Improving Skill Production with Peer-Induced Knowledge Diffusion in K-12 Schools
Abstract
We provide experimental evidence of the impact of peer-driven knowledge sharing on skill production in K-12 classrooms. We designed a technology platform that identifies individual students’ knowledge gaps and organizes team contests inside classrooms to induce knowledge sharing among team members. In our field experiment, students in a few randomly selected Grade 3-6 math classes compete in tournaments as teams and as individuals in the remaining classes. We find that students in team classes obtain 0.26σhigher tournament scores relative to those in individual classes. Our estimates indicate improvements in math skills for low and medium-ability but not for high-ability students. We further provide empirical evidence that the motivation to win tournaments drives higher educational investments and interactions among team members. Our estimates indicate a student’s score improves by 0.13σ with an additional teammate attending homework with her, suggesting higher knowledge sharing among team members drives skill production. In addition, a student’s score improves by 0.38σ if her team secures a high rank in the previous tournament, indicating tournament success motivates students to invest in learning. Our results suggest that carefully designed peer interactions with the help of technology can significantly improve skill production in K-12 classrooms.
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