Tikichuela Early Mathematics

Tikichuela Mathematics implements a inquiry and problem-based (IPB) pedagogical mathematics approach in early grade classrooms. Teachers receive professional development combined with audio lessons to help them implement the IPB approach. Beyond fostering math skills in general, the Tikichuela project was designed to close gaps in learning between students in urban and rural areas, central and peripheral schools within school networks, and multi- and single-grade classrooms. The interactive program was designed to include audio lesson that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, mixing Spanish and Guaraní, the audio programs and written materials are produced using a combination of these languages. Key concepts are repeated in both Spanish and Guaraní. Teachers receive training and in-class tutoring in the IPB interactive audio methodology.In the pilot, the audio lessons were implemented four days a week, with one day set aside to review what had been learned during the week. This extra day gave teachers flexibility to review topics that, according to their observation, the children needed more practice or assistance in addressing. The average duration of each class was 60 minutes, divided into three phases: (a) preparation of the classroom and materials, (b) playing the audio lesson for 30–40 minutes, and (c) additional activities for 15–20 minutes.

2011-03-08

2011-12-15

To measure the effects, three data collection instruments were used. First, we applied baseline and endline math learning tests at the beginning and the end of the school year. The tests were adapted from the Early Grade Math Assessment (EGMA) developed by the Research Triangle Institute (RTI). To make it possible to assess spillover effects, the tests also included three questions from RTI’s Early Grade Reading Assessment (EGRA). The endline test was equivalent to the baseline test, but the level of difficulty was raised to the level expected of a preschool child at the end of the school year.Interviewers administered the tests individually to each preschool child in Spanish or Guaraní, depending on the predominant language of each student. The tests consisted of 14 tasks that took less than 15 minutes to apply to each student. The tests were validated in four schools in the country’s central region that were not part of the sample. Second, we surveyed principals, teachers, parents, and students to collect socio demographic data on the schools and the students’ families. Third, we conducted a qualitative evaluation to help us interpret the quantitative findings.

Preschool version of the Early Grade Math Assessment (EGMA)

Preschool version of the Early Grade Reading Assessment (EGRA)

To be able to estimate whether the project produced the desired effects of raising overall pre-numeracy skills and closing learning gaps, we needed to estimate what would have happened in the absence of the Tikichuela project. To do this, we conducted an experiment in which preschools were randomly assigned to either a treatment or a control group. These types of randomized control trials (RCTs) have been used to evaluate the effects of various education inputs, such as textbooks and computers (Barrera-Osorio & Linden, 2009; Malamud & Pop-Eleches, 2011; Cristia, Cueto, Ibarraran, Severin, & Santiago, 2012), scholarships (Glewwe, Hanushek, Humpage, & Ravina, 2011), and tutoring (Banerjee, Cole, Duflo, & Linden, 2007).

The randomized design covered 265 school districts in the department of Cordillera, or approximately 4,500 preschool students and 400 teachers. One hundred and thirty-one schools were randomly selected to receive the treatment, while the remaining 134 schools were designated as the control group. The sample was stratified based on school location (urban-rural), school resources (high-low resources), number of children enrolled, and existence of split sessions schedule (one-two sessions).

Randomization done in office with a computer.

Schools

Yes

265 schools

3,000 students

131 treatment schools and 134 control schools

MDE 0.10; P value 0.04; Schools: 325; average number of observations per school: 19