Individualized Self-learning Program to Improve Primary Education: Evidence from a Randomized Field Experiment in Bangladesh

In Bangladesh, Kumon Method of learning has been introduced in selected BPS among the third and fourth grade of students as a supplementary module in mathematics. Kumon aims to enable students to develop advanced academic and self-learning ability by ensuring that children are always studying at a level that is just right for them. In particular, students are assigned to an initial level based on individual performance in a diagnostic test (DT) provided by Kumon Institute, not on the basis of the school grade or age. Kumon Method is uniquely designed to set the initial level slightly lower than the concurrent maximum capacity of the student in order to: i) ensure full understanding of the basic concepts as a firm building block of cognitive ability development; and ii) stimulate students’ motivation to continue to study, which also works for the development of their non-cognitive ability such as self-confidence and self-esteem. Kumon’s mathematics program is divided into 20 levels (from Level 6A to Level O), and five elective levels, comprising a total of 4,420 double-sided worksheets. All of these worksheets are carefully designed, starting from simple counting to advanced mathematics, with the level of difficulty increasing in small steps.8 Worksheets contain example questions with hints, which help students to acquire step by step problem solving skills by themselves. As a result, students can absorb material beyond their school grade level through self-learning, and advance to studying high school level material at an early age. Importantly, slower learners can spend more time on the basics without being rushed to move on to advanced level of materials beyond their level of understanding.

Another feature of Kumon Method of Learning is a tracking system of each student’s progress and achievements using personalized record books. Kumon instructors do not teach in the class and hence, do not need extensive prior experience to conduct daily quizzes to monitor the understanding and progress of each student. This is because Kumon worksheets are laid out in small steps to enable students to self-learn and there is a determined standard time per worksheet to judge whether students can advance to the next level or should repeat a level. Having detailed progress reports on the worksheets allows instructors to obtain more objective information about their students’ abilities, and their understanding of the mathematics involved.

2015-08-15

2016-04-13

(1) Cognitive outcomes such as achievement test scores from the Kumon method of learning and nation-wide public examinations; (2) non-cognitive outcomes such as self-esteem, grit, and other psycho-social measures; and (3) teachers' assessment skill of students.

The intervention is a randomized controlled trial with one treatment and one control arm.

We randomly selected 34 BPSs having third and fourth graders from the 179 BRAC nonformal primary schools in Dhaka and surrounding areas, whereby 17 schools received Kumon materials and 17 schools did not receive these materials so that they could serve as treatment and control schools, respectively.10 The resulting sample breakdown by grades is as follows: 19 (out of 48 schools) for the third grade and 15 (out of 131 schools) for the fourth grade are tracked in our study.11 In total, our study started tracking roughly 1,000 students in these 34 schools. In these schools, we choose only one of the two class shifts (either morning or afternoon), with an average class size of 30 students. The intervention for the treated school students consists of a 30 minute session on Kumon study prior to the beginning of their regular lesson. Thus, students in the treatment schools come to school earlier than usual during the experiment periods.

Randomization has been done in office by a computer using a random number generator.

School level randomization

Yes

34 schools

1,000 pupils

17 schools treatment, and 17 schools control

0.4 standard deviation

This study investigates the effectiveness of a globally popular method of self-learning at
the right level in improving learning outcomes—the cognitive and noncognitive abilities
of disadvantaged students—in a developing country, Bangladesh. Using a randomized
controlled trial design, we find substantial improvements in cognitive abilities measured by
math test scores and catch-up effects in terms of noncognitive abilities or personality traits
measured through a self-esteem scale. Moreover, our study is the first to use alternative
cognitive ability measures, that is, time reduction as well as time-adjusted test score,
which are critical dimensions of cognitive development. Subsequently, we investigate
the long-term effects using students’ math results of the national-level exam. We find a
reasonable longer-term impact on cognitive abilities 20 months after the intervention for
younger students. Our estimates indicate that the program’s benefits exceed its costs.

Yasuyuki Sawada, Minhaj Mahmud, Mai Seki, and Hikaru Kawarazaki (2023), "Fighting the Learning Crisis in Developing Countries: A Randomized Experiment of Self-Learning at the Right Level," accepted at Economic Development and Cultural Change.

https://www.journals.uchicago.edu/doi/10.1086/725909

This study investigates the effects of speed competition in classrooms on young pupils' learning outcomes. To examine how faster peers' speed affects slower pupils' speed and learning, we employ students' daily progress data in a self-learning programme at BRAC primary schools in Bangladesh. The programme's unique setting allows us to address the reflection problem reasonably well. While speed competition could generate negative consequences, our results show overall positive peer effects on problem-solving time and scores. The effects are stronger among peers with similar abilities, without negatively affecting others. Our results show efficiency gains from non-market competition in education and learning.

Kawarazaki, H., Mahmud, M., Sawada, Y. and Seki, M. (2023), Haste Makes No Waste: Positive Peer Effects of Classroom Speed Competition on Learning. Oxford Bulletin of Economics and Statistics, 85: 755-772. https://doi.org/10.1111/obes.12545

https://onlinelibrary.wiley.com/doi/10.1111/obes.12545