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Field
Trial Status
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Before
on_going
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After
completed
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Last Published
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Before
April 13, 2023 03:48 PM
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After
July 17, 2026 12:31 PM
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Field
Intervention (Public)
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Before
The research team plans to conduct a questionnaire survey at 138 rural schools and then randomly assign the schools to three groups, each consisting of about 46 schools.
The first group is the "rural teachers" course group (42 schools). The project team will train rural teachers on social-emotional learning for two days every semester, provide SEL relevant materials (including teacher’s guidelines, student textbook, instruction slides, and teaching props) to the course group, and require each rural teacher to give a class once a week and punch in after class. The rural teachers will teach the social-emotional learning course once a week in their own school, and give feedback in the online community.
The second group is the " rural teachers collective learning" course group (49 schools). The basis setting is the same with the first group. At the same time, 6-7 teachers from the same county form a learning group, and they select one teacher as the chief teacher, namely the group leader. The chief teacher regularly supervises other teachers in the group to attend classes and organize collective discussions, and the research team provides training opportunities for the chief teachers to encourage the chief teachers to lead and organize group learning and discussions on SEL courses.
The control group will not receive any treatment from the research team.
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After
We have two treatment modalities and a control arm:
1. The first group is the "rural teachers" course group (T1). The project team will train rural teachers on social-emotional learning for two days every semester, provide SEL-relevant materials (including teacher’s guidelines, student textbook, instruction slides, and teaching props) to the course group, and require each rural teacher to give a class once a week and punch in after class. The rural teachers will teach the social-emotional learning course once a week in their own school, and give feedback in the online community.
2. The second group is the " rural teachers collective learning" course group (T2). The basis setting is the same with the T1. At the same time, 6-7 teachers from the same county form a learning group, and they select one teacher as the chief teacher, namely the group leader. The chief teacher organize a monthly discussion with other teachers, and the research team provides training opportunities for the chief teachers to encourage the chief teachers to lead and organize group learning and discussions on SEL courses.
3. The control group will not receive any treatment from the research team.
The research team provides intervention courses/materials to treatment schools for free and supports the daily project management.
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Field
Experimental Design (Public)
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Before
The research team plans to conduct a questionnaire survey at 138 rural schools and then randomly assign the schools to three groups, each consisting of about 46 schools.
The first group is the "rural teachers" course group (42 schools). The project team will train rural teachers on social-emotional learning for two days every semester, provide SEL-relevant materials (including teacher’s guidelines, student textbook, instruction slides, and teaching props) to the course group, and require each rural teacher to give a class once a week and punch in after class. The rural teachers will teach the social-emotional learning course once a week in their own school, and give feedback in the online community.
The second group is the " rural teachers collective learning" course group (49 schools). The basis setting is the same with the first group. At the same time, 6-7 teachers from the same county form a learning group, and they select one teacher as the chief teacher, namely the group leader. The chief teacher regularly supervises other teachers in the group to attend classes and organize collective discussions, and the research team provides training opportunities for the chief teachers to encourage the chief teachers to lead and organize group learning and discussions on SEL courses.
The control group will not receive any treatment from the research team.
By cooperating with the provincial education department in Gansu Province, we are able to carry out the trial in three prefectures and cover 138 rural schools. In each school, one or two classes in Grade 4 are randomly drawn to make up the final sample. The research team provides intervention courses/materials to treatment schools for free and supports the daily project management.
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After
The project/experiment is carried out in five stages: baseline survey, random grouping, intervention, mid-term monitoring and endline evaluation.
1. Baseline survey
The baseline survey will be conducted in 136 primary schools in Northwestern China. The survey includes standardized Math test for students and questionnaires for students, teachers, and school principals. Well-trained personnel will be sent to rural schools to monitor standardized tests and help respondents answer survey questionnaires using school computers and paper questionnaires.
2. Randomization
2.1 Within strata, we randomly assign 1/3 schools to the control condition and 2/3 schools to the treatment condition
2.2 To compare T1 and T2, in a separate and independent randomization, we assign half of county into first treatment arm and another half to the second arm (with peer-led discussion)
in analysis, we use baseline survey and math test scores to test balance.
3. Intervention
There are two treatment groups: rural teachers course group (treatment 1), rural teachers collective learning course group (treatment 2). Interventions are described above in Experimental Design. Control group will not receive any treatment by research team.
4. Mid-term monitoring
After one semester of intervention, the research team will dispatch personnel to selected schools with high degree of compliance, average degree of compliance and poor degree of compliance to carry out qualitative interviews to understand the effect of the intervention and the existing problems.
5. Evaluation
The evaluation will be conducted based on follow-up surveys. Similar test and questionnaires as in the baseline survey will be given. The first follow-up will be conducted one year after the intervention to evaluate the impact of one-academic year’s intervention and we plan to carry out further follow-ups in 2-3 years to evaluate the long-term effect.
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Randomization Unit
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Before
School level
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After
School level for comparison with control
County level for T1-T2 comparison
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Planned Number of Observations
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Before
around 5,000 to 6,000 primary students
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After
around 5,000 primary students
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Sample size (or number of clusters) by treatment arms
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Before
Treatment 1 Rural teachers course group: 42 schools
Treatment 2 Rural teachers collective learning course group: 49 schools
Control: 47 schools
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After
Pool reatment: 91 schools
Control: 45 schools
T1 6 counties (42 schools), T2 6 counties (49 schools)
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Field
Power calculation: Minimum Detectable Effect Size for Main Outcomes
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Before
In order to fulfill statistical power, we assume that the minimum detectable effect size equals 0.2 SD.
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After
In order to fulfill statistical power, we assume that the minimum detectable effect size equals 0.2 SD. It depends on ICC, if ICC is smaller than 0.1, the MDE can be smaller.
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