Randomized Impact Evaluation of Education Interventions: Experiences and Lessons from a Reading to Learn Intervention in East Africa

Autor/inn/en	Ngware, Moses Waithanji; Abuya, Benta; Oketch, Moses; Admassu, Kassahun; Mutisya, Maurice; Musyoka, Peter
Titel	Randomized Impact Evaluation of Education Interventions: Experiences and Lessons from a Reading to Learn Intervention in East Africa
Quelle	In: International Journal of Research & Method in Education, 38 (2015) 4, S.430-451 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2014.965252
Schlagwörter	Foreign Countries; Outcome Measures; Intervention; Reading Instruction; Elementary School Students; Literacy; Numeracy; Instructional Effectiveness; Grade 1; Grade 2; Grade 3; Statistical Analysis; Cost Effectiveness; Kenya; Uganda + Suchen Sie Ihr Suchwort? Ausland; Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Unterrichtserfolg; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Statistische Analyse; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Kenia
Abstract	This paper presents the experiences and lessons learnt during the design and implementation of the randomized impact evaluation (IE) of a reading to learn (RtL) intervention in early primary grades. The study was to assess the impact of RtL on literacy and numeracy among pupils in low-performing districts in East Africa. The intervention was designed in a way that in each country one district implemented an intervention package that included teacher training, and teaching and learning materials; while the other district implemented this same package with an additional parental involvement component. Baseline data were collected in mid-2009 in Grades 1 and 2, and in 2010 for the incoming Grade 1. The endline data were collected in mid-2011. A total of 119 treatments and 110 control schools participated in the study. The randomized design provided an opportunity to attribute causality and also qualitatively establish pathways through which the intervention impacted on learning. The paper provides lessons learnt and demonstrates how the challenges faced during the evaluation were addressed. Additionally, the paper shows how IE was utilized to provide robust evidence of what works thus enabling policy-makers to make decisions on sustainability and scale-up of education interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01