Effectiveness of Interactive Satellite-Transmitted Instruction: Experimental Evidence from Ghanaian Primary Schools. CEPA Working Paper No. 17-08

Autor/inn/en	Johnston, Jamie; Ksoll, Christopher
Institution	Center for Education Policy Analysis (CEPA) at Stanford University
Titel	Effectiveness of Interactive Satellite-Transmitted Instruction: Experimental Evidence from Ghanaian Primary Schools. CEPA Working Paper No. 17-08
Quelle	(2017), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Rural Schools; Elementary Schools; Educational Technology; Technology Uses in Education; Distance Education; Randomized Controlled Trials; Satellites (Aerospace); Program Effectiveness; Comparative Analysis; Mathematics Instruction; English Instruction; Computer Mediated Communication; Reading Skills; Mathematics Skills; Attendance Patterns; Time on Task; Reading Tests; Mathematics Tests; Student Surveys; Interviews; Elementary School Students; Elementary School Teachers; Administrators; Focus Groups; Grade 2; Grade 3; Grade 4; Ghana + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Grundschule; Volksschule; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Satellit; Mathematics lessons; Mathematikunterricht; English langauage lessons; Englischunterricht; Computerkonferenz; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Zeitaufwand; Lesetest; Schülerbefragung; Interviewing; Interviewtechnik; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	In lower- and middle-income countries, including Ghana, students in rural areas dramatically underperform their urban peers. Rural schools struggle to attract and retain professionally trained teachers (GES 2012; World Bank 2012). We explore one potential solution to the problem of teacher recruitment: distance instruction. Through a cluster randomized controlled trial, we estimate the impact of a program that broadcasts live instruction via satellite to rural primary school students. The program equipped classrooms in 70 randomly selected Ghanaian schools with the technology required to connect to a studio in Accra. An additional 77 schools served as the control. Instructors in Accra provided math and English lessons to classrooms in the treatment group. The model is interactive, and students in satellite classes could communicate in real time with their remote teachers. We estimate significant gains (p<0.05) in rural students' numeracy and foundational literacy skills. We find no impact on attendance and classroom time-on-task (as measured through unannounced classroom observations), suggesting that these gains may result from improved instructional quality rather than from increased instruction time. (As Provided).
Anmerkungen	Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01