For the 2013 GCE 'O' Level examinations, the Geography class (from a state-funded neighbourhood school) who had been on the programme since their Secondary One year, scored 92 percent distinctions in that subject (while no direct causal attribution can be proven as a longitudinal study was not carried out, in a related study in 2012, gains in academic scores by a different group of students on the programme were directly attributable to the same intervention; these latter results are reported below).

The intervention was found to be significantly effective in sustaining intrinsic motivation during its course. (M=3.65 vs 3.59, 3.48 vs 3.49, 3.75 vs 3.24), F(2,98)=4.99, p=.009, effect size (partial eta-squared)=.09

In addition, the programme has demonstrated learning gains as evaluated against a range of assessment types. The gains in the scores are directly attributable to the intervention, as well as indirectly through the afore-mentioned constructs such as motivation, self-directedness and self-efficacy.

Significant differences have been demonstrated in higher-order thinking. Importantly, the differences were sustained even after the passage of three months. (M=2.13, SD=1.02, M=2.65, SD=1.02, partial eta-squared=.13; M=1.74, SD=1.14), F(2,97)=7.3, p=.001

When presented with ill-structured problems, the intervention resulted in significantly higher performance as a group. Once again, these differences were sustained even after the passage of three months. (M=3.9 vs 2.9), F(2,27)=2.95, p=.024, Cohen’s d=1.26