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In: Review of Economics of the Household
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In: The Journal of Economic Inequality, Band 14, Heft 4
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In: Cuadernos de Economía, 35(67), 75-117
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In: IDB Working Paper No. IDB-WP-256
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Working paper
In: World development: the multi-disciplinary international journal devoted to the study and promotion of world development, Band 112, S. 163-179
In: The economic journal: the journal of the Royal Economic Society
ISSN: 1468-0297
World Affairs Online
In: The economic journal: the journal of the Royal Economic Society, Band 134, Heft 659, S. 959-984
ISSN: 1468-0297
Abstract
There is substantial emphasis on improving classroom practices, primarily through activity-based instruction, to increase the productivity of schooling. We study a large programme that seeks to promote mathematics learning in government primary schools in India. Through a cluster-randomised trial we find that the programme increased activity-based instruction, but yielded only muted impacts on learning. We provide a potential explanation: school value-added models suggest a negative relationship between activity-based instruction and test score gains. Our findings are robust to adding a community-engagement component to the intervention. These results highlight the limitations of activity-based instruction programmes for increasing school productivity.
In: World Bank Policy Research Working Paper No. 9051
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Working paper