Program > Papers by speaker > Iterbeke Kaat

The Effect of Group Formation and Differentiated Instruction on Learning Outcomes. Evidence from Two Randomised Experiments.
Kaat Iterbeke  1@  , Kristof De Witte  1, 2@  , Wouter Schelfhout  3@  , Koen Declercq  1, 4@  
1 : Katholieke Universiteit Leuven  (KU Leuven)
Oude Markt 13 - bus 5005, 3000 Leuven -  Belgium
2 : Maastricht University
Universiteitssingel 40;6200 MD Maastricht -  Netherlands
3 : University of Antwerp  (UA)
4 : Université Catholique de Louvain  (UCL)
Place de lÚniversité 1 - 1348 Louvain-La-Neuve -  Belgium

We study how group formation and differentiated instruction affect learning outcomes. In particular, the effect of within-class heterogeneous and homogeneous group formations and differentiated instruction are evaluated on the proficiency level of eighth and ninth grade students in a financial education programme. Our paper provides evidence on both effects using two experiments involving 69 schools and 2,407 students. The identification strategy relies on a random allocation of schools to experimental conditions. The results suggest that, overall, the programme increases student financial proficiency by almost a quarter of a standard deviation. Although no main effects of group formations and differentiated instruction are found, the effect is heterogeneous as low ability students significantly benefit from homogeneous group formation and differentiated instruction.


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