Rahman, Twyeafur, Franssen, Loe and Khan, Hafiz T.A. ORCID: https://orcid.org/0000-0002-1817-3730 (2019) The impact of after-school programme on student achievement: empirical evidence from the ASA education programme in Bangladesh. The European Journal of Development Research, 32. pp. 612-626. ISSN 0957-8811

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Abstract

This study examines the effectiveness of an after-school tutoring programme that was implemented throughout Bangladesh. The exam results for three distinct classes (Bengali, English and Mathematics) were collected over three consecutive periods during 2015. The total sample of 1353 students was separated into a treatment group of 900 students that were enrolled in the programme, and a control group of 453 students that were not enrolled in the programme. Using a difference-in-difference setup, the results show that the treatment group significantly improved their grades over time compared to the control group. This difference was found to be significant for all three classes and ranged from 2.3 percentage points in English to 3.4 percentage points in Mathematics. To check the robustness of this finding, student-fixed effects were included that control for any time-invariant differences between individual students and the results remained unchanged. The overall results indicate that the after-school tutoring programme had a significant and positive effect on the school performance of students.

Item Type:	Article
Identifier:	10.1057/s41287-019-00231-5
Keywords:	After-School Programme, Student Achievement, ASA Education, Bangladesh
Subjects:	Education
Depositing User:	Hafiz T.A. Khan
Date Deposited:	29 Jun 2019 17:23
Last Modified:	04 Nov 2024 11:53
URI:	https://repository.uwl.ac.uk/id/eprint/6201

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