Teachers’ role in the Educational Achievements of CHildren (TEACH): A conjoint experiment for mathematics teachers

Last registered on April 16, 2024
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Pre-Trial

Trial Information

General Information

Title
Teachers’ role in the Educational Achievements of CHildren (TEACH): A conjoint experiment for mathematics teachers
RCT ID
AEARCTR-0013298
Initial registration date
April 04, 2024

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
April 16, 2024, 11:09 AM EDT

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
Helena Skyt Nielsen
Affiliation
Aarhus University
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Other Primary Investigator(s)

PI Name
Simon Calmar Andersen
PI Affiliation
Aarhus University
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PI Name
Lóa Björk Jóelsdóttir
PI Affiliation
VIA UC
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Additional Trial Information

Status
In development
Start date
2024-04-08
End date
2024-12-31
Keywords
Education, Gender
Additional Keywords
Arithmetic, mathematics teachers, gender stereotypes, didactic approach.
JEL code(s)
I21, J16.
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
In many settings male students outperform females in mathematics, and furthermore, there appear to be a systematic difference in the way males and females approach mathematics tasks. This may be due to student factors (e.g. differences in preferences, personality, or ability) or teacher factors (e.g. gender stereotypes or didactic approaches). We focus on the role of teachers in fostering this gender gap. We carry out a conjoint experiment testing whether mathematics teachers believe that—all else being equal—male students benefit more from certain didactic approaches compared to females, and if such biases can be explained by teachers’ gender stereotypes or didactic approaches.
External Link(s)

Registration Citation

Citation
Andersen, Simon Calmar, Lóa Björk Jóelsdóttir and Helena Skyt Nielsen. 2024. "Teachers’ role in the Educational Achievements of CHildren (TEACH): A conjoint experiment for mathematics teachers." AEA RCT Registry. April 16. https://doi.org/10.1257/rct.13298-1.0
Sponsors & Partners

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Experimental Details

Interventions

Intervention(s)
Intervention Start Date
2024-04-08
Intervention End Date
2024-05-31

Primary Outcomes

Primary Outcomes (end points)
An indicator variable measuring which student the teacher believes would benefit the most from working with alternative strategies for addition and subtraction.
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
The study is designed with the purpose of evaluating the effect of student characteristics and their interaction with teacher characteristics on how teachers assess the benefit from working with alternative strategies for addition and subtraction.
Respondents are faced with a conjoint experiment, where they are presented with two hypothetical students in a math class. All respondents see a number of student attributes. They are asked to choose which student would benefit the most from working with alternative strategies for addition and subtraction. We randomize the level of the attributes within respondents and profiles under some restrictions.
Experimental Design Details
Not available
Randomization Method
Randomization done by a computer.
Randomization Unit
Randomization of the level of attributes within respondents and profiles.
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
Respondents: 343 teachers
Sample size: planned number of observations
Respondents: 343 teachers
Sample size (or number of clusters) by treatment arms
Effective sample size: 6860 (= 343 respondents * 2 profiles * 10 tasks)
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Unit of main outcome: 0/1. Mean=SD=0.5. Minimum detectable effect sizes: Average marginal component effects (AMCE) = 0.03 using a one-sided test (3 percentage points, 6% of a SD). Average marginal component interaction effects (AMCIE) = 0.06 using a one-sided test (6 percentage points, 12% of a SD).
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
The Research Ethics Committee (IRB), Aarhus BSS
IRB Approval Date
2024-02-08
IRB Approval Number
BSS-2024-035-S1
Analysis Plan

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