Incentivising Textbooks for Self-Study
Experimental Evidence from the Democratic Republic of the Congo
Bibliographic Data
| ID | 9708508 |
|---|---|
| Authors | Jean-Benoît Falisse (0000-0002-0291-731X, University of Edinburgh, Edinburgh Futures Institute & Centre of African Studies), Marieke Huysentruyt (0000-0003-3523-6323, HEC Paris), Anders Olofsgård (0000-0002-0455-0822, Stockholm Institute of Transition Economics (SITE) & Stockholm School of Economics) |
| Year | 2024 |
| Volume | 134 |
| Issue | 664 |
| Pages | 3262-3290 |
| Publication date | 2024-11-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Economic Journal (JOURNAL) |
| Journal identifiers | ISSN: 0013-0133 • E-ISSN: 1468-0297 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/ej/ueae039 |
| OpenAlex | W4397047628 |
| Language | EN |
| Citations received | 1 |
| References cited | 46 |
We designed and randomly evaluated the impact of textbooks for a self-study scheme in eastern areas of the Democratic Republic of the Congo targeting student achievement in primary schools. Students in treatment schools were 7 percentage points more likely to pass the national exam, and those who passed obtained higher scores. We also evidence higher scores on a French language test. The effects are primarily driven by student interest in textbooks, frequency of doing homework and motivation to go to school and continue education. Student achievement can thus be improved by intensified and diversified use of existing learning materials in poor and fragile settings
Congo red · Democracy · Political science · Politics · Chemistry · Economic Growth and Development · Global Educational Reforms and Inequalities · Law · Psychology · School Choice and Performance
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |