Individualized Self-learning Program to Improve Primary Education: Evidence from a Randomized Field Experiment in Bangladesh BEP x Kumon Project Research Team: Yasuyuki Sawada, An Le, Minhaj Mahmud, Mai Seki, and Hikaru Kawarazaki North American Summer Meetings of the Econometric Society June 15th, 2017
Disclaimer The views expressed are those of the authors. They do not necessarily reflect the views of the affiliated institutions.
Motivation: Improved Universal Primary Education MDGs (until 2015): Impressive progress in the primary completion rate!
Motivation: Bangladesh on MDG Goal 2 Figure 1: Planning commission Bangladesh, 2015
Motivation: Global Learning Crisis Global learning crisis (WDR 2018) 38% of primary school completers do not have adequate level of learning outcomes) SDGs (post 2015):
Research Questions What happens if we integrate one of the most successful non-formal education methods in the world to disadvantaged schools in very low income communities? To target poor students studying at BRAC primary schools (BPS) To examine the KUMON Method of Learning (Kumon), a globally popular non-formal education program To investigate both cognitive and non-cognitive abilities To adopt an RCT-based experiment
Preview Overall impact: Robust and better learning ability. Impact on teachers: Better assessment capacities of students performance, mitigating teachers stereotyping behaviors. Relevance to the literature: Pedagogical interventions that match teaching to students learning works (Kremer et al. 2011; USAID 2011; Banerjee et al. 2016, NBER No. 22746; Banerjee et al. 2007; 3ie 2016) Policy contribution: Complementary to lecture-style education for solving learning crisis
Outline 1 BEP x Kumon Project 2 Research design 3 Empirical specification 4 Data 5 Results 6 Conclusion
BRAC Education Program (BEP) BRAC is one of the largest NGOs in the world, started in Bangladesh in 1972 and now operating across 11 countries [D]edicated to empowering people living in poverty (Source: BRAC website) BRAC works for... Economic Development (e.g. microfinance (Pitt and Khandker, 1998)) Targeting Ultra Poor (Barnerjee et al., 2015) Education (e.g. non-formal primary education especially for poor, rural, or disadvantaged children, and drop-outs) BRAC Education Program (BEP) Public Health (e.g. public healthcare focused on curative care) Disaster Relief (e.g. Distributing emergency relief after Cyclone 2007) Skills Development Program
BRAC Primary School BEP uses National Curriculum and Textbook Board (NCTB) textbooks from grade four to five and grade one to three have their own textbooks followed by the National Curriculum.. A BPS in Bangladesh during a Kumon session
Kumon A Kumon center in India. An example of a worksheet
Implementation of Kumon in BPS The Kumon Program was implemented in selected BPS (30 students per 1 school) For 30 min before regular classes everyday Kumon BEP joint project: 2 Marking Assistants were employed per 1 school to aid BPS Teachers in marking the worksheets. Field Staff were assigned to assist and follow-up on BPS Teachers. 3 days of preparatory training for BPS Teachers and Field Staff were held prior to launching the program. In addition, 3 follow-up training sessions were held during the implementation period.
Research Design RCT to evaluate the applicability of the Kumon Method of Learning in strengthening the cognitive and non-cognitive abilities of the disadvantaged students studying at BRAC primary schools (BPS): 34 schools are randomly selected out of 179 schools in 4 branches of BEP with grade specific strata. RCT (17 treatment & 17 control) Around 1,000 students and 34 teachers in the 3rd or 4th grades 8 months tracking data
Study Timeline c Yasuyuki Sawada, An Le, Minhaj Mahmud, Mai Seki, and Hikaru Kawarazaki. mimeographed, Tokyo, Japan, August 2016.
