Taabo-tutorointitutkimus

Peer tutoring led by older and higher-performing peers from the same school.

Peer tutoring led by older and higher-performing peers from the same school implemented in small groups (e.g., 3-6 students). Tutors will be nominated by school principals and then randomly selected among eligible candidates to allow causal assessment of tutoring opportunities on tutors. Sessions will focus on: (i) reviewing core curriculum content; (ii) supporting homework and exam preparation; and (iii) building basic skills and academic confidence. Tutors will receive training on pedagogy, content, and classroom management, as well as simple monitoring tools (attendance sheets, short exercises). Student tutoring will involve up to 15 sessions, typically 1-2 sessions per week. For budgeting and planning, we assume an average of 10 sessions per student, with flexibility to increase up to 15 sessions where feasible.

Teacher tutoring led by trained teachers.

Teacher tutoring led by trained teachers and implemented in small groups (e.g., 3-6 students). Teachers will follow structured lesson plans emphasizing remedial instruction and exam-relevant material. Sessions will emphasize active learning, practice exercises, and frequent low-stakes assessments. Teacher tutoring will involve up to 15 sessions, typically 1-2 sessions per week. For budgeting and planning, we assume an average of 10 sessions per student, with flexibility to increase up to 15 sessions where feasible.

Control: No additional tutoring from the study; students continue to receive the usual teaching and any school-based remedial support.

Defined as achieving a passing score on the official Grade 10 national examination administered by the Ministry of Education of Côte d'Ivoire. Pass/fail status will be obtained from official examination records. This is a binary outcome (pass vs. fail).

Defined as official enrollment in lower secondary school (or equivalent formal education program) in the academic year following baseline participation. Enrollment status will be verified using school administrative records and, where necessary, household confirmation. This is a binary outcome (enrolled vs. not enrolled).

Defined as enrollment in senior secondary school in the academic year following the Grade 10 national examination. Enrollment status will be obtained from school administrative records. This is a binary outcome (enrolled vs. not enrolled).

Defined as non-enrollment in any recognized secondary school in the academic year following the Grade 10 examination results. Enrollment status will be obtained from school records. This is a binary outcome (not enrolled vs. enrolled).

Defined as self-reported weekly study hours, frequency of homework completion, and self-reported confidence in examination performance, collected through structured survey instruments. These are continuous and ordinal outcomes.

Defined as successful completion of the current grade and promotion to the next grade level, verified using administrative records where available. This is a binary outcome (promoted vs. not promoted).

Defined as the total number of days attended during the academic year, measured using school administrative records where available and supplemented by self-report. This is a continuous outcome (days attended).

Defined as enrollment status at the end of the 2026/27 academic year, verified through school records. This is a binary outcome (enrolled vs. not enrolled).

Defined as official term grades and final average grades obtained from school administrative records during the study period. These grades will be recorded as continuous numeric scores (e.g., 0-20 scale or school-specific grading scale).

Defined as achieving a passing score on official school examinations during the study period. Pass/fail status will be based on school administrative records. This is a binary outcome (pass vs. fail).

Defined as self-reported expectations regarding future education and perceived benefits of secondary schooling, collected using structured survey questions. These are continuous and ordinal outcomes.

Defined as self-reported weekly time use, perceived stress, and general well-being measured through structured questionnaires. These are continuous and ordinal outcomes.

Defined as the total program costs (USD) divided by the estimated incremental number of additional students passing the Grade 10 national examination relative to the control group.

Defined as total program costs (USD) divided by the estimated incremental number of additional students enrolled in school and/or promoted to the next grade relative to the control group.

Defined as the total number of completed years of formal schooling as recorded in administrative education records and follow-up data. This is a continuous outcome (years completed).

Defined as the total number of biological children reported before age 20. This is a count outcome.

Defined as the self-reported number of days during the past 30 days in which mental health was described as "not good." This is a continuous outcome (days).