This study conducts a filed experiment that explore how to improve the academic achievement and non-cognitive ability of left-behind children. We examine the video-calling intervention and after-school tutoring intervention in our experiment.
We designed two different type of intervention programs: Video-calling program as academic and After-class tutoring program as academic intervention, which were targeted at children from 3rd grades to 5th grades in primary school. Moreover, with video-calling and after-school tutoring intervention,we endeavour to compare average treatment effect of two different interventions and expect to see improvement both in academic achievement and Big-five personality of left-behind children.
The video-calling program allows left-behind children have a 10-minutes video call with their migrant parents (father or mother) twice a week via their head teacher’s mobile phone. The content of the call is not limited, by the father or mother to determine. Before the intervention, the head teacher communicated with the parents of left-behind children participating in the experiment and decided two specific time periods of two calls per week. At the specified time, the students were arranged at a separate room to chat with their parents. If the students did not succeed in the video with their parents at the appointed time, the head teacher would contact the parents for an additional appointment.
After-class tutoring program arranged left-behind children to participate in Chinese and mathematics tutoring and review what they learnt, rather than teach new knowledge. The after-class tutoring program was carried out at the grade level, taught by specialized teacher, and lasted for 40 minutes each time and twice a week.