| Abstract |
This study investigates the effectiveness of a globally popular method of self-learning at the right level in improving learning outcomes—the cognitive and noncognitive abilities of disadvantaged students—in a developing country, Bangladesh. Using a randomized controlled trial design, we find substantial improvements in cognitive abilities measured by mathematics test scores and catch-up effects in terms of noncognitive abilities or personality traits measured through a self-esteem scale. Moreover, our study is the first to use alternative cognitive ability measures, that is, time reduction as well as time-adjusted test score, which are critical dimensions of cognitive development. Subsequently, we investigate the long-term e↵ects using students’ math results of the national-level exam. We find a reasonable longer-term impact on cognitive abilities 20 months after the intervention for younger students. Our estimates indicate that the program’s benefits exceed its costs.
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