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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
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
FullText Text:
  Availability: 0
CustomLinks:
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PubType: Report
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Anaya+Dam%22">Anaya Dam</searchLink><br /><searchLink fieldCode="AR" term="%22Guthrie+Gray-Lobe%22">Guthrie Gray-Lobe</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+Kremer%22">Michael Kremer</searchLink><br /><searchLink fieldCode="AR" term="%22Joost+de+Laat%22">Joost de Laat</searchLink><br /><searchLink fieldCode="AR" term="%22Karlijn+Morsink%22">Karlijn Morsink</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: 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/
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  Data: 73
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  Data: <searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Evaluation%22">Course Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Soft+Skills%22">Soft Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Exit+Examinations%22">Exit Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Uganda%22">Uganda</searchLink><br /><searchLink fieldCode="DE" term="%22Kenya%22">Kenya</searchLink>
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  Label: Abstract
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  Data: 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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      – Text: English
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        PageCount: 73
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      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Course Evaluation
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      – SubjectFull: Academic Ability
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      – SubjectFull: Soft Skills
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Foreign Countries
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