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General

Study Overview

Title:

Impact on learning outcome by effective use of mathematics textbooks structured for increasing academic learning time: Empirical research in El Salvador

Study is 3ie funded:

No

Study ID:

RIDIE-STUDY-ID-5bb71deda4b2b

Initial Registration Date:

10/05/2018

Last Update Date:

09/29/2018

Study Status:

Ongoing

Location(s):

El Salvador

Abstract:

The Ministry of Education in El Salvador, with technical support from Japan International Cooperation Agency (JICA), aims to improve learning outcomes of students on mathematics through increasing academic learning time by effective use of mathematics textbook at all primary and junior high schools in the country. The mathematics textbooks divided subject contents and put them in appropriate sequence to assure small-step learning by students. The textbooks are also designed to change the time-use by increasing students' work of problem solving and pair learning in class and teachers' support for students. The experimental approach comprises a cluster randomized controlled trial (RCT) to measure the impact of the package of interventions composed of i) distribution of textbook, teachers' guidebook and exercise book, ii) in-service teacher training, iii) mentoring of mathematics class of teachers by headmaster, iv) review of teaching practice of mathematics.

Registration Citation:

Maruyama, T. and Kurosaki, T., 2018. Impact on learning outcome by effective use of mathematics textbooks structured for increasing academic learning time: Empirical research in El Salvador. Registry for International Development for Impact Evaluations (RIDIE). Available at: 10.23846/ridie157

Categories:

Education

Additional Keywords:

primary education, lower secondary education, mathematics, developing country, teacher training, textbook development, teacher guide, mentoring

Secondary ID Number(s):

AEARCTR-0003169 (The American Economic Association's registry for randomized controlled trials)

Principal Investigator(s)

Name of First PI:

Takao Maruyama

Affiliation:

Japan International Cooperation Agency (JICA) / Hitotsubashi University

Name of Second PI:

Takashi Kurosaki

Affiliation:

Hitotsubashi University

Study Sponsor

Name:

Japan International Cooperation Agency (JICA)

Study Sponsor Location:

Japan

Research Partner

Name of Partner Institution:

The Minitsry of Education in El Salvador

Type of Organization:

Government agency (eg., statistics office, Ministry of Health)

Location:

El Salvador

Intervention

Intervention Overview

Intervention:

The intervention being evaluated is a package of interventions for enhancing effective use of the textbook structured for increasing academic learning time is composed of i) distribution of textbook, teachers' guidebook and exercise book, ii) in-service teacher training, iii) mentoring of mathematics class of teachers by headmaster, iv) review of teaching practice of mathematics. 2nd and 7th grades are targeted for this evaluation. The Ministry of Education in El Salvador, with technical support from Japan International Cooperation Agency (JICA), aims to improve learning outcomes of students on mathematics through increasing academic learning time by effective use of mathematics textbook at all primary and junior high schools in the country. In-service teacher training is conducted for 2 days, and the contents are presentation of composition of the textbook, and demonstration and practice of mathematics class using the textbook.

Theory of Change:

The project for the improvement of mathematics teaching in primary and secondary education aims to address the situation that academic learning time of students is short in El Salvador because of i) lack of effective teaching/learning material, ii) insufficient learning time both in class and home, iii) shortage of teachers’ support for students to catch up. The project aims to increase academic learning time of students by the combination of i) distribution of textbook, exercise book and teachers’ guidebook, ii) in-service teacher training, and iii) mentoring to teachers by headmasters, and review meeting among teachers based on the result of test. The mathematics textbooks divided subject contents and put them in appropriate sequence to assure small-step learning by students. The textbooks are also designed to change the time-use by increasing students' work of problem solving and pair learning in class and teachers' support for students. Teachers' guidebooks and exercise books are designed, corresponding to each page and topic of textbook. In-service teacher training is conducted for 2 days, and the contents are presentation of composition of the textbook, and demonstration and practice of mathematics class using the textbook. Trainings for headmaster and representatives of parent association are conducted for half a day, and cover the composition of textbook, the method of mentoring and sensitization of importance of learning at home. Review on teaching method of mathematics is conducted for 3 times a year. Teachers bring the result of test of their students conducted at the end of each trimester, and discuss and analyze for improvement of students' learning

Multiple Treatment Arms Evaluated?

