Learning to Work towards Goals: A Sequential Evaluation of the Effect of Goal-Setting Course on Academic and Soft Skills. EdWorkingPaper No. 25-1344
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| Title: | Learning to Work towards Goals: A Sequential Evaluation of the Effect of Goal-Setting Course on Academic and Soft Skills. EdWorkingPaper No. 25-1344 |
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| Language: | English |
| Authors: | Anaya Dam, Guthrie Gray-Lobe, Michael Kremer, Joost de Laat, Karlijn Morsink, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 73 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education |
| Descriptors: | Goal Orientation, Course Evaluation, Academic Ability, Soft Skills, Elementary School Students, Foreign Countries, High Stakes Tests, Exit Examinations, Scores, Gender Differences |
| Geographic Terms: | Uganda, Kenya |
| Abstract: | This study sequentially evaluates a soft-skills course implemented in Ugandan and Kenyan primary schools that replaced academic review time with lessons on goal-setting and related skills as students prepared for high-stakes primary school-leaving exams. An exploratory evaluation in Uganda provided evidence of positive impacts on girls' test scores. A confirmatory evaluation in Kenya found that the course led to improvements in self-reported soft skills, especially among girls, although no gains in test scores. The study illustrates the utility of sequential evaluation, with exploratory analysis to identify promising hypotheses, followed by out-of-sample testing, as a tool to uncover heterogeneous effects. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678228 |
| Database: | ERIC |
| Abstract: | This study sequentially evaluates a soft-skills course implemented in Ugandan and Kenyan primary schools that replaced academic review time with lessons on goal-setting and related skills as students prepared for high-stakes primary school-leaving exams. An exploratory evaluation in Uganda provided evidence of positive impacts on girls' test scores. A confirmatory evaluation in Kenya found that the course led to improvements in self-reported soft skills, especially among girls, although no gains in test scores. The study illustrates the utility of sequential evaluation, with exploratory analysis to identify promising hypotheses, followed by out-of-sample testing, as a tool to uncover heterogeneous effects. |
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