Experimental evidence on learning using low-tech when school is out.
Nat Hum Behav
; 6(7): 941-950, 2022 07.
Article
in English
| MEDLINE | ID: covidwho-1890190
ABSTRACT
School closures occurred extensively during the COVID-19 pandemic, and occur in other settings, such as teacher strikes and natural disasters. The cost of school closures has proven to be substantial, particularly for households of lower socioeconomic status, but little evidence exists on how to mitigate these learning losses. This paper provides experimental evidence on strategies to support learning when schools close. We conduct a large-scale randomized trial testing two low-technology interventions-SMS messages and phone calls-with parents to support their child in Botswana. The combined treatment improves learning by 0.12 standard deviations, which translates to 0.89 standard deviations of learning per US$100, ranking among the most cost-effective interventions to improve learning. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents to support education provision during school disruptions.
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Main subject:
Pandemics
/
COVID-19
Type of study:
Experimental Studies
/
Randomized controlled trials
Limits:
Child
/
Humans
Language:
English
Journal:
Nat Hum Behav
Year:
2022
Document Type:
Article
Affiliation country:
S41562-022-01381-z
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