Item history (LFriese, Mon Mar 18 2024 22:00:20 GMT+0000 (GMT))

TY - RPRT
TI - Nudges to Improve Learning and Gender Parity: Preliminary findings on supporting parent-child educational engagement during Covid-19 using mobile phones
AU - Aurino, Elisabetta
AU - Tsinigo, Edward
AU - Wolf, Sharon
AB - Key words: parental education engagement; caregiver engagement; nudges; text messages; schooling; learning; Ghana; gender
In this study we evaluate a digital intervention to improve low-literate caregivers’ engagement with their children’s education and development in rural Ghana during the Covid-19 pandemic. The programme was a text-message-based behavioural change intervention for parents / caregivers that aimed to improve caregiver engagement in children’s educational activities, caregiver beliefs about returns to education, as well as children’s learning, enrollment, attendance, and gender parity in education. This household-randomised trial, conducted in the North East, Northern, Savannah, Upper East, and Upper West regions of Ghana, tested four variations of the intervention, varying both duration and a gender-parity focus. Households were randomised to one of five conditions: (i) regular behavioural nudges, 12 weeks; (ii) gender-boost behavioural nudges, 12 weeks; (iii) regular behavioural nudges, 24 weeks; (ii) gender-boost behavioural-nudges, 24 weeks; or (v) control. The interventions were implemented from January to April 2021 (for the 12-week groups) and January to June 2021 (for the 24-week groups). We collected data at midline (April–June 2021) and endline (August–September 2021). Our preliminary results suggest that a short, light-touch, SMS-based intervention can change caregiver behaviours and child outcomes in a rural, low-literate sample. However, the results were complex and intervention effectiveness depended on the caregiver having minimum levels of schooling. For caregivers with no education (65% of the sample), the intervention only increased caregiver expectations on reaching the desired level of education, especially among girls, but reduced educational engagement and some measures of children’s school enrollment and attendance. Educational engagement among Ghanaian caregivers is low relative to peer countries (Bornstein & Putnick, 2012; McCoy et al., 2018). The findings suggest that caregivers may need a base level of capital and resource (e.g., exposure to formal education) to enact the messages and increase their educational engagement with their children. Without this base level of capital, messages may increase caregivers’ aspirations for their children without providing enough support to change educational investments in positive ways.
An output of the EdTech Hub, https://edtechhub.org
CN - 0083
DA - 2022/02/18/
PY - 2022
LA - en
M3 - Technical Report
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/PWU63GQS
L2 - https://docs.edtechhub.org/lib/PWU63GQS
L4 - zotero://select/groups/2405685/collections/AVEESUE5
L4 - zotero://select/groups/2405685/collections/PCFXP7WD
L4 - zotero://select/groups/2405685/collections/4GEZG7A5
L4 - https://docs.edtechhub.org/lib/PWU63GQS
L4 - https://docs.google.com/document/d/1HcRFum1WiBC2HEa1DfP8SREc3r3m-ErcWvx_N2HlxpA/edit
L4 - https://doi.org/10.5281/zenodo.6337916
L4 - https://sandbox.zenodo.org/deposit/6337916
L4 - https://sandbox.zenodo.org/record/6337916
L4 - zotero://select/groups/2405685/collections/949AR7GI
L4 - zotero://select/groups/2405685/collections/9ILCIKMC
KW - _r:AddedByZotZen
ER -

TY - RPRT
TI - Nudges to Improve Learning and Gender Parity: Preliminary findings on supporting parent-child educational engagement during Covid-19 using mobile phones
AU - Aurino, E
AU - Tsinigo, E
AU - Wolf, S
AB - In this study we evaluate a digital intervention to improve low-literate caregivers’ engagement with their children’s education and development in rural Ghana during the Covid-19 pandemic. The programme was a text-message-based behavioural change intervention for parents / caregivers that aimed to improve caregiver engagement in children’s educational activities, caregiver beliefs about returns to education, as well as children’s learning, enrollment, attendance, and gender parity in education. This household-randomised trial, conducted in the North East, Northern, Savannah, Upper East, and Upper West regions of Ghana, tested four variations of the intervention, varying both duration and a gender-parity focus. Households were randomised to one of five conditions: (i) regular behavioural nudges, 12 weeks; (ii) gender-boost behavioural nudges, 12 weeks; (iii) regular behavioural nudges, 24 weeks; (ii) gender-boost behavioural-nudges, 24 weeks; or (v) control. The interventions were implemented from January to April 2021 (for the 12-week groups) and January to June 2021 (for the 24-week groups). We collected data at midline (April–June 2021) and endline (August–September 2021). Our preliminary results suggest that a short, light-touch, SMS-based intervention can change caregiver behaviours and child outcomes in a rural, low-literate sample. However, the results were complex and intervention effectiveness depended on the caregiver having minimum levels of schooling. For caregivers with no education (65% of the sample), the intervention only increased caregiver expectations on reaching the desired level of education, especially among girls, but reduced educational engagement and some measures of children’s school enrollment and attendance. Educational engagement among Ghanaian caregivers is low relative to peer countries (⇡Bornstein & Putnick, 2012; ⇡Bornstein & Putnick, 2012). The findings suggest that caregivers may need a base level of capital and resource (e.g., exposure to formal education) to enact the messages and increase their educational engagement with their children. Without this base level of capital, messages may increase caregivers’ aspirations for their children without providing enough support to change educational investments in positive ways.
DA - 2022/02/18/
PY - 2022
DP - DOI.org (Crossref)
LA - en
PB - EdTech Hub
ST - Nudges to Improve Learning and Gender Parity
UR - https://docs.edtechhub.org/lib/PWU63GQS
Y2 - 2024/02/14/15:03:42
L1 - https://docs.edtechhub.org/lib/PWU63GQS/download/JSAL7IMF/IPA_%20Covid19%20Research_Nudges%20to%20Learning%20and%20Gender%20Parity.pdf
ER -

group: 2405685

itemKey: PWU63GQS

itemKeyOld: YBG8MTTQ

item.extra: DOI: 10.53832/edtechhub.0083 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6337916 10.5281/zenodo.6337918 10.5281/zenodo.6338002 10.5281/zenodo.6338007 10.53832/edtechhub.0083 2339240:AZXVF44M 2339240:GZRZGRN7 2405685:6QCZIQR2 2405685:D9VW8AI3 2405685:PWU63GQS 2405685:QAXG3NCJ 2405685:RKRPWPX5 2405685:VT5Z6XB6 2405685:ZDHGEBKD

itemOLD.extra: DOI: 10.53832/edtechhub.0083 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0083 2339240:MJPJVVCU 2405685:YBG8MTTQ