A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya. EdWorkingPaper No. 21-432

Autor/inn/en	Schueler, Beth E.; Rodriguez-Segura, Daniel
Institution	Annenberg Institute for School Reform at Brown University
Titel	A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya. EdWorkingPaper No. 21-432
Quelle	(2021), (63 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; School Closing; Intervention; Teaching Methods; Grade 3; Grade 5; Grade 6; Telecommunications; Teacher Student Relationship; Mathematics Instruction; Mathematics Achievement; Tutoring; Elementary School Teachers; Elementary School Students; Program Effectiveness; Student Attitudes; Foreign Countries; Distance Education; Educational Technology; Technology Uses in Education; Accountability; Kenya + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Telekommunikationstechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Förderkonzept; Nachhilfeunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Ausland; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Verantwortung; Kenia
Abstract	COVID-19-induced school closures generated great interest in tutoring as a strategy to make up for lost learning time. Tutoring is backed by a rigorous body of research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone call interventions in Kenya when schools were closed. Schools (n=105) were randomly assigned for their 3rd, 5th and 6th graders (n=8,319) to receive one of two versions of a 7-week weekly math-focused intervention--5-minute accountability checks or 15-minute mini-tutoring sessions--or to the control group. Although calls increased student perceptions that teachers cared, accountability checks had no effect on math performance up to four months after the intervention and tutoring decreased math achievement among students who returned to their schools after reopening. This was, in part, because the relatively low-achieving students most likely to benefit from calls were least likely to return and take in-person assessments. Tutoring substituted away from more productive uses of time, at least among returning students. Neither intervention affected enrollment. Tutoring remains a valuable tool but to avoid unintended consequences, careful attention should be paid to aligning tutoring interventions with best practices and targeting interventions to those who will benefit most. [Innovations for Poverty Action (IPA) provided funding for this report.] (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01