Completed

NCT Number: NCT02348580

Effectiveness Study of Teacher Training and Social and Financial Education in Rwanda's Primary and Secondary Schools

The study uses experimental methods to evaluate the effectiveness of an educational intervention in Rwanda. The intervention, designed by Aflatoun and AMIR, involves training teachers on the use of active-learning methods to implement a social and financial education curriculum with students in primary and secondary schools. Teachers then implement the social and financial curriculum with students in order to improve their personal, social, and financial competencies.

Teacher training will take place in November-December 2013 and the curriculum implementation will be evaluated in the 2014 school year.

The study will examine the following hypotheses:

1. Did teachers use of active learning methods in class increase due to the training received? 2. Did students' levels of engagement and on-task behaviour increase as a result of the intervention's pedagogy and content? 3. Did the following competencies of students improve due to the intervention?

1. Self-efficacy 2. Social skills 3. Financial literacy 4. Planning attitudes 5. Savings attitudes 6. Savings behavior 7. Entrepreneurship 4. Did the intervention change student's pass rates on the primary six (P6) and secondary three (S3) final examinations for the classes in which it was implemented? 5. Did the intervention change student drop out rates in the classes which it was implemented?

Completed

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Key information

Conditions

Active Learning Methods and Life-skills Education

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Association of Microfinance Institutions in Rwanda

Kigali, Rwanda

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

Schools willing to participate in the intervention.
Classes of students in grade P6 or S3 during academic year 2014
Teachers of entrepreneurship, social studies, or mathematics

Exclusion criteria

Non-consenting individuals

Treatment and study plan

Child centered teaching of life-skills

Behavioral

The intervention includes five core components: (1) personal understanding and exploration, (2) rights and responsibilities, (3) savings and spending, (4) planning and budgeting, and (5) social and financial enterprise. The training and curriculum are both manualized. The curriculum is in English and is regionally specific (for Anglophone Africa) and has been contextualized for Rwanda. The minimum hours required by Aflatoun's fidelity guide is 20 hours which includes 10 hours of curriculum lesson and 10 hours of learning activities (savings groups, social and financial projects, club activities etc).

Other names: Aflatoun Child Social and Financial Education, Aflatoun Academy, Social and Financial Education, AflaAcademy, Innovation for Education

Primary outcomes

Change in Teacher Use of Active Learning Methods (Observed)

Time frame: Up to 12 months

A composite, standardized variable combining 5-items from an observational instrument filled out by enumerators observing teachers' classes.
Change in Teacher Use of Active Learning Methods (Self-reported)

Time frame: Up to 8 months

A composite, standardized variable combining 7-items from a self-reported instrument capturing the confidence of teachers using these seven specified active learning methods.
Change in Teacher Use of Active Learning Methods (Student report)

Time frame: Up to 8 months

A composite, standardized variable combining 4-items from students' structured interviews about their teacher's use of active learning methods.
Change in Classroom Level of Student Engagement (Observed)

Time frame: Up to 12 months

A composite, standardized variable combining structured observations of 7 randomly selected students for three different 10-second intervals in each teacher's classroom using an adapted version of the PreQuip tool designed by Educans at the University of Amsterdam.
Change in Student engagement (Student report)

Time frame: Up to 8 months

A composite, standardized variable combining 4-items measured using structured interviews of 7 randomly selected students in each teacher's classroom.

Secondary outcomes

Change in Students' Generalized Self-efficacy Scale (GSES-10)

Time frame: Up to 8 months

A composite, standardized variable generated based on the average sum scores of students on the GSES-10. The original four answer choice format has been changed to a five option format of (strongly disagree, disagree, neither disagree nor agree, agree and strongly agree).
Change in Students' Pro-Social (PS) (6-item) and Conduct Disorder (CD) (6-item) subscales of the Strengths and Difficulties Questionnaire (SDQ)

