Active Learning Methods and Life-skills EducationNCT02348580
Effectiveness Study of Teacher Training and Social and Financial Education in Rwanda's Primary and Secondary Schools
A study testing Child centered teaching of life-skills in people with Active Learning Methods and Life-skills Education, run by Stichting Child Savings International at 1 site in Rwanda.
Trial summary
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… Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Active Learning Methods and Life-skills Education
- What is being tested?
- Child centered teaching of life-skills
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 1,750 participants
- Where
- 1 siteRwanda
- Study dates
- Sep 2013to Mar 2015
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- 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
Who cannot join
- Non-consenting individuals
Trial locations and contacts
1 site in 1 country.
About this study
Official title: 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.
Read more
The study will examine the following hypotheses:
- Did teachers use of active learning methods in class increase due to the training received?
- Did students' levels of engagement and on-task behaviour increase as a result of the intervention's pedagogy and content?
- Did the following competencies of students improve due to the intervention?
- Self-efficacy
- Social skills
- Financial literacy
- Planning attitudes
- Savings attitudes
- Savings behavior
- Entrepreneurship
- 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?
- Did the intervention change student drop out rates in the classes which it was implemented?
- Being tested
- Child centered teaching of life-skills
- Keywords
- teaching, education, active learning, time on task, financial education, social education, rights based education, primary school, life-skills
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Child centered teaching of life-skillsBehavioural
Also called Aflatoun Child Social and Financial Education, Aflatoun Academy, Social and Financial Education, AflaAcademy
The intervention includes five core components: (1) personal understanding and exploration, (2) rights and responsibilities, (3) savings and spending, (4) planning and budgeting, and (5) social and financial enterprise. The training and curriculum are both manualized. The curriculum is in English and is regionally specific (for Anglophone Africa) and has been contextualized for Rwanda. The minimum hours required by Aflatoun's fidelity guide is 20 hours which includes 10 hours of curriculum lesson and 10 hours of learning activities (savings groups, social and financial projects, club activities etc).
| Study group | Role | What they receive |
|---|---|---|
| Treatment as usual | No intervention | Schools in which regular curriculum is delivered and teachers do not receive any additional training in child centered methodologies. |
| Child centered teaching of life-skills | Experimental | Training of teachers and weekly implementation of hour long sessions based on child centered teaching of life-skills education over the course of the school year in P6 and S3 classes as designed by Aflatoun Stichting Child Savings International and the Association of Microfinance Institutions in Rwanda (AMIR). The life-skills curriculum is known as Aflatoun's Child Social and Financial Education program. The training of teachers element of the intervention is known as Aflatoun Academy, which trains teachers in active learning, child centered methodologies as well as how to implement the life-skills curriculum of Aflatoun Child Social and Financial Education. Receives: Behavioral: Child centered teaching of life-skills |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in Teacher Use of Active Learning Methods (Observed)
A composite, standardized variable combining 5-items from an observational instrument filled out by enumerators observing teachers' classes.
Measured: Up to 12 months
Change in Teacher Use of Active Learning Methods (Self-reported)
A composite, standardized variable combining 7-items from a self-reported instrument capturing the confidence of teachers using these seven specified active learning methods.
Measured: Up to 8 months
Change in Teacher Use of Active Learning Methods (Student report)
A composite, standardized variable combining 4-items from students' structured interviews about their teacher's use of active learning methods.
Measured: Up to 8 months
Change in Classroom Level of Student Engagement (Observed)
A composite, standardized variable combining structured observations of 7 randomly selected students for three different 10-second intervals in each teacher's classroom using an adapted version of the PreQuip tool designed by Educans at the University of Amsterdam.
Measured: Up to 12 months
Change in Student engagement (Student report)
A composite, standardized variable combining 4-items measured using structured interviews of 7 randomly selected students in each teacher's classroom.
Measured: Up to 8 months
Secondary outcomes (7)
Change in Students' Generalized Self-efficacy Scale (GSES-10)
A composite, standardized variable generated based on the average sum scores of students on the GSES-10. The original four answer choice format has been changed to a five option format of (strongly disagree, disagree, neither disagree nor agree, agree and strongly agree).
Measured: Up to 8 months
Change in Students' Pro-Social (PS) (6-item) and Conduct Disorder (CD) (6-item) subscales of the Strengths and Difficulties Questionnaire (SDQ)
A composite, standardized variable generated based on the average sum scores of students on the SDQ-CD and SDQ-PS. The original four answer choice format has been changed to a five option format of (strongly disagree, disagree, neither disagree nor agree, agree and strongly agree).
Measured: Up to 8 months
Change in Students' Financial Literacy
A composite, standardized variable combining 4-items from student structured interviews about their financial competencies.
Measured: Up to 8 months
Change in Students' Planning Attitudes
A composite, standardized variable combining 5-items from student structured interviews about their planning attitudes.
Measured: Up to 8 months
Change in Students' Savings Behavior
A composite, standardized variable combining 5-items from student structured interviews about their savings behavior.
Measured: Up to 8 months
Change in Students' Savings Attitudes
A composite, standardized variable combining 4-items from student structured interviews about their savings attitudes.
Measured: Up to 8 months
Change in Students' Entrepreneurship Attitudes & Behavior
A composite, standardized variable combining 4-items from student structured interviews about their entrepreneurship attitudes and behavior.
