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Sample on invented data
Rugby tour · trip report
Alpine Ed · October · 4 days · Age 15–16 · 34 students travelling
Measured with Enrichmark · enrichmark.com
Illustrative data. No student data is collected.
Printed 2026-10-20. Page numbers and this document's name repeat in the margins where the browser prints them (Chrome and Edge).
Sample school report
Sample trip report

Rugby tour

Alpine Ed · October · 4 days · Age 15–16 · 34 students travelling
A sample on invented data. Riverside High School, its tour operators and its students are fictional.

What changed on this trip?

Across 28 students who answered both before and after, reported outcomes improved from before to immediately after the Rugby tour trip by +0.22 points on the four-point scale. The largest improvement was in social connection and belonging, though not clearly separated from agency and self-management. About half of the immediate change was still there 4 weeks after: +0.13 points among the 24 students who answered before and at follow-up, against +0.22 just after. Results varied between students. Change over time can have causes other than the trip.

Largest gain
Social connection and belonging
+0.40 points across 28 students. Not clearly separated from agency and self-management.
Most sustained gain
Agency and self-management
Still +0.19 points at 4 weeks, across 24 students. Not clearly separated from social connection and belonging.
Priority for improvement
Transitions and Preparation
Transitions was relatively weak, at 2.6 across 33 students against a platform median of 3.3.
01

What changed for students?

  • Learning and educational value
    Change just after+0.06−0.07 to +0.19
    Change 4 weeks after+0.10−0.01 to +0.22
  • Agency and self-management
    Change just after+0.32+0.19 to +0.44
    Change 4 weeks after+0.19+0.09 to +0.30
  • Social connection and belonging
    Change just after+0.40+0.25 to +0.55
    Change 4 weeks after+0.170.00 to +0.35
  • Perspective and accomplishment
    Change just after+0.12−0.02 to +0.25
    Change 4 weeks after+0.01−0.17 to +0.19
  • Overall
    Change just after+0.22+0.13 to +0.32
    Change 4 weeks after+0.13+0.07 to +0.19
  • Changes are in points on the four-point scale, with the 95% interval under each, for students who answered before and at that wave: 28 just after and 24 at 4 weeks.
Before and after means per outcome domain on the one to 4 scale, with the change for students who answered both and its 95 per cent interval.1Strongly disagree234Strongly agreeLearning and educational value+0.06Agency and self-management+0.32Social connection and belonging+0.40Perspective and accomplishment+0.12BeforeJust after, with 95% interval

Grey dot: before. Coloured dot: just after. Both are means over everyone who answered that wave. The figure beside each row is the change for students who answered both, as in the table, and the short line on the coloured dot is its 95% interval.

Learning and educational valuebefore · after · later
Agency and self-managementbefore · after · later
Social connection and belongingbefore · after · later
Perspective and accomplishmentbefore · after · later

How answers were spread, light to dark from strongly disagree to strongly agree.

02

What changed on each question?

Single questions vary more than the domain scores above.

  • Learning and educational value
  • I want to learn more about new places and ideas. C01
    Up · same · down 6 · 16 · 6
    Change just after+0.04−0.25 to +0.32
    Change 4 weeks after+0.17−0.13 to +0.46
  • I listen well when I learn about new places or ideas. C02
    Up · same · down 5 · 16 · 7
    Change just after−0.04−0.32 to +0.25
    Change 4 weeks after0.00−0.33 to +0.33
  • I ask questions when I want to know more. C13
    Up · same · down 6 · 15 · 7
    Change just after−0.04−0.30 to +0.23
    Change 4 weeks after+0.04−0.25 to +0.33
  • I can see how what I learn links to everyday life. C03
    Up · same · down 3 · 18 · 7
    Change just after−0.14−0.37 to +0.09
    Change 4 weeks after−0.13−0.38 to +0.13
  • I can explain what I have learned to someone else. C04
    Up · same · down 9 · 16 · 3
    Change just after+0.320.00 to +0.64
    Change 4 weeks after+0.17−0.15 to +0.49
  • I use what I learn in one place when I am somewhere else. C14
    Up · same · down 11 · 12 · 5
    Change just after+0.21−0.07 to +0.50
    Change 4 weeks after+0.38+0.07 to +0.68
  • Agency and self-management
  • I can cope when things are new to me. C05
    Up · same · down 12 · 14 · 2
    Change just after+0.32+0.04 to +0.60
    Change 4 weeks after+0.21−0.12 to +0.54
  • When something is hard, I can work out what to do next. C06
    Up · same · down 9 · 16 · 3
    Change just after+0.25−0.02 to +0.52
    Change 4 weeks after+0.13−0.19 to +0.44
  • If I keep trying, I can do most things. C15
    Up · same · down 13 · 9 · 6
    Change just after+0.32−0.07 to +0.72
    Change 4 weeks after+0.17−0.10 to +0.44
  • I do my jobs without an adult reminding me. C07
    Up · same · down 6 · 20 · 2
    Change just after+0.14−0.06 to +0.35
    Change 4 weeks after+0.17−0.22 to +0.55
  • I get on with a task even when no one is watching. C16
    Up · same · down 15 · 11 · 2
    Change just after+0.43+0.14 to +0.72
    Change 4 weeks after+0.21−0.10 to +0.51
  • I can stay calm and wait when things take time. C17
    Up · same · down 13 · 13 · 2
    Change just after+0.43+0.16 to +0.70
    Change 4 weeks after+0.290.00 to +0.58
  • Social connection and belonging
  • I feel that I belong in this class or group. C08
    Up · same · down 12 · 13 · 3
    Change just after+0.39+0.09 to +0.70
    Change 4 weeks after+0.17−0.13 to +0.46
  • I can work well with classmates I would not usually pick. C09
    Up · same · down 12 · 16 · 0
    Change just after+0.50+0.25 to +0.75
    Change 4 weeks after+0.290.00 to +0.58
  • There are people in my class I can count on. C18
    Up · same · down 15 · 10 · 3
    Change just after+0.54+0.21 to +0.86
    Change 4 weeks after+0.08−0.27 to +0.43
  • I try to understand people whose lives are different from mine. C10
    Up · same · down 11 · 13 · 4
    Change just after+0.25−0.02 to +0.52
    Change 4 weeks after+0.17−0.07 to +0.41
  • I listen to people even when I do not agree with them. C19
    Up · same · down 10 · 16 · 2
    Change just after+0.32+0.06 to +0.58
    Change 4 weeks after+0.17−0.07 to +0.41
  • Perspective and accomplishment
  • I think about how what I do affects other people and the world. C11
    Up · same · down 7 · 19 · 2
    Change just after+0.18−0.03 to +0.39
    Change 4 weeks after+0.13−0.23 to +0.48
  • I feel proud when I get better at something hard. C12
    Up · same · down 11 · 13 · 4
    Change just after+0.25−0.02 to +0.52
    Change 4 weeks after+0.13−0.21 to +0.46
  • I feel good about myself most of the time. C20
    Up · same · down 8 · 14 · 6
    Change just after+0.11−0.20 to +0.41
    Change 4 weeks after0.00−0.37 to +0.37
  • I keep going with something until I have got it done. C21
    Up · same · down 8 · 11 · 9
    Change just after−0.07−0.40 to +0.26
    Change 4 weeks after−0.21−0.51 to +0.10
  • Changes are in points on the four-point scale, with the 95% interval under each, for students who answered the question before and at that wave: 28 just after and 24 at 4 weeks. Up, same and down count them just after, by whole points. Each wave's means are in the section above, over everyone who answered it.
03

Did the change last?

About half of the immediate change was still there 4 weeks after: +0.13 points among the 24 students who answered before and at follow-up, against +0.22 just after.

95% interval for the change at follow-up +0.07 to +0.19.

04

How many students improved, and who did not?

Most students scored higher: of 28 students who answered both waves, 86% scored higher after the trip, 0% the same and 14% lower. Counting only movement larger than measurement error, 25% improved and none declined.

Share of matched students who scored higher, the same or lower after the trip, per domain: Learning and educational value 46 per cent higher, 18 the same, 36 lower; Agency and self-management 75 per cent higher, 7 the same, 18 lower; Social connection and belonging 79 per cent higher, 18 the same, 4 lower; Perspective and accomplishment 54 per cent higher, 14 the same, 32 lower; Overall 86 per cent higher, 0 the same, 14 lower.Scored lowerScored higherLearning and educational value36%46%18% the sameAgency and self-management18%75%7% the sameSocial connection and belonging4%79%18% the samePerspective and accomplishment32%54%14% the sameOverall14%86%0% the same

Share of students whose score fell (left) or rose (right) after the trip, counting any movement; the share that stayed the same is beside each row. Students who answered both waves: learning and educational value 28, agency and self-management 28, social connection and belonging 28, perspective and accomplishment 28, overall 28.

