Enhancing Targeted Instruction through Digital Support: Evidence from Côte d'Ivoire’s School-Randomized Trial

• In Event: Innovations in Digital Support for Education in Low-Resource Contexts: Case Studies from West Africa.

Proposal

This study examines the impact of Côte d'Ivoire's "Teaching at the Right Level" (TaRL) program, supported by a digital platform called DIA, which was designed to enhance the implementation of targeted instruction. The school-randomized trial included 167 schools, 303 teachers, and 3,808 students, aiming to improve literacy and numeracy by grouping students based on their current learning levels rather than their age or grade. DIA, an online platform, provided ongoing support to teachers over two academic years, enabling them to ask questions and receive timely responses, which facilitated the implementation of the TaRL program.


The program significantly increased literacy and numeracy outcomes, with effect sizes of 0.16 and 0.28 standard deviations, respectively. However, its impact on functional literacy and numeracy was more modest, with smaller gains of 0.10 and 0.08 standard deviations. These findings reflect a broader challenge in sub-Saharan Africa, where many children fail to acquire basic skills by the end of primary school. Targeted instruction, widely regarded as a cost-effective solution, faces barriers when scaled in government-led programs, especially when implemented by teachers rather than volunteers.


DIA played a critical role in supporting teachers during the program’s implementation, providing a platform for them to seek guidance, clarify instructional methods, and troubleshoot challenges. Despite this support, the study found that teacher knowledge of the program’s objectives and practices declined over time, suggesting that while digital tools like DIA are valuable, they need to be complemented with sustained, in-person professional development to ensure long-term success.


The study's qualitative data highlighted several barriers to effective implementation, such as teachers viewing the program as an additional workload rather than an integrated part of their instructional practice. Resistance to the program’s non-traditional teaching methods, including activities that required teachers to sit on the floor with students, further hindered its adoption. This underscores the need for better alignment between the program and existing curricular demands, as well as strategies to improve teacher buy-in and engagement.


Overall, while the TaRL program, supported by DIA, improved literacy and numeracy outcomes, it revealed several challenges in scaling government-led programs, particularly when teacher motivation and fidelity to the program are at risk. This study contributes to the growing body of research on targeted instruction by assessing a government-implemented program in Côte d'Ivoire and emphasizing the importance of continuous support—both digital and in-person—for teachers.

Author

• Kaja Jasińska, Ontario Institute for Studies in Education (OISE), University of Toronto