The effect of ability matching and differentiated instruction in financial literacy education. Evidence from two randomised control trials |
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| Institution: | 1. Leuven Economics of Education Research, KU Leuven, Naamsestraat 69, 3000 Leuven, Belgium;2. UNU-MERIT, Boschstraat 24, 6211 AX, Maastricht, the Netherlands;3. IRES/LIDAM, UCLouvain and FNRS, Place Montesquieu 3/L2.06.01, 1348 Louvain-la-Neuve, Belgium;4. Antwerp School of Education, Universiteit Antwerpen, Venusstraat 35, 2000 Antwerpen, Belgium;1. University of North Carolina at Greensboro, United States, and IZA Institute of LaborEconomics;2. University of Strathclyde, Scotland, United Kingdom;1. Elon University, Department of Economics, 2075 CB, Elon, NC 27244, United States;2. Triage Consulting Group, 1100 Peachtree St. NE, Atlanta, GA 30309, United States;1. Division of Social Science, The Hong Kong University of Science and Technology, Clear Water Bay, Kowloon, Hong Kong;2. Institute for Economic and Social Research, Jinan University, Guangzhou, China |
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| Abstract: | The present paper examines the impact of ability matching and differentiated instruction on the learning outcomes of eighth and ninth grade students in a financial education programme. In particular, the effect of within-class ability matching is investigated by forming pairs of students either randomly or based on their abilities. In addition, the paper studies whether differentiated instruction, in the form of additional instructions for lower ability students, enhances the impact of the financial education programme. The paper provides evidence on the effects of both practices using two randomised control trials involving 65 schools and 2,407 students. Overall, the results suggest that the programme raises the financial proficiency of students by 0.18 standard deviations. Although the learning outcomes of the average student are not affected by the differentiation practices, non-native students significantly benefit from differentiated instruction. |
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