Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research on Educational Effectiveness Pub Date : 2023-10-20 DOI:10.1080/19345747.2023.2268072

Thomas de Hoop, Hannah Ring, Garima Siwach, Paula Dias, Gelson Tembo, Victoria Rothbard, Anaïs Toungui

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引用次数: 0

Abstract

We present experimental evidence on the impact of a multi-faceted program that integrates technology-aided instruction, teacher training and coaching, community ownership, and free primary education. Our setting is three districts in rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. The results show that the program increased reading scores by 0.40 standard deviations or 3.5 percentage points, math scores by 0.21 standard deviations or 4.7 percentage points, Zambian achievement test scores by 0.15 standard deviations or 3.0 percentage points, and oral vocabulary scores by 0.25 standard deviations or 5.9 percentage points for all children eligible to enroll in first grade. Treatment Effects on the Treated showed substantially larger impacts on learning outcomes of students who regularly attended the schools in Grade 1. Our results indicate that multi-faceted technology-aided instruction programs can improve learning outcomes even in the poorest areas of rural sub-Saharan Africa.

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基于技术辅助活动的学习方法对学习成果的影响:来自赞比亚农村社区学校的实验证据

我们提供了一个多方面的项目的实验证据，该项目将技术辅助教学、教师培训和辅导、社区所有权和免费初等教育结合起来。我们在赞比亚农村的三个地区进行研究，随机将项目分配到30所治疗学校和33所对照学校。结果表明，该项目使所有符合入学条件的一年级儿童的阅读成绩提高了0.40个标准差或3.5个百分点，数学成绩提高了0.21个标准差或4.7个百分点，赞比亚成就测试成绩提高了0.15个标准差或3.0个百分点，口语词汇成绩提高了0.25个标准差或5.9个百分点。治疗效果对定期在一年级上学的学生的学习结果有明显更大的影响。我们的研究结果表明，即使在撒哈拉以南非洲最贫困的农村地区，多方面的技术辅助教学项目也能改善学习成果。

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来源期刊

Journal of Research on Educational Effectiveness EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.00

自引率

11.10%

发文量

期刊介绍： As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.