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Sugar Rush or Sugar Crash? Experimental Evidence on the Impact of Sugary Drinks in the Classroom KU Leuven
Sugary drinks in schools have been demonized for their potential long-term contribution to rising obesity rates. Surprisingly, there is only little evidence on their immediate effects. This paper provides experimental evidence on the in-class effects of sugary drinks on behavior and student achievement. We randomly assigned 462 preschool children to receive sugary drinks or artificially sweetened drinks and collected data before and after ...
Wie kiest voor duaal leren? KU Leuven
Do international classes pay off? A cost-benefit analysis of the internationalisation of higher education in Flanders KU Leuven
Internationalisation is a major trend in higher education worldwide. Yet, little evidence is given on the net impact of international students on national economies. This study addresses this gap by estimating the benefits against the costs driven by international students in Belgium and its Flemish region in particular. Using a unique combination of various sources of micro-data, the results show net positive benefits that exceed costs by a ...
Political donations, public procurement and government efficiency KU Leuven Vrije Universiteit Brussel
The effect of financial education on students' consumer choices: Evidence from a randomized experiment KU Leuven Universiteit Hasselt
Financial education is often considered to be a necessary condition in order to stimulate better consumer choices. We investigate this claim by analyzing the impact of a financial education course on consumer choices made by 688 students of the 8th and 9th grade. We combine a randomized controlled trial with a discrete choice experiment to analyze how financial education and other critical factors of a purchase decision like price, credit ...
The effects of computer-assisted adaptive instruction and elaborated feedback on learning outcomes. A randomized control trial KU Leuven Universiteit Antwerpen
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 ...