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Field
Last Published
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Before
June 18, 2026 09:20 AM
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After
August 25, 2026 04:34 PM
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Field
Primary Outcomes (End Points)
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Before
■ Knowledge
● Knowledge about opportunities in tertiary education
● Knowledge of scholarship opportunities
● Knowledge of self-finance opportunities (part-time jobs)
● Knowledge of the availability of credit to finance education
● Cost of living
■ Preparation for the Admission Exam
● Prep-School (Coaching center) enrollment
● Private tutor
● Number of admission exams taken.
● Education investment for admission success (including travel cost, admission form cost, and coaching center-related costs)
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After
■ Knowledge
● Knowledge of scholarship opportunities
● Knowledge of self-finance opportunities (part-time jobs)
● Knowledge of the availability of credit to finance education
■ Preparation for the Admission Exam
● Prep-School (Coaching center) enrollment
● Private tutor
● Number of admission exams taken.
● Education investment for admission success (including travel cost, admission form cost, and coaching center-related costs)
■ Getting enrolled
● Actual enrollment to tertiary education (did they enroll?)
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Field
Power calculation: Minimum Detectable Effect Size for Main Outcomes
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Before
Our primary outcomes of interest are i) knowledge about scholarships and financing opportunities in tertiary education and ii) taking initiatives to get admission into tertiary education. We assume that the pre-intervention prevalence of knowledge is 30% and that taking the initiative of getting admission is 40%. We also assume that the prevalence of admission is 25%. We further assume that the intra-cluster correlation (ICC) is 0.15 (based on analyzing the baseline measurement of aspiration to pursue higher education, exam result, HH’s status as a borrower, and we assumed the highest ICC to be conservative in our analysis).
Under these assumptions, for 95% confidence interval and a statistical power of 90%, our minimum detectable effect sizes (MDEs) are as follows:
Prevalence of knowledge: 17.55 percentage points in T1 and 12.24 percentage points in T2.
Prevalence of taking the initiative of getting admission: 18.09 percentage points in T1 and 12.71 percentage points in T2.
Getting admission in tertiary institutions: 16.96 percentage points in T1 and 11.77 percentage points in T2.
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After
Our primary outcomes of interest are i) knowledge about scholarships and financing opportunities in tertiary education, ii) taking initiatives to get admission into tertiary education, and iii) getting enrolled into tertiary education. We assume that the pre-intervention prevalence of knowledge is 30% and that taking the initiative of getting admission is 40%. We also assume that the prevalence of admission is 25%. We further assume that the intra-cluster correlation (ICC) is 0.15 (based on analyzing the baseline measurement of aspiration to pursue higher education, exam result, HH’s status as a borrower, and we assumed the highest ICC to be conservative in our analysis).
Under these assumptions, for 95% confidence interval and a statistical power of 90%, our minimum detectable effect sizes (MDEs) are as follows:
Prevalence of knowledge: 17.55 percentage points in T1 and 12.24 percentage points in T2.
Prevalence of taking the initiative of getting admission: 18.09 percentage points in T1 and 12.71 percentage points in T2.
Getting admission in tertiary institutions: 16.96 percentage points in T1 and 11.77 percentage points in T2.
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Field
Secondary Outcomes (End Points)
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Before
■ Building Networks: Behavioral shifts after receiving the information
● Talked with parents
● Talked with relatives, friends, or other networks
● Managed finance to pursue education.
● Build Job-related networks
● Learned marketable skills for the part-time job
● Intensity of Exam Preparation
Long term outcomes include:
● Admission result (passed/in the waiting list/rejected)
● Merit position (if passed, then what position)
● Actual enrollment to tertiary education (if passed, did they enroll?)
● Share of students engaged in income-generating activities (IGA)
● Share of students' average monthly earnings from income-generating activities (IGA)
Potential Knowledge spillover:
■ Intra-household (parents, siblings)
■ Within the village, within the MF branch
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After
Short term: Behavioral shifts after receiving the information
● Talked with parents
● Talked with relatives, friends, or other networks
● Made financial plans to manage pursuing education.
● Learned marketable skills for the part-time job
Long-term: Admission test-related outcomes include:
● Intensity of Exam Preparation (hours spent to prepare for the exam)
● Admission result (passed/in the waiting list/rejected)
● Merit position (if passed, then what position)
● Currently engaged in income-generating activities (IGA)
● Average monthly earnings from income-generating activities (IGA)
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