Incentivizing Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of the Congo

Abstract

Abstract We designed and randomly evaluated the impact of a textbooks for self-study scheme in eastern DRC targeting student achievement in primary schools. Students in treatment schools were seven percentage points more likely to pass the national exam, and those who passed obtained higher scores. We also evidence higher scores on a French language test. The effects are primarily driven by student interest in textbooks, frequency of doing homework and motivation to go to school and continue education. Student achievement can thus be improved by intensified and diversified use of existing learning materials in poor and fragile settings.