Evaluating Information Nudges to Increase Implementation of Differentiated Learning in Ghana Classrooms

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Evaluating Information Nudges to Increase Implementation of Differentiated Learning in Ghana Classrooms

As part of the scale up of Differentiated Learning in Ghana, researchers partnered with IPA Ghana and the Ghana Education Service to conduct a randomized evaluation to measure whether a low-cost, one-page information sheet detailing the effectiveness of Differentiated Learning increased its implementation in schools. Results showed that the information sheet had no impact on the implementation of Differentiated Learning, although teachers were more likely to think that it was important. Teachers reported challenges with the program including inadequate teaching materials, difficulty completing the curriculum, and too many interventions in the school.

Ghana Education

The Challenge

Despite an increase in primary school attendance in sub-Saharan Africa, 9 in 10 students cannot read or do basic math by age 10. In Ghana, just 7 percent of grade 3 students and 20 percent of grade 4 students meet required reading standards, while 8 percent and 16 percent, respectively, meet math standards. IPA evidence shows that Differentiated Learning—a model of targeted instruction adapted to Ghana—can lead to significant gains in math and reading, although implementation is limited.

Based on this positive evidence, the Ghana Education Service has been scaling Differentiated Learning to 10,000 schools as part of the Ghana Accountability for Learning Outcomes Project (GALOP) to improve education quality and accountability in low-performing basic primary schools. During this scale-up, IPA is providing support to further integrate Differentiated Learning into the curriculum to boost student learning. Monitoring data from GALOP’s implementation highlights challenges such as limited teacher motivation, insufficient support systems, and resource constraints that have hindered the fidelity of implementation.

The Evaluation

To address these barriers, researchers partnered with IPA Ghana and the Ghana Education Service to conduct a randomized evaluation to measure whether a low-cost, one-page information sheet for teachers increases the implementation of Differentiated Learning. The informational sheets contained infographics and success stories highlighting the effectiveness of Differentiated Learning in Ghana. The intervention included 200 schools whose teachers and headteacher have previously received training in Differentiated Learning under GALOP. The schools have been randomly assigned to the following groups:

Intervention: Teachers received the informational sheets. After schools received the sheets, group discussion sessions and one-on-one follow-ups assessed teachers’ comprehension and motivation to implement Differentiated Learning.
No Intervention (Comparison Group): Schools did not receive informational sheets or follow-ups and continued with their usual activities.

Results

The information sheets did not change the likelihood that schools implemented Differentiated Learning. However, most teachers thought highly of the program—namely that students liked it—and they were six percentage points more likely to think that the program should be new standard to their schools (from 75 percent to 81 percent).

At the same time, results point to challenges for schools in implementing Differentiated Learning. For instance, while 82 percent of teachers believed that they could successfully teach a Differentiated Learning lesson if they wanted to, just 21 percent reported that they had adequate teaching materials for it.

Moreover, roughly one in ten teachers believed that the program made it hard to complete their curriculum and that their schools had too many interventions.

Taken together, results suggest that more focused interventions may be needed to ensure that schools are able to implement Differentiated Learning at a high quality consistently.