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Community-wide collaboration to improve basic reading and math: Empirical evidence from Madagascar
Last registered on January 04, 2021

Pre-Trial

Trial Information
General Information
Title
Community-wide collaboration to improve basic reading and math: Empirical evidence from Madagascar
RCT ID
AEARCTR-0006914
Initial registration date
December 24, 2020
Last updated
January 04, 2021 9:17 AM EST
Location(s)

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Primary Investigator
Affiliation
Hiroshima University
Other Primary Investigator(s)
PI Affiliation
Japan International Cooperation Agency
PI Affiliation
Metrics Work Consultants Inc.
Additional Trial Information
Status
On going
Start date
2018-10-01
End date
2021-12-01
Secondary IDs
Abstract
In Madagascar, more than 80 percent of students are not mastering minimum proficiency of language and mathematics, according to PASEC (2017). This study investigates the impact of a package of intervention on (i) collaboration among parents, teachers and community members to improve student learning, and (ii) student learning in basic reading and math, through randomized controlled trial. The package of interventions aims at improving the functionality of school management committees (SMCs) to lead and facilitate community-wide collaboration at school-level. Then, through the process of information-sharing and discussion at the community general assembly, parents, teachers and community members commit themselves to organizing remedial activities on basic reading and math.

The package of interventions is called "Paquet Minimum Axé sur la Qualité” (minimum package for quality learning) that is originally developed in the Ecole pour tous project in Niger with a technical cooperation by Japan International Cooperation Agency (JICA). The package is adapted to the context of Madagascar, and combined with a method "Teaching at the Right Level (TaRL)" developed by Indian NGO "Pratham."

The package includes different elements of interventions: (1) institutional intervention (training on democratic establishment of SMC); (2) information-sharing intervention (training on school action plan development addressing learning); and (3) pedagogical intervention (training on remedial activities of basic reading and math, and provision of math workbooks). The content of training (3) above is "Teaching at the Right Level (TaRL)" developed by Indian NGO "Pratham, and facilitation skills of organizing remedial activity using math workbook developed by JICA.
External Link(s)
Registration Citation
Citation
Igei, Kengo, Seiichi Kurokawa and Takao Maruyama. 2021. "Community-wide collaboration to improve basic reading and math: Empirical evidence from Madagascar ." AEA RCT Registry. January 04. https://doi.org/10.1257/rct.6914-1.0.
Sponsors & Partners

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Experimental Details
Interventions
Intervention(s)
With technical cooperation by Japan International Cooperation Agency (JICA), the ministry of education in Madagascar provides a set of interventions composed of (1) training (one day) for school principals on democratic establishment of school management committees (SMCs); (2) training (two days) for presidents, secretaries and accountants of SMCs on school action plan development and resource management; (3) training (five days) for representatives of teachers and community facilitators on organization of remedial activities of basic reading and math; and (4) provision of math workbooks for students (one workbook for all the 3rd to 5th grade students); for the treatment group. The ministry also provided a training (one day) for local educational office on monitoring school activities.

The package of interventions is called "Paquet Minimum Axé sur la Qualité” (minimum package for quality learning) that is originally developed in the Ecole pour tous project in Niger with a technical cooperation by Japan International Cooperation Agency (JICA). The package is adapted to the context of Madagascar, and combined with a method "Teaching at the Right Level (TaRL)" developed by Indian NGO "Pratham." The content of training (3) above is "Teaching at the Right Level (TaRL)" developed by Indian NGO "Pratham, and facilitation skills of organizing remedial activity using math workbook that is developed by JICA.
Intervention Start Date
2018-11-15
Intervention End Date
2019-02-28
Primary Outcomes
Primary Outcomes (end points)
Basic reading (Malagasy) and math (number and basic four operations) of 3rd to 5th grade students
Primary Outcomes (explanation)
Basic reading (Malagasy) is assessed with ASER tool (the tool is originally developed by Indian NGO Pratham). Mathematics (number and basic four operations) is assessed by paper test that includes item posed by text.
Secondary Outcomes
Secondary Outcomes (end points)
Functionality of SMC (e.g., types, number, and resources mobilized for school action plan, etc.); volume and targets of remedial activities on basic reading and math
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
In total 140 schools are randomly sampled from the target region, and half of them are assigned to the treatment group and the other to the control group. The schools where surveyors had a difficulty in conducting field survey because of security concern or physical access were excluded.
Experimental Design Details
Not available
Randomization Method
Randomization was done in office by PC. The method is stratified cluster (one-level) randomization. Stratification variables are rural/urban, department, and number of total students in a school (larger or less than the median of total number of students in the target region).
Randomization Unit
Randomization unit is school.
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
140 schools
Sample size: planned number of observations
Around 8,000 students from 3rd to 5th grades, 140 school management committees
Sample size (or number of clusters) by treatment arms
70 schools for the treatment group and 70 schools for the control group
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Minimum Detectable Effect Size for main outcome (student learning) is 0.3 standard deviations.
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
Hitotsubashi University Research Ethics Examination Committee
IRB Approval Date
2018-08-06
IRB Approval Number
2018C005