Title: Replication Data for: Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not

Type Dataset Sabrin Beg, Adrienne Lucas, Waqas Halim, Umar Saif (2021): Replication Data for: Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not. Harvard Dataverse. Dataset. https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/Y1UZTT

Authors: Sabrin Beg (University of Delaware) ; Adrienne Lucas (University of Delaware) ; Waqas Halim (IT University Lahore) ; Umar Saif (IT University Lahore) ; Sabrin Beg (University of Delaware) ;

Links

• Item record in Abdul Latif Jameel Poverty Action Lab Dataverse
• Digital object URL

Summary

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.

More information

• DOI: 10.7910/DVN/Y1UZTT

Subjects

• Social Sciences, Education, Ed-tech, Education
• CESSDA: Compulsory and pre-school education

Dates

• Publication date: 2021
• Submitted: March 18, 2021
• Updated: July 22, 2022

Notes

Rights

• info:eu-repo/semantics/openAccess

Funding Information

Format

electronic resource

Locations