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Taabo Tutoring Study

Sponsor: San Diego State University • ClinicalTrials.gov ID: NCT07486778

Registry updated: 2026-10-05

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Description

Secondary school completion rates remain low in many low- and middle-income countries, including Côte d'Ivoire. Limited progression through lower secondary education may affect future educational and employment opportunities. In rural areas, pass rates on the Grade 10 national examination are modest, and some students leave school before completing lower secondary education. This study will evaluate whether tutoring improves academic outcomes and school continuation in the Taabo region of Côte d'Ivoire. Approximately 1,000 adolescents will participate in two related substudies. The first substudy will include 500 Grade 10 students identified by schools as being at risk of not passing the national examination. The second substudy will include 500 adolescents who previously attended Grades 7-9 but are not currently enrolled in school. Within each substudy, participants will be randomly assigned to one of three groups: peer tutoring, teacher tutoring, or no additional tutoring (control group). Students assigned to tutoring may receive up to 15 sessions over approximately 6 to 8 months. Tutoring sessions will focus on reviewing core curriculum content, preparing for examinations, and strengthening academic skills. The primary outcomes are (1) passing the Grade 10 national examination and (2) enrollment in lower secondary school in the following academic year. Secondary outcomes include grade progression, study time, academic confidence, cost-effectiveness of the tutoring models, academic and well-being outcomes among peer tutors, and other longer-term outcomes (educational attainment, early family formation, mental health).

Interventions

Peer tutoring (Behavioral)
Peer tutoring led by older and higher-performing peers from the same school implemented in small groups (e.g., 3-6 students). Tutors will be nominated by school principals and then randomly selected among eligible candidates to allow causal assessment of tutoring opportunities on tutors. Sessions will focus on: (i) reviewing core curriculum content; (ii) supporting homework and exam preparation; and (iii) building basic skills and academic confidence. Tutors will receive training on pedagogy, content, and classroom management, as well as simple monitoring tools (attendance sheets, short exercises). Student tutoring will involve up to 15 sessions, typically 1-2 sessions per week. For budgeting and planning, we assume an average of 10 sessions per student, with flexibility to increase up to 15 sessions where feasible.
Teacher tutoring (Behavioral)
Teacher tutoring led by trained teachers and implemented in small groups (e.g., 3-6 students). Teachers will follow structured lesson plans emphasizing remedial instruction and exam-relevant material. Sessions will emphasize active learning, practice exercises, and frequent low-stakes assessments. Teacher tutoring will involve up to 15 sessions, typically 1-2 sessions per week. For budgeting and planning, we assume an average of 10 sessions per student, with flexibility to increase up to 15 sessions where feasible.

Eligibility criteria

Inclusion Criteria (Substudy 1) * Enrolled in Grade 10 (troisième) during the 2025/26 school year in one of the 25 participating lower secondary schools. * Identified by school principals as weak performers at high risk of failing the final grade 10 exam (based on exam scores, teacher assessments, or internal academic performance indicators). * Males or females, aged 12 years or older at enrollment. * Residing in the Taabo HDSS catchment area. * Able to participate in small-group tutoring sessions. * Parent or guardian provides written informed consent for minors; student provides written assent. Inclusion Criteria (Substudy 2) * Attended Grades 7-9 (6e, 5e, or 4e) during the 2025/26 academic year. * Did not re-enroll in any lower secondary school at the start of the 2026/27 academic year, verified through school records and home visits. * Males or females aged 12 years or older at enrollment. * Residing in the Taabo HDSS catchment area. * Able to participate in tutoring sessions organized after recruitment. * Parent or legal guardian provides written informed consent for minors; student provides written assent. Exclusion Criteria (both substudies) * Individuals with severe cognitive or physical disabilities that would prevent meaningful participation in tutoring, based on information from parents, principals, and teachers. * Adolescents or families planning to move out of the study area during the intervention period. * For Substudy 2 only: adolescents who have already enrolled in an alternative education or vocational training programme at baseline.

Conditions

Secondary School Entry and Completion Education Advancement School Attendance Educational Attainment Academic Performance

Locations

Centre suisse de recherche scientifique en Côte d'Ivoire — Taabo, Côte d’Ivoire

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Official Source

Data sourced from ClinicalTrials.gov, a service of the U.S. National Institutes of Health.

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