| Field | Before | After |
|---|---|---|
| Field Trial End Date | Before December 31, 2020 | After August 30, 2021 |
| Field Last Published | Before August 18, 2021 12:16 PM | After July 14, 2023 12:55 PM |
| Field Study Withdrawn | Before | After No |
| Field Intervention Completion Date | Before | After October 04, 2020 |
| Field Data Collection Complete | Before | After Yes |
| Field Final Sample Size: Number of Clusters (Unit of Randomization) | Before | After 76 communities |
| Field Was attrition correlated with treatment status? | Before | After No |
| Field Final Sample Size: Total Number of Observations | Before | After 2117 households |
| Field Final Sample Size (or Number of Clusters) by Treatment Arms | Before | After Sample sizes by treatment condition were as follows: Incentive (N=414, 19.6% of sample), Teaching (N=418, 19.7%), Joint (N=438, 20.7%) and control group (N=847, 40.0%). |
| Field Is there a restricted access data set available on request? | Before | After No |
| Field Program Files | Before | After No |
| Field Data Collection Completion Date | Before | After August 30, 2021 |
| Field Is data available for public use? | Before | After No |
| Field Intervention Start Date | Before June 15, 2020 | After August 26, 2020 |
| Field Intervention End Date | Before August 15, 2020 | After October 04, 2020 |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After Interventions to promote learning are often categorized into supply- and demand-side approaches. In a randomized experiment to promote learning about COVID-19 among Mozambican adults, we study the interaction between a supply and a demand intervention, respectively: teaching via targeted feedback, and providing financial incentives to learners. In theory, teaching and learner-incentives may be substitutes (crowding out one another) or complements (enhancing one another). Experts surveyed in advance predicted a high degree of substitutability between the two treatments. In contrast, we find substantially more complementarity than experts predicted. Combining teaching and incentive treatments raises COVID-19 knowledge test scores by 0.5 standard deviations, though the standalone teaching treatment is the most cost-effective. The complementarity between teaching and incentives persists in the longer run, over nine months post-treatment. |
| Field Paper Citation | Before | After Allen IV, James, Arlete Mahumane, James Riddell IV, Tanya Rosenblat, Dean Yang, and Hang Yu. "Teaching and incentives: Substitutes or complements?." Economics of Education Review 91 (2022): 102317. |
| Field Paper URL | Before | After https://doi.org/10.1016/j.econedurev.2022.102317 |
| Field | Before | After |
|---|---|---|
| Field Description | Before | After Allen IV, James, Arlete Mahumane, James Riddell IV, Tanya Rosenblat, Dean Yang, and Hang Yu. 2023. "POPULATED PRE-ANALYSIS PLAN for Learning about COVID-19: Improving Knowledge via Incentives and Feedback." AEA RCT Registry. May 26, 2023. |
| Field File | Before |
After
Populated_PAP_LearningCovid.pdf
MD5:
b8973f8438ba3064f169122118cc0b48
SHA1:
ea5f13558e458fb4c88af6d116e4549268279159
|
| Field | Before | After |
|---|---|---|
| Field Description | Before | After Allen IV, James, Arlete Mahumane, James Riddell IV, Tanya Rosenblat, Dean Yang, and Hang Yu. 2023. "POPULATED PRE-ANALYSIS PLAN for Accelerating Changes in Norms about Social Distancing to Combat COVID-19." AEA RCT Registry. June 12, 2023. |
| Field File | Before |
After
Populated_PAP_SocialDistancing.pdf
MD5:
7e46aee152fe4fdb73e3cfc7f1356ca8
SHA1:
b5a0b8815394741ce9deb0c7e8ce9200aee7ebf4
|