Time frame: Up to 8 months

A composite, standardized variable generated based on the average sum scores of students on the SDQ-CD and SDQ-PS. The original four answer choice format has been changed to a five option format of (strongly disagree, disagree, neither disagree nor agree, agree and strongly agree).
Change in Students' Financial Literacy

Time frame: Up to 8 months

A composite, standardized variable combining 4-items from student structured interviews about their financial competencies.
Change in Students' Planning Attitudes

Time frame: Up to 8 months

A composite, standardized variable combining 5-items from student structured interviews about their planning attitudes.
Change in Students' Savings Behavior

Time frame: Up to 8 months

A composite, standardized variable combining 5-items from student structured interviews about their savings behavior.
Change in Students' Savings Attitudes

Time frame: Up to 8 months

A composite, standardized variable combining 4-items from student structured interviews about their savings attitudes.
Change in Students' Entrepreneurship Attitudes & Behavior

Time frame: Up to 8 months

A composite, standardized variable combining 4-items from student structured interviews about their entrepreneurship attitudes and behavior.

Other outcomes

Difference in standardized examination pass rates on primary 6 (P6) and secondary 3 (S3) tests in study classes

Time frame: December 2014

Comparing the standardized test passing rates of the control and experimental group after the end of the first year of the program.
Difference in percentage drop out rates of students in study classes

Time frame: December 2014

Comparing the drop out rate of students in classes in the control and experimental group after the end of the first year of the program.
Change in Teachers use of Active Learning Methods (Observed) mediates Student Engagement (Observed)

Time frame: Up to 12 months

A mediation analysis to determine if increases in teachers use of active learning methods mediates an increase in student engagement in class.
Change in Student Engagement (Observed) mediates Students' change in Savings Behavior

Time frame: Up to 12 months

A mediation analysis to determine if increases in students' observed engagement mediates an increase in their savings behavior.

Sponsors and collaborators

Lead sponsor

Stichting Child Savings International

Other

Collaborators

Association of Microfinance Institutions in Rwanda

Registry information

Official study title

Active Learning Methods for Social and Financial Education in Rwanda's Primary and Secondary Schools: A Cluster Randomized Controlled Trial

Important dates

Study start: 2013
Primary completion: 2014
Study completion: 2015
First posted: Jan 28, 2015
Registry last updated: Jul 31, 2015

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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Effectiveness of a Team-Based Learning Intervention on Evidence-Based Practice Competence Among Nursing Students.

NCT07364994

Active Learning Methods and Life-skills Education, Education Advancement

Modena, Missouri, Italy

View Trial Details

Key information

Conditions

Sex eligibility

Study type

Phase

Primary location

Association of Microfinance Institutions in Rwanda

Who can participate

Treatment and study plan

Child centered teaching of life-skills

Primary outcomes

Change in Teacher Use of Active Learning Methods (Observed)

Change in Teacher Use of Active Learning Methods (Self-reported)

Change in Teacher Use of Active Learning Methods (Student report)

Change in Classroom Level of Student Engagement (Observed)

Change in Student engagement (Student report)

Secondary outcomes

Change in Students' Generalized Self-efficacy Scale (GSES-10)

Change in Students' Pro-Social (PS) (6-item) and Conduct Disorder (CD) (6-item) subscales of the Strengths and Difficulties Questionnaire (SDQ)

Change in Students' Financial Literacy

Change in Students' Planning Attitudes

Change in Students' Savings Behavior

Change in Students' Savings Attitudes

Change in Students' Entrepreneurship Attitudes & Behavior

Other outcomes

Difference in standardized examination pass rates on primary 6 (P6) and secondary 3 (S3) tests in study classes

Difference in percentage drop out rates of students in study classes

Change in Teachers use of Active Learning Methods (Observed) mediates Student Engagement (Observed)

Change in Student Engagement (Observed) mediates Students' change in Savings Behavior

Sponsors and collaborators

Lead sponsor

Collaborators

Registry information

Official study title

Important dates

Related clinical trials

Effectiveness of a Team-Based Learning Intervention on Evidence-Based Practice Competence Among Nursing Students.