The Limitations of Activity-Based Instruction to Improve the Productivity of Schooling
通过印度公立小学的随机实验发现，活动教学法虽增加了课堂活动，但对数学成绩提升效果微弱，且学校增值模型显示活动教学与成绩增长负相关，揭示了其提升学校生产力的局限。
Abstract There is substantial emphasis on improving classroom practices, primarily through activity-based instruction, to increase the productivity of schooling. We study a large programme that seeks to promote mathematics learning in government primary schools in India. Through a cluster-randomised trial we find that the programme increased activity-based instruction, but yielded only muted impacts on learning. We provide a potential explanation: school value-added models suggest a negative relationship between activity-based instruction and test score gains. Our findings are robust to adding a community-engagement component to the intervention. These results highlight the limitations of activity-based instruction programmes for increasing school productivity.