Active Learning Methods for Social and Financial Education in Rwanda's Primary and Secondary Schools: A Cluster Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 1,750
- 试验地点
- 1
- 主要终点
- Change in Teacher Use of Active Learning Methods (Observed)
研究概览
简要总结
The study uses experimental methods to evaluate the effectiveness of an educational intervention in Rwanda. The intervention, designed by Aflatoun and AMIR, involves training teachers on the use of active-learning methods to implement a social and financial education curriculum with students in primary and secondary schools. Teachers then implement the social and financial curriculum with students in order to improve their personal, social, and financial competencies.
Teacher training will take place in November-December 2013 and the curriculum implementation will be evaluated in the 2014 school year.
The study will examine the following hypotheses:
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Did teachers use of active learning methods in class increase due to the training received?
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Did students' levels of engagement and on-task behaviour increase as a result of the intervention's pedagogy and content?
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Did the following competencies of students improve due to the intervention?
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Self-efficacy
-
Social skills
-
Financial literacy
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Planning attitudes
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Savings attitudes
-
Savings behavior
-
Entrepreneurship
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Did the intervention change student's pass rates on the primary six (P6) and secondary three (S3) final examinations for the classes in which it was implemented?
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Did the intervention change student drop out rates in the classes which it was implemented?
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 盲法
- None
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Schools willing to participate in the intervention.
- •Classes of students in grade P6 or S3 during academic year 2014
- •Teachers of entrepreneurship, social studies, or mathematics
排除标准
- •Non-consenting individuals
结局指标
主要结局
Change in Teacher Use of Active Learning Methods (Observed)
时间窗: Up to 12 months
A composite, standardized variable combining 5-items from an observational instrument filled out by enumerators observing teachers' classes.
Change in Classroom Level of Student Engagement (Observed)
时间窗: Up to 12 months
A composite, standardized variable combining structured observations of 7 randomly selected students for three different 10-second intervals in each teacher's classroom using an adapted version of the PreQuip tool designed by Educans at the University of Amsterdam.
Change in Teacher Use of Active Learning Methods (Self-reported)
时间窗: Up to 8 months
A composite, standardized variable combining 7-items from a self-reported instrument capturing the confidence of teachers using these seven specified active learning methods.
Change in Teacher Use of Active Learning Methods (Student report)
时间窗: Up to 8 months
A composite, standardized variable combining 4-items from students' structured interviews about their teacher's use of active learning methods.
Change in Student engagement (Student report)
时间窗: Up to 8 months
A composite, standardized variable combining 4-items measured using structured interviews of 7 randomly selected students in each teacher's classroom.
次要结局
- Change in Students' Savings Behavior(Up to 8 months)
- Change in Students' Generalized Self-efficacy Scale (GSES-10)(Up to 8 months)
- Change in Students' Entrepreneurship Attitudes & Behavior(Up to 8 months)
- Change in Students' Pro-Social (PS) (6-item) and Conduct Disorder (CD) (6-item) subscales of the Strengths and Difficulties Questionnaire (SDQ)(Up to 8 months)
- Change in Students' Financial Literacy(Up to 8 months)
- Change in Students' Planning Attitudes(Up to 8 months)
- Change in Students' Savings Attitudes(Up to 8 months)