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Inquiry and Problem Based Pedagogy: Evidence from 10 Field Experiments

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  • Näslund-Hadley, Emma
  • Bando, Rosangela
  • Gertler, Paul

Abstract

We analyze evidence from 10 at-scale field experiments in four countries on the effect of inquiry- and problem-based pedagogy (IPP) on students’ math and science test scores. IPP creates active problem solving opportunities in settings that derive meaning to the child. Students learn by collaboratively solving real life authentic problems, developing explanations, and communicating ideas. We find that IPP increased math test scores by 0.18 standard deviations and science test scores by 0.16 standard deviations after 7 months. Moreover, the results are robust across a wide set of geographic, socio-economic, and cultural, age/grade, and teacher background contexts.

Suggested Citation

  • Näslund-Hadley, Emma & Bando, Rosangela & Gertler, Paul, 2018. "Inquiry and Problem Based Pedagogy: Evidence from 10 Field Experiments," IDB Publications (Working Papers) 47, Inter-American Development Bank.
    • Handle: RePEc:idb:brikps:47
    DOI: http://dx.doi.org/10.18235/0001491
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    JEL classification:

    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development
    • I38 - Health, Education, and Welfare - - Welfare, Well-Being, and Poverty - - - Government Programs; Provision and Effects of Welfare Programs
    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • O15 - Economic Development, Innovation, Technological Change, and Growth - - Economic Development - - - Economic Development: Human Resources; Human Development; Income Distribution; Migration

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