Title page
Contents
Acknowledgements 3
Executive Summary 4
1. Introduction 7
1.1. Education in the Dominican Republic 8
1.2. Prográmate 9
2. Literature review: Digital personalized learning 13
2.1. Designing effective digital personalized learning products 13
2.2. Teachers' roles in DPL interventions 14
3. Methodology 16
3.1. Sample selection 16
3.2. Methods 17
3.3. Data analysis 17
3.4. Limitations 18
4. Findings 19
4.1. Implementation of Prográmate 19
4.2. Student and teacher engagement with DPL 22
4.3. Perceptions of the DPL platform 27
5. Discussion and Recommendations 30
References 34
Table 1. Summary of differences in implementation across Prográmate cohorts 10
Table 2. Sample demographics 17
Table 3. Concise version of coding framework 18