Which Interventions Have the Greatest Effect on Student Learning in Sub-Saharan Africa A Meta-Analysis of Rigorous Impact EvaluationsReport as inadecuate




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Society for Research on Educational Effectiveness

In the last three decades, there has been a large increase in the number of rigorous experimental and quasi-experimental evaluations of education programs in developing countries. These impact evaluations have taken place all over the globe, including a large number in Sub-Saharan Africa (SSA). The fact that the developing world is socially and economically diverse and that different interventions and programs are often culturally specific suggests that the broad results from previous syntheses may not be applicable to SSA, which is itself a quite diverse region. In this paper, the author conducts a large systematic review of the impact evaluation literature throughout the region, East, Central, Southern, and Western Africa, as well as the Indian Ocean Islands. This includes both experimental and quasi-experimental studies from all fields which evaluate the impact of education programs on student learning (fields include economics, health, psychology, and education). The author employed a random effects meta-analysis model. This meta-analysis found that interventions in pedagogical methods (particularly those that emphasize procedural or conceptual learning) to be very promising. Tables and figures are appended.

Descriptors: Foreign Countries, Intervention, Program Effectiveness, Outcome Measures, Meta Analysis, Learning, Outcomes of Education, Program Evaluation, Elementary Secondary Education, Effect Size

Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries[at]sree.org; Web site: http://www.sree.org





Author: Conn, Katharine

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=816&id=ED562871







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