Edits to Setting, Randomisation, and Measurement: 9 July 2018 1. Students will now complete the module in class to increase likelihood of fidelity and 2. As a result of #1, randomisation will now be done by cluster to maintain blinding. If students within tutorials received different interventions, then there would likely be a breach of blinding and diffusion of interventions. Now, each student in the same tutorial will recieve the same intervention, but tutorials will be randomly allocated to conditions. 3. We have also decided to measure self-efficacy as well as growth mindset. We will use this as a mediator in the same way. Growth mindset theory proposes that interventions don't necessarily increase self-efficacy, but increase performance and persistence by a change to implicit beliefs. We will use these two scales. First, the maths self-efficacy scale ammended to the core components of this unit (Determine the degrees of a missing angle; algebra; trigonometry; order of operations). Second, the pre-registered growth mindset scale: "The following questions refer to your beliefs about your mathematics ability. 1. You have a certain amount of maths ability, and you really can’t do much to change it 2. Your maths ability is something about you that you can’t change very much 3. Being a “math person” or not is something that you really cannot change. Some people are good at math and other people aren’t"