Closing gaps with an adaptive learning software: Evidence from Higher Education in Peru

Last registered on May 07, 2019
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Pre-Trial

Trial Information

General Information

Title
Closing gaps with an adaptive learning software: Evidence from Higher Education in Peru
RCT ID
AEARCTR-0004179
Initial registration date
May 06, 2019

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
May 07, 2019, 10:21 AM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

Country
Peru
Region

Primary Investigator

Name
Gabriela Cuadra Carrasco
Affiliation
Pontificia Universidad Católica del Perú
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Other Primary Investigator(s)

PI Name
Jorge Tuesta
PI Affiliation
Pronabec
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PI Name
Jostin Ktimang
PI Affiliation
Pronabec
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Additional Trial Information

Status
In development
Start date
2019-04-24
End date
2020-04-30
Keywords
Education
Additional Keywords
adaptive learning software, higher education
JEL code(s)
I21, I23, J24
Secondary IDs
Abstract
In Peru, students have to invest an average of six months after finishing high school preparing themselves to get an admission into a flagship university. However, this investment does not assure success during freshman year. This also applies for low-income high-achiever students such as the beneficiaries of the Peruvian Scholarship Program financed by the Ministry of Education called “Beca 18”. This study aims to estimate the effects of using an artificially intelligent assessment and learning system on closing the gap between secondary and tertiary education for Beca 18 recipients. In particular, Beca 18 beneficiaries that begin college in august 2019 will be randomly assigned to receive a free license to take an online math course for 14 weeks. In addition, they will receive pedagogical and emotional support during this period. The main outcomes to be evaluated are: online math course use, math scores at the end of the course and GPA and dropout rates at the end of first term of college. Other outcomes to be assessed are: computer, internet and additional online courses use, non cognitive skills like grit, self-esteem, locus of control and social skills
External Link(s)

Registration Citation

Citation
Cuadra Carrasco, Gabriela, Jostin Ktimang and Jorge Tuesta. 2019. "Closing gaps with an adaptive learning software: Evidence from Higher Education in Peru." AEA RCT Registry. May 07. https://doi.org/10.1257/rct.4179-1.0
Former Citation
Cuadra Carrasco, Gabriela, Jostin Ktimang and Jorge Tuesta. 2019. "Closing gaps with an adaptive learning software: Evidence from Higher Education in Peru." AEA RCT Registry. May 07. https://www.socialscienceregistry.org/trials/4179/history/46092
Sponsors & Partners
Experimental Details

Interventions

Intervention(s)
Intervention Start Date
2019-05-08
Intervention End Date
2019-08-13

Primary Outcomes

Primary Outcomes (end points)
online math course use, math scores at the end of the online course, GPA and dropout at the end of the first semester
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
computer use, other online courses use, time use, non cognitive skills like grit, self-esteem, locus of control and social skills
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
The intervention consists in providing a free license to take an online math course for 14 weeks to randomly selected beneficiaries of Beca 18 that start college in August 2019 or later. Besides, as part of the intervention the treatment group will receive pedagogical and emotional support during this period.
Experimental Design Details
The individuals in the treatment group receive a license for a pre calculus course from ALEKS, a well known online adaptative learning system. In addition, they get an instructor that will give them extra material if needed.
Randomization Method
Randomization was done in STATA with randtreat command and we stratified by sex, internet access at home, university, poverty, region and math performance at the Beca 18 National Exam
Randomization Unit
Individual
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
None
Sample size: planned number of observations
974 individuals
Sample size (or number of clusters) by treatment arms
488 individuals in treatment group and 486 in control group
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
IRB Approval Date
IRB Approval Number
Analysis Plan

Post-Trial

Post Trial Information

Study Withdrawal

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Intervention

Is the intervention completed?
No
Data Collection Complete
Data Publication

Data Publication

Is public data available?
No

Program Files

Program Files
Reports, Papers & Other Materials

Relevant Paper(s)

Reports & Other Materials