Teaching and incentives: Substitutes or complements?

Allen, J (通讯作者),Univ Michigan, Dept Econ, Ann Arbor, MI 48109 USA.;Allen, J (通讯作者),Univ Michigan, Ford Sch Publ Policy, Ann Arbor, MI 48109 USA.;Allen, J (通讯作者),Univ Michigan, Populat Studies Ctr, Ann Arbor, MI 48109 USA.
2022-12
Interventions to promote learning are often categorized into supply-and demand-side approaches. In a ran-domized experiment to promote learning about COVID-19 among Mozambican adults, we study the interaction between a supply and a demand intervention, respectively: teaching via targeted feedback, and providing financial incentives to learners. In theory, teaching and learner-incentives may be substitutes (crowding out one another) or complements (enhancing one another). Experts surveyed in advance predicted a high degree of substitutability between the two treatments. In contrast, we find substantially more complementarity than ex-perts predicted. Combining teaching and incentive treatments raises COVID-19 knowledge test scores by 0.5 standard deviations, though the standalone teaching treatment is the most cost-effective. The complementarity between teaching and incentives persists in the longer run, over nine months post-treatment.
ECONOMICS OF EDUCATION REVIEW
卷号:91
ISSN:0272-7757|收录类别:SSCI
语种
英语
来源机构
University of Michigan System; University of Michigan; University of Michigan System; University of Michigan; University of Michigan System; University of Michigan; University of Michigan System; University of Michigan; University of Michigan System; University of Michigan; Peking University; Peking University
资助信息
Faustino Lessitala provided top-notch leadership and field manage-ment. Patricia Freitag, Ryan McWay, and Maggie Barnard provided excellent research assistance. Julie Esch, Laura Kaminski, and Lauren Tingwall's grant management was world-class. We appreciate feedback from Hoyt Bleakley, Brian Jacob, Laston Manja, Kwasi Tabiri, and par-ticipants in Michigan's Health, History, Development, and Demography (H2D2) Seminar. This work is supported by the Abdul Latif Jameel Poverty Action Lab (J-PAL) Innovation in Government Initiative through a grant from The Effective Altruism Global Health and Development Fund (award no. IGI-1366); the UK Foreign, Commonwealth & Development Office awarded through Innovations for Poverty Action (IPA) Peace & Recovery Program (award no. MIT0019-X9); the Michigan Institute for Teaching and Research in Economics via the Ulmer Fund (award no. G024289); Dubai Cares through the Evidence for Education in Emergencies (E-Cubed) Research Envelope; the United States Agency for International Development (USAID) awarded through the Feed the Future Innovation Lab for Markets, Risk and Resilience (MRR) Innova-tion Lab (award no. A20-1825-S007); and the National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development (award no. 1-R01-HD102382-01A1) and National Institute on Aging (award no. T32AG000221). The content is solely the responsibility of the authors and does not necessarily represent the official views of our funding organizations. Our study protocols were approved by Institutional Review Boards (IRBs) at the University of Michigan (Health Sciences and Social and Behavioral Sciences IRB, approval number HUM00113011) and the Mozambique Ministry of Health National Committee on Bioethics for Health (Portuguese acronym CNBS, reference number 302/CNBS/20). The study was sub-mitted to the American Economic Association's RCT Registry on August 25, 2020, registration ID number AEARCTR-0,005,862: 10.1257/rct.5862-3.0.
被引频次(WOS)
0
被引频次(其他)
0
180天使用计数
3
2013以来使用计数
3
EISSN
1873-7382
出版年
2022-12
DOI
10.1016/j.econedurev.2022.102317
关键词
COVID-19 Teaching Education Learning Cost-effectiveness Mozambique Africa
资助机构
Abdul Latif Jameel Poverty Action Lab (J-PAL) Innovation in Government Initiative through a grant from The Effective Altruism Global Health and Development Fund UK Foreign, Commonwealth & Development Office awarded through Innovations for Poverty Action (IPA) Peace & Recovery Program Michigan Institute for Teaching and Research in Economics via the Ulmer Fund Dubai Cares through the Evidence for Education in Emergencies (E-Cubed) Research Envelope United States Agency for International Development (USAID)(United States Agency for International Development (USAID)CGIAR) National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development National Institute on Aging(United States Department of Health & Human ServicesNational Institutes of Health (NIH) - USANIH National Institute on Aging (NIA))
WOS学科分类
Economics Education & Educational Research
学科领域
循证教育学 循证经济学