As part of the scale-up of the Differentiated Learning program in Ghana, researchers worked with IPA Ghana and the Ghana Education Service to conduct a randomized evaluation to compare the effectiveness of in-person and digital refresher training in improving the implementation of Differentiated Learning in classrooms. Digital refresher training had no impact due to low engagement, while in-person refresher training boosted teacher confidence and improved Differentiated Learning adoption, which in turn improved students’ English test scores by 16 percent of a year of learning.

Primary school students in Sub-Saharan Africa face some of the world's lowest learning levels.¹ Ghana exemplifies this challenge, where 80 percent of students complete primary school without mastering basic literacy and math skills.² Research by IPA and its partners demonstrates that Differentiated Learning—tailoring instruction to students' learning levels— can effectively improve test scores and close learning gaps. Based on the success of the approach, the Ghana Education Service, with IPA’s support, is scaling the program to 10,000 primary schools nationwide.

Research shows that when school managers actively support teachers who have received multiple rounds of training, Differentiated Learning is implemented more effectively, leading to improved learning. In the current version of Differentiated Learning scaled to 10,000 schools, teachers received a single in-person training. Providing refresher training for 10,000 schools carries substantial costs, especially as the training is conducted in person over multiple days. To explore the necessity of in-person training and testing more cost-effective options, researchers conducted a randomized evaluation comparing the impact of in-person and digital refresher training relative to no additional training on classroom implementation.

The intervention involved 223 primary schools supported by UNICEF whose head teachers and teachers were trained in Differentiated Learning. The schools were randomly assigned to the following groups:

• In-person refresher training: Teachers were invited to complete their refresher training in person over multiple days.
• Digital refresher training: Teachers were invited to complete their refresher training through digital modules. To increase participation, they were randomly contacted via SMS or SMS and a phone call encouraging them to complete the modules. Head teachers were also randomly contacted via phone encouraging them to encourage teachers to complete the modules. 
• Comparison group: Teachers did not receive refresher training, and schools continued their usual practices.

Researchers measured how the refresher training delivery method influenced learning outcomes through the improved implementation of Differentiated Learning. They evaluated math and English test scores for 3,237 grade 2-5 students.

The effectiveness of refresher training for implementing Differentiated Learning depends significantly on its delivery method. Digital refresher training had no impact on implementation rates due to low teacher engagement with the modules, and the SMS reminders and phone calls had minimal effect. In contrast, in-person refresher training significantly increased the likelihood of Differentiated Learning being applied in classrooms. During unannounced classroom visits, head teachers reported that 29.4 percent of schools that received in-person refresher training were actively implementing Differentiated Learning. This represents a 17.4 percentage point increase relative to the comparison group, where only 12 percent of schools were using the approach. Additionally, they noted a 14.8 percentage point rise in the use of Differentiated Learning methods for upper-primary students over the previous five days, though there was no reported impact for lower-primary students.

Beyond improving implementation, in-person refresher training also enhanced teacher performance and student learning outcomes. Teachers became more confident in applying Differentiated Learning and improved students’ English test scores improved by 16 percent of a year of learning relative to the comparison group.

Sources

^1. UNESCO Press Release, “International Day of Education 2024: Advancing Learning for Lasting Peace - Joint Statement by UNESCO and UNICEF in sub-Saharan Africa,” UNESCO, January 24, 2024, https://bit.ly/41VXC3q

^2. Suman Sachdeva, Alyson Gombas, and Agnes Arthur, “Tackling the Learning Crisis: Data-Driven Decision-Making in Ghana's Education System,” UNESCO, August 23, 2024, https://www.unicef.org/ghana/stories/tackling-learning-crisis-data-driven-decision-making-ghanas-education-system

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