Leveraging 'Positive Deviance' to improve learning in Developing countries. A randomized controlled trial in rural Uganda - Busoga region.
Last registered on January 09, 2020

Pre-Trial

Trial Information
General Information
Title
Leveraging 'Positive Deviance' to improve learning in Developing countries. A randomized controlled trial in rural Uganda - Busoga region.
RCT ID
AEARCTR-0005238
Initial registration date
January 06, 2020
Last updated
January 09, 2020 3:53 PM EST
Location(s)

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Primary Investigator
Affiliation
International Christian University
Other Primary Investigator(s)
PI Affiliation
National Graduate Institute for Policy Studies
PI Affiliation
The University of Tokyo
PI Affiliation
International Christian University
Additional Trial Information
Status
In development
Start date
2019-10-21
End date
2024-03-31
Secondary IDs
Abstract
Positive Deviance (PD) is an asset-based approach to solving intractable social problems. In poor communities in many developing countries there exist households, schools, teachers and children who are achieving better learning than the majority of their peers. In this study, we replicate the practices of these positive deviants in neighboring school communities in a region that has consistently underachieved nationally.
External Link(s)
Registration Citation
Citation
Atuhurra, Julius et al. 2020. "Leveraging 'Positive Deviance' to improve learning in Developing countries. A randomized controlled trial in rural Uganda - Busoga region. ." AEA RCT Registry. January 09. https://doi.org/10.1257/rct.5238-1.0.
Experimental Details
Interventions
Intervention(s)
Intervention Start Date
2020-02-17
Intervention End Date
2022-03-31
Primary Outcomes
Primary Outcomes (end points)
Children's learning outcomes - standardized test score achievements in literacy and numeracy.
Primary Outcomes (explanation)
Each child's attained competence level will be scored. The total score (by subject) will be standardized by calculating the Z-score.
Secondary Outcomes
Secondary Outcomes (end points)
instructional quality, learner engagement, learner readiness/motivation, teacher/learner attendance, time on task, parental/community teacher & head teacher quality, parental social networks.
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
School-based reflection-driven peer-led teacher support; guardian-teacher child support and sharing actionable information with parents and communities.
Experimental Design Details
Not available
Randomization Method
done in office by a computer
Randomization Unit
school communities
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
150 school communities
Sample size: planned number of observations
5, 000 children.
Sample size (or number of clusters) by treatment arms
50 school communities control, 50 school communities teacher support, 50 school communities information sharing.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
0.17 SD
Supporting Documents and Materials

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IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
Uganda National Council for Science and Technology (UNCST)
IRB Approval Date
2019-12-27
IRB Approval Number
SS5153
IRB Name
Mildmay Uganda Research Ethics Committee
IRB Approval Date
2019-11-06
IRB Approval Number
0510-2019