Measured: Up to 8 months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted28 Jan 2015 (estimated)
- Study startSep 2013
- Primary completionNov 2014
- Study completionMar 2015
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Active Learning Methods and Life-skills EducationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 1,750 participants (actual)
Sponsor and investigators
- Lead sponsor
- Stichting Child Savings International
- Sponsor type
- University, hospital or other
- Collaborators
- Association of Microfinance Institutions in Rwanda
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT02348580
- Sponsor's protocol ID
- TOUN-2013-Rwanda-AMIR01
- Status last verified
- Jul 2015
- First submitted
- 9 Jul 2014
- Last updated
- 31 Jul 2015
- Results posted
- No
- Data monitoring committee
- No
Study at a glance
From the registry record, last updated by the sponsor on 31 Jul 2015. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Active Learning Methods for Social and Financial Education in Rwanda's Primary and Secondary Schools: A Cluster Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT02348580
- Acronym / sponsor ID
- TOUN-2013-Rwanda-AMIR01
- Keywords
- teaching, education, active learning, time on task, financial education, social education, rights based education, primary school
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 1,750 participants (actual)
- Lead sponsor
- Stichting Child Savings InternationalUniversity, hospital or other
- Collaborators
- Association of Microfinance Institutions in Rwanda
- Study start
- Sep 2013
- Primary completion
- Nov 2014 (actual)
- Study completion
- Mar 2015 (actual)
- First posted
- 28 Jan 2015 (estimated)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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:
- Did teachers use of active learning methods in class increase due to the training received?
- Did students' levels of engagement and on-task behaviour increase as a result of the intervention's pedagogy and content?
- Did the following competencies of students improve due to the intervention?
- Self-efficacy
- Social skills
- Financial literacy
- Planning attitudes
- Savings attitudes
- Savings behavior
- Entrepreneurship
- 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?
- Did the intervention change student drop out rates in the classes which it was implemented?
Study design
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Treatment as usual | No intervention | –Schools in which regular curriculum is delivered and teachers do not receive any additional training in child centered methodologies. |
| Child centered teaching of life-skills | Experimental | Behavioral: Child centered teaching of life-skillsTraining of teachers and weekly implementation of hour long sessions based on child centered teaching of life-skills education over the course of the school year in P6 and S3 classes as designed by Aflatoun Stichting Child Savings International and the Association of Microfinance Institutions in Rwanda (AMIR). The life-skills curriculum is known as Aflatoun's Child Social and Financial Education program. The training of teachers element of the intervention is known as Aflatoun Academy, which trains teachers in active learning, child centered methodologies as well as how to implement the life-skills curriculum of Aflatoun Child Social and Financial Education. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (3 listed)
- 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
Key exclusion criteria (1 listed)
- Non-consenting individuals
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Child centered teaching of life-skillsAlso: Aflatoun Child Social and Financial Education, Aflatoun Academy, Social and Financial Education, AflaAcademyThe intervention includes five core components: (1) personal understanding and exploration, (2) rights and responsibilities, (3) savings and spending, (4) planning and budgeting, and (5) social and financial enterprise. The training and curriculum are both manualized. The curriculum is in English and is regionally specific (for Anglophone Africa) and has been contextualized for Rwanda. The minimum hours required by Aflatoun's fidelity guide is 20 hours which includes 10 hours of curriculum lesson and 10 hours of learning activities (savings groups, social and financial projects, club activities etc). | Behavioural | Child centered teaching of life-skills |
Primary outcome
Change in Teacher Use of Active Learning Methods (Observed)
Time frame: Up to 12 months
A composite, standardized variable combining 5-items from an observational instrument filled out by enumerators observing teachers' classes.
Change in Teacher Use of Active Learning Methods (Self-reported)
Time frame: Up to 8 months
A composite, standardized variable combining 7-items from a self-reported instrument capturing the confidence of teachers using these seven specified active learning methods.
Change in Teacher Use of Active Learning Methods (Student report)
Time frame: Up to 8 months
A composite, standardized variable combining 4-items from students' structured interviews about their teacher's use of active learning methods.
Change in Classroom Level of Student Engagement (Observed)
Time frame: Up to 12 months
A composite, standardized variable combining structured observations of 7 randomly selected students for three different 10-second intervals in each teacher's classroom using an adapted version of the PreQuip tool designed by Educans at the University of Amsterdam.
Change in Student engagement (Student report)
Time frame: Up to 8 months
A composite, standardized variable combining 4-items measured using structured interviews of 7 randomly selected students in each teacher's classroom.
7 secondary outcomes
Change in Students' Generalized Self-efficacy Scale (GSES-10)
Time frame: Up to 8 months
Change in Students' Pro-Social (PS) (6-item) and Conduct Disorder (CD) (6-item) subscales of the Strengths and Difficulties Questionnaire (SDQ)
Time frame: Up to 8 months
Change in Students' Financial Literacy
Time frame: Up to 8 months
Change in Students' Planning Attitudes
Time frame: Up to 8 months
Change in Students' Savings Behavior
Time frame: Up to 8 months
Change in Students' Savings Attitudes
Time frame: Up to 8 months
Change in Students' Entrepreneurship Attitudes & Behavior
Time frame: Up to 8 months
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 31 Jul 2015.
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Child centered teaching of life-skills in people with Active Learning Methods and Life-skills Education, run by Stichting Child Savings International at 1 site in Rwanda.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 31 Jul 2015. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Rwanda. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change in Teacher Use of Active Learning Methods (Observed) (time frame: Up to 12 months). The study lists 5 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 31 Jul 2015.