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Persistent Identifier
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doi:10.7910/DVN/Y1UZTT |
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Publication Date
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2021-03-18 |
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Title
| Replication Data for: Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not |
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Author
| Sabrin BegUniversity of Delaware
Adrienne LucasUniversity of Delaware
Waqas HalimIT University Lahore
Umar SaifIT University Lahore |
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Point of Contact
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Use email button above to contact.
Sabrin Beg (University of Delaware) |
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Description
| This package contains replication data for: "Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not." It contains analysis data from two interventions conducted in schools in Pakistan between 2016 and 2017. The first intervention, referred to in this package as “elearn,” contains testing and survey data from 59 schools collected between August 2016 (baseline) and January 2017 (endline). The second intervention, referred to in this package as “elearn_tablets,” contains testing and survey data from 75 schools collected between November 2016 (baseline) and February 2017 (endline). The scripts, produced in Stata, contain code to replicate the tables and figures in the paper and its appendix. For further details on the data or how to run the code, please see the readme file. The abstract of the associated paper is as follows: Using two RCTs in middle schools in Pakistan, we show brief, expert-led, curriculum-based videos integrated into the classroom experience improved teaching effectiveness – student test scores in math and science increased by 0.3 standard deviations, 60% more than the control group, after 4 months of exposure. Students and teachers increased their attendance, and students were more likely to pass the government high-stakes exams. In contrast, similar content when provided to students on personal tablets decreased student scores by 0.4SD. The contrast between the two effects shows the importance of engaging existing teachers and the potential for technology to do so. (2021-03-18) |
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Subject
| Social Sciences |
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Keyword
| Education
Ed-tech |
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Topic Classification
| Education
Compulsory and pre-school education (CESSDA) https://vocabularies.cessda.eu/vocabulary/TopicClassification |
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Related Publication
| Beg, Sabrin, Adrienne Lucas, Waqas Halim, and Umar Saif. 2020. "Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not." NBER Working Paper 25704. http://www.nber.org/papers/w25704 http://www.nber.org/papers/w25704 |
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Production Location
| Punjab Province, Pakistan |
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Funding Information
| The Post-Primary Education Initiative of the Jameel Poverty Action Lab (J-PAL) |
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Depositor
| Cavanagh, Jack |
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Deposit Date
| 2021-03-18 |
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Time Period
| Start Date: 2016-08-01; End Date: 2017-02-01 |
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Data Type
| Survey; Testing; Sample survey data; Measurement and tests: Educational; Administrative records data |
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Software
| Stata, Version: 16 |
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Related Material
| The associated RCT is registered as AEARCTR-0003536 at the AEA RCT registry: https://www.socialscienceregistry.org/trials/3536; Sabrin Beg; Adrienne Lucas; Waqas Halim; Umar Saif, 2021, "Replication Data for: Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not", https://doi.org/10.7910/DVN/Y1UZTT, Harvard Dataverse; Beg, Sabrin and Adrienne Lucas. 2018. "Beyond the basics: Improving post-primary content delivery through classroom technology." AEA RCT Registry. November 19. https://doi.org/10.1257/rct.3536-1.0 |
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Related Dataset
| The analysis in the associated paper also uses non-public administrative data containing PEC test scores from the Punjab Examination Commission. |
