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Trial Title
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Before
The effectiveness of an online mentoring programme on cognitive and non-cognitive skills in secondary school
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After
The effectiveness of online tutoring in secondary school: Evidence from a randomized controlled trial
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Abstract
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Before
Evidence is mounting that there is a substantial socio-economic gap in learning losses experienced by students as a result of widespread school closures in response to the COVID-19 pandemic. This research evaluates the effectiveness of an online mentoring program aimed at students from highly disadvantaged schools in Spain. We will randomly assign students to mentors. Students will be taught in groups of two for a duration of eight weeks. We will evaluate the effect of the program both on cognitive as well as non-cognitive outcomes.
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After
Evidence is mounting that there is a substantial socio-economic gap in learning losses experienced by students as a result of widespread school closures in response to the COVID-19 pandemic. This research evaluates the effectiveness of an online tutoring program aimed at students from highly disadvantaged schools in Spain. We will randomly assign students to tutors. Students will be taught in groups of two for a duration of eight weeks. We will evaluate the effect of the program both on cognitive as well as socio-emotional outcomes.
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Last Published
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March 30, 2021 06:24 AM
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After
January 24, 2022 07:20 AM
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Intervention (Public)
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Before
The intervention consists mentoring delivered online over the course of 8 weeks (3 hours per week) in groups of 2 students.
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After
The intervention consists of tutoring in maths with a focus on emotional wellbeing, delivered online over the course of 8 weeks (3 hours per week) in groups of 2 students.
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Primary Outcomes (End Points)
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Before
We will study the impact of the intervention on cognitive as well as non-cognitive outcomes:
Cognitive outcomes are measured by scores using a standardized test that will be administered online during school hours. Non-cognitive outcomes will be measured via a self-completion survey to students covering socio-emotional skills, locus of control, aspirations, and wellbeing.
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After
We will study the impact of the intervention on cognitive as well as non-cognitive outcomes:
Cognitive outcomes are measured by scores using a standardized test that will be administered online during school hours. In additional, we will be looking at end-of-year grades and whether the subject was passed, and whether the student had to repeat a school year. Non-cognitive outcomes will be measured via a self-completion survey to students covering socio-emotional skills, locus of control, aspirations, and wellbeing.
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Primary Outcomes (Explanation)
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Before
Test score on standardized exam: We have developed two exams (one for each year group participating). These are exams consisting of 6 to 7 questions with multiple choice answers. We will compute the score on the exam and standardize it within each year group.
Subjective wellbeing, aspirations, locus of control: We will construct indices of the aforementioned aspects using answers to several questions in each domain in the endline survey.
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After
Cognitive skills: Test score on standardized exam: We have developed two exams (one for each year group participating). These are exams consisting of 6 to 7 questions with multiple choice answers. We will compute the score on the exam and standardize it within each year group. Other outcomes will be collected from parent surveys and include the end of yera grade in maths, whether the subject was passed (stduent received at least a score of 5 out of 10) and whether the student had to repeat the school year (grade retention).
Socio-emotional skills: Subjective wellbeing, aspirations, locus of control and grit: We will construct indices of the aforementioned aspects using answers to several questions in each domain in the endline survey.
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Experimental Design (Public)
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Due to limited financial resources to pay additional mentors and manage additional volunteer mentors, among all students who register interest for the program, only some students will be randmly assigned to a mentor.
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Due to limited financial resources to pay additional tutors, among all students who register interest for the program, only some students will be randmly assigned to a mentor.
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Planned Number of Clusters
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We have registered interest to participate by about 380 students from 18 schools. These 380 students will be randomly assigned to one of three treatment arms: 1) mentor and 2) control group (no mentoring).
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After
We have registered interest to participate by about 380 students from 18 schools. These 380 students will be randomly assigned to one of three treatment arms: 1) tutoring and 2) control group (no tutoring).
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Sample size (or number of clusters) by treatment arms
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The targeted sample size is 206 students for the treatment group, and 178 students in the control group.
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The targeted sample size is 200 students for the treatment group, and 180 students in the control group.
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Additional Keyword(s)
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Before
mentor, online mentor, small group, wellbeing, aspirations, school attitudes, socio-emotional skills
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After
tutoring, mentor, online mentor, small group, wellbeing, aspirations, school attitudes, socio-emotional skills
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Keyword(s)
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Education
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Education
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Secondary Outcomes (End Points)
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Before
Because students are assigned randmly to groups of 2 for their tutoring sessions (within the same classrooms or year group within school) we will further test whether (1) it matters to be matched with someone you consider your friend or not (2) whether the ability match matters (measured through baseline maths test and exam results) (3) whether the gender compisition of the group matters.
Due to the fact that we randomly assign mentors to students, we will study heterogeneous effects of the intervention with respect to mentor-student gender match.
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After
Because students are assigned randmly to groups of 2 for their tutoring sessions (within the same classrooms or year group within school) we will further test whether (1) whether the ability match matters (measured through baseline maths test results) (2) whether the gender compisition of the group matters for effectiveness.
Due to the fact that we randomly assign tutors to students, we will study heterogeneous effects of the intervention with respect to tutor-student gender match.
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Public locations
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No
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Yes
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Building on Existing Work
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No
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