The Limitations of Activity-Based Instruction to Improve the Productivity of Schooling

Bibliographic Data

ID9714833
AuthorsAndreas de Barros (0000-0003-2154-0412, University of California, Irvine), Johanna Fajardo-Gonzalez (0000-0001-6984-1252, The World Bank , USA), Paul Glewwe (0000-0002-1473-2494, University of Minnesota, corresponding author), Ashwini Sankar (0000-0003-2873-165X, Minnesota Department of Health)
Year2024
Volume134
Issue659
Pages959-984
Publication date2024-03-18
Open AccessYes
TypeARTICLE
VenueThe Economic Journal (JOURNAL)
Journal identifiersISSN: 0013-0133 • E-ISSN: 1468-0297
PublisherOxford University Press (PUBLISHER • GB)
DOI10.1093/ej/uead099
PMID41058638
OpenAlexW4389003235
LanguageEN
Citations received2
References cited19

There is substantial emphasis on improving classroom practices, primarily through activity-based instruction, to increase the productivity of schooling. We study a large programme that seeks to promote mathematics learning in government primary schools in India. Through a cluster-randomised trial we find that the programme increased activity-based instruction, but yielded only muted impacts on learning. We provide a potential explanation: school value-added models suggest a negative relationship between activity-based instruction and test score gains. Our findings are robust to adding a community-engagement component to the intervention. These results highlight the limitations of activity-based instruction programmes for increasing school productivity

Agricultural economics · Economic growth · Economics · Labour economics · Mathematics education · Natural resource economics · Productivity · Public economics · Education and Learning Interventions · Education Systems and Policy · Global Educational Reforms and Inequalities · Psychology

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