Incentivising Textbooks for Self-Study

Experimental Evidence from the Democratic Republic of the Congo

Datos Bibliográficos

ID9708508
AutoresJean-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)
Año2024
Volumen134
Número664
Páginas3262-3290
Fecha de publicación2024-11-06
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaThe Economic Journal (JOURNAL)
Identificadores de la revistaISSN: 0013-0133 • E-ISSN: 1468-0297
EditorialOxford University Press (PUBLISHER • GB)
DOI10.1093/ej/ueae039
OpenAlexW4397047628
IdiomaEN
Citas recibidas1
Referencias citadas46

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