Table 3 Parent mechanisms: beliefs, self-efficacy and potential crowd-out

From: Experimental evidence on learning using low-tech when school is out

 

(1)

(2)

(3)

(4)

(5)

(6)

 

Parent reported child level

Parent correct about child level

Parent self-efficacy

Parent perception that child learned

Parent did not return to work

Parent spent no time on education

Panel A

      

SMS only

0.022

−0.012

0.049

0.066

−0.000

−0.001

 

(0.045)

(0.023)

(0.021)

(0.022)

(0.018)

(0.009)

 

[0.621]

[0.594]

[0.023]

[0.002]

[0.994]

[0.933]

 

{−0.065,0.110}

{−0.058,0.033}

{0.007,0.091}

{0.024,0.109}

{−0.034,0.034}

{−0.019,0.017}

Phone + SMS

0.136

0.039

0.086

0.105

−0.029

−0.002

 

(0.045)

(0.023)

(0.021)

(0.022)

(0.017)

(0.009)

 

[0.002]

[0.099]

[0.000]

[0.000]

[0.092]

[0.809]

 

{0.049,0.224}

{−0.007,0.085}

{0.044,0.129}

{0.062,0.148}

{−0.063,0.005}

{−0.020,0.016}

Panel B

      

Not targeted

0.045

−0.001

0.050

0.071

−0.010

−0.003

 

(0.045)

(0.023)

(0.022)

(0.022)

(0.018)

(0.009)

 

[0.323]

[0.957]

[0.020]

[0.001]

[0.565]

[0.713]

 

{−0.044,0.133}

{−0.047,0.045}

{0.008,0.093}

{0.028,0.114}

{−0.044,0.024}

{−0.021,0.015}

Targeted

0.111

0.028

0.084

0.099

−0.018

0.000

 

(0.044)

(0.023)

(0.021)

(0.022)

(0.017)

(0.009)

 

[0.012]

[0.239]

[0.000]

[0.000]

[0.296]

[0.973]

 

{0.025,0.198}

{−0.018,0.073}

{0.042,0.125}

{0.056,0.142}

{−0.052,0.016}

{−0.018,0.019}

Control mean

2.228

0.398

0.566

0.492

0.190

0.045

Strata fixed effects

Yes

Yes

Yes

Yes

Yes

Yes

Observations

2,957

2,650

3,127

3,127

2,990

2,984

P value, SMS = Phone

0.009

0.029

0.071

0.075

0.088

0.872

P value, Targeted = not targeted

0.128

0.217

0.115

0.194

0.640

0.685

  1. Panel A in this table reports results from a regression estimating treatment effects of the SMS only, and phone and SMS intervention on several parental mechanisms. Panel B reports regression estimates of the effect of targeted instruction on these parental mechanisms. Specifically, the table includes effects on parent accuracy of their child’s learning level, their self-efficacy to support their child’s learning and their belief that their child made progress in learning in general. This table also shows treatment effects on parent labour market outcomes in the form of returning to work post lockdown across treatment groups. Options for return to work included: returned to work full-time, returned to work part-time, retired or unemployed. Standard errors are in parentheses, P values are in square brackets and 95% confidence intervals are in curly brackets. All statistical tests are two-tailed.
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