| Field | Before | After |
|---|---|---|
| Field Trial Status | Before in_development | After on_going |
| Field Abstract | Before Peer tutoring has a potential “double-dividend”: the tutors themselves may be learning from the process. I will pilot a new intervention, Learning by Creating Math Tutoring Videos (LCMTV), which aims to help high school students learn math by creating tutoring videos. I will recruit 800 students from low-income charter high schools in Chicago to participate. Students will be randomly assigned to either a control condition, creating tutoring videos, or watching tutoring videos. Students’ final course grades, standardized test scores, and math confidence levels will be the primary outcomes. In order to increase the likelihood that students create videos, I will send reminder messages to both the student and their parent, and will also provide optional scripts that students can use to assist with video creation. | After Teaching is anecdotally considered a good way to improve one’s own knowledge, but field evidence on learning by teaching is sparse. In this study, I partner with 22 middle and high schools in the midwestern United States to test the impact of creating math tutoring videos on students’ math skills. Stratified by teacher, 130 math classrooms are randomly assigned to either 1) Control, 2) Watchers, or 3) Creators conditions. In the “Watchers” classrooms, teachers assign a weekly PSAT math problem and students are given a link to a “help” video to watch. Students in the “Creators” classrooms are assigned the same problem, but are asked to create a video explaining the solution. The primary outcomes are students’ math class grades, as well as their score on a 15-question test of PSAT/ACT questions that cover material related to the treatment tasks. I additionally track how often the “help” video link is clicked in each class period as a mediator variable, as well as the compliance and accuracy of the weekly tasks for both Creators and Watchers. |
| Field Trial Start Date | Before August 15, 2023 | After March 04, 2024 |
| Field Last Published | Before August 10, 2023 01:21 PM | After March 16, 2024 07:35 PM |
| Field Intervention Start Date | Before September 07, 2023 | After March 18, 2024 |
| Field Primary Outcomes (Explanation) | Before The primary outcomes will be the students' math grades and math standardized test scores. | After The primary outcomes will be the students' math grades and math test scores. |
| Field Experimental Design (Public) | Before For each participating class, students will first be asked whether they would like to participate in the research study. The students who agree to participate via submitting written parental consent will be sent a 5-minute survey to complete and will have the opportunity to earn $10 for completing this. Students who complete the survey by the 3rd week of class will then be randomized into one of 3 conditions: Control, Creator, Watcher. All students will receive access to an adaptive math platform. Additionally, the "Creators" will be assigned to create one video per week (for a $10-20 incentive) where they explain a math topic. The "Watchers" will be asked to watch and give feedback on one video per week for a $10 incentive. | After The study will take place during the Spring 2024 semester, and depending on the success of implementation, additional rounds might be conducted during the summer 2024 and fall 2024 semesters. Teachers who teach at least two periods of the same math class will be eligible to participate. These periods will randomly assigned to the “Creators” and “Watchers” conditions. In cases where teachers teach more than two periods, one period will also be assigned to a control condition. The class period assigned to the “Watchers” condition will be asked to solve a weekly math problem (in addition to their usual assignments), primarily taken from the PSAT and ACT, and will be provided with a “help” video that shows how to answer a similar problem. The class period assigned to the “Creators” condition will receive the same problem, but their task will be to create a video explaining the solution. Control periods will not receive any weekly tasks beyond their regular class assignments. 8 tasks will be given in total between March 2024 and May 2024. Students will be given a pre- and post- test on the PSAT/ACT questions that cover material related to the treatment tasks. Additionally, I will track how often the “help” video link is clicked in each class period, as well as the compliance and accuracy of the weekly tasks for both Creators and Watchers. |
| Field Randomization Unit | Before Individual (student) | After Classroom |
| Field Was the treatment clustered? | Before No | After Yes |
| Field Planned Number of Clusters | Before 800 students | After 130 (50 Creators, 50 Watchers, 30 Control) |
| Field Planned Number of Observations | Before 800 students | After 2,000 students |
| Field Sample size (or number of clusters) by treatment arms | Before 400 Control Students, 200 Creators, and 200 Watchers. | After 750 Creators (50 classrooms), 750 Watchers (50 classrooms), 500 Control (30 classrooms); these are estimates. |
| Field Power calculation: Minimum Detectable Effect Size for Main Outcomes | Before .25 SD | After .15 SD |
| Field Public analysis plan | Before No | After Yes |
| Field Secondary Outcomes (End Points) | Before Math Confidence | After Math Confidence and Likelihood of watching "help" video. |
| Field Secondary Outcomes (Explanation) | Before Students' answer to a survey question about their confidence level in mathematics (on a scale from 1-5). This question will also be asked at the baseline. | After Students' answer to a survey question about their confidence level in mathematics (on a scale from 1-10). This question will also be asked at the baseline. Students' likelihood of watching the "help" video will be tracked, and serves as a mediator variable that might explain why the treatment leads to skill improvement. |
| Field | Before | After |
|---|---|---|
| Field Document | Before |
After
Pre-Analysis Plan.pdf
MD5:
385c66f90b38c32273105db6f3164a17
SHA1:
cb5000c1f4ebd264aa5758743ff87f634602a95b
|
| Field Title | Before | After Pre-Registered Analysis Plan |
| Field | Before | After |
|---|---|---|
| Field Document Name | Before | After Student Survey |
| Field File | Before |
After
Student Survey.pdf
MD5:
50cf3dbb98037f527a5211cfe485b92b
SHA1:
15a2626c40bc0be653698cce1f9a741076adb2c1
|
| Field Public | Before | After Yes |
| Field | Before | After |
|---|---|---|
| Field Document Name | Before | After Sample Task (Watchers) |
| Field File | Before |
After
Sample Task (Control).pdf
MD5:
b86e8bf3327eb8d9709f64be9859d76c
SHA1:
488c2f38a33a5e44a49cc626175e3a84e4b42008
|
| Field Public | Before | After Yes |
| Field | Before | After |
|---|---|---|
| Field Document Name | Before | After Sample Task (Creators) |
| Field File | Before |
After
Sample Task (Treatment).pdf
MD5:
ac65d61785bab8f6b634a5872552ae1d
SHA1:
b1bb6e8f4083716c9a4396b156cb26eb0a19211a
|
| Field Public | Before | After Yes |