The Long-Term Effectiveness of Learning-at-the-Right-Level Interventions in Developing Countries and the Role of Non-Cognitive Skills

2022 Fiscal Year Final Research Report

• Project/Area Number: 20K01668
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 07040:Economic policy-related
• Research Institution: Ritsumeikan University
• Principal Investigator: Seki Mai 立命館大学, 経済学部, 准教授 (70771468)
• Co-Investigator(Kenkyū-buntansha): 澤田 康幸 東京大学, 大学院経済学研究科(経済学部), 教授 (40322078)
• Project Period (FY): 2020-04-01 – 2023-03-31
• Keywords: 教育 / 自学自習 / 認知・非認知能力 / 無作為化比較対照実験 / 非市場競争 / スピード競争 / ピア効果

Outline of Final Research Achievements

Through a randomized controlled trial conducted in a Bangladeshi NGO (BRAC Primary School), we found that providing the right level of self-learning materials improved the cognitive abilities (math scores) of all types of children. In addition, the non-cognitive abilities (e.g., self-esteem) of children with low cognitive and non-cognitive abilities were also improved. The results of the peer effects analysis showed that children exhibited speed competition, but surprisingly, there was no adverse effect, and in fact, we found some improvements in the scores. Furthermore, the effect on non-cognitive ability was measured to remain after six years.

Free Research Field

実証ミクロ計量経済学

Academic Significance and Societal Importance of the Research Achievements

途上国を中心に学びの質を向上させるエビデンスに基づいた方策が必要とされている（SDGsゴール４）。先進的な教育で有名なBRAC Primary School（BPS）も算数教育に苦心していた。BPSの要請を受けた公文教育研究会が試験的に教材と研修を提供する一方で、本研究チームは厳密かつ公正なデータに基づく効果検証を実施。先行研究で明らかになっていた"teaching" at the right levelの学力向上効果に関連し、本研究は"learning" at the right levelも学力向上に有効であると示し、さらに、非認知能力向上の長期効果を観測した。