Within-class ability grouping: An evaluation of levelled problem sets in mathematics as a mechanism to differentiate instruction
Posted in Analysis in progressContext: Bridge Kenya Date: 2018-2019; 2021 Collaborators: University of Utrecht Status: Study complete (study #1); […]
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Elegance and brevity: An exploration of guide length to optimise learning outcomes
Posted in Publication in-progressContext: Bridge Kenya Date: 2018-2019; 2021 Collaborators: University of Utrecht Status: Write-up and publication in-progress […]
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Will targeted SMS messages improve pupil performance on end of term exams?
Posted in Publication in-progressContext: Bridge Kenya Date: 2018-2019; 2019 Collaborators: University of Utrecht Status: Write-up and publication in-progress […]
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Frequent quizzing: Do daily or weekly quizzes lead to better longer-term academic performance?
Posted in Publication in-progressContext: Bridge Kenya; Bridge Nigeria Date: 2018-2019; 2019-2020 Collaborators: University of Utrecht Status: Write-up and […]
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What is the effect of interleaved problem sets on medium-term and long-term content retention?
Posted in Publication in-progressContext: Bridge Nigeria Date: 2018-2019 Collaborators: University of Utrecht Status: Write-up and publication in-progress Click […]
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Do cross-grade ability-grouping programmes improve learning outcomes? A study across three contexts
Posted in Publication in-progressContext: Bridge Kenya; Bridge Liberia; Bridge Nigeria Date: 2018-2019; 2018-2019; 2021 Collaborators: University of Utrecht […]
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Can a goal-setting curriculum be used to strengthen future-planning and high-stakes test performance?
Posted in Analysis in progressContext: Bridge Uganda; Bridge Kenya Date: 2019; 2021-2022 Collaborators: University of Utrecht Status: Study complete […]
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Can motivational behavioural nudges encourage teachers to improve lesson delivery in the classroom?
Posted in Analysis in progressContext: Bridge Kenya Date: 2019 Collaborators: Alex Eble (Columbia University) Status: Analysis and write-up in-progress […]
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Certificates and badges: Do low-cost classroom incentives motivate pupils to work harder and achieve better results?
Posted in Studies UnderwayContext: Bridge Kenya Collaborators: Ronak Jain (Harvard University); Brandon Tan (Harvard University) Start Date: 2021 […]
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A Case Study of Teacher Feedback and Responses to Mistakes in Bridge Kenya
Posted in Publication in-progressGrade 1 Classrooms Context: Bridge Kenya Collaborators: Maleka Donaldson (Smith College) Date: 2019 Status: Write-up […]
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Adaptive Experiments for Policy Choice: Phone Calls for Home Reading in Kenya
Posted in Publication in-progressContext: Bridge Kenya Collaborators: Anja Sautmann (The World Bank); Bruno Esposito (The World Bank) Date: […]
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Is phone-based teacher tutoring an effective and affordable low-tech pathway to improving foundational numeracy skills?
Posted in Studies UnderwayContext: Bridge Kenya Collaborators: Noam Angrist (Young1ove; The World Bank); Peter Bergman (Columbia University) Date: […]
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Practice makes perfect? An analysis of the effects of repeated readings on oral reading fluency
Posted in Analysis in progressContext: Bridge Kenya Collaborators: University of Utrecht Date: 2021-2022 Status: Analysis in progress Click below […]
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Spaced retrieval: Does distributed practice in lower-grade mathematics lead to better performance on summative assessments?
Posted in Analysis in progressContext: Bridge Kenya Collaborators: University of Chicago; University of Utrecht Date: 2021-2022 Status: Analysis in […]
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Facilitating at-home practice using a common messaging platform: Can WhatsApp be used to strengthen at-home learning among early-childhood learners?
Posted in Analysis in progressContext: Bridge Kenya Collaborators: University of Utrecht Date: 2021-2022 Status: Analysis in progress Click below […]
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