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The effect of teacher professional development through a webinars series on students’ financial literacy proficiency
Last registered on July 15, 2019

Pre-Trial

Trial Information
General Information
Title
The effect of teacher professional development through a webinars series on students’ financial literacy proficiency
RCT ID
AEARCTR-0004447
Initial registration date
July 15, 2019
Last updated
July 15, 2019 9:26 AM EDT
Location(s)

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Primary Investigator
Affiliation
Universiteit Antwerpen
Other Primary Investigator(s)
PI Affiliation
PI Affiliation
KU Leuven
Additional Trial Information
Status
In development
Start date
2018-10-01
End date
2019-12-31
Secondary IDs
Abstract
This study examines whether teacher professional development in the form of a webinar series strengthens the effect of financial education on student performance. Specifically, it is investigated whether the professional development trajectory has an additional impact on the financial literacy of both teachers and students. To identify a causal effect, a randomized controlled trial is conducted. Schools are assigned to one of four conditions, of which one is a control condition and three are experimental conditions. To have sufficient power, we aim at more than 1000 students and 20 participating secondary schools in the Flemish region of Belgium. Eventually, the financial literacy test scores are compared between schools whose teachers follow the webinar series with schools whose teachers do not follow the webinar series.
External Link(s)
Registration Citation
Citation
Compen, Boukje, Kristof De Witte and Wouter Schelfhout. 2019. "The effect of teacher professional development through a webinars series on students’ financial literacy proficiency." AEA RCT Registry. July 15. https://doi.org/10.1257/rct.4447-1.0
Former Citation
Compen, Boukje, Kristof De Witte and Wouter Schelfhout. 2019. "The effect of teacher professional development through a webinars series on students’ financial literacy proficiency." AEA RCT Registry. July 15. https://www.socialscienceregistry.org/trials/4447/history/50027
Sponsors & Partners

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Experimental Details
Interventions
Intervention(s)
Schools were assigned to the following four experimental conditions:
1) Control condition: Students follow a financial education course
2) Experimental condition 1: Students follow a financial education course. Teachers do not follow professional development in the form of a webinar series.
3) Experimental condition 2: Students follow a financial education course. Teachers do not follow professional development in the form of a webinar series, but will be expected to implement an introductory phase and regular plenary feedback moments.
4) Experimental condition 3: Students follow a financial education course. Teachers follow professional development in the form of a webinar series and will be expected to implement the introductory phase and regular plenary feedback moments that they develop during the professional development trajectory.
Intervention Start Date
2018-10-01
Intervention End Date
2018-12-10
Primary Outcomes
Primary Outcomes (end points)
The financial literacy levels of students are measured by a test, consisting of a series of multiple-choice questions. Specifically, this test assesses students’ knowledge on saving and investing, which are the topics covered in the educational material. The financial literacy of teachers is measured by a separate questionnaire. Pre- and posttests are compared to be able to examine the learning process. Participants do not receive feedback on their answers to prevent learning from the test, and identifiers are used to match the tests.
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
A randomized controlled trial was used, and schools were randomized to the aforementioned four experimental conditions. A pretest-posttest design was conducted to measure the levels of financial literacy before and after students followed the course.
Experimental Design Details
Not available
Randomization Method
Schools are recruited using an open call, resulting in all Flemish schools being eligible. During registration, teachers are asked to indicate whether they are interested in participating in the professional development initiative. Schools whose teachers are not interested, are randomly assigned (using a random number generator in Stata) to one of the three conditions without professional development. Schools whose teachers are willing to participate in the initiative, are randomly assigned to one of the four different conditions. A robustness check is run to check whether this procedure leads to selection effects. In particular, in a robustness test we focus only on the teachers who indicated to be willing to participate in the professional development.
Randomization Unit
Randomization occurs at the school level. All students and teachers in the same school are assigned to the same condition. This ensures that all teachers within a school receive the same teaching material and instructions. This minimizes the possibility of spill-over effects and contamination of the different experimental conditions.
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
At least 20 schools
Sample size: planned number of observations
At least 1000 students
Sample size (or number of clusters) by treatment arms
Planned sample sizes:

Control condition = 250 students, 5 schools
Experimental condition 1 = 250 students, 5 schools
Experimental condition 2 = 250 students, 5 schools
Experimental condition 3 = 250 students, 5 schools
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
IRB Approval Date
IRB Approval Number