Does practicing literacy skills improve academic performance in first-year university students? Results from a randomized experiment
We evaluate the impact of encouraging students to practice literacy skills, as well as improvement in these skills, on academic performance in first-year university students. Several previous studies have attempted to understand drivers for academic success in university students. To our knowledge, none focus on directly analyzing the relations between such factors and students’ academic performance. We used a randomized experiment based on an encouragement design with a group of first-year students in Economics and Management in two French universities. For measuring the effects of encouragement, we included an innovative pedagogical tool for practicing literacy skills via a web platform, called Projet Voltaire. This tool also allowed us to get a good measure of the literacy skills of the students, both at the beginning and at the end of the first term of the academic year. During the entire semester, students had the opportunity to practice literacy skills using Projet Voltaire. To evaluate the impact of literacy on different final grades or final exam scores, and particularly on first-year grade averages, we distinguished between two randomly selected groups of students: some were encouraged to practice literacy skills, while others were only made aware of the option. As a measure of improvement in literacy skills, we use the difference between scores on the two literacy tests. Estimating intention to treat and local average treatment effect, we show that both encouragement to practice literacy skills and an improvement in literacy test scores over the first term are positively correlated with the academic performance of first-year university students, and in particular the probability that they will complete one or both semesters of the academic year.
(This abstract was borrowed from another version of this item.)
|Date of creation:||2017|
|Contact details of provider:|| Postal: Université Paris-Est Marne La Vallée, 5 bd Descartes, 77454 Champs sur Marne|
Web page: http://www.tepp.eu/
More information through EDIRC
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005.
"Teachers, Schools, and Academic Achievement,"
Econometric Society, vol. 73(2), pages 417-458, 03.
- Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 1998. "Teachers, Schools, and Academic Achievement," NBER Working Papers 6691, National Bureau of Economic Research, Inc.
- Duflo, Esther & Glennerster, Rachel & Kremer, Michael, 2008. "Using Randomization in Development Economics Research: A Toolkit," Handbook of Development Economics, Elsevier.
- Esther Duflo & Rachel Glennerster & Michael Kremer, 2006. "Using Randomization in Development Economics Research: A Toolkit," NBER Technical Working Papers 0333, National Bureau of Economic Research, Inc.
- Duflo, Esther & Glennerster, Rachel & Kremer, Michael, 2007. "Using Randomization in Development Economics Research: A Toolkit," CEPR Discussion Papers 6059, C.E.P.R. Discussion Papers.
- Esther Duflo & Rachel Glennerster & Michael Kremer, 2006. "Using Randomization in Development Economics Research: A Toolkit," CID Working Papers 138, Center for International Development at Harvard University.
- Machin, Stephen & McNally, Sandra, 2008. "The literacy hour," Journal of Public Economics, Elsevier, vol. 92(5-6), pages 1441-1462, June.
- Sandra McNally & Stephen Machin, 2004. "The Literacy Hour," Royal Economic Society Annual Conference 2004 43, Royal Economic Society.
- Machin, Stephen & McNally, Sandra, 2004. "The Literacy Hour," IZA Discussion Papers 1005, Institute for the Study of Labor (IZA).
- Stephen Machin & Sandra McNally, 2004. "The Literacy Hour," CEE Discussion Papers 0043, Centre for the Economics of Education, LSE.
- Imbens, Guido W & Angrist, Joshua D, 1994. "Identification and Estimation of Local Average Treatment Effects," Econometrica, Econometric Society, vol. 62(2), pages 467-475, March.
- Joshua D. Angrist & Guido W. Imbens, 1995. "Identification and Estimation of Local Average Treatment Effects," NBER Technical Working Papers 0118, National Bureau of Economic Research, Inc.
- Mendez, Ildefonso, 2015. "The effect of the intergenerational transmission of noncognitive skills on student performance," Economics of Education Review, Elsevier, vol. 46(C), pages 78-97.
- James J. Heckman & Vytlacil, Edward J., 2007. "Econometric Evaluation of Social Programs, Part I: Causal Models, Structural Models and Econometric Policy Evaluation," Handbook of Econometrics,in: J.J. Heckman & E.E. Leamer (ed.), Handbook of Econometrics, edition 1, volume 6, chapter 70 Elsevier.
- Guido W. Imbens & Donald B. Rubin, 1997. "Estimating Outcome Distributions for Compliers in Instrumental Variables Models," Review of Economic Studies, Oxford University Press, vol. 64(4), pages 555-574.
- Yona Rubinstein & James J. Heckman, 2001. "The Importance of Noncognitive Skills: Lessons from the GED Testing Program," American Economic Review, American Economic Association, vol. 91(2), pages 145-149, May. Full references (including those not matched with items on IDEAS)
When requesting a correction, please mention this item's handle: RePEc:tep:teppwp:wp17-02. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Sylvain)
If references are entirely missing, you can add them using this form.