{ "id": "AIBD-0213", "title": "World Bank RCT in Benin City: six weeks of Microsoft Copilot (GPT-4) English tutoring in nine public schools raises assessment scores 0.31 SD", "summary": "World Bank Policy Research Working Paper 11125: teacher-guided after-school Copilot (GPT-4) sessions, June-July 2024, Benin City; 0.31 SD overall, 0.23 SD in English; 657 treated, 671 control.", "date_observed": "2024-06-01", "date_basis": "unassessed", "date_precision": "unassessed", "benefit_status": null, "source_collection": null, "source_entry": null, "account": "World Bank Policy Research Working Paper 11125 (May 2025) is by De Simone, Tiberti, Barron Rodriguez, Manolio, Mosuro and Dikoru. It evaluates a six-week after-school program run in June and July 2024 in nine public schools in Benin City, Nigeria, chosen for their computer labs. First-year senior secondary students, typically 15 years old, who expressed interest were randomized: 657 to treatment and 671 to control. Of these, 422 and 337 finished the final assessment. Treated students attended up to two 90-minute sessions a week (twelve in total). They used Microsoft Copilot, powered by GPT-4 at the time, as a virtual English tutor in curriculum-aligned activities guided by teachers. The paper reports a 0.31 standard deviation improvement on an assessment covering English, AI knowledge and digital skills, and 0.23 SD on English. It equates the gains to 1.5 to 2 years of business-as-usual schooling. Effects were larger for female students and those with higher initial performance. The World Bank blog of 9 January 2025 describes the gain as about 0.3 SD. The paper gives months, not days.", "category": "general benefit", "unexpected": false, "purpose": "Copilot was used as a virtual tutor to improve English learning outcomes. The measured gain is that purpose.", "system": "Microsoft Copilot (GPT-4) used as a virtual English tutor in teacher-guided after-school computer-lab sessions", "model_version": "GPT-4 (Microsoft Copilot, per the working paper)", "developer": "Microsoft (Copilot), on OpenAI's GPT-4", "deployer": "Nine public secondary schools in Benin City with the World Bank study team; sessions guided by teachers", "location": "Benin City, Nigeria", "domain": "Education", "segment": "Senior secondary English (after-school program)", "benefit_type": "Improved Learning", "taxonomy_note": null, "registry_ids": {}, "ratings": [ { "group": "personal", "depth": null, "reason": "Treated students scored 0.31 SD higher overall and 0.23 SD higher in English after six weeks (working paper abstract)." }, { "group": "organizational", "depth": null, "reason": "The schools and the study team gained a cost-effectiveness estimate of 1.5 to 2 years of business-as-usual schooling (working paper abstract)." } ], "ai_role": { "status": "assessed", "statement": "Copilot tutored in teacher-guided sessions, so the estimate covers the whole after-school program (twelve 90-minute sessions). The large language model (LLM) share is not isolated from teacher guidance and extra teaching time." }, "evidence": [ { "kind": "report", "citation": "De Simone M, Tiberti F, Barron Rodriguez M, Manolio F, Mosuro W, Dikoru EJ (2025). From Chalkboards to Chatbots: Evaluating the Impact of Generative AI on Learning Outcomes in Nigeria. Policy Research Working Paper 11125, World Bank (OKR handle page).", "title": "From Chalkboards to Chatbots: Evaluating the Impact of Generative AI on Learning Outcomes in Nigeria", "url": "https://hdl.handle.net/10986/43212", "date": "2025-05-20", "written_by": "deployer", "quote": "The program was implemented over a six-week period between June and July 2024, targeting first-year senior secondary school students, who are typically 15 years old." }, { "kind": "report", "citation": "ERIC record ED676624 for Policy Research Working Paper 11125 (abstract).", "title": "From Chalkboards to Chatbots: Evaluating the Impact of Generative AI on Learning Outcomes in Nigeria. Policy Research Working Paper 11125", "url": "https://eric.ed.gov/?id=ED676624", "date": null, "written_by": "deployer", "quote": "The intervention demonstrated a significant improvement of 0.31 standard deviation on an assessment that included English topics aligned with the Nigerian curriculum, knowledge of artificial intelligence and digital skills." }, { "kind": "press release", "citation": "De Simone ME, Tiberti F, Mosuro W, Manolio F, Barron M, Dikoru E (9 Jan 2025). From chalkboards to chatbots: Transforming learning in Nigeria, one prompt at a time. World Bank Blogs.", "title": "From chalkboards to chatbots: Transforming learning in Nigeria, one prompt at a time", "url": "https://blogs.worldbank.org/en/education/From-chalkboards-to-chatbots-Transforming-learning-in-Nigeria", "date": "2025-01-09", "written_by": "deployer", "quote": "Students who were randomly assigned to participate significantly outperformed peers in all areas" }, { "kind": "press release", "citation": "World Bank Education blog (2024). From chalkboards to chatbots in Nigeria: 7 lessons to pioneer generative AI for education. 