Technology-integrated Pedagogy, Learning Outcomes and Retention: Can Public–Private Partnerships Play a Role in Primary Education in India?

Q3 Economics, Econometrics and Finance

Studies in Microeconomics Pub Date : 2022-07-25 DOI:10.1177/23210222221111653

Simanti Bandyopadhyay, Aishna Sharma

{"title":"Technology-integrated Pedagogy, Learning Outcomes and Retention: Can Public–Private Partnerships Play a Role in Primary Education in India?","authors":"Simanti Bandyopadhyay, Aishna Sharma","doi":"10.1177/23210222221111653","DOIUrl":null,"url":null,"abstract":"We undertake a case study on the SHIKSHA initiative in Uttar Pradesh in Northern India to understand how impactful the technology-integrated pedagogy through public–private partnerships (PPP) in education has been on the learning outcomes of students. A content analysis to understand the processes adopted by the SHIKSHA initiative is attempted. The digitized curriculum developed is found to be contextualized in accordance with the background of students, which can be aligned with constructivist learning theory. We also attempt a quantitative analysis to estimate the impact of these pedagogical practices on learning outcomes. The analysis finds that the average scores of schools with SHIKSHA interventions are higher by 58 percentage points. Also, under SHIKSHA, a 15-day period was given to the students for revision of the courses with the active participation of the teachers. The average scores after these revisions record an improvement as compared to the average scores before revisions. The paper suggests that the digitization of content by the government or through PPPs can help boost effective learning. JEL codes: C120, H520, I200, I210, I220, I280","PeriodicalId":37410,"journal":{"name":"Studies in Microeconomics","volume":"1 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Microeconomics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/23210222221111653","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Economics, Econometrics and Finance","Score":null,"Total":0}

引用次数: 0

Abstract

We undertake a case study on the SHIKSHA initiative in Uttar Pradesh in Northern India to understand how impactful the technology-integrated pedagogy through public–private partnerships (PPP) in education has been on the learning outcomes of students. A content analysis to understand the processes adopted by the SHIKSHA initiative is attempted. The digitized curriculum developed is found to be contextualized in accordance with the background of students, which can be aligned with constructivist learning theory. We also attempt a quantitative analysis to estimate the impact of these pedagogical practices on learning outcomes. The analysis finds that the average scores of schools with SHIKSHA interventions are higher by 58 percentage points. Also, under SHIKSHA, a 15-day period was given to the students for revision of the courses with the active participation of the teachers. The average scores after these revisions record an improvement as compared to the average scores before revisions. The paper suggests that the digitization of content by the government or through PPPs can help boost effective learning. JEL codes: C120, H520, I200, I210, I220, I280

查看原文本刊更多论文

技术整合教学法、学习成果和保留:公私伙伴关系能否在印度小学教育中发挥作用?

我们对印度北部北方邦的SHIKSHA计划进行了案例研究，以了解通过公私伙伴关系(PPP)在教育中采用技术整合教学法对学生学习成果的影响。本文试图通过内容分析来理解SHIKSHA倡议所采用的流程。数字化课程的开发是根据学生的背景进行情境化的，这与建构主义学习理论是一致的。我们还尝试进行定量分析，以估计这些教学实践对学习成果的影响。分析发现，接受SHIKSHA干预的学校平均得分高出58个百分点。此外，根据SHIKSHA，学生有15天的时间在教师的积极参与下修改课程。这些修订后的平均分与修订前的平均分相比有了提高。本文认为，政府或通过公私伙伴关系将内容数字化有助于促进有效的学习。JEL代码:C120、H520、I200、I210、I220、I280

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Studies in Microeconomics Economics, Econometrics and Finance-Economics, Econometrics and Finance (all)

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： Studies in Microeconomics seeks high quality theoretical as well as applied (or empirical) research in all areas of microeconomics (broadly defined to include other avenues of decision science such as psychology, political science and organizational behavior). In particular, we encourage submissions in new areas of Microeconomics such as in the fields of Experimental economics and Behavioral Economics. All manuscripts will be subjected to a peer-review process. The intended audience of the journal are professional economists and young researchers with an interest and expertise in microeconomics and above. In addition to full-length articles MIC is interested in publishing and promoting shorter refereed articles (letters and notes) that are pertinent to the specialist in the field of Microeconomics (broadly defined). MIC will periodically publish special issues with themes of particular interest, including articles solicited from leading scholars as well as authoritative survey articles and meta-analysis on the themed topic. We will also publish book reviews related to microeconomics, and MIC encourages publishing articles from policy practitioners dealing with microeconomic issues that have policy relevance under the section Policy Analysis and Debate.