Learning and educational value
Distribution of change per student for Learning and educational value: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 0 per cent; -0.5 to 0, 36 per cent; 0 to 0.5, 46 per cent; 0.5 to 1, 18 per cent; 1 to 1.5, 0 per cent; 1.5 to 2, 0 per cent.−20+2
Median 0.00 · beyond measurement error: 7% up, 0% down · 4% already at the top before the trip
Agency and self-management
Distribution of change per student for Agency and self-management: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 0 per cent; -0.5 to 0, 18 per cent; 0 to 0.5, 43 per cent; 0.5 to 1, 36 per cent; 1 to 1.5, 4 per cent; 1.5 to 2, 0 per cent.−20+2
Median +0.33 · beyond measurement error: 21% up, 0% down · 0% already at the top before the trip
Social connection and belonging
Distribution of change per student for Social connection and belonging: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 0 per cent; -0.5 to 0, 4 per cent; 0 to 0.5, 61 per cent; 0.5 to 1, 18 per cent; 1 to 1.5, 18 per cent; 1.5 to 2, 0 per cent.−20+2
Median +0.30 · beyond measurement error: 21% up, 0% down · 7% already at the top before the trip
Perspective and accomplishment
Distribution of change per student for Perspective and accomplishment: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 0 per cent; -0.5 to 0, 32 per cent; 0 to 0.5, 43 per cent; 0.5 to 1, 25 per cent; 1 to 1.5, 0 per cent; 1.5 to 2, 0 per cent.−20+2
Median +0.25 · beyond measurement error: 0% up, 0% down · 4% already at the top before the trip
Overall
Distribution of change per student for Overall: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 0 per cent; -0.5 to 0, 14 per cent; 0 to 0.5, 71 per cent; 0.5 to 1, 14 per cent; 1 to 1.5, 0 per cent; 1.5 to 2, 0 per cent.−20+2
Median +0.19 · beyond measurement error: 25% up, 0% down · 0% already at the top before the trip

Half-point steps from −2 to +2; the black tick is the median. A student already at the top of the scale cannot register a gain.

05

Did change exceed that of students not travelling?

No comparison group for this trip. When students from another trip answer the same items on the same dates before they travel, or the class list marks students who are not going, their line appears here.

06

How well was the experience designed?

Reflection, Novelty, Preparation and Transitions had the lowest ratings on this trip.

Experience quality per dimension on the one to 4 scale: Preparation 2.6, 33 students; Novelty 2.6, 33 students; Challenge 3.2, 33 students; Autonomy 2.9, 33 students; Educator 3.1, 33 students; Reflection 2.3, 33 students; Group 3.4, 33 students; Transitions 2.6, 33 students.1234Preparation2.6Novelty2.6Challenge3.2Autonomy2.9Educator3.1Reflection2.3Group3.4Transitions2.6

How the trip was run, rated by 33 students, days after the trip. Shared with the operator. The priorities below compare each dimension with the platform median where there is one, so a dimension rated low here can still be ahead of other trips.

82%agreed they enjoyed the trip, of 33 students, rating “Overall, I enjoyed the trip.” Enjoyment is not part of any score.

Every question, as students read it

  • PreparationBefore we left, I knew what we would be doing and why.
    Mean2.6
    Students33
  • NoveltySomeone explained the new parts of the trip before they happened.
    Mean2.6
    Students33
  • ChallengeThe activities made me try hard, but they were not too hard.
    Mean3.2
    Students33
  • AutonomyThere were times when we made real choices ourselves.
    Mean2.9
    Students33
  • EducatorThe adults in charge explained things clearly and listened to us.
    Mean3.1
    Students33
  • ReflectionWe had time to think or talk about what we had done.
    Mean2.3
    Students33
  • GroupI worked in small groups where everyone took part.
    Mean3.4
    Students33
  • TransitionsMoving from one place to the next was calm and well organised.
    Mean2.6
    Students33
07

Priorities for the next sporting trip

  1. 1
    Plan calmer, better-organised moves between activities and places.
    Transitions was relatively weak, at 2.6 across 33 students against a platform median of 3.3.
  2. 2
    Prepare students for what the trip will involve before departure.
    Preparation was relatively weak, at 2.6 across 33 students against a platform median of 3.1.
  3. 3
    Explain the unfamiliar parts of the trip before they happen.
    Novelty was relatively weak, at 2.6 across 33 students against a platform median of 2.9.

Keep the moments where students decide for themselves. Autonomy 2.9 against a platform median of 2.7.

