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Part 1: Document Description
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Citation |
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Title: |
Teaching and incentives: Substitutes or complements? |
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Identification Number: |
doi:10.7910/DVN/BCMVJT |
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Distributor: |
Harvard Dataverse |
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Date of Distribution: |
2023-07-13 |
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Version: |
1 |
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Bibliographic Citation: |
Allen, James; Mahumane, Arlete; Riddell, James IV; Rosenblat, Tanya; Yang, Dean; Yu, Hang, 2023, "Teaching and incentives: Substitutes or complements?", https://doi.org/10.7910/DVN/BCMVJT, Harvard Dataverse, V1 |
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Citation |
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Title: |
Teaching and incentives: Substitutes or complements? |
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Identification Number: |
doi:10.7910/DVN/BCMVJT |
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Authoring Entity: |
Allen, James (University of Michigan) |
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Mahumane, Arlete (Beira Operational Research Center, National Institute of Health, Mozambique) |
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Riddell, James IV (Division of Infectious Diseases, University of Michigan Medical School) |
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Rosenblat, Tanya (5School of Information and Department of Economics, University of Michigan) |
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Yang, Dean (Department of Economics, University of Michigan) |
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Yu, Hang (National School of Development, Peking University) |
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Producer: |
Global Research and Data Support |
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Distributor: |
Harvard Dataverse |
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Access Authority: |
Global Research and Data Support |
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Depositor: |
Global Research and Data Support, Innovations for Poverty Action |
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Date of Deposit: |
2023-07-12 |
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Holdings Information: |
https://doi.org/10.7910/DVN/BCMVJT |
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Study Scope |
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Keywords: |
Social Sciences, COVID social distancing norms |
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Abstract: |
Replication data, code, and codebooks for "Teaching and incentives: Substitutes or complements" from the project "Accelerating Changes in Norms about Social Distancing to Combat COVID-19". Paper Abstract: Interventions to promote learning are often categorized into supply- and demand-side approaches. In a randomized experiment to promote learning about COVID-19 among Mozambican adults, we study the interaction between a supply and a demand intervention, respectively: teaching via targeted feedback, and providing financial incentives to learners. In theory, teaching and learner-incentives may be substitutes (crowding out one another) or complements (enhancing one another). Experts surveyed in advance predicted a high degree of substitutability between the two treatments. In contrast, we find substantially more complementarity than experts predicted. Combining teaching and incentive treatments raises COVID-19 knowledge test scores by 0.5 standard deviations, though the standalone teaching treatment is the most cost-effective. The complementarity between teaching and incentives persists in the longer run, over nine months post-treatment. |
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Date of Collection: |
2020-06-01-2021-08-30 |
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Country: |
Mozambique, Mozambique, Mozambique |
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Geographic Coverage: |
Sofala, Manica, Zambezia |
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Unit of Analysis: |
Household |
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Methodology and Processing |
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Sampling Procedure: |
Respondents were from households with phones in the sample of a prior study: Yang, Dean, James Allen IV, Arlete Mahumane, James Riddell IV, and Hang Yu. "Knowledge, stigma, and HIV testing: An analysis of a widespread HIV/AIDS program." Journal of Development Economics 160 (2023): 102958. AEA RCT Registry: https://doi.org/10.1257/rct.3990-5.1 |
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Mode of Data Collection: |
Phone survey |
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Sources Statement |
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Data Access |
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Other Study Description Materials |
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Related Publications |
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Citation |
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Identification Number: |
10.1016/j.econedurev.2022.102317 |
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Bibliographic Citation: |
Allen IV, James, Arlete Mahumane, James Riddell IV, Tanya Rosenblat, Dean Yang, and Hang Yu. "Teaching and incentives: Substitutes or complements?." Economics of Education Review 91 (2022): 102317. DOI: https://doi.org/10.1016/j.econedurev.2022.102317 |
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Label: |
Teaching and incentives - Substitutes or complements |
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Notes: |
application/zip |