The effect of ability matching and differentiated instruction in financial literacy education. Evidence from two randomised control trials

K. Iterbeke, K. De Witte, K. Declercq, W. Schelfhout

Research output: Contribution to journalArticleAcademicpeer-review

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.
Original languageEnglish
JournalEconomics of Education Review
DOIs
Publication statusPublished - 2019

JEL classifications

  • i21 - Analysis of Education

Keywords

  • Ability matching
  • Differentiated instruction
  • Financial literacy
  • Randomised Control Trial

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