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Fighting the Learning Crisis in Developing Countries: A Randomized Experiment of Self-Learning at the Right Level

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  • Yasuyuki Sawada
  • Minhaj Mahmud
  • Mai Seki
  • Hikaru Kawarazaki

Abstract

This study investigates the effectiveness of a globally popular method of self-learning at the right level in improving learning outcomes—the cognitive and noncognitive abilities of disadvantaged students—in a developing country, Bangladesh. Using a randomized controlled trial design, we find substantial improvements in cognitive abilities measured by math test scores and in catch-up effects in terms of noncognitive abilities or personality traits measured through a self-esteem scale. Moreover, our study is, to our knowledge, the first to use alternative cognitive ability measures, that is, time reduction as well as time-adjusted test score, which are critical dimensions of cognitive development. Subsequently, we investigate the long-term effects using students’ math results in the national-level exam. We find a reasonable longer-term effect on cognitive abilities 20 months after the intervention for younger students. Our estimates indicate that the program’s benefits exceed its costs.

Suggested Citation

  • Yasuyuki Sawada & Minhaj Mahmud & Mai Seki & Hikaru Kawarazaki, 2024. "Fighting the Learning Crisis in Developing Countries: A Randomized Experiment of Self-Learning at the Right Level," Economic Development and Cultural Change, University of Chicago Press, vol. 72(4), pages 1893-1921.
    • Handle: RePEc:ucp:ecdecc:doi:10.1086/725909
    DOI: 10.1086/725909
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