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Effect of Inquiry and Problem Based Pedagogy on Learning: Evidence from 10 Field Experiments in Four Countries

Author

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  • Rosangela Bando
  • Emma Näslund-Hadley
  • Paul Gertler
Abstract
This paper uses data from 10 at-scale field experiments in four countries to estimate the effect of inquiry- and problem-based pedagogy (IPP) on students’ mathematics and science test scores. IPP creates active problem-solving opportunities in settings that provide meaning to the child. Students learn by collaboratively solving real-life problems, developing explanations, and communicating ideas. Using individual-level data on 17,006 students, the analysis finds that after seven months IPP increased mathematics and science scores by 0.18 and 0.14 standard deviations, respectively, and by 0.39 and 0.23 standard deviations, respectively, after four years. We also identify important gender learning gaps with boys benefiting substantially more than girls. Our approach not only provides strong causal evidence, but also high external validity. These 10 experiments in four countries allow us to examine the effects of IPP across a wide set of geographic, socioeconomic, teacher background, and age/grade contexts (i.e., preschool and third and fourth grades). The results prove to be robust across these different contexts. The 10 RCTs were registered in the American Economic Association Registry for randomized control trials. See the supplementary materials for trial numbers.

Suggested Citation

  • Rosangela Bando & Emma Näslund-Hadley & Paul Gertler, 2019. "Effect of Inquiry and Problem Based Pedagogy on Learning: Evidence from 10 Field Experiments in Four Countries," NBER Working Papers 26280, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:26280
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    Citations

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    Cited by:

    1. Fenoll, Ainoa Aparicio & Moscarola, Flavia Coda & Zaccagni, Sarah, 2021. "Mathematics camps: A gift for gifted students?," Journal of Economic Behavior & Organization, Elsevier, vol. 191(C), pages 738-751.
    2. Hernández-Agramonte, Juan Manuel & Namen, Olga & Näslund-Hadley, Emma & Biehl, Maria Loreto, 2024. "Supporting early childhood development remotely: Experimental evidence from SMS messages," Journal of Development Economics, Elsevier, vol. 166(C).
    3. Hanushek, Eric A., 2021. "Addressing cross-national generalizability in educational impact evaluation," International Journal of Educational Development, Elsevier, vol. 80(C).
    4. Annie Duflo & Jessica Kiessel & Adrienne Lucas, 2020. "Experimental Evidence on Alternative Policies to Increase Learning at Scale," NBER Working Papers 27298, National Bureau of Economic Research, Inc.
    5. Schaffner, Julie & Glewwe, Paul & Sharma, Uttam, 2021. "Why Programs Fail: Lessons for Improving Public Service Quality from a Mixed-Methods Evaluation of an Unsuccessful Teacher Training Program in Nepal," Staff Papers 316663, University of Minnesota, Department of Applied Economics.
    6. Näslund-Hadley, Emma & Hernández Agramonte, Juan Manuel & Albertos, Carmen & Grigera, Ana & Hobbs, Cynthia & Álvarez Marinelli, Horacio, 2022. "The effects of ethnomathematics education on student outcomes: The JADENKÄ Program in the Ngäbe-Buglé Comarca, Panama," IDB Publications (Working Papers) 12093, Inter-American Development Bank.

    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development

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