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The effects of computer-assisted adaptive instruction and elaborated feedback on learning outcomes. A randomized control trial KU Leuven University of Antwerp
Using a computer-based learning environment, the present paper studied the effects of adaptive instruction and elaborated feedback on the learning outcomes of secondary school students in a financial education program. We randomly assigned schools to four conditions on a crossing of two factors: the type of instruction (uniform or adaptive) and feedback (verification or elaborated). A total of 1177 students in 32 schools completed the program in ...
De invloed van extra schoolsluitingsdagen op gestandaardiseerde testscores in het zesde leerjaar KU Leuven
In veel landen vormen verplichte schoolsluitingen een belangrijk deel van overheidsstrategieën om de verspreiding van COVID-19 te beperken. De eerdere studies laten steeds het gemiddelde en totale effect zien van de schoolsluitingen. Vanuit beleidsstandpunt is het echter ook bijzonder relevant om het ‘marginale’ effect van een extra dag schoolsluiting te kennen. Immers, vanuit epidemiologisch perspectief wordt vaak aangeraden om een ...
Impact evaluation in a multi-input multi-output setting: Evidence on the effect of additional resources for schools KU Leuven
This paper proposes an innovative approach to evaluate the causal impact of a policy change in a multi-input multi-output setting. It combines insights from econometric impact evaluation techniques and efficiency analysis. In particular, the current paper accounts for endogeneity issues by introducing a quasi-experimental setting within a conditional multi-input multi-output efficiency framework and by decomposing the overall efficiency between ...