Incentivising Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of the Congo.
We designed and randomly evaluated the impact of textbooks for a self-study scheme in eastern areas of the Democratic Republic of the Congo targeting student achievement in primary schools. Students in treatment schools were 7 percentage points more likely to pass the national exam, and those who pa...
| Publicado en: | Economic Journal Vol. 134; no. 664; pp. 3262 - 3291 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Oxford University Press / USA
Nov2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=180861007&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 180861007 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00130133 EJN jtl: Economic Journal issn: 00130133 maglogo: N pubinfo: dt: Nov2024 vid: 134 iid: 664 pid: 622 pub: Oxford University Press / USA artinfo: ui: 180861007 10.1093/ej/ueae039 ppf: 3262 ppct: 29 formats: tig: atl: Incentivising Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of the Congo. aug: au: Falisse, Jean-Benoît Huysentruyt, Marieke Olofsgård, Anders affil: University of Edinburgh, Edinburgh Futures Institute & Centre of African Studies , UK HEC Paris, France & Stockholm Institute of Transition Economics (SITE) , Sweden Stockholm Institute of Transition Economics (SITE) & Stockholm School of Economics , Sweden su: School children Language ability testing French language Textbooks Autodidacticism sug: subj: School children Other printing Language ability testing French language Textbooks Autodidacticism ab: We designed and randomly evaluated the impact of textbooks for a self-study scheme in eastern areas of the Democratic Republic of the Congo targeting student achievement in primary schools. Students in treatment schools were 7 percentage points more likely to pass the national exam, and those who passed obtained higher scores. We also evidence higher scores on a French language test. The effects are primarily driven by student interest in textbooks, frequency of doing homework and motivation to go to school and continue education. Student achievement can thus be improved by intensified and diversified use of existing learning materials in poor and fragile settings. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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