18 September 2024.", "title": "From chalkboards to chatbots in Nigeria: 7 lessons to pioneer generative AI for education", "url": "https://blogs.worldbank.org/en/education/From-chalkboards-to-chatbots-in-Nigeria", "date": "2024-09-18", "written_by": "deployer", "quote": "Over June and July 2024,800 first-year senior secondary students attended after-school English classes in computer labs twice a week." }, { "kind": "report", "citation": "De Simone M et al. (2025). Working Paper 11125 (sample and attrition).", "title": "From Chalkboards to Chatbots: Evaluating the Impact of Generative AI on Learning Outcomes in Nigeria", "url": "https://openknowledge.worldbank.org/bitstreams/8fcccf10-83c9-4295-b01c-5a68aac83b06/download", "date": "2025-05-20", "written_by": "deployer", "quote": "However, only 422 students in the treatment group and 337 in the control group completed the final assessment" } ], "replication": { "produced_by": [ "A freely available LLM (Copilot on GPT-4) requiring only student registration", "Curriculum-aligned prompts and activities guided by teachers in school computer labs", "Student-level randomization among volunteers in nine schools with computer labs" ], "must_hold": [ "Working computer labs and internet access", "Teacher guidance in every session", "Attendance (the paper reports gains rising with days attended)" ], "echoes": [] }, "paired_incident": null, "headline": "Microsoft Copilot tutoring lifts Benin City scores by 0.31 SD", "metric": "0.31 SD overall, 0.23 SD in English", "comparator": null, "later": { "status": "unknown", "date": null, "note": "No report of a second phase or scale-up of the Benin City program after the May 2025 working paper was found.", "quote": null, "url": null }, "value": null, "developer_country": "United States", "deployer_country": "Nigeria", "unrated_because": null, "brief_notes": null, "brief": null, "revisions": [ { "date": "2026-10-20", "change": "Record drafted from the cited sources.", "source": null, "editor": "AIBD" }, { "date": "2026-10-20", "change": "Merged a second write-up of the same trial: added the 2024 World Bank blog on the pilot and the working paper's attrition figures.", "source": null, "editor": "AIBD" }, { "date": "2026-10-21", "change": "Country of the deployer added from the organization's own site or a registry.", "source": "https://blogs.worldbank.org/en/education/From-chalkboards-to-chatbots-in-Nigeria", "editor": "AIBD" }, { "date": "2026-10-21", "change": "Country of the developer added from the organization's own site or a registry.", "source": "https://en.wikipedia.org/wiki/Microsoft", "editor": "AIBD" }, { "date": "2026-10-21", "change": "Prose pass: a rating reason, account, purpose, the system's part rewritten in shorter sentences with abbreviations expanded; facts, figures and quotations unchanged.", "source": null, "editor": "AIBD" } ], "confidence": "claimed", "shade": "low", "claim_status": "The deployer's account", "claim_basis": "Sources: three reports from the deployer and two press releases from the deployer. The cited evidence includes no independent source and no finding by a regulator or court.", "profile": { "case_id": "AIBD-0213", "catalog_version": "1.0.0", "source_fingerprint": "e8ff6a3813820999741f242ae4067af74e53b8030e29896478e325fda44addbe", "collection_refs": [ { "collection_id": "aibd", "version": "snapshot-8bf7cfec9cb185aa" }, { "collection_id": "aibd", "version": "2026-10-25" }, { "collection_id": "viator", "version": "2026-10-25" } ], "source_ids": [ "AIBD-0213-source-0001", "AIBD-0213-source-0002", "AIBD-0213-source-0003", "AIBD-0213-source-0004", "AIBD-0213-source-0005" ], "families": { "strategic assessments": { "state": "not_assessed", "review_state": "not_assessed", "coverage": "partial", "record_ids": [] }, "evaluations": { "state": "not_assessed", "review_state": "not_assessed", "coverage": "partial", "record_ids": [] }, "monetary observations": { "state": "not_assessed", "review_state": "not_assessed", "coverage": "partial", "record_ids": [] }, "institutional decisions": { "state": "not_assessed", "review_state": "not_assessed", "coverage": "partial", "record_ids": [] } }, "fields": { "actors[]": { "state": "value_present", "value": { "kind": "record_fields", "fields": { "developer": "Microsoft (Copilot), on OpenAI's GPT-4", "deployer": "Nine public secondary schools in Benin City with the World Bank study team; sessions guided by teachers" } }, "provenance": { "kind": "legacy_record", "basis": "Preserved from the existing AIBD record; external sources were not rechecked.", "record_fields": [ "developer", "deployer" ], "source_refs": [] }, "review_state": "record_mapped", "coverage": "partial" }, "actors[].ownership_control": { "state": "not_assessed", "review_state": "not_assessed", "coverage": "partial" }, "ai_contribution": { "state": "value_present", "value": { "kind": "record_fields", "fields": { "ai_role": { "status": "assessed", "statement": "Copilot tutored in teacher-guided sessions, so the estimate covers the whole after-school program (twelve 90-minute sessions). 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It evaluates a six-week after-school program run in June and July 2024 in nine public schools in Benin City, Nigeria, chosen for their computer labs. First-year senior secondary students, typically 15 years old, who expressed interest were randomized: 657 to treatment and 671 to control. Of these, 422 and 337 finished the final assessment. Treated students attended up to two 90-minute sessions a week (twelve in total). They used Microsoft Copilot, powered by GPT-4 at the time, as a virtual English tutor in curriculum-aligned activities guided by teachers. The paper reports a 0.31 standard deviation improvement on an assessment covering English, AI knowledge and digital skills, and 0.23 SD on English. It equates the gains to 1.5 to 2 years of business-as-usual schooling. Effects were larger for female students and those with higher initial performance. The World Bank blog of 9 January 2025 describes the gain as about 0.3 SD. 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