementary, United ISD Effectiveness Study

Validated by Dr. Afi Y. Wiggins from Texas State University, this study uses a quasi-experimental pre-test post-test design to explore the correlation between time spent on Sumdog and mathematics proficiency.

Students completed Sumdog’s diagnostic test twice, to determine their mathematics proficiency level at the start and end of the study. The total length of time they spent on Sumdog between these 2 tests was recorded.

Using ANCOVA and effect size, this study found that the more time students spent on Sumdog, the greater their proficiency improvement in mathematics.

Students and teachers observed an improvement in both mathematics ability and attitude towards learning mathematics.

St Mary’s Effectiveness Research Paper

This research paper by S O’Donnell (Partnership between the PCP and St Mary’s University, Twickenham) looks at the effectiveness of Sumdog’s game-based learning to improve children’s mental mathematics. The paper first considers the context of the school and why this research was chosen, while addressing the ethical considerations, then moving onto the bigger picture, reviewing the literature regarding mental calculation and game based learning.

Research found that 75% of the children said playing Sumdog had given them more confidence in math, and 80% enjoyed playing the games, motivating them to practice their skills.