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Individualized Self-learning Program to Improve Primary Education: Evidence from a Randomized Field Experiment in Bangladesh
https://doi.org/10.18884/00000828
https://doi.org/10.18884/0000082806fd6351-705d-4ab2-ad9c-27b1b13b212d
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JICA-RI_WP_No.156 (1.8 MB)
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| Item type | 報告書 / Research Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2017-10-19 | |||||
| タイトル | ||||||
| タイトル | Individualized Self-learning Program to Improve Primary Education: Evidence from a Randomized Field Experiment in Bangladesh | |||||
| タイトル | ||||||
| タイトル | Individualized Self-learning Program to Improve Primary Education: Evidence from a Randomized Field Experiment in Bangladesh | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | education | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | self-learning | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | cognitive and non-cognitive outcomes | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | developing countries | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | randomized control trial | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_18ws | |||||
| 資源タイプ | research report | |||||
| ID登録 | ||||||
| ID登録 | 10.18884/00000828 | |||||
| ID登録タイプ | JaLC | |||||
| 報告年度 | ||||||
| 日付 | 2017-10-19 | |||||
| 日付タイプ | Issued | |||||
| 著者 |
Sawada, Yasuyuki
× Sawada, Yasuyuki× Mahmud, Minhaj× Seki, Mai× Le, An× Kawarazaki, Hikaru |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | 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. | |||||
| 号 | ||||||
| 号 | Working Paper ; 156 | |||||
