Delivering Remote Learning in Developing Countries Using a Low-Tech Solution, Impact Evaluation 2022
Baseline Survey
Nepal, 2022
Get MicrodataIdentification
NPL_2022_DRLDCULTSIE-BL_v01_M
Delivering Remote Learning in Developing Countries Using a Low-Tech Solution, Impact Evaluation 2022
Baseline Survey
DRLDCULTSIE-BL 2022
| Name | Country code |
|---|---|
| Nepal | NPL |
1-2-3 Survey, phase 1 [hh/123-1]
This study consists of a baseline survey and an endline survey. The baseline survey was conducted in October 2022 and is documented here.
Sample survey data [ssd]
Students
Version
Edited, anonymous dataset for public distribution
Coverage
The field aims to cover 9 districts in 3 provinces (Bagmati, Koshi, and Madhesh). Among these, Madhesh and Koshi belong to the Terai region (southern part of Nepal) while Bagmati belongs to the Hilly region.
Districts:
- Dhading, Kavre, Nuwakot, Sindhuli, and Sindhupalchok in the Bagmati Province
- Dhanusha, Sarlahi, and Sunsari in the Madhesh Province
- Morang in the Koshi Province
Producers and sponsors
| Name | Affiliation |
|---|---|
| Paul Glewwe | University of Minnesota |
| Asad Islam | Monash University |
| Khandker Wahedur Rahman | University of Oxford |
| Martin School | Institute of Governance and Development, BRAC University |
| Uttam Sharma | Institute for Social and Environmental Research - Nepal (ISER-N) / Institute for Integrated Development Studies (IIDS) |
| Name | Affiliation |
|---|---|
| Strategic Impact Evaluation Fund | The World Bank Group |
| Name | Abbreviation |
|---|---|
| Strategic Impact Evaluation Fund | SIEF |
Sampling
This study uses a RCT to assess whether there is a causal link between the program and changes in outcomes. The evaluation of this employs a three-arm clustered RCT design (two treatment groups and one control group). Randomization is done in 2 stages: We first pick 223 schools from a pre-existing list provided by our partner organizations. We then randomly distribute these 223 schools into the three study arms: T1 (self-help), T2 (assisted), and C (control). T1 and T2 will have 74 schools each and C will have 75 schools. From each school, we will randomly select 15 students on average to participate in the program. We will ensure that about half of the students are female when we randomly select the students to be treated from each treatment school.
a) T1: Self-Help Group (74 schools, 1,057 students)
b) T2: Assisted Group (74 schools, 1,060 students)
c) T3: Control (75 schools, 2,168 students)
We conducted an assessment test for 6,980 students in 2022, but as the baseline was conducted a few months earlier than our intervention and the program started after the students progressed to the next level, we checked the final students list BEFORE the intervention started, and the final students who remained in the schools are 6,433 (547 students dropped out). We then did a balance check across different groups among the final list of students.
Survey instrument
Three survey instruments were used for this study - a School Survey Questionnaire and two Assessment Test Questionnaires (English and Mathematics). The School Survey Questionnaire including questions on school infrastructure and the Assessment Test Questionnaires were reviewed by the authors. Questions in the Assessment Test instruments were selected based on the national curriculum of Nepal from a standard textbook and a few questions also came from the Trends in International Mathematics and Science Study (TIMSS). The questionnaires were administered in the Nepali language. They are provided in both English and Nepali and are available for download here.
Data collection
| Start | End | Cycle |
|---|---|---|
| 2022-10-01 | 2022-11-01 | Baseline |
- Computer Assisted Personal Interview [capi]
There were 16 enumerators under the supervision of 3 supervisors.
The supervisors regularly contacted enumerators, resolved problems, and monitored data entry.
The upper management visited some schools.
Enumerators were trained for 2 days. Enumerators informed supervisors if they faced any issues. The supervisors contacted the local government officers if needed. The interviews were conducted in the Nepali language. Pilot survey was conducted among 12 schools.
Data Access
| Name | Affiliation |
|---|---|
| Strategic Impact Evaluation Fund | The World Bank Group |
Example:
Use of the dataset must be acknowledged using a citation which would include:
- the identification of the Primary Investigator
- the title of the survey (including country, acronym and year of implementation)
- the survey reference number
- the source and date of download
Example:
Paul Glewwe (University of Minnesota), Asad Islam (Monash University), Khandker Wahedur Rahman (University of Oxford), Martin School (Institute of Governance and Development, BRAC University) and Uttam Sharma (Institute for Social and Environmental Research - Nepal (ISER-N) / Institute for Integrated Development Studies (IIDS)). Nepal - Delivering Remote Learning in Developing Countries Using a Low-Tech Solution, Impact Evaluation 2022, Baseline Survey. Ref: NPL_2022_DRLDCULTSIE-BL_v01_M. Dataset downloaded from [URL] on [date].
Disclaimer and copyrights
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
Contacts
| Name | Affiliation | |
|---|---|---|
| Strategic Impact Evaluation Fund | The World Bank Group | siefimpact@worldbank.org |
Metadata production
DDI_NPL_2022_DRLDCULTSIE-BL_v01_M_WB
| Name | Abbreviation | Affiliation | Role |
|---|---|---|---|
| Development Data Group | DECDG | World Bank | Documentation of the study |
2024-02-16
Metadata version
Version 01 (2024-02-16)