The Impact of After-School Programme on Student Achievement: Empirical Evidence from the ASA Education Programme in Bangladesh
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This study examines the effectiveness of an after-school tutoring programme that was implemented throughout Bangladesh. The exam results for three distinct classes (Bengali, English and Mathematics) were collected at three consecutive periods in the year 2015. The total sample of 1353 students can be separated into a treatment, i.e., the 900 students who were enrolled in the programme, and a control group, i.e. the 453 control students who were not enrolled in the programme. Using a difference-in-difference setup, the results show that the treatment group improved their grades over time significantly more than the control group. This difference is significant for all three classes and ranges from 2.3 percentage points in English to 3.4 percentage points in Mathematics. As a robustness check, student-fixed effects, which control for any time-invariant differences between individual students, were included and the results remain unchanged. Altogether, these results indicate that the after-school tutoring programme had a significantly positive effect on students’ school performance.
KeywordsAfter-school programme Student achievement ASA education Bangladesh Impact evaluation
Cette étude examine l’efficacité d’un programme de tutorat après l’école mis en place sur tout le territoire du Bangladesh. Les résultats d’examens dans trois matières différentes (le bengali, l’anglais et les mathématiques) ont été recueillis sur trois périodes consécutives au cours de l’année 2015. L’échantillon total de 1353 étudiants se divise en deux groupes: un groupe intervention, constitué des 900 étudiants inscrits au programme; et un groupe témoin, constitué des 453 étudiants qui n’étaient pas inscrits au programme. En utilisant le modèle d’écart dans les différences, les résultats montrent que l’amélioration des notes au fil du temps dans le groupe intervention est significativement supérieure à celle des notes du groupe témoin. Cette différence est significative pour les trois matières et va de 2,3 points de pourcentage supplémentaires en anglais, à 3,4 points de pourcentage supplémentaires en mathématiques. En ce qui concerne la vérification de la robustesse, les effets fixes relatifs aux étudiants ont été inclus, qui permettent de contrôler les différences immuables entre étudiants, et les résultats restent inchangés. Globalement, ces résultats indiquent que le programme de tutorat après l’école a un effet positif significatif sur la performance scolaire des étudiants.
The author appreciates the comments received from the seminar participants, especially Mr Shafiqual Choudhury (Founder and President of ASA), Mr M.A. Aziz (Senior Deputy President), and Mr Ariful Haque Choudhury (Director), in the ASA Head Office, Dhaka, Bangladesh. The authors are grateful to Mr Atanu Das, Research Officer, who was involved in the data collection and organised seminars in Bangladesh. The authors acknowledge the financial support received from ASA Bangladesh (Grant Reference: ASA/education/grant/2015/3). The authors would like to thank Professor Rodolphe Desbordes, SKEMA Business School in Paris for his valuable comments and suggestions. They would also like to express their gratitude to the reviewers for constructive comments and suggestions. The views, thoughts, opinions are expressed in the paper belong solely to the authors but not necessarily to the authors’ employers.
This study was funded by ASA Bangladesh (Grant number ASA/education/grant/2015/3).
Compliance with Ethical Standards
Conflict of interest
The first author has received research grants from ASA Bangladesh. The authors declare that they have no conflict of interest.
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