Homogenous Impacts on Cognitive and Non-Cognitive Abilities ANCOVA: Cross-sectional regression: Y it = α 0 + βy it 1 + δd i + ε it (1) Y i = α 0 + δd i + ε i (2) where Y = level of cognitive and non-cognitive outcomes
Heterogeneous Impacts on Cognitive and Non-Cognitive Abilities ANCOVA Y i = α 1 + βy it 1 + δ 0 d i + δ j d j X ij + ε i (3) Cross-sectional regression: Y i = α 1 + δ 0 d i + δ j d j X ij + ε i (4) where X = Student s baseline cognitive score; Student s baseline non-cognitive score
Summary Statistics for Grade 3 Grade 3 Summary Statistics on Students Performance Measurement Baseline Endline Control Mean Treatment Mean Difference Observations Control Mean Treatment Mean Difference Observations DT Score per Minute 4.44 5.61 0.544*** 534 6.77 12.22 5.449*** 445 (0.166) (0.895) PTS Score 34.45 33.04-0.223 484 47.80 56.34 8.542** 473 (0.239) (3.739) Rosenberg Non-cognitive Score -0.03 0.02 0.395 395-0.01 0.00 0.0116 468 (0.472) (0.0811) CPCS Non-cognitive Score -0.09 0.06 0.539 395-0.03 0.02 0.0449 468 (0.451) (0.0773) GRIT Non-cognitive Score -0.17 0.12 0.227 391-0.06 0.04 0.0906 465 (0.271) (0.148) Demographics Male 0.61 0.57-0.0407 536 (0.0268) Wealth Index -0.09 0.15 0.247 343 (0.323)
Summary Statistics for Grade 4 Grade 4 Summary Statistics on Students Performance Measurement Baseline Endline Control Mean Treatment Mean Difference Observations Control Mean Treatment Mean Difference Observations DT Score per Minute 4.84 4.42-0.308 391 6.27 10.68 4.415*** 366 (0.211) (1.336) PTS Score 43.77 36.31-0.271 421 47.00 60.62 13.62*** 364 (0.212) (2.529) Rosenberg Non-cognitive Score 0.02-0.02-0.199 417-0.04 0.02 0.0597 364 (0.174) (0.102) CPCS Non-cognitive Score -0.01-0.00-0.106 417-0.05 0.04 0.0909 364 (0.179) (0.0913) GRIT Non-cognitive Score -0.13 0.09 0.234 402 0.02-0.02-0.0434 352 (0.138) (0.0985) Demographics Male 0.63 0.59 0.0392 442 (0.0462) Wealth Index -0.09 0.15 0.0980 258 (0.316)
Sample Attrition The attrition rates are 11.3% (57/478) for the treated group and 15.6% (82/526) for the control group. To calculate attrition rates, we count a student as a Dropout from the sample if he/she didn t take either DT test or PTSII in endline. Non-systematic attrition: None of the baseline outcome variables predict the status of becoming the Dropouts by the endline Dep. Var Dropout Dropout Dropout Dropout Grade 3 Grade 3 Grade 4 Grade 4 OLS Probit OLS Probit (1) (2) (3) (4) Baseline DT Score 0.00122 0.00896-0.00578-0.0220 (0.00498) (0.0356) (0.0117) (0.0494) Baseline PTS Score -0.00140-0.0122-0.00164-0.00877 (0.000974) (0.00926) (0.00222) (0.0126) Baseline Teacher Evaluation 0.0112 0.0683 0.0286 0.115 (0.0224) (0.149) (0.0272) (0.117) Male 0.0240 0.186 0.0249 0.102 (0.0207) (0.130) (0.0305) (0.129) Constant 0.0791-1.340** 0.163-0.926 (0.0926) (0.675) (0.171) (0.797) Num of Obs. 481 481 357 357 R-squared 0.008 0.017 Cluster standard errors in parentheses. *** p<0.01, ** p<0.05, * p<0.1
Missing Value Pattern in Survey Questions survey1 survey2 survey3 survey4 survey5 survey6 survey7 survey8 survey9 survey10 survey11 survey12 survey13 survey14 survey15 survey16 survey17 survey18 survey19 survey20 survey21 survey22 survey23 survey24 survey25 survey26 survey27 10 100 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 101 1010 1011 102 103 104 105 106 107 108 109 11 110 111 112 113 114 115 116 117 118 119 12 120 121 122 123 124 125 126 127 128 129 13 130 131 132 133 134 135 136 137 138 139 14 140 141 142 143 144 145 146 147 148 149 15 150 151 152 153 154 155 156 157 158 159 16 160 161 162 163 164 165 166 167 168 169 17 170 171 172 173 174 175 176 177 178 179 18 180 181 182 183 184 185 186 187 188 189 19 190 191 192 193 194 195 196 197 198 199 20 200 201 202 203 204 205 206 207 208 209 21 210 211 212 213 214 215 216 217 218 219 22 220 221 222 223 224 225 226 227 228 229 23 230 231 232 233 234 235 236 237 238 239 24 240 241 242 243 244 245 246 247 248 249 25 250 251 252 253 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1-1. Significant Impacts on Cognitive Abilities ANCOVA Dep. Var Impacts of KUMON Program on Students Outcomes Grade 3 Grade 4 DT Score PTS Score DT Score PTS Score DT Score PTS Score DT Score PTS Score Treatment 2.048*** 0.736** 1.514** 0.870** 