Inquiry-based teaching methodology training sessions for primary school teachers: impacts on teaching practices and student outcomes
Last registered on December 23, 2016

Pre-Trial

Trial Information
General Information
Title
Inquiry-based teaching methodology training sessions for primary school teachers: impacts on teaching practices and student outcomes
RCT ID
AEARCTR-0001864
Initial registration date
December 23, 2016
Last updated
December 23, 2016 5:33 AM EST
Location(s)
Region
Primary Investigator
Affiliation
Paris School of Economics
Other Primary Investigator(s)
PI Affiliation
University of Toulouse
PI Affiliation
University of Montpellier
PI Affiliation
Mannheim University
Additional Trial Information
Status
On going
Start date
2014-07-01
End date
2018-06-30
Secondary IDs
Abstract
Interest towards science and technology has been declining in the past twenty years and inquiry-based teaching might be a good way to reinforce science interest at the earliest age. The literature on the inquiry-based education is large but it is mostly based on small scale trials or on very specific cases (summer schools…). We use a randomized experiment to investigate the impacts of a large scale inquiry-based training program in three regions of France delivered to primary school teachers, on teaching practices and student outcomes. Among voluntary teachers, the treatment group receives an 80 hours training program over two years, while the control group receives very little or no training. We estimate impacts on multiple outcomes: teaching practices and student’s knowledge, reasoning skills and interest and motivation toward science and technology.
External Link(s)
Registration Citation
Citation
Bouguen, Adrien et al. 2016. "Inquiry-based teaching methodology training sessions for primary school teachers: impacts on teaching practices and student outcomes." AEA RCT Registry. December 23. https://doi.org/10.1257/rct.1864-1.0.
Former Citation
Bouguen, Adrien et al. 2016. "Inquiry-based teaching methodology training sessions for primary school teachers: impacts on teaching practices and student outcomes." AEA RCT Registry. December 23. http://www.socialscienceregistry.org/trials/1864/history/12804.
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Experimental Details
Interventions
Intervention(s)
The intervention aims at changing teaching practices in science thanks to an inquiry-based training which relies on discussion, exploration and experimentation. With this pedagogical method, students are deeply involved in the problem resolution, sometimes defined by the students themselves. The intervention consists in a training of 80 hours spread over two years for teachers of grade 3 to 6. The training is provided by Science centers in teachers' regional school district in France. During this two years of training teachers can practice, investigate, meet scientists and visit labs. Moreover teachers are supported by the trainers through visits in class regular exchanges on their class practices.
Intervention Start Date
2014-09-01
Intervention End Date
2017-06-30
Primary Outcomes
Primary Outcomes (end points)
Teachers outcomes: Teachers’ science skills and vision; Teachers’ practices.
Students outcomes: Students’ science skills ; Students’ interest toward science and technology.
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
We first ask for volunteer teachers in three regional school districts in France in Spring. The teachers register online and fill in a small baseline questionnaire. Then random allocation at the teacher level is stratified using teachers’ regional school districts, school status (priority education or no), gender, experience and degree. Selected teachers enter training in Fall next year, for two academic years (non-compliance is possible).
Measures are run during two years, at beginning and end of the second year of training; and at beginning and end of the first year after training is completed. Teachers and students answer questionnaires in class.
Experimental Design Details
Randomization Method
Random allocation at the teacher level is stratified using teachers’ regional school districts, school status (priority education or no), gender, experience and degree. Randomization done in office by a computer.
Randomization Unit
Treatment unit is the teacher. (When we measure outcomes on students, students are then clustered at the teacher level.)
Was the treatment clustered?
No
Experiment Characteristics
Sample size: planned number of clusters
134
Sample size: planned number of observations
134 teachers and 3171 students of treated teachers. For descriptive purposes, non-volunteer teachers from the same schools as volunteer teachers and their students are also surveyed (about 2000 students).
Sample size (or number of clusters) by treatment arms
72 teachers in treatment group and 62 teachers in control group. Students proportionally.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
About 12% of a SD (effect size) on students; twice as much on teachers.
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
IRB PSE-Ecole d'économie de Paris
IRB Approval Date
2016-02-12
IRB Approval Number
IN/2015-009
Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
No
Is data collection complete?
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
Reports and Papers
Preliminary Reports
Relevant Papers