Effectiveness of interactive satellite-transmitted instruction: Experimental evidence from Ghanaian primary schools

Johnston, Jamie; Ksoll, Christopher

doi:10.1016/j.econedurev.2022.102315

Cited by 11 publications

(12 citation statements)

References 27 publications

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“…These new interactions tend to be statistically insignificant, confirming the lack of cross-county heterogeneity. The effectiveness of remote learning in improving student outcomes in Chinese rural areas is consistent with the findings of a recent study in Ghanian primary schools (Johnston and Ksoll, 2019) and a recent study in Mexican secondary schools (Navarro-Sola, 2019). 55 In addition, even if we do not find cross-county heterogeneities, some individual characteristics significantly interact with the effect of the CAL reform.…”

Section: Possible Mechanismssupporting

confidence: 88%

The effect of computer-assisted learning on students’ long-term development

Bianchi

Song

2022

Journal of Development Economics

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Section: Possible Mechanismssupporting

confidence: 88%

The effect of computer-assisted learning on students’ long-term development

Bianchi

Song

2022

Journal of Development Economics

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“…We identified 23 studies (24 papers) examining the effects of interventions designed to address inadequate school access (see Table 5.14). Out of the 23 studies, three were experimental (Bagby et al, 2017; Burde & Linden, 2009; Johnston & Ksoll, 2017) and the remaining 20 were quasi‐experimental. All three of the experimental studies had low risk of bias, as did 12 of the quasi‐experimental studies.…”

Section: Resultsmentioning

confidence: 99%

“…The interventions mostly included life skills curricula facilitated in groups of adolescents outside of school, although some were implemented in classrooms during the school day (Carney et al, 2019;Duflo et al, 2014;Edmonds et al, 2016) and the location was unclear for others (Meller & Litschig, 2015). In terms of participants, 12 of the programs were focused on girls, and four included both girls and boys (Carney et al, 2019;Duflo et al, 2014;Johnston & Ksoll, 2017;Meller & Litschig, 2015). Fifteen of the studies provided estimates of effects on girls (GRADE Summary 1; The study that examined combined effects for girls and boys (GRADE Summary 2; Figure 4.11.2), estimated effects for two academic skills, one of which was significant overall (for girls and boys) but showed no indication that girls benefitted more than boys (Johnston & Ksoll, 2017).…”

Section: Inadequate Life Skills (Barrier 11)mentioning

confidence: 99%

“…In terms of participants, 12 of the programs were focused on girls, and four included both girls and boys (Carney et al, 2019;Duflo et al, 2014;Johnston & Ksoll, 2017;Meller & Litschig, 2015). Fifteen of the studies provided estimates of effects on girls (GRADE Summary 1; The study that examined combined effects for girls and boys (GRADE Summary 2; Figure 4.11.2), estimated effects for two academic skills, one of which was significant overall (for girls and boys) but showed no indication that girls benefitted more than boys (Johnston & Ksoll, 2017). Given that the life skills component was not the main component in this multicomponent intervention, although the effect size was large, there are serious indirectness concerns.…”

Section: Inadequate Life Skills (Barrier 11)mentioning

confidence: 99%

See 1 more Smart Citation

Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence

Psaki

Haberland

Mensch

et al. 2022

Campbell Systematic Reviews

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Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low‐ and middle‐income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic of gender‐related barriers to girls' education are both extensive. However, there remain gaps in knowledge regarding which interventions are most likely to work in contexts with different combinations of barriers. Objectives This systematic review identified and assessed the strength of the evidence of interventions and exposures addressing gender‐related barriers to schooling for girls in LMICs. Search Methods The AEA RCT Registry, Africa Bibliography, African Education Research Database, African Journals Online, DEC USAID, Dissertation Abstracts, EconLit, ELDIS, Evidence Hub, Global Index Medicus, IDEAS‐Repec, Intl Clinical Trials Registry, NBER, OpenGrey, Open Knowledge Repository, POPLINE, PsychINFO, PubMed, Research for Development Outputs, ScienceDirect, Sociological Abstracts, Web of Science, as well as relevant organization websites were searched electronically in March and April of 2019. Further searches were conducted through review of bibliographies as well as through inquiries to authors of included studies, relevant researchers and relevant organizations, and completed in March 2020. Selection Criteria We included randomized controlled trials as well as quasi‐experimental studies that used quantitative models that attempted to control for endogeneity. Manuscripts could be either published, peer‐reviewed articles or grey literature such as working papers, reports and dissertations. Studies must have been published on or after 2000, employed an intervention or exposure that attempted to address a gender‐related barrier to schooling, analyzed the effects of the intervention/exposure on at least one of our primary outcomes of interest, and utilized data from LMICs to be included. Data Collection and Analysis A team of reviewers was grouped into pairs to independently screen articles for relevance, extract data and assess risk of bias for each included study. A third reviewer assisted in resolving any disputes. Risk of bias was assessed either through the RoB 2 tool for experimental studies or the ROBINS‐I tool for quasi‐experimental studies. Due to the heterogeneity of study characteristics and reported outcome measures between studies, we applied the GRADE (Grading of Recommendation, Assessment, Development and Evaluation) approach adapted for situations where a meta‐analysis is not possible to synthesize the research. Results Interventions rated as effective exist for three gender‐related barriers: inability to afford tuition and fees, lack of adequate food, and insufficient academic support. Promising inter...

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“…More broadly, we contribute to the literature on educational technology. Relatively low-tech solutions such as SMS and phone calls (Angrist et al, 2022) and in-school TV-based lessons (Navarro-Sola, 2021; Johnston and Ksoll, 2017;Beg et al, 2019) have shown promise, as well as personalized adaptive computerassisted learning (CAL) programs (Muralidharan et al, 2019). 4 Given that parents are a crucial intermediary between interventions and students, we contribute to the literature by focusing on understanding parental decisions and responses to several interventions aimed at relieving different constraints to accessing remote education.…”

Section: Introductionmentioning

confidence: 99%