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Abstract
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Before
Students often enroll in higher education lacking basic competencies and this is one of the most common reasons for student dropout. This is one of the first studies to evaluate the impact of personalized learning delivered through technology in the context of technical higher education in a developing country. We conduct an at scale cluster randomized experiment that involves 71 technical institutions in Ecuador to study whether the use of Assessment and Learning in Knowledge Spaces (ALEKS) during the first semester of higher education can improve short and medium terms outcomes. We evaluate the impact of the platform on student math knowledge during the first year of university, the probability of enrolling in the third semester and the probability of graduating.
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After
Students often enroll in higher education lacking basic competencies and this is one of the most common reasons for student dropout. This study evaluates the impact of personalized learning delivered through technology in the context of technical higher education in a developing country. We conduct an at scale cluster randomized experiment that involves 71 technical institutions in Ecuador to study whether the use of Assessment and Learning in Knowledge Spaces (ALEKS) during the first semester of higher education can improve short and medium terms outcomes by improving student readiness for higher education. We evaluate the impact of the platform on student math knowledge during the first year of university; the probability of enrolling in the third semester and failing a course, and the probability of graduating on time.
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Trial End Date
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June 30, 2022
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After
December 30, 2023
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Last Published
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Before
February 28, 2022 05:06 PM
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After
October 04, 2022 08:01 PM
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Intervention End Date
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Before
June 30, 2021
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After
May 31, 2021
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Primary Outcomes (End Points)
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Before
student math knowledge; enrollment in the third semester of higher education; on-time higher education completion
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After
Student math knowledge measured 1 month after the end of the intervention (June 2021)
Student enrollment in the third semester and course failure will be measured in November 2021
On-time graduation will be measured in year 2023 as most degrees last either 5 or 6 semesters
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Primary Outcomes (Explanation)
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Before
Student math knowledge will be measured through the test that students have to take in order to enroll in higher education “Examen de Acceso a la Educación Superior” (EAES). Enrollment in the third semester of higher education will be measured through administrative outcomes provided by Senecyt; on-time higher education will be measured through administrative outcomes
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After
Student math knowledge will be measured through an application of the test that students have to take in order to enroll in higher education “Examen de Acceso a la Educación Superior” (EAES). The test will be made available online.
Enrollment in the third semester of higher education will be measured through administrative outcomes provided by Senecyt. The course failure will measure whether students had to repeat any subject since they enrolled into higher education and will be based on administrative records.
On-time graduation will be measured through administrative data provided by Senescyt
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Experimental Design (Public)
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Before
Randomized cluster trial with 39 institutions assigned to the treatment group and 32 institutions to the control group
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After
Randomized cluster trial with 39 institutions assigned to the treatment group and 32 institutions to the control group. In order to improve precision a stratified random assignment will be used, where terciles for institute size (enrollment) will be used as strata.
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Randomization Method
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Before
randomization done in office by a computer
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After
randomization done in office by a computer using a Stata code
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Additional Keyword(s)
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Before
computer-aided learning, math instruction, personalized learning, technical education
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After
computer-aided learning, math instruction, personalized learning, remedial education, technical higher education
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