Individualized Self-learning Program to Improve Primary Education: Evidence from a Randomized Field Experiment in Bangladesh

Material type: 文書・図像類

Author: Sawada, Yasuyukiほか

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Publication date: 2017-10-19

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Note (General)：: This paper reports on the results from a field experiment that tests the effectiveness of the globally popular Kumon learning method in improving the ...

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Material Type: 文書・図像類
Title: Individualized Self-learning Program to Improve Primary Education: Evidence from a Randomized Field Experiment in Bangladesh
Author/Editor: Sawada, Yasuyuki
Mahmud, Minhaj
Seki, Mai
Le, An
Kawarazaki, Hikaru
Author Heading: Sawada, Yasuyuki
Mahmud, Minhaj
Seki, Mai
Le, An
Kawarazaki, Hikaru
Publication Date: 2017-10-19
Publication Date (W3CDTF): 2017-10-19
Alternative Title: Individualized Self-learning Program to Improve Primary Education: Evidence from a Randomized Field Experiment in Bangladesh
No. or year of volume/issue: Working Paper ; 156
Volume: Working Paper ; 156
Text Language Code: eng
Subject Heading: education
self-learning
cognitive and non-cognitive outcomes
developing countries
randomized control trial
Target Audience: 一般
Note (General): This paper reports on the results from a field experiment that tests the effectiveness of the globally popular Kumon learning method in improving the cognitive and non-cognitive abilities of disadvantaged pupils in Bangladesh. Using a randomized control trial design, we study the impact of this individualized self-learning approach among third and fourth graders studying at BRAC non-formal primary schools. The results show that students of both grades in the treatment schools record substantial and significant improvement in their cognitive abilities as measured by two different mathematics tests (Kumon diagnostic test score per minute and proficiency test score) after a period of 8 months, compared to students in the control schools. In terms of non-cognitive abilities, the results give some evidence of positive and significant impacts, particularly on the self-confidence of the pupils. Interestingly, this intervention also had a positive and significant impact on the ability of teachers’ to assess their students’ performance. Overall our results suggest the wider applicability of a properly designed non-formal education program in solving the learning crisis in developing countries.
DOI: 10.18884/00000828
Source: https://jicari.repo.nii.ac.jp/?action=repository_action_common_download&item_id=835&item_no=1&attribute_id=9&file_no=1
https://jicari.repo.nii.ac.jp/?action=repository_action_common_download&item_id=835&item_no=1&attribute_id=9&file_no=1
Access Restrictions: 限定公開
Rights (production): CC BY-NC-ND
Data Provider (Database): 国立情報学研究所 : 学術機関リポジトリデータベース（IRDB）（機関リポジトリ）
https://irdb.nii.ac.jp
Original Data Provider (Database): 独立行政法人国際協力機構 : JICA RI リポジトリ