The Impact of an Action-Reflection Teacher Training Program on Student Outcomes

Last registered on June 27, 2025
View Trial History

Pre-Trial

Trial Information

General Information

Title
The Impact of an Action-Reflection Teacher Training Program on Student Outcomes
RCT ID
AEARCTR-0016276
Initial registration date
June 24, 2025

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
June 27, 2025, 8:39 AM EDT

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

Locations

Country
Pakistan
Region

Primary Investigator

Name
Roohullah Gulzari
Affiliation
Harvard University
Contact Primary Investigator

Other Primary Investigator(s)

PI Name
Noshin Khan
PI Affiliation
Toronto Metropolitan University
PI Name
Muzamil Panezai
PI Affiliation
Provincial Institute for Teacher Education (PITE)

Additional Trial Information

Status
On going
Start date
2025-05-14
End date
2025-11-28
Keywords
Behavior, Education
Additional Keywords
Teacher Education
JEL code(s)
I21, I24, C93
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
This study evaluates the impact of an action-reflection-based teacher training program on teacher practices, beliefs, and student outcomes in a highly low-income context. The intervention is grounded in the idea that teacher effects are multidimensional, affecting not only academic achievement but also students’ socio-emotional and behavioral development. While traditional in-service teacher training programs emphasize job-specific pedagogical skills or content knowledge improvement, this study adopts a general skill development approach aimed at fostering teachers’ self-reflection, self-awareness, and socio-emotional competencies. We implement a cluster-randomized controlled trial (RCT) involving teachers/tutors from after-school remedial learning centers. Teachers in the treatment group participate in five weekly workshops to actively reflect on their beliefs, actions, and teaching practices about key student skills and capabilities. The study aims to assess the causal impact of the intervention on both student outcomes (cognitive and non-cognitive) and teacher beliefs and attitudes. In addition, we explore key mechanisms and heterogeneity across dimensions such as student baseline learning levels, family income, and teacher experience. This research tests a short-duration (and non-pedagogical) intervention focused on teacher reflection and self-awareness, and provides insights into whether an alternative teacher training model, distinct from traditional in-service professional development programs, can effectively support student learning and teacher development.
External Link(s)

Registration Citation

Citation
Gulzari, Roohullah, Noshin Khan and Muzamil Panezai. 2025. "The Impact of an Action-Reflection Teacher Training Program on Student Outcomes." AEA RCT Registry. June 27. https://doi.org/10.1257/rct.16276-1.0
Sponsors & Partners
Experimental Details

Interventions

Intervention(s)
This study tests a five-week action-reflection teacher training program delivered to teachers in after-school remedial learning centers in Pakistan. Each weekly session consists of two components: (1) a structured reflection session where teachers critically reflect on their beliefs, practices, and experiences related to student capabilities, and (2) an action-planning segment where teachers propose concrete classroom actions to support students' development (e.g., teamwork, self-confidence). The program is designed to enhance teachers' self-awareness, motivation, and general socio-emotional competencies.
Intervention (Hidden)
Intervention Start Date
2025-06-15
Intervention End Date
2025-07-27

Primary Outcomes

Primary Outcomes (end points)
The primary outcomes are students' cognitive skills in math and English. Additionally, we will assess behavioral outcomes, measured by student attendance. Finally, we will measure socio-emotional outcomes in two domains: (1) cooperation, assessed via an incentivized experimental game; and (2) self-efficacy in math, measured using a validated scale.

For teachers, we will assess the effects of the intervention on (1) generalized self-efficacy, measured via a validated survey scale, and (2) classroom practices, captured through a structured classroom observation tool.
Primary Outcomes (explanation)
Cognitive skills will be measured using student assessments developed by the research team, aligned with national curriculum standards and student learning outcomes (SLOs).

Secondary Outcomes

Secondary Outcomes (end points)
We will measure the following secondary outcomes for the teachers:
1. Teachers' perception about key inputs for student learning
2. Teachers' expectations of their students.

Secondary Outcomes (explanation)

Experimental Design

Experimental Design
The intervention is evaluated using a cluster-randomized controlled trial (RCT), with randomization at the center (school) level.

Each learning center includes one or more camps, with two teachers (tutors) typically assigned per camp. Based on program team recommendations and other logistical considerations, only one camp per center was selected to participate in the intervention. When a center is assigned to treatment, both teachers of the selected camp participate in the training workshops.

Stratified randomization was conducted in R using three variables: (1) center gender (girls vs. boys), (2) center learning level (level 1 vs. level 2), and (3) number of camps per center (1 vs. 2).

Teachers in treatment centers participate in five action-reflection training workshops. Control centers receive no intervention during the study period. Randomization occurred after baseline data collection from students and teachers.
Experimental Design Details
Randomization Method
Stratified randomization (performed in R)

Stratification variables
1. Center gender (girls vs. boys)
2. Center learning level (level 1 vs. level 2)
3. Number of camps per center (1 vs. 2)
Randomization Unit
Learning center (school) level.
Was the treatment clustered?
Yes

Experiment Characteristics

Sample size: planned number of clusters
50 centers.
Sample size: planned number of observations
~ 1,100 - 1,200 students (20-25 per center)
Sample size (or number of clusters) by treatment arms
1/2 of the centers (25 centers and ~ 50 teachers) in treatment and 1/2 of the centers in the control group (25 centers and ~ 50 teachers).
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
Harvard University
IRB Approval Date
2025-02-26
IRB Approval Number
IRB24-1747
Analysis Plan

Post-Trial

Post Trial Information

Study Withdrawal

There is information in this trial unavailable to the public. Use the button below to request access.

Request Information

Intervention

Is the intervention completed?
No
Data Collection Complete
Data Publication

Data Publication

Is public data available?
No

Program Files

Program Files
Reports, Papers & Other Materials

Relevant Paper(s)

Reports & Other Materials