No

Implementing Agency

Name of Organization:

The Ministry of Education in El Salvador and Japan International Cooperation Agency

Type of Organization:

Public Sector, e.g. Government Agency or Ministry

Program Funder

Name of Organization:

The Ministry of Education in El Salvador and Japan International Cooperation Agency

Type of Organization:

Public Sector, e.g. Government Agency or Ministry

Intervention Timing

Intervention or Program Started at time of Registration?

Yes

Start Date:

01/01/2018

End Date:

12/31/2019

Evaluation Method

Evaluation Method Overview

Primary (or First) Evaluation Method:

Randomized control trial

Other (not Listed) Method:

Additional Evaluation Method (If Any):

Difference in difference/fixed effects

Other (not Listed) Method:

Method Details

Details of Evaluation Approach:

250 schools are randomly sampled and assigned to treatment group and control group. Each group is composed of 125 schools. Randomization is done in office by a computer. The method is stratified cluster (one-level) randomization. Stratification variables are rural/urban dummy, and department dummy. Treatment group receives intervention from January 2018, and control group receives it from January 2019.

Outcomes (Endpoints):

Primary outcomes: test score of mathematics of students (total score, score of each domain of mathematics, and score of each cognitive skill), the duration of academic learning time in class, motivation and attitude of students for learning mathematics. Academic learning time in class is defined as allocated time by teacher for students on problem solving, group or pair work. Secondary outcomes: preparation of teachers for class, time management of teacher at class, supporting activity in class by teachers for enhancing students' learning, subject content knowledge of teachers, learning time of students at home, mentoring activity by headmaster, support by family for enhancing students' learning

Unit of Analysis:

School

Hypotheses:

1. A package of interventions will generate positive effect on pupils/students’ test score. 2. A package of interventions will generate positive effect on academic learning time allocated at a mathematics class. 3. A package of interventions will generate positive effect on value of learning mathematics of pupils/students. 4. A package of interventions will generate positive effect on academic learning time at home and learning method of mathematics of pupils/students.

Unit of Intervention or Assignment:

School

Number of Clusters in Sample:

250 schools

Number of Individuals in Sample:

Around 4,000 students in the 2nd grade and 4,000 students in the 7th grade, 250 headmasters and teachers

Size of Treatment, Control, or Comparison Subsamples:

125 schools for treatment group, and 125 schools for control group

Supplementary Files

Analysis Plan:

Other Documents:

Data

Outcomes Data

Description:

Panel data of pupils/students, teachers on 3 points (baseline, end-line, and follow up), and data of school is also collected at the 3 points.

Data Already Collected?

No

Data Previously Used?

Data Access:

Data Obtained by the Study Researchers?

Data Approval Process:

Approval Status:

Treatment Assignment Data

Participation or Assignment Information:

Yes

Description:

Data Obtained by the Study Researchers?

Data Previously Used?

Data Access:

Data Obtained by the Study Researchers?

Data Approval Process:

Approval Status:

Data Analysis

Data Analysis Status:

Study Materials

Upload Study Materials:

Registration Category

Registration Category:

Prospective, Category 1: Data for measuring impacts have not been collected

Completion

Completion Overview

Intervention Completion Date:

Data Collection Completion Date:

Unit of Analysis:

Clusters in Final Sample:

Total Observations in Final Sample:

Size of Treatment, Control, or Comparison Subsamples:

Findings

Preliminary Report:

Preliminary Report URL:

Summary of Findings:

Paper:

Paper Summary:

Paper Citation:

Data Availability

Data Availability (Primary Data):

Date of Data Availability:

Data URL or Contact:

Access procedure:

Other Materials

Survey:

Survey Instrument Links or Contact:

Program Files:

Program Files Links or Contact:

External Link:

External Link Description:

Description of Changes:

Study Stopped

Date:

Reason: