Scaling digital learning in Kenya
In the developing world, millions of children do not have access to basic quality education. For example, in 2012, only one-third of children in low-income countries made it to the last grade of primary school. These children leave school without acquiring the essential educational competencies of reading, writing, and numeracy. Consequently, these children do not gain the multiple social development benefits that come from greater education, such as reduction of poverty and improved health. For example, a recent analysis for the 2016 Global Education Monitoring report suggested that poverty among the working poor would fall by as much as 39% if workers from disadvantaged backgrounds had similar education levels to those from advantaged backgrounds.
The current project applies interactive multimedia software coupled with extensive professional development for teachers to enhance teaching and to improve the learning of children in Kenya. Prior projects explored the feasibility and measured the effectiveness of using ABRACADABRA (ABRA) early literacy software with emerging readers and their teachers in Kenya. Evaluations have shown that ABRA is both a feasible and an effective educational intervention. Students who use the tools on a weekly basis for several months have substantial learning gains.
The general objective of this project, implemented by Concordia University, is to achieve significant, scalable, sustainable, and cost-effective increases in student learning alongside enhancements to teaching practices. It will expand the intervention to include a suite of evidence-based educational software tools (the Learning Toolkit+). The project will also explore the challenges involved in scaling up and sustaining the program; deepen our understanding of the relationship between levels of teacher support, teaching practices, and student learning outcomes; and promote improved educational technology-related policies and practices in Kenya.
Project ID
108356
Project Status
Completed
End Date
Duration
44 months
IDRC Officer
Matthew Smith
Total Funding
CA$ 580,000.00
Location
Kenya
Programs
Institution Country
Canada
Project Leader
Philip Abrami
Institution
Concordia University
Institution Website
Outputs
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The effects of ABRACADABRA on reading outcomes : an updated meta-analysis and landscape review of applied field research Article
A Balanced Reading Approach for Children Designed to Achieve Best Results for All (ABRA) is an evidence-based suite of interactive multimedia that engages learners in the development of core reading skills. This detailed meta-analysis presents an update on research evidence about the effectiveness of ABRA for elementary students. Offering distinct environments (or modules) for students, teachers and parents, ABRA is neither linear in use nor prescriptive of a single concept or method of teaching and learning to read. The results of the analysis provide positive evidence of the value of ABRA as a tool to promote development of early literacy skills. Includes bibliography. Author(s): Abrami, P. C., Lysenko, L., Borokhovski, E. Language: English |
Teaching and learning with technology in Sub-Saharan Africa Report
This report presents the summary of results of the Teaching and Learning with Technology in Sub-Saharan Africa project completed in Kenya (2016-2020). In addition to showing significant gains in student learning, the findings suggest that teaching behaviors were also positively affected by educational software applications. The project confirmed that with appropriate support, teachers are able to integrate software within their regular unscripted lessons in real-world conditions of Kenyan public primary and secondary schools. The support system was put in place to aid with the classroom implementation of the Learning Toolkit Plus (LTK+) software. Author(s): Abrami, Philip C., Wade, Anne, Lysenko, Larysa, Marsh, Jonathon, WaGioko, Maina, Del Col, Nancy, Head, Jennifer Language: English |
Sustainability and scalability of digital tools for learning : the learning toolkit plus in Kenya Article
This research involved more than 500 primary and secondary classrooms in five areas of Kenya. The paper provides details of the study, including literature review, methodology, student response and factors that impact teacher’s beliefs, attitudes and motivation. The model points to directions for technology-based pedagogical innovations in developing context, such as seeking support from local and national governments and enhancing teacher professional development in order to strengthen individual and collective capacity. In terms of teacher motivation, political context turned out to be very influential. Author(s): Lysenko, Larysa, Abrami, Philip C., Wade, C. Anne Language: English |
Promoting young Kenyans’ growth in literacy with educational technology : a tale of two years of implementation Article
The study explored impacts of the interactive early literacy software, ABRACADABRA (A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All, ABRA) and the digital library, READS, on primary students’ reading abilities and reading instruction in Kenyan schools. ABRA is an online application that provides an engaging interactive environment for learning literacy for early elementary school-aged children. Embedded in the “Learning Toolkit Plus,” READS (Repository for E-Books and Digital Stories) is a searchable collection of multi-lingual stories available online. As a result of exposure to ABRA and READS, the gap between high and low performing students diminished. Author(s): Lysenko, Larysa, Abrami, Philip C., Wade, C. Anne, Marsh, Jonathon P., WaGioko, Maina, Kiforo, Enos Language: English |
Self-regulated learning in Kenyan classrooms : a test of a process e-portfolio Article
Defined as “self-generated thoughts, feelings and actions that are planned and cyclically adapted to the attainment of personal goals,” self-regulated learning (SRL) addresses both meta-cognitive and motivational aspects of learning that unfold through the cyclical phases of forethought, performance, and self-reflection. The report provides details of the study design, activities and outcomes of the project. After learning with the e-portfolio, the students’ achievement and perceptions of their self-regulation skills improved when compared to peers who hardly used the electronic portfolio tool or did not use it at all. Author(s): Lysenko, Larysa, Kiforo, E., Wade, C. Anne, Abrami, Philip C., Iminza, Rose, Kiforo, Enos Language: English |
Emergent literacy in mathematics (ELM) : learning numeracy with interactive technology in Kenya grade-one classes Article
After having learned with Emerging Literacy in Mathematics software (ELM) for two terms, the participating students (N=283) considerably outperformed their peers (N=171) who were instructed traditionally, with the effect sizes of +0.37 on the overall skills measured by the standardized tests for mathematics. The impact of ELM’s activities was the greatest on students’ ability to take language and concepts of mathematics and apply appropriate operations to solve word problems. The ELM teachers reported having gained more confidence in mathematics, and comfort in teaching mathematics with computers. The Kenya government has mandated one digital device per child in elementary grades. Author(s): Lysenko, L., Abrami, P.C., Wade, A., Kiforo, E., Iminza, R. Language: English |
Use of ELM software to teach and learn mathematics in grade-one Kenyan classrooms : a brief report of the 2019 study Brief
The Kenyan government mandates one digital device per child in elementary grades, making it possible to test if the need for early numeracy intervention can be addressed by introducing Emerging Literacy in Mathematics (ELM) software in teaching and learning mathematics. This brief reports on the study conducted in 14 grade-one classes from 7 primary public schools in Mombasa area (2019). Designed as a strong test of ELM, it unfolded in authentic classroom conditions. Outcomes strongly suggest that the use of ELM significantly improved young students’ mathematical abilities over those of students from the control group. Author(s): Lysenko, Larysa, Abrami, P. C., Wade, A., Kiforo, E., Iminza, R. Language: English |
2019 Kirindon literacy study : using ABRACADABRA and READS Brief
Two grade-one English teachers and their students from two World Vision schools in Kirindon (a remote region of Narok County, Kenya) participated in this study; one teacher used ABRA-READS as part of her English Language instruction (40 students) and one control teacher (40 students) did not use the tools. Analysis of findings show that after exposure to the ABRA and READS instruction, the students improved their scores at a higher rate than their peers from the control class. ABRA/READS students showed significantly larger improvements in Vocabulary, Reading Comprehension, and Total Grade. The software helped learners become active learners and to reason faster. Author(s): Lysenko, Larysa, Abrami, Phil, Wade, Anne, Del Col, Nancy, Waichinga, Anne, Kedoki, Julius, WaGioko, Maina, Kiforo, Enos, Iminza, Rose Language: English |
Self-regulated learning and ePEARL : a brief report on the 2018 feasibility study Paper
Given the lack of locally designed pedagogical interventions that target the development of self-directed individuals, this educational research study was designed to explore the feasibility and impact of using an electronic learning process portfolio with Kenyan secondary students. Electronic Portfolio Encouraging Active and Reflective Learning (ePEARL) is a student-centred digital portfolio that supports the cyclical phases of self-regulation including forethought, performance and self-reflection. Findings suggest benefits of the programme, including exam scores analysis which reveal that gains were higher than in those classes where the use of ePEARL was scarce. Author(s): Lysenko, Larya, Wade, Anne, Abrami, Philip C., Venkatesh, Vivek, WaGioko, Maina, Kiforo, Enos, Getende, Anne Language: English |