| Field | Before | After |
|---|---|---|
| Field Last Published | Before November 02, 2023 02:48 AM | After November 02, 2023 02:59 AM |
| Field Study Withdrawn | Before | After No |
| Field Intervention Completion Date | Before | After November 01, 2019 |
| Field Data Collection Complete | Before No | After Yes |
| Field Final Sample Size: Number of Clusters (Unit of Randomization) | Before | After 238 schools. |
| Field Was attrition correlated with treatment status? | Before | After No |
| Field Final Sample Size: Total Number of Observations | Before | After 2878 students. |
| Field Final Sample Size (or Number of Clusters) by Treatment Arms | Before | After 117 schools for the treatment group and 121 schools for the control group. |
| Field Public Data URL | Before | After https://doi.org/10.7910/DVN/FC1HDV |
| Field Is there a restricted access data set available on request? | Before | After No |
| Field Program Files | Before | After Yes |
| Field Program Files URL | Before | After https://doi.org/10.7910/DVN/FC1HDV |
| Field Data Collection Completion Date | Before | After October 31, 2019 |
| Field Is data available for public use? | Before | After Yes |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before School enrollment has rapidly increased since 1990 in developing countries at the primary level but the quality of education has stagnated over the years. In teaching and learning practices, textbooks are an important intermediate that links curriculum, teachers, and students. Since textbooks describe the content and methodology of teaching and learning, they can improve teaching and learning practices, if they are carefully designed. This study evaluates the effectiveness of the package of interventions including the distribution of textbooks that are carefully designed to improve student learning in math through a randomized controlled trial in El Salvador. This experiment tracked same students for two years. The average one-year impact of the package on primary school 2nd grade students’ math learning is estimated around 0.48 standard deviation of test scores. The impact was larger on students with higher baseline scores. The average accumulated impact of the first-year interventions one year after is around 0.12 standard deviation. The package of intervention improved math learning of 2nd grade students, and the impact persisted even after schools of the control group also received the package of interventions in the following year. | After Although primary school enrollment in developing countries has rapidly increased since 1990, the quality of education has stagnated over the years. In teaching and learning practices, textbooks are an important intermediate that links curriculum, teachers, and students. Through a randomized controlled trial in El Salvador, this study evaluated the impact of a package of interventions including the distribution of textbooks that were carefully designed to improve math learning. This study targeted primary second grade students and tracked them for two years. To capture their progress in learning over the period, this study linked math test scores at the end of the second grade and third grade, using theitem response theory (IRT). The average one-year impact of the package is estimated at 0.49 standard deviations of the IRT scores. Schools in the control group began to receive the package in the second year of research. After two years of exposure to the package—as compared to students in the control group who only received one year of exposure—the impact is estimated at 0.13 standard deviations. Students in the treatment group advanced math learning in the second year of research based on the improved understanding in the previous year. |
| Field Paper Citation | Before Maruyama, T. & Kurosaki, T. (2021). Developing Textbooks to Improve Student Math Learning: Empirical Evidence from El Salvador. JICA Ogata research institute working paper, No.217. | After Maruyama, T & Kurosaki, T. (Forthcoming). Developing Textbooks to Improve Math Learning in Primary Education: Empirical Evidence from El Salvador. Economic Development and Cultural Change. |
| Field Paper URL | Before https://www.jica.go.jp/jica-ri/ja/publication/workingpaper/l75nbg000019q3yd-att/JICA_Ogata_Research_Institute_WP_No217.pdf | After https://doi.org/10.1086/721768 |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before While recent debates on educational development focus on the learning crisis in primary education, the crisis in lower secondary education level is equally profound. Around 58 percent of school-age children worldwide enrolled in lower secondary education are not reaching the minimum proficiency level in mathematics. One of the approaches to improve student learning is a structured pedagogy program that provides schools with teaching and learning materials and other related interventions. The impact of teaching and learning materials on student learning depends upon the support of teachers for students. This study investigates the impact of additional components in a structured pedagogy program that tried to strengthen support of teachers to improve student math learning at the lower secondary level in El Salvador through a randomized controlled trial. The study tracked the same students for two years. While the average one-year impact of the additional component is estimated at around 0.18 standard deviations of test scores, the impact did not persist when the difference of interventions between the treatment and control groups disappeared in the second year of this research. Furthermore, a causal mediation analysis is conducted to investigate the possible causal path of the additional interventions on student math learning. | After The learning crisis in lower secondary education is profound. Evidence suggests that a structured pedagogy program that combines the distribution of teaching and learning materials with different interventions is an effective approach. Given a variety of possible combinations of interventions in a program, this study conducted a two-year-long experiment on additional interventions in a program for mathematics in El Salvador. The distribution of mathematics tests and workbooks were included to a program to strengthen support of teachers for students. The average one-year impact on mathematics learning is estimated at 0.17 standard deviations. The impact remained positive but became not statistically significant in the second year of research when the difference of interventions between the treatment and control groups disappeared. |
| Field Paper Citation | Before Maruyama, T. (2021). Strengthening Teacher Support for Students to Improve Math Learning: Empirical Evidence on A Structured Pedagogy Program in El Salvador. JICA Ogata research institute working paper, No.222. | After Maruyama, T. (2022). Strengthening Support of Teachers for Students to Improve Learning Outcomes in Mathematics: Empirical Evidence on a Structured Pedagogy Program in El Salvador. International Journal of Educational Research, Vol. 115: 101977. |
| Field Paper URL | Before https://www.jica.go.jp/jica-ri/publication/workingpaper/wp_222.html | After https://doi.org/10.1016/j.ijer.2022.101977 |