Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/214999
Authors: 
Iterbeke, Kaat
De Witte, Kristof
Declercq, Koen
Schelfhout, Wouter
Year of Publication: 
2019
Series/Report no.: 
CESifo Working Paper 7997
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.
Subjects: 
financial literacy
ability matching
differentiated instruction
randomised control trial
JEL: 
C93
I21
O16
Document Type: 
Working Paper

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