推动家长和教师改善学习并减少象牙海岸的童工
Sharon Wolf1, Guilherme Lichand2
1University of Pennsylvania, Philadelphia, PA, USA. wolfs@upenn.edu.
NPJ science of learning
|September 13, 2023
概括
基于短信的干预措施对西非儿童的学习没有显著影响. 只有父母的手臂在学习方面看到了很小的,不显著的改善,但儿童劳动的边际增加很小.
科学领域:
- 教育教育教育教育教育教育.
- 发展经济学 发展经济学
- 行为科学 行为科学
背景情况:
- 家长的参与对于儿童的学习至关重要,但对像西非农村这样的资源较少的环境进行干预的研究不足.
- 基于短信服务 (SMS) 的干预提供了一个可扩展的方法,让家长和教师参与教育.
研究的目的:
- 评估基于短信的推动干预措施对家长参与和儿童学习成果在科特迪瓦的影响.
- 评估干预部门 (仅限家长,仅限教师,父母和教师) 的差异性影响,以及对公平的影响.
主要方法:
- 一项涉及100所学校和2246名科特迪瓦二年级至四年级的随机学校试验.
- 干预措施每周向家长和/或教师发送两条音频或短信,持续一学年.
- 对学习成果和童工的分析,以及对公平的子组分析.
主要成果:
- 只有家长的干预对学习没有显著的影响 (d=0.08,p=0.158),但儿童劳动的显著增加 (d=0.11,p<0.10).
- 对于单独的教师或联合的家长-教师干预手臂,没有发现任何显著的影响.
- 亚组分析表明,只有家长组的基线学习者在基线学习者中低于中位数的学习收益,但只有教师组的女童学习受到负面影响.
结论:
- 在这种情况下,基于短信的推动在改善儿童学习成果方面可能具有有限的有效性.
- 存在潜在的权衡,例如增加童工,以及对股权的差异性影响需要进一步调查.
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