<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">James Allen</style></author><author><style face="normal" font="default" size="100%">Arlete Mahumane</style></author><author><style face="normal" font="default" size="100%">James Riddell</style></author><author><style face="normal" font="default" size="100%">Tanya Rosenblat</style></author><author><style face="normal" font="default" size="100%">Dean Yang</style></author><author><style face="normal" font="default" size="100%">Hang Yu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Teaching and Incentives: Substitutes or Complements?</style></title><secondary-title><style face="normal" font="default" size="100%">Economics of Education Review</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2022</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.1016/j.econedurev.2022.102317</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">91</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Interventions to promote learning are often categorized into supply- and demand-side approaches. In a randomized experiment to promote learning about COVID-19 among Mozambican adults, we study the interaction between a supply and a demand intervention, respectively: teaching via targeted feedback, and providing financial incentives to learners. In theory, teaching and learner-incentives may be substitutes (crowding out one another) or complements (enhancing one another). Experts surveyed in advance predicted a high degree of substitutability between the two treatments. In contrast, we find substantially more complementarity than experts predicted. Combining teaching and incentive treatments raises COVID-19 knowledge test scores by 0.5&amp;nbsp;&lt;a href=&quot;https://www.sciencedirect.com/topics/economics-econometrics-and-finance/measure-of-dispersion&quot; title=&quot;Learn more about standard deviations from ScienceDirect's AI-generated Topic Pages&quot;&gt;standard deviations&lt;/a&gt;, though the standalone teaching treatment is the most cost-effective. The complementarity between teaching and incentives persists in the longer run, over nine months post-treatment.</style></abstract><issue><style face="normal" font="default" size="100%">December</style></issue></record></records></xml>