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

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

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?

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