  • Set by fixed rules from the experience scores.
08

Who benefited: change by starting level

Score before the tripStudentsStarted atChange
Below 2.67fewer than ten—withheld
2.67 to below 2.90fewer than ten—withheld
2.90 and above123.19+0.18

By sex, where the school recorded it

GroupStudentsStarted atChange
Female172.90+0.20
Malewithheld—withheld
Otherfewer than ten—withheld
  • Bands by score before the trip, split into thirds. Where many students share a score the bands are unequal, or one is empty; each is named by the scores it covers. Students who start low tend to rise and students who start high tend to fall whatever happens.
  • 95% intervals: 2.90 and above +0.02 to +0.33.
  • Sex was recorded for 28 of these 28 students. 95% intervals: female +0.08 to +0.33.
09

Data quality

Response shares: Before · complete 85 per cent, Days after · complete 97 per cent, 4 weeks after · complete 76 per cent.
  • 29 of 34
    Before · complete
  • 33 of 34
    Days after · complete
  • 26 of 34
    4 weeks after · complete
Students travelling
34
Answered before and days after
28
Answered before and 4 weeks after
24
Same answer to every item
4%
before 0%, days after 0%, 4 weeks after 4%. The highest wave is shown.
  • Every figure is what students say about themselves. Definitions are on the methods page.
10

The statistics

Change over time

Rugby tour students' scores rose on two of the four outcome domains between the two waves.

On the two remaining domains there was no clear change. With 24 students matched across both waves, this trip can pick up small differences: a real change smaller than g = 0.19 would probably not show here.

  • Learning and educational value. Points up, but this group is too small to tell it apart from normal variation.
  • Agency and self-management. Moved up between the two waves. Clear enough to report.
  • Social connection and belonging. Moved up between the two waves. Clear enough to report.
  • Perspective and accomplishment. Points up, but this group is too small to tell it apart from normal variation.
Effect sizes

Hedges' g with 95% intervals, change over time within the group, for students who answered both waves.

Effect estimates with 95 per cent intervals. Overall: +0.27, interval +0.14 to +0.40; Learning and educational value: +0.17, interval −0.02 to +0.36, crosses zero; Agency and self-management: +0.40, interval +0.19 to +0.61; Social connection and belonging: +0.35, interval 0.00 to +0.70; Perspective and accomplishment: +0.02, interval −0.31 to +0.35, crosses zero.−1.00−0.500+0.50+1.00Shaded: too small for this group to detectOverall+0.27 g · +0.14 to +0.40 · n 24Learning and educational value+0.17 g · −0.02 to +0.36 · n 24Agency and self-management+0.40 g · +0.19 to +0.61 · n 24Social connection and belonging+0.35 g · 0.00 to +0.70 · n 24Perspective and accomplishment+0.02 g · −0.31 to +0.35 · n 24

Dot: estimated change. Line: the 95% interval. Shaded band: changes smaller than this group could detect; a grey dot sits inside its band.

  • Overall
    Points+0.13
    95% interval+0.07 to +0.19
    g+0.27
    95% interval+0.14 to +0.40
    Up minus down+0.58
    Matched n24
    Smallest detectableg ≥ 0.19
  • Learning and educational value
    Points+0.10
    95% interval−0.01 to +0.22
    g+0.17
    95% interval−0.02 to +0.36
    Up minus down+0.21
    Matched n24
    Smallest detectableg ≥ 0.27
  • Agency and self-management
    Points+0.19
    95% interval+0.09 to +0.30
    g+0.40
    95% interval+0.19 to +0.61
    Up minus down+0.50
    Matched n24
    Smallest detectableg ≥ 0.31
  • Social connection and belonging
    Points+0.17
    95% interval0.00 to +0.35
    g+0.35
    95% interval0.00 to +0.70
    Up minus down+0.17
    Matched n24
    Smallest detectableg ≥ 0.51
  • Perspective and accomplishment
    Points+0.01
    95% interval−0.17 to +0.19
    g+0.02
    95% interval−0.31 to +0.35
    Up minus down−0.08
    Matched n24
    Smallest detectableg ≥ 0.48

Where an interval excludes zero, the change is larger than this group's normal variation. Where it includes zero, the change is unresolved. An interval lying wholly within ±0.10 is read as no change worth reporting, or, where it also excludes zero, as a change too small to matter. Up minus down is the share of students whose score rose less the share whose score fell; it has no size words. An estimate can clear zero and still sit inside the shaded band; treat that size as an upper bound.

Reliability of the scales

Cronbach’s α before the trip, beside each scale’s item count. Short scales cap α.

  • Learning and educational value0.87 · 6 items
  • Agency and self-management0.77 · 6 items
  • Social connection and belonging0.77 · 5 items
  • Perspective and accomplishment0.65 · 4 items

Change beyond measurement error

Per student, on the overall score.

  • 8% improved
  • 92% no reliable change
  • 0% declined

n = 24 · α = 0.93 · a change counts beyond 0.34 scale points.

How each figure is calculated is on the methods page.