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The problem
Intervention: Simulation-based teaching modules designed to train teachers about learning disabilities in primary school children
Who it was tested with: 60 primary school teachers from 5 schools in Alappuzha District, Kerala, India.
The same group is measured before the intervention and again afterwards, with a baseline and an endline and sometimes a midline. Change is visible, but other causes cannot be ruled out.
"Quasi experimental design with pre and post intervention assessments" with comparison of experimental and control groups over time. The study demonstrates that the simulation-based teaching module effectively improved teacher knowledge relative to the control condition.
Study measures only teacher knowledge gains, not changes in classroom practice or child outcomes; no information on follow-up or sustainability of learning; control group received no alternative intervention.
Across countries and designs
1 study · 1 country
