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

Abstract

This paper investigates the effectiveness of a globally popularmethod of self-learning at the right level in improving the cognitiveand non-cognitive abilities of disadvantaged pupils in a developing country, Bangladesh. Using a randomized control trial design,we find substantial improvement in cognitive ability measured bymathematics test scores and catch-up effects on non-cognitive ability measured by a pupil self-esteem measure. These findings areconsistent with a longer-term impact found in take-up rates andscores on a national-level primary school completion exam. Moreover, the teachers' ability to assess student performance substantially improves. Based on our estimates, program benefit exceedscost in a plausible way. Above findings suggest that self-learning atright level can effectively address the learning crisis by improvingthe quality of primary education in developing countries.