Experimental evidence on learning using low-tech when school is out

Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi

doi:10.1038/s41562-022-01381-z

Cited by 70 publications

(50 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this paper we focus largely on in-school and Pratham-delivered models. However, other targeted instruction models exist, such as mindspark software, which adapts to the level of the child (Muralidharan, Singh, and Ganimian, 2019), as well as low-tech phone-based tutorials (Angrist, Bergman, and Matsheng, 2022).…”

Section: Educational Intervention and Contextmentioning

confidence: 99%

The role of implementation in generalisability: A synthesis of evidence on targeted educational instruction and a new randomised trial

Angrist¹,

Meager²

2022

Self Cite

View full text Add to dashboard Cite

Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet the reported impacts of this approach vary, from 0.07 to 0.78 standard deviations (SDs) across contexts. We study this variation and the contextual factors associated with it by combining an evidence aggregation covering 10 study arms with a new randomised trial. The results show that two factors explain most of the heterogeneity in reported effects: the degree of implementation (intention-to-treat or treatment-on-the-treated effects) and the instruction delivery model (teachers or volunteers). Accounting for these implementation factors enables substantial generalisation of effect sizes across contexts. We introduce a new Bayesian model which incorporates implementation information into the evidence aggregation process. The results show that targeted instruction can deliver 0.39 SD improvements in learning on average when taken up, and 0.80 SD gains when implemented with high fidelity, explaining the upper range of effects in the literature. Given the central role of implementation identified in our synthesis, we conduct a new randomised trial to increase programme fidelity in Botswana. The results show additional 0.22 SD gains relative to standard implementation, revealing concrete mechanisms to enhance implementation and achieve the largest frontier effects identified in the literature.

show abstract

Section: Educational Intervention and Contextmentioning

confidence: 99%

The role of implementation in generalisability: A synthesis of evidence on targeted educational instruction and a new randomised trial

Angrist¹,

Meager²

2022

Self Cite

View full text Add to dashboard Cite

show abstract

“…Part of these gains can be attributed to guidance that mothers received over the phone, showing that parental involvement can make a difference in children's learning outcomes. 8 This approach was first introduced in Botswana, where it brought about substantial learning gains and reduced innumeracy by 31% (Angrist, Bergman, and Matsheng 2022).…”

Section: Teach To the Student's Levelmentioning

confidence: 99%

How to Recover Learning Losses from COVID-19 School Closures in Asia and the Pacific

Molato-Gayares¹,

Park²,

Raitzer³

et al. 2022

ADB Briefs

View full text Add to dashboard Cite

How to Recover Learning Losses from COVID-19 School Closures in Asia and the Pacific KEY POINTS • School closures led to substantial learning losses that urgently need to be recovered to prevent lasting impacts on student progression, human capital formation, and livelihoods.9Key challenges for governments are finding effective ways to organize, coordinate, and scale up these strategies, while securing the necessary funding.Each economy has had a unique experience since the pandemic began. The length of school closures has differed, and so too has the ability to use remote instruction effectively to stem losses. These differences have affected education systems that already varied widely in their learning effectiveness before schools were closed for extended periods. School reopening should be seen as an opportunity to take stock and ensure that education systems are reformed to address both learning losses that occurred when schools were closed and the causes of learning crises that predated the pandemic.The views expressed in this publication are those of the authors and do not necessarily reflect the views and policies of ADB or its Board of Governors or the governments they represent. ADB does not guarantee the accuracy of the data included here and accepts no responsibility for any consequence of their use.Asian Development Bank

show abstract

“…Given the potential consequences of not remediating learning losses (Andrabi et al, 2021), this is a major gap in current policy discussions. Third, while there is evidence on the impacts of specific remote tutoring and technology interventions on mitigating learning losses during school closures (Angrist et al, 2022;Carlana and La Ferrara, 2021;Hassan et al, 2021), there is no well-identified evidence of attempts to remediate learning losses upon school opening. With schools re-opening in most countries, interventions that prioritize in-person instruction may be more promising for remedying learning loss at scale.…”

Section: Introductionmentioning

confidence: 99%

Covid-19 Learning Loss and Recovery: Panel Data Evidence from India

Singh¹,

Romero²,

Muralidharan³

2022

View full text Add to dashboard Cite

We use a panel survey of ~19,000 primary-school-aged children in rural Tamil Nadu to study 'learning loss' after COVID-19-induced school closures, and the pace of recovery after schools reopened. Students tested in December 2021 (18 months after school closures) displayed learning deficits of ~0.7 standard deviations in math and ~0.34 standard deviations in language compared to identically-aged students in the same villages in 2019. Two-thirds of this deficit was made up within 6 months after school reopening. Further, while learning loss was regressive, the recovery was progressive. A government-run after-school remediation program contributed ~24% of the cohort-level recovery, and likely aided the progressive recovery.

show abstract

Experimental evidence on learning using low-tech when school is out

Cited by 70 publications

References 54 publications

The role of implementation in generalisability: A synthesis of evidence on targeted educational instruction and a new randomised trial

The role of implementation in generalisability: A synthesis of evidence on targeted educational instruction and a new randomised trial

How to Recover Learning Losses from COVID-19 School Closures in Asia and the Pacific

Covid-19 Learning Loss and Recovery: Panel Data Evidence from India

Contact Info

Product

Resources

About