Teaching with Gemini: Measuring the impact of Guided Learning on student mathematics progress in Sierra Leone

We conducted a preregistered randomized controlled trial in Sierra Leone to evaluate the impact of the Guided Learning feature in Gemini on student learning outcomes in mathematics. The trial enrolled __ = 1763 junior secondary school students across 48 mathematics classrooms. We asked teachers to incorporate Gem- ini into half of their weekly lessons for eight weeks, adding up to a requested total of 12 hours. Guided Learning significantly improvedstudentlearningoutcomes,withanintent-to-treateffect of +0.258 SD (__ = 0.029). Uptake exceeded our expectations, with 69.0% of students engagingwith GuidedLearning for atleast 12 hours over the trial. Reaching this threshold yielded a signifi- cant treatment-on-the-treated effect of +0.380 SD (__ = 0.029). In focus groups, teachers emphasized students’ enthusiasm for GuidedLearningsessionsandcreditedGeminiwithhelpingreveal new ways to teach familiar topics.