Inquiry and Problem Based Pedagogy: Evidence from 10 Field Experiments

Emma Naslund-Hadley, Rosangela Bando and Paul Gertler

No 47, IDB Publications (Working Papers) from Inter-American Development Bank

Abstract: We analyze evidence from 10 at-scale field experiments in four countries on the effect of inquiry- and problem-based pedagogy (IPP) on students’ math and science test scores. IPP creates active problem solving opportunities in settings that derive meaning to the child. Students learn by collaboratively solving real life authentic problems, developing explanations, and communicating ideas. We find that IPP increased math test scores by 0.18 standard deviations and science test scores by 0.16 standard deviations after 7 months. Moreover, the results are robust across a wide set of geographic, socio-economic, and cultural, age/grade, and teacher background contexts.

JEL-codes: C93 I25 I38 O15 (search for similar items in EconPapers)
Date: 2018-10
New Economics Papers: this item is included in nep-exp and nep-ure
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Persistent link: https://EconPapers.repec.org/RePEc:idb:brikps:47

DOI: 10.18235/0001491

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