Abstract
Abstract Students in Timor-Leste face low educational outcomes due to sociopolitical factors rooted in the nation’s colonial history. This study evaluates the academic impact of a low-resource afterschool supplementary tutoring program designed to address learning gaps and improve school outcomes across rural and urban settings. Using instructional design principles, the program employed worksheet-based individualized learning content in a familiar language, supported by personalized feedback. Pre- and post-test scores in mathematics and English were compared over 7 months between an intervention group and a comparison group, with results analyzed using a Welch t test. Findings revealed statistically significant improvements in both subjects, with greater gains in mathematics, suggesting an opportunity to explore alternative methods for English instruction, such as incorporating social interactions to support early learners. The study highlights the importance of community support, tutors’ capabilities, and their residence within local neighborhoods in sustaining the program. These results demonstrate the potential of well-structured afterschool programs to enhance educational outcomes in low-resource contexts, offering a scalable model for similar initiatives in emerging nations.
Published Version
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