Item history (LFriese, Mon Jun 05 2023 14:50:08 GMT+0100 (BST))

TY - RPRT
TI - Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana
AU - Afoakwah, Edmund
AU - Carballo, Francisco
AU - Caro, Alex
AU - D’Cunha, Samantha
AU - Dobrowolski, Stephanie
AU - Fallon, Alexandra
AB - This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions.

An output of the EdTech Hub, https://edtechhