Back to History Current Version

The impact of digital supplemental education services on cognitive and social and emotional learning: evidence from Vietnam.

Last registered on January 18, 2022
View Trial History

Pre-Trial

Trial Information

General Information

Title
The impact of digital supplemental education services on cognitive and social and emotional learning: evidence from Vietnam.
RCT ID
AEARCTR-0008581
Initial registration date
January 17, 2022

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
January 18, 2022, 6:34 PM EST

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

Country
Viet Nam
Region

Primary Investigator

Name
Quy-Toan Do
Affiliation
world bank
Contact Primary Investigator

Other Primary Investigator(s)

PI Name
Quy-Toan Do
PI Affiliation
World Bank Group (DECRG)
Contact Investigator
PI Name
Hanan Jacoby
PI Affiliation
World Bank Group (DECRG)
Contact Investigator
PI Name
Guido Buenstorf
PI Affiliation
University of Kassel
Contact Investigator
PI Name
Igor Asanov
PI Affiliation
University of Kassel
Contact Investigator

Additional Trial Information

Status
In development
Start date
2022-02-01
End date
2023-12-31
Keywords
Behavior, Education
Additional Keywords
JEL code(s)
I25; F66; D91
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
The literature highlights the impact of socio-emotional learning on cognitive skill acquisition (Cunha and Heckman 2007, 2008; Cunha, Heckman and Schennach 2010; Kautz et al. 2014). We want to see if training focused on socio-emotional skills can be a cost-effective solution to boost educational outcomes. We aim to assess which types of delivery of the training can be more cost-effective. We compare different trainings between each other and the control group. We want to learn to which extent supplemental digital education can be used in schools, especially, in case of challenges like COVID-19.
External Link(s)

Registration Citation

Citation
Do, Quy-Toan et al. 2022. "The impact of digital supplemental education services on cognitive and social and emotional learning: evidence from Vietnam.." AEA RCT Registry. January 18. https://doi.org/10.1257/rct.8581-1.0
Sponsors & Partners

There is information in this trial unavailable to the public. Use the button below to request access.

Request Information
Experimental Details

Interventions

Intervention(s)
We provide intervention to high-school students in Vietnam as supplemental education that aims to boost socio-emotional skills and educational outcomes.

Intervention Start Date
2022-08-08
Intervention End Date
2023-06-12

Primary Outcomes

Primary Outcomes (end points)
1. Academic achievement.
1.1 Grades at the end of the school year.
1.1 Subject-specific knowledge tests.

Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
Socio-emotional scales.
Secondary Outcomes (explanation)

Experimental Design

Experimental Design


About 24 000 students from approximately 240 schools face a baseline survey that assesses subjects' specific knowledge and socio-emotional characteristics. Students are randomly selected to get through supplemental online education that aims to boost socio-emotional skills. Before, after the intervention, we will monitor take-up and the teachers will support the students during studies. The intervention ends with an endline survey. We pilot the online courses and other parts of intervention in 3 public schools.
Experimental Design Details
Not available
Randomization Method
Randomization will be done in the office with help of R software.
Randomization Unit
Class. However, we expect close to zero ICC in the case of the T1, and T4.
Was the treatment clustered?
Yes

Experiment Characteristics

Sample size: planned number of clusters
2 400 classes in 240 schools.
Sample size: planned number of observations
24 000 students.
Sample size (or number of clusters) by treatment arms
A number of classes assigned to each treatment arm:

T1. 600 classes/6 000 students in control
T2. 200 classes/2000 students.
T3.1 000 classes/10 000 students.
T4. 600 classes/6 000 students.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
IRB Approval Date
IRB Approval Number
Analysis Plan