2.876*** 1.276*** 2.425*** 1.001*** (0) (0.0340) (0.0200) (0.0440) (0) (0) (0.00601) (0.322) Lag values -0.649*** -0.647*** -0.688*** -0.692** -0.480* -0.663*** -0.444-0.706** (0.00400) (0.00601) (0.00200) (0.0180) (0.0561) (0.213) (0.150) (0.286) Treatment*Initial Cog 0.840-0.0453-0.464 0.319 (0.138) (0.963) (0.935) (0.336) Treatment*Initial Noncog 0.382-0.174 1.264 0.219 (0.132) (0.719) (0.503) (0.140) Constant 0.755* 1.088** 0.747 1.112** 0.887 0.454 0.891 0.483 (0.0921) (0.0120) (0.110) (0.0120) (0.266) (0.287) (0.284) (0.305) Num of Obs. 442 439 344 361 317 348 314 345 R-squared 0.259 0.362 0.300 0.391 0.261 0.560 0.278 0.557 p-value in parentheses and is calculated using wild cluster bootstrap
1-2. Significant Impacts on Cognitive Abilities Endline on Treatment dummy Impacts of KUMON Program on Students Outcomes Dep. Var Grade 3 Grade 4 DT Score PTS Score DT Score PTS Score Treatment 2.251*** 0.675* 2.831*** 1.221*** (0.00200) (0.0661) (0) (0) Treatment*Initial Cog 0.608 0.291 0.121 0.586** (0.126) (0.364) (0.844) (0.0250) Treatment*Initial Noncog 0.220-0.130 0.421 0.0668 (0.288) (0.519) (0.526) (0.491) Constant 0.732 1.206*** 1.004 0.576 (0.248) (0.00801) (0.242) (0.100) Num of Obs. 346 361 348 345 R-squared 0.304 0.118 0.239 0.301 p-value in parentheses and is calculated using wild cluster bootstrap
2-1. Insignificant Impacts on Non-Cognitive Abilities ANCOVA, homogenous effects Dep. Var Impacts of KUMON Program on Students Outcomes Grade 3 Grade 4 Rosenberg CPCS GRIT Rosenberg CPCS GRIT Treatment 0.0211 0.0278 0.0652 0.173 0.244-0.0568 (0.953) (0.933) (0.649) (0.436) (0.276) (0.665) Lag values -0.967*** -0.935*** -0.948*** -0.815*** -0.853*** -0.941*** (0.00200) (0.00200) (0.00200) (0.00200) (0.00200) (0.00200) Constant 0.104 0.107 0.112-0.0838** -0.107*** 0.0810 (0.589) (0.545) (0.482) (0.0320) (0.00200) (0.370) Num of Obs. 352 352 349 344 344 320 R-squared 0.453 0.453 0.567 0.392 0.422 0.515 p-value in parentheses and is calculated using wild cluster bootstrap
2-2. Insignificant Impacts on Non-Cognitive Abilities ANCOVA, heterogeneous effects Dep. Var Impacts of KUMON Program on Students Outcomes Grade 3 Grade 4 Rosenberg CPCS GRIT Rosenberg CPCS GRIT Treatment -0.0491-0.181 0.0352 0.340 0.209-0.112 (0.837) (0.505) (0.889) (0.276) (0.372) (0.498) Lag values -0.964*** -0.965*** -0.932*** -0.753*** -0.873*** -0.918*** (0.00200) (0.00200) (0.00200) (0.00400) (0.00200) (0.00200) Treatment*Initial Cog 0.138 0.245 0.110 0.0356-0.0493 0.349* (0.569) (0.170) (0.625) (0.853) (0.865) (0.0701) Treatment*Initial Noncog -0.0136 0.150-0.0679-0.346** 0.106-0.169 (0.921) (0.376) (0.579) (0.0220) (0.488) (0.296) Constant 0.105 0.0983 0.116-0.0825** -0.109*** 0.0853 (0.577) (0.623) (0.507) (0.0320) (0.00200) (0.340) Num of Obs. 352 352 349 344 344 320 R-squared 0.454 0.458 0.568 0.398 0.423 0.523 p-value in parentheses and is calculated using wild cluster bootstrap
2-3. Insignificant Impacts on Non-Cognitive Abilities Endline on Treatment dummy Impacts of KUMON Program on Students Outcomes Dep. Var Grade 3 Grade 4 Rosenberg CPCS GRIT Rosenberg CPCS GRIT Treatment 0.00683 0.0452 0.0921 0.229 0.295-0.00642 (0.933) (0.805) (0.573) (0.360) (0.242) (0.997) Treatment*Initial Cog 0.127 0.153 0.0759 0.163 0.107 0.175 (0.232) (0.130) (0.583) (0.385) (0.568) (0.257) Treatment*Initial Noncog 0.0908 0.0332 0.0488 0.0153 0.0210 0.0853* (0.144) (0.448) (0.304) (0.878) (0.782) (0.0791) Constant 0.0852 0.0741 0.0773-0.102-0.130** 0.0597 (0.721) (0.789) (0.901) (0.176) (0.0360) (0.406) Num of Obs. 361 361 360 345 345 333 R-squared 0.012 0.011 0.010 0.015 0.020 0.016 p-value in parentheses and is calculated using wild cluster bootstrap
2-4. Significant Impacts on Individual Survey Questions Endline on Treatment dummy Dep. Var Impacts of KUMON Program on Students Outcomes Endline on Treatment dummy Question 7 Question 1 Question 2 Question 7 Question 1 Question 2 Grade 3 Grade 4 Grade 4 Grade 3 Grade 4 Grade 4 Treatment 0.322** 0.342** 0.349** 0.385* 0.232* 0.335** (0.0240) (0.0420) (0.0240) (0.0601) (0.0841) (0.0460) Treatment*Initial Cog 0.147-0.0332-0.0108 (0.412) (0.944) (0.934) Treatment*Initial Noncog -0.369*** 0.122 0.0636 (0.00601) (0.295) (0.508) Constant -0.170*** -0.168*** -0.171*** -0.112*** -0.110** -0.171*** (0.00200) (0.00200) (0.00200) (0.00200) (0.0220) (0.00200) Num of Obs. 444 358 352 349 339 335 R-squared 0.026 0.029 0.031 0.035 0.023 0.034 p-value in parentheses and is calculated using wild cluster bootstrap
Conclusion Non-formal education has the potential to contribute to the enhancement of learning outcomes. This study finds robust improvements in students cognitive with mixed findings in non-cognitive outcomes by the Kumon Method of Learning among the students of BRAC Primary Schools. Through this intervention, teachers become better in predicting students performance. This could be one of the paths for the improved student learning outcomes (avoiding teachers stereotyping behaviors). This evidence contributes to the literature that finds pedagogical interventions that match teaching to students learning works (Kremer et al. 2011, AER; USAID 2011; Banerjee et al. 2016, NBER No. 22746; Banerjee et al. 2007, QJE; 3ie 2016: 27 28).
Future Analysis Further investigation of the heterogeneous impacts: Relationship with parents interest to children s education, environment of household, and characteristics of teachers Relationship with household s other educational expenditure to children s education Analysis of the progress path among the treated: Quizzes (all), Report sheets and Grading books (the treated only) More robustness checking Controlling for dropouts
Thank you! c Yasuyuki Sawada, An Le, Minhaj Mahmud, Mai Seki, and Hikaru Kawarazaki. mimeographed, Tokyo, Japan, August 2016.
PTSII Survey Questions Non-Cognitive Ability Measurements Number Question in English CPCS RSES GritScale 1 I did well in this test. 2 I can do most things better than other people. x x 3 There are many things about myself I can be proud of. x x 4 I feel that I cannot do anything well no matter what I do. x x 5 I believe I can be someone great. x 6 I don t think I am a helpful person. x x 7 I can confidently express my opinion. x 8 I don t think I have that many good qualities. x x 9 I am always worried that I might fail. x x 10 I am confident about myself. x x 11 I am satisfied with myself. x x Even if I fail, I think I can get better and better at things 12 if I keep trying 13 I like to do calculations. x 14 I can calculate in my head when I go shopping. x 15 I think speed is important when solving problems. x When studying, I believe everything will go well if I 16 correctly follow instruction 17 I am more motivated when people praise me. 18 I always volunteer in class. 19 I enjoy studying. 20 School is fun. 21 I do things better when I have a goal. 22 There are many things I want to learn more about. a. I have a role model around me. 23 b. There is someone around me who I want to be like. I always have someone who I can go to for advice 24 when I am having trouble with my studies. a. There is someone around me who I don t want to lose against. 25 b. There is someone around me who I am always competing with. 26 I always try to do something when things don t go as expected. It doesn t matter whether I fail in the beginning because 27 I believe that things will eventually work out.
Children s Perceived Competence Scale: CPCS Developmental psychologist, Harter invented it in 1979 Japanese version was made and used widely in the field of social psychology Competence (White, 1959) Realising their own active work as I can do it! 28 contents, 4 choices. (1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree)
Rosenberg Self-Esteem Scale: RSES Rosenberg invented this in 1965; measuring generally and quantitatively the extent of self-esteem Used in many countries and also for comparing internationally 10 contents, 4 choices. (1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree) The higher the score is, the more positively they think themselves entirely and more highly they evaluate themselves
Grit Scale Ability for setting long-term goals and not-giving-up till they are achieved using any methods and trying as hard as possible Huge impact on children s growth and future success Angela Lee Duckworth, Grit: The power of passion and perseverance 12 contents, 5 choices. (1 Very much like me 2 Mostly like me 3 Somewhat like me 4 Not much like me 5 Not like me at all)