
TARGETED INSTRUCTION IN PAKISTAN (TIP)
Countries around the world are grappling with a significant learning crisis. The COVID-19 pandemic, which resulted in prolonged school closures, has left many students with low learning levels and widened educational inequalities. Simply delivering the standard curriculum is insufficient to tackle these complex challenges. A promising approach to address this issue is personalized learning through Targeted Instruction (TI), where educational content is customized to fit children's actual learning levels rather than being based solely on their age or grade.
To pursue this solution, we developed two versions of the Targeted Instruction in Pakistan (TIP) program: TIP KP and TIP ICT. Both versions share the common goal of improving student learning outcomes by aligning instruction with students' actual abilities. Despite design variations, both initiatives aim to evaluate the effectiveness of personalized learning through the use of printed materials, technology integration, and active parental involvement in the educational process.
"Image courtesy of UNOPS
Impact of Quality Workbooks
The effectiveness of textbooks and printed materials in enhancing student learning can vary significantly across Low and Middle Income Countries (LMICs). Within the framework of the Targeted Instruction in Pakistan (TIP) program in the Islamabad Capital Territory (ICT), this research investigates the substantial impact of providing math workbooks on boosting student test scores. Through qualitative interviews with teachers and parents, the study reveals that these tailored workbooks effectively bridge foundational skill gaps by personalizing the learning experience, simplifying complex concepts, and reducing the burdens on both teachers and students. Additionally, they significantly increase student motivation and engagement. By focusing on quality content and the strategic use of educational tools, this intervention offers valuable insights into effective educational resource design and its role in advancing student success.
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What elements of educational resources, specifically math workbooks, contribute to their effectiveness in improving learning outcomes in Low and Middle Income Countries?
How do workbooks enhance interactions and relationships among key stakeholders, such as teachers and parents, within the educational ecosystem?
What mechanisms are employed by these workbooks to facilitate learning, and how do these mechanisms support student engagement and motivation?
In what ways do workbooks indirectly impact stakeholders, reducing constraints and empowering them to support effective learning?
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Workbooks that focused on foundational skills with a structured 3-tier difficulty system proved instrumental in helping students grasp essential concepts. This structure provided ample practice opportunities, enhanced by clear visuals and simple explanations, facilitating better understanding.
The workbooks reduced administrative burdens by providing ready-made materials, which shortened preparation and grading time. Teachers could focus more on instruction and personalizing learning experiences, while students benefitted from reduced rote tasks.
Students, particularly those previously struggling, exhibited heightened motivation and engagement, thanks to the workbooks. This uplift in student interest contributed to a more positive and productive learning environment.
While engaging with these resources, parents found it easier to support their children's education, although the level of engagement varied based on individual circumstances.
Feedback suggested potential enhancements, such as incorporating more challenging content, integrating closely with existing curricula, and using color to increase student engagement
TIP-KP (Khyber Pakhtunkhwa)
We designed an 8-week remedial TI program to fill in students’ learning gaps, while removing frictions in teachers’ adoption of pedagogical innovation. Traditional TI is costly and difficult to implement, so we introduce a novel smartphone app for teachers with teaching material and digital classroom operations tools. Technology in this setting reduces teachers’ administrative burden and presents a low-cost alternative to adding personnel, making TI possible to scale in under-resourced countries where it is likely most needed. The software will be randomized across 1,000 primary-level public schools across Pakistan. Treatment arms vary whether:
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Can low-cost, simple technology help teachers implement remedial education at scale?
Should systems mandate the use of tech, or allow people to self-select into using it?
Is there heterogeneity in the net benefit of technology, such that it hurts some and helps others?
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A large majority (86%) of teachers believe their students are currently far behind the curriculum and need help catching up.
More than half of students from every class and subject combination showed need for remediation in foundational skills. In some cases, more than 90% of students in a class showed need for remediation in a certain subject.
At the end of their time in primary school, 46% of class 5 students cannot write simple Urdu sentences and 79% cannot write simple English sentences. 19% cannot do addition with carrying, and 75% cannot do subtraction with borrowing.
TEACHER (tbd)
TBD
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Can low-cost, simple technology help teachers implement remedial education at scale?
Should systems mandate the use of tech, or allow people to self-select into using it?
Is there heterogeneity in the net benefit of technology, such that it hurts some and helps others?
-
A large majority (86%) of teachers believe their students are currently far behind the curriculum and need help catching up.
More than half of students from every class and subject combination showed need for remediation in foundational skills. In some cases, more than 90% of students in a class showed need for remediation in a certain subject.
At the end of their time in primary school, 46% of class 5 students cannot write simple Urdu sentences and 79% cannot write simple English sentences. 19% cannot do addition with carrying, and 75% cannot do subtraction with borrowing.