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Field
Trial Status
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Before
in_development
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After
on_going
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Field
Trial End Date
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Before
January 31, 2026
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After
March 31, 2026
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Field
Last Published
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Before
September 19, 2025 10:20 AM
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After
January 27, 2026 05:10 AM
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Field
Experimental Design (Public)
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Before
This study employs a cluster randomized controlled trial with classrooms as the unit of randomization. Randomization is stratified by school, grade level (JSS1 vs JSS2), and mathematics teacher using computer-generated random assignment with a pre-specified seed. This stratification approach ensures balanced allocation across key prognostic factors and prevents potential confounding between teacher effects and treatment effects.
Classrooms are randomly assigned to either: (1) Treatment arm receiving access to an AI-powered mathematics tutoring platform in addition to standard instruction, or (2) Control arm receiving standard mathematics instruction only.
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After
This study employs a cluster randomized controlled trial with classrooms as the unit of randomization. Randomization is stratified by school and grade level (JSS1 vs JSS2) using computer-generated random assignment with a pre-specified seed. This stratification approach ensures balanced allocation across key prognostic factors and prevents potential confounding between teacher effects and treatment effects.
Classrooms are randomly assigned to either: (1) Treatment arm receiving access to an AI-powered mathematics tutoring platform in addition to standard instruction, or (2) Control arm receiving standard mathematics instruction only.
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Field
Planned Number of Clusters
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Before
81 sections (44 JSS1, 37 JSS2) across 12 schools
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After
48 sections (16 JSS1, 32 JSS2) across 12 schools
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Field
Planned Number of Observations
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Before
Approximately 4,000 students
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After
Approximately 2,000 students
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Field
Sample size (or number of clusters) by treatment arms
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Before
40 control and 41 treated
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After
24 control and 24 treated
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Field
Power calculation: Minimum Detectable Effect Size for Main Outcomes
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Before
Using a two-level classroom-cluster design with α=0.05 (two-tailed), power=0.80, ICC=0.15, 81 clusters, average cluster size=30, 50/50 allocation, and covariates explaining 50% of within-cluster variance (baseline maths and English) and 40% of between-cluster variance, the MDES is 0.203 SD on the student-level standardised mathematics score
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After
Using a two-level classroom-cluster design with α=0.05 (two-tailed), power=0.80, 48 clusters, average cluster size=30, 50/50 allocation, and a conditional ICC of 0.07, the MDES is 0.257 SD on the student-level standardised mathematics score
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