Does Parental Involvement Improve Student Learning? The Role of Asymmetric Information

Last registered on January 23, 2023
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Pre-Trial

Trial Information

General Information

Title
Does Parental Involvement Improve Student Learning? The Role of Asymmetric Information
RCT ID
AEARCTR-0010818
Initial registration date
January 22, 2023

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
January 23, 2023, 7:33 AM EST

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

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Primary Investigator

Name
Mahounan Patrice Yedomiffi
Affiliation
University of Illinois at Urbana-Champaign
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Other Primary Investigator(s)

Additional Trial Information

Status
On going
Start date
2022-11-22
End date
2023-04-15
Keywords
Education
Additional Keywords
Parental involvement, Information
JEL code(s)
Parental involvement, Information, field experiment, Benin
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
The proposed randomized controlled trial investigates the effects of a comprehensive information intervention on parents’ beliefs, parental involvement, and their child’s test scores. The information provided includes parents’ role in their child's education, the date of upcoming tests, their children’s English and math test scores, and recommendations. Parents were also given the opportunity to reach out to us with any questions or concerns they had.
External Link(s)

Registration Citation

Citation
Yedomiffi , Mahounan Patrice. 2023. "Does Parental Involvement Improve Student Learning? The Role of Asymmetric Information." AEA RCT Registry. January 23. https://doi.org/10.1257/rct.10818-1.0
Sponsors & Partners
Experimental Details

Interventions

Intervention(s)
Intervention Start Date
2023-01-11
Intervention End Date
2023-03-20

Primary Outcomes

Primary Outcomes (end points)
Students' test scores
Primary Outcomes (explanation)
We will look at students' quiz and exam scores in math and English. We will also look at the effect on the four other subjects that are part of the student curriculum.
We will look at the result for the whole group and we will also look at heterogeneity by parental literacy as well as students' gender.

Secondary Outcomes

Secondary Outcomes (end points)
Parental involvement, Parents' aspiration
Secondary Outcomes (explanation)
Parental involvement will be measured through several outcomes such as the number of times parents talk to their child about school, the number of times parents asked about students' tests scores, the number of times parents asked about upcoming exams/quizzes, the number of times parents asked students to review their lessons, the number of times parents visited the school.
We will look at the result for the whole group and we will also look at heterogeneity by parental literacy as well as students' gender.

Experimental Design

Experimental Design
We randomly selected 20 secondary schools in the Atlantique region in Benin. In each school, we randomly selected 5 eighth grade classes in case the school had more than 5 classes. We then invited the parents of all the students in those classes. Baseline data were collected on all the parents who showed up and agreed to participate. Within each class, we divide parents into literate and illiterate. Then, within each class-parental literacy group, we assign half of the parents who accepted to participate into treatment and the other half to control.
Experimental Design Details
Not available
Randomization Method
Randomization was done in the office using STATA
Randomization Unit
Randomization was done at the parent level within each class.
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
20 schools are parts of this study.
Sample size: planned number of observations
2265 students
Sample size (or number of clusters) by treatment arms
In each school, we have both treatment and control.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Accounting for our experimental design, the minimum detectable effect is 0.14 Standard Deviation for student test scores.
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
University of Illinois at Urbana-Champaign Office for the Protection of Research Subjects
IRB Approval Date
2022-09-14
IRB Approval Number
23204
Analysis Plan