Teacher-only and combined parent-teacher nudges showed no statistically significant impacts on learning; point estimates were small and negative for the learning summary and literacy, and near zero for numeracy¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2023 · checked against its sources 2026-10-27 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Impacts of the teacher treatment and the parent-and-teacher combined treatment on learning summary, literacy, and numeracy were statistically insignificant; the estimates were negative for the summary measure and literacy (d = −0.019 to −0.073) and near zero for numeracy (0.000 teachers-only, 0.011 combined). → Sharon Wolf and Guilherme Lichand 2023

Evidence¶

Sharon Wolf and Guilherme Lichand 2023¶

Sharon Wolf and Guilherme Lichand. (2023). Nudging parents and teachers to improve learning and reduce child labor in Cote d'Ivoire. npj Science of Learning 8:37. https://doi.org/10.1038/s41539-023-00180-z

q3 · i? · causal · r3

Same school-randomized trial (2246 observations, school-clustered SEs). The article's text describes the teacher-only and combined arms as "statistically insigni ficant and negative" on all three learning outcomes, but its Table 1 gives negative estimates only for the learning summary (teachers −0.037, p = 0.449; both −0.019, p = 0.673) and literacy (teachers −0.073, p = 0.234; both −0.049, p = 0.382); numeracy was 0.000 (p = 0.996) for teachers-only and 0.011 (p = 0.811) for the combined arm. Non-significance here does not show the impacts are zero.

"Impacts of the teacher treatment and of the parent and teacher combined treatment on all three outcomes were also statistically insigni ficant and negative ( d = −0.019 to −0.073)."

Discussion¶

Related Claims¶

• The nudge intervention had no statistically significant effects on parenting mechanisms of motivation and engagement — related
• Parents-only SMS/audio nudges produced statistically non-significant learning gains of d = 0.081 in rural Cote d'Ivoire — related
• Teacher-targeted nudges showed significant negative interactions with child sex, with negative learning impacts for girls — related
• Parents-only nudges marginally significantly increased child-reported child labor (d = 0.113), contrary to intervention goals — related
• Parents-only nudge effects on learning were larger and positive for children with below-median baseline skills — related
• Targeting students directly (versus caregivers) produced significantly larger nudge effects on test scores (0.31 vs. 0.08 s.d.) — related
• Text-message nudges achieving impacts of the same order as remote remedial instruction indicates motivation itself carries much of remote-learning effectiveness — related