Teacher-targeted nudges showed significant negative interactions with child sex, with negative learning impacts for girls¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was a statistically significant interaction between the teachers-only condition and child sex in predicting summary learning scores (ß = -0.13, p < 0.05), with the overall pattern of impacts more positive for boys than girls. → 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

Subgroup analysis by child sex in the school-randomized trial (2246 observations); Table 2 reports Teachers × Girl = -0.132, p = 0.017 on the learning summary and -0.166, p = 0.003 on numeracy. The article states the teacher-only program "had negative effects on girls 'learning".

"there was a statistically signi ficant interaction effect for the teacher 's only condition with child sex in predicting summary learning scores ( ß = −0.13, p < 0.05), and for the combined arm in predicting literacy scores (ß = 0.12, p < 0.10; see Table 2)."

Discussion¶

Related Claims¶

• 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 — related
• Parents-only SMS/audio nudges produced statistically non-significant learning gains of d = 0.081 in rural Cote d'Ivoire — related
• Parents-only nudges marginally significantly increased child-reported child labor (d = 0.113), contrary to intervention goals — related