Mobile Phones, Civic Engagement, and School Performance in Pakistan

Asim, Minahil; Dee, Thomas S.

doi:10.3386/w22764

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…However, the findings of this study do not support some of the previous researches that used low-cost mobile technology. In a civic engagement program is Punjab that was utilized to regularly engage with autonomous school council members through scheduled calls via a call center, the cell phone calls did not increase the students' attendance (32) . In order to understand this contradiction, it is important to understand the context and nature of this intervention.…”

Section: Discussionmentioning

confidence: 99%

Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

lowast¹,

Bukhari²,

Noonari³

et al. 2020

IJST

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Background/Objectives: Regular attendance at school is essential for allround development of students. The fundamental objective of this study was to utilize low-cost technology of cell phones to report to parents/guardians about the attendance of their children at schools and ascertain the impacts of cell phone calls on the attendance of Middle School students placed at risk of Drop out. Methods/Statistical analysis: This study was Experimental with a PretestPosttest Control Group by design and descriptive by purpose. The participants were 30 eight graders belonging to a Public Middle School of District Shaheed Benazirabad in Pakistan. These participants were then randomly assigned to Control and Experimental Groups (15 each). For intervention of making cell phone calls to parents/guardians to inform and ask them about the reason for the absence of their child, a teacher in each participating school was assigned this responsibility. The intervention lasted for 3 months. The data was analyzed using SPSS repeated measure t-test to calculate the significance of the impact of intervention. Findings: Results of the present study indicated that the attendance of Experimental Group on Posttest (75.07 %) was significantly higher than that on Pretest (62.87%). Novelty : This study utilizes existing technology available to almost everyone and bridges the parents and school administration to get the best outcome quickly; mobile-based intervention is simple and docile to regulate students’ performance at school level; it also improves the safety of the students.

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Section: Discussionmentioning

confidence: 99%

Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

lowast¹,

Bukhari²,

Noonari³

et al. 2020

IJST

View full text Add to dashboard Cite

show abstract

“…If this “common trends” assumption is violated, the resulting estimate would be prone to bias (Angrist & Pischke, 2008). 8 One way to address these concerns is to construct a “naive” or placebo DiD using students who were never eligible for the program in any time period (Asim & Dee, 2016). When the common trends assumption holds for this naive DiD comparison, we can take the difference of the true DiD and the naive DiD to get a DDD estimate, which can then be interpreted as the causal effect.…”

Section: Methodsmentioning

confidence: 99%

Summer Credit Recovery Impact on Newcomer English Learners

Johnson¹

2019

American Educational Research Journal

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Prior research shows that English learners (ELs) lag behind their peers in academic achievement and education attainment. The persisting gap is partly attributed to ELs’ limited exposure to academic content. This article investigates the efficacy of a summer credit recovery program aimed at expanding high school newcomer ELs’ access to academic subjects. Leveraging student-level data from a large urban district in California, I use a difference-in-differences-in-differences approach to estimate the program’s impact on high school course taking, English proficiency, and graduation. Credit recovery increased the number of math, English Language Arts, science, and social science classes taken by newcomer EL students. Effects on 4- and 5-year graduation rates are imprecisely estimated. I also find suggestive evidence for positive effects on English proficiency.

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“…An evaluation of the program found that the SCMP increased enrolment of females, improved teacher attendance and improved school facilities (Asim and Dee, 2016). It also had a number of clear advantages over the one-off NGO-run capacity building sessions.…”

Section: Box 4 Using Information and Communications Technology To Sumentioning

confidence: 99%

Cambodia's Cross-Cutting Reforms

2018

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This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.

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Mobile Phones, Civic Engagement, and School Performance in Pakistan

Cited by 4 publications

References 7 publications

Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

Summer Credit Recovery Impact on Newcomer English Learners

Cambodia's Cross-Cutting Reforms

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