Tutoring and Targeting to Reduce Secondary School Dropout in Côte d'Ivoire
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 入组人数
- 1,000
- 试验地点
- 1
- 主要终点
- Proportion of participants passing the Grade 10 national examination (Substudy 1)
研究概览
简要总结
Secondary school completion rates remain low in many low- and middle-income countries, including Côte d'Ivoire. Limited progression through lower secondary education may affect future educational and employment opportunities. In rural areas, pass rates on the Grade 10 national examination are modest, and some students leave school before completing lower secondary education. This study will evaluate whether tutoring improves academic outcomes and school continuation in the Taabo region of Côte d'Ivoire.
Approximately 1,000 adolescents will participate in two related substudies. The first substudy will include 500 Grade 10 students identified by schools as being at risk of not passing the national examination. The second substudy will include 500 adolescents who previously attended Grades 7-9 but are not currently enrolled in school. Within each substudy, participants will be randomly assigned to one of three groups: peer tutoring, teacher tutoring, or no additional tutoring (control group).
Students assigned to tutoring may receive up to 15 sessions over approximately 6 to 8 months. Tutoring sessions will focus on reviewing core curriculum content, preparing for examinations, and strengthening academic skills.
The primary outcomes are (1) passing the Grade 10 national examination and (2) enrollment in lower secondary school in the following academic year. Secondary outcomes include grade progression, study time, academic confidence, cost-effectiveness of the tutoring models, academic and well-being outcomes among peer tutors, and other longer-term outcomes (educational attainment, early family formation, mental health).
详细描述
Secondary school completion rates remain limited in many low- and middle-income countries, including Côte d'Ivoire. In rural areas, a substantial share of students do not pass the Grade 10 national examination, and some adolescents leave school before completing lower secondary education. There is limited evidence on the comparative effectiveness and cost-effectiveness of different tutoring models at the secondary level in West Africa, particularly for both currently enrolled students and adolescents who are no longer enrolled.
This study is a randomized controlled education trial conducted in approximately 25 lower secondary schools in the Taabo Health and Demographic Surveillance System (HDSS) area of Côte d'Ivoire. The study consists of two related substudies.
Substudy 1 focuses on Grade 10 students identified by schools as being at risk of not passing the national examination. Substudy 2 focuses on adolescents who previously attended Grades 7-9 but are not currently enrolled in school at the start of the academic year.
Within each substudy, approximately 500 eligible participants will be enrolled and randomly assigned at the individual level to one of three groups:
- Peer tutoring
- Teacher tutoring
- Control (no additional tutoring provided by the study)
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 12 Years 至 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •(Substudy 1)
- •Enrolled in Grade 10 (troisième) during the 2025/26 school year in one of the 25 participating lower secondary schools.
- •Identified by school principals as weak performers at high risk of failing the final grade 10 exam (based on exam scores, teacher assessments, or internal academic performance indicators).
- •Males or females, aged 12 years or older at enrollment.
- •Residing in the Taabo HDSS catchment area.
- •Able to participate in small-group tutoring sessions.
- •Parent or guardian provides written informed consent for minors; student provides written assent.
- •Inclusion Criteria (Substudy 2)
- •Attended Grades 7-9 (6e, 5e, or 4e) during the 2025/26 academic year.
- •Did not re-enroll in any lower secondary school at the start of the 2026/27 academic year, verified through school records and home visits.
- •Males or females aged 12 years or older at enrollment.
- •Residing in the Taabo HDSS catchment area.
- •Able to participate in tutoring sessions organized after recruitment.
- •Parent or legal guardian provides written informed consent for minors; student provides written assent.
排除标准
- •(both substudies)
- •Individuals with severe cognitive or physical disabilities that would prevent meaningful participation in tutoring, based on information from parents, principals, and teachers.
- •Adolescents or families planning to move out of the study area during the intervention period.
- •For Substudy 2 only: adolescents who have already enrolled in an alternative education or vocational training programme at baseline.
研究组 & 干预措施
Teacher tutoring
Teacher tutoring led by trained teachers.
干预措施: Teacher tutoring (Behavioral)
Control group
Control: No additional tutoring from the study; students continue to receive the usual teaching and any school-based remedial support.
Peer tutoring
Peer tutoring led by older and higher-performing peers from the same school.
干预措施: Peer tutoring (Behavioral)
结局指标
主要结局
Proportion of participants passing the Grade 10 national examination (Substudy 1)
时间窗: Up to 12 months after enrollment
Defined as achieving a passing score on the official Grade 10 national examination administered by the Ministry of Education of Côte d'Ivoire. Pass/fail status will be obtained from official examination records. This is a binary outcome (pass vs. fail).
Proportion of participants enrolled in lower secondary school in the following academic year (Substudy 2)
时间窗: Up to 18 months after enrollment
Defined as official enrollment in lower secondary school (or equivalent formal education program) in the academic year following baseline participation. Enrollment status will be verified using school administrative records and, where necessary, household confirmation. This is a binary outcome (enrolled vs. not enrolled).
次要结局
- Proportion of participants enrolled in senior secondary school following the Grade 10 examination (Substudy 1)(Up to 18 months after enrollment)
- Proportion of participants not enrolled in any secondary institution after Grade 10 examination results (Substudy 1)(Up to 18 months after enrollment)
- Study time, homework completion, and exam confidence (Substudy 1)(Up to 18 months after enrollment)
- Proportion of participants promoted to the next grade at endline (Substudy 2)(Up to 18 months after enrollment)
- School attendance (Substudy 2)(Up to 18 months after enrollment)
- Persistence in school at the end of the 2026/27 academic year (Substudy 2)(Up to 18 months after enrollment)
- Term and final grades (Tutors)(Up to 18 months after enrollment)
- Examination pass rates (Tutors)(Up to 18 months after enrollment)
- Educational aspirations and perceived returns to schooling (Tutors)(Up to 18 months after enrollment)
- Time allocation, stress, and well-being (Tutors)(Up to 18 months after enrollment)
- Cost per additional student passing the Grade 10 national examination (Substudy 1)(Up to 18 months after enrollment)
- Cost per additional student enrolled and cost per additional student promoted (Substudy 2)(Up to 18 months after enrollment)
- Total years of schooling completed (Long-term outcome)(Up to 15 years after enrollment)
- Total number of children before age 20 years (Long-term outcome)(Up to 15 years after enrollment)
- Number of days in which mental health was reported as not good (Long-term outcome)(Up to 15 years after enrollment)