Improving Primary Education in the Democratic Republic of the Congo: End-Line Results of a Cluster-Randomized Wait-List Controlled Trial of Learning in a Healing Classroom
Improving Primary Education in the Democratic Republic of the Congo: End-Line Results of a Cluster-Randomized Wait-List Controlled Trial of Learning in a Healing Classroom
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改善刚果民主共和国的初等教育：在康复教室中进行集群随机等候名单控制学习试验的最终结果
DOI：
10.1080/19345747.2018.1561963
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发表时间：
2019
影响因子：
1.8
通讯作者：
Torrente C
中科院分区：
文献类型：
--
作者：
Torrente C
我们采用了一项分组随机、等候名单对照试验来检验基于学校的社会情感学习干预对刚果学生和教师的影响。两组（A组和B组）76个学校群随机分为治疗组和对照组。这些群体在地理位置、可达性、暴力风险和外部捐助投资方面存在差异。我们估计了A组的因果影响，测试了这些影响是否在B组中重复，并对合并样本进行了敏感性分析。汇总分析具有更高的统计能力，因此更有可能代表程序的真实平均影响。b组学生对学校可预测性、加减法、几何和阅读表现的感知有所改善，只有加减法的影响在合并分析中仍然显著。A组教师的成就感有所提高，在汇总分析中仍然显著。我们没有发现对其他结果的影响。在受战争影响的低收入国家，以学校为基础的干预措施将社会情感学习原则纳入学术课程是一种有希望但尚未得到证实的改善儿童成果的方法。
We used a cluster-randomized, wait-list controlled trial to examine impacts of a school-based social-emotional learning intervention on Congolese students and teachers. Seventy-six school clusters in two groups (A and B) were randomized to treatment or control. The groups differed in geographic location, accessibility, exposure to violence, and external donor investment. We estimated causal impacts in Group A, tested whether those impacts were replicated in Group B, and conducted sensitivity analyses on the pooled sample. Pooled analyses had higher statistical power and were therefore more likely to represent the true average impacts of the program. Improvements in students’ perceptions of school predictability and in addition and subtraction, geometry, and reading performance were specific to Group B. Only the effect on addition and subtraction remained significant in the pooled analysis. Improvements in teachers’ sense of accomplishment were found in Group A and remained significant in the pooled analysis. We detected no impacts on other outcomes. School-based interventions embedding social-emotional learning principles into the academic curricula are a promising but not yet proven approach to improving children’s outcomes in low-income countries affected by war.
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DOI：
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DOI：
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发表时间：
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期刊：
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