| Name |
Format |
Description |
Link |
|
21 |
This dataset provides data related to the cost-effectiveness of corner libraries, conducted by the Pakistan Reading Project (PRP) during 2018-20. The study aims to identify the degree to which the provision of classroom-based corner libraries improves student reading outcomes. It utilized a mixed-methods experimental design with two treatment arms and costing data to identify the cost-effectiveness of corner libraries on student reading skills. The research sample for the quantitative impact evaluation of the study was comprised 80 schools in KP that were randomly assigned to receive different treatments: 50 schools receiving the PRP+corner library group (RLM, face to face trainings, TIGs, school support visits, and corner libraries), and 30 schools receiving all ingredients but no corner libraries. Our analyses indicate that at baseline, the PRP+corner library group and PRP group had similar characteristics, which suggested that randomization worked. The data were collected at three different stages of the project cycle. Firstly, before the start of interventions as the baseline. Secondly, one year later, midline, when the students received one year of project intervention and lastly at end-line when the students received the complete two years of treatment. The data are split into three sections. The first section describes the location information and basic characteristics of the school, students’ grade & her/his oral consent and time of the assessment. The second section includes the student responses on EGRA tasks and section three includes the data about student reading practices at her/his school and home/community. |
https://data.usaid.gov/d/t2iv-wja9 |
|
21 |
This dataset provides data related to the cost-effectiveness of corner libraries, conducted by the Pakistan Reading Project (PRP) during 2018-20. The study aims to identify the degree to which the provision of classroom-based corner libraries improves student reading outcomes. It utilized a mixed-methods experimental design with two treatment arms and costing data to identify the cost-effectiveness of corner libraries on student reading skills. The research sample for the quantitative impact evaluation of the study was comprised 80 schools in KP that were randomly assigned to receive different treatments: 50 schools receiving the PRP+corner library group (RLM, face to face trainings, TIGs, school support visits, and corner libraries), and 30 schools receiving all ingredients but no corner libraries. Our analyses indicate that at baseline, the PRP+corner library group and PRP group had similar characteristics, which suggested that randomization worked. The data are split into four modules. Module A includes Basic Information Section (BIS) including teachers’ oral consent, general location information, and school characteristics and date & time of the interview, teachers’ educational & professional experience, PRP classroom-based teaching and learning support, and her/his teaching practices. Module B includes the data about the frequency of different learning activities carried out in the classroom by students. Module C includes the teacher beliefs related to different student reading/learning skills. Module D includes information about the teachers’ level of agreement to different statements related to the teaching and learning process. |
https://data.usaid.gov/d/yekj-m6qd |
|
21 |
This dataset provides data related to the cost-effectiveness of corner libraries, conducted by the Pakistan Reading Project (PRP) during 2018-20. The study aims to identify the degree to which the provision of classroom-based corner libraries improves student reading outcomes. It utilized a mixed-methods experimental design with two treatment arms and costing data to identify the cost-effectiveness of corner libraries on student reading skills. The research sample for the quantitative impact evaluation of the study was comprised 80 schools in KP that were randomly assigned to receive different treatments: 50 schools receiving the PRP+corner library group (RLM, face to face trainings, TIGs, school support visits, and corner libraries), and 30 schools receiving all ingredients but no corner libraries. Our analyses indicate that at baseline, the PRP+corner library group and PRP group had similar characteristics, which suggested that randomization worked. The data are split into four modules. Module A includes Basic Information Section (BIS) including teachers’ oral consent, general location information, and school characteristics and date & time of the interview, teachers’ educational & professional experience, PRP classroom-based teaching and learning support, and her/his teaching practices. Module B includes the data about the frequency of different learning activities carried out in the classroom by students. Module C includes the teacher beliefs related to different student reading/learning skills. Module D includes information about the teachers’ level of agreement to different statements related to the teaching and learning process. |
https://datahub.usaid.gov/d/yekj-m6qd |
|
21 |
This dataset provides data related to the cost-effectiveness of corner libraries, conducted by the Pakistan Reading Project (PRP) during 2018-20. The study aims to identify the degree to which the provision of classroom-based corner libraries improves student reading outcomes. It utilized a mixed-methods experimental design with two treatment arms and costing data to identify the cost-effectiveness of corner libraries on student reading skills. The research sample for the quantitative impact evaluation of the study was comprised 80 schools in KP that were randomly assigned to receive different treatments: 50 schools receiving the PRP+corner library group (RLM, face to face trainings, TIGs, school support visits, and corner libraries), and 30 schools receiving all ingredients but no corner libraries. Our analyses indicate that at baseline, the PRP+corner library group and PRP group had similar characteristics, which suggested that randomization worked. The data were collected at three different stages of the project cycle. Firstly, before the start of interventions as the baseline. Secondly, one year later, midline, when the students received one year of project intervention and lastly at end-line when the students received the complete two years of treatment. The data are split into three sections. The first section describes the location information and basic characteristics of the school, students’ grade & her/his oral consent and time of the assessment. The second section includes the student responses on EGRA tasks and section three includes the data about student reading practices at her/his school and home/community. |
https://datahub.usaid.gov/d/t2iv-wja9 |