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The problem
Intervention: Teaching strategies including extending learning time, use of pupils' buddies (peer support), and understanding needs of disadvantaged children
Who it was tested with: Disadvantaged children in Standards Five, Six and Seven in five public primary schools in Dodoma City, Tanzania.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"This was a cross-sectional survey which employed a quantitative research approach to gather data from 5 public primary schools using 45 primary school teachers" and "Limitation related to assessment of learning outcomes was mitigated by using Tanzanian curriculum for Standards Five, Six and Seven as reported by teachers according to their long-term assessment." The study measured associations between strategies and reported learning outcomes but lacked a control group and direct outcome measurement.
Study relied on teacher self-reports rather than direct student assessment; small sample of 45 teachers from 5 schools; no comparison group; unable to establish causality; implementation fidelity not assessed
Across countries and designs
1 study · 1 country
