Assessing different implementation modalities of an EdTech intervention for lower-primary learners: A difference-in-difference study in Sierra Leone

This paper presents findings from a quasi-experimental difference-in-difference study on three different implementation modalities of the same EdTech intervention, implemented in Pujehun district in Sierra Leone. It offers a critical discussion of the impact of two different personalised modalities and one non-personalised modality on literacy and numeracy of early primary learners. The results show a positive impact on both numeracy and literacy in different modalities, while demanding a more nuanced evaluation of what aspects of the personalised features of the intervention contribute to such an impact and calling for more consideration of the contextual factors during implementation. Based on evidence gathered while working closely with the implementation partner, the research provides insights into the advantages and challenges of implementation research.