NATIONAL BUREAU OF ECONOMIC RESEARCH
NATIONAL BUREAU OF ECONOMIC RESEARCH
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Effect of Inquiry and Problem Based Pedagogy on Learning: Evidence from 10 Field Experiments in Four Countries

Rosangela Bando, Emma Näslund-Hadley, Paul Gertler

NBER Working Paper No. 26280
Issued in September 2019

---- Acknowledgments ----

The authors gratefully acknowledge the outstanding research assistance of Gabriel Englander and Harold Villalba. The authors thank the Inter-American Development Bank and the Government of Japan for funding the research. The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, the countries they represent, or the National Bureau of Economic Research. The authors have no conflicts of interests or financial or material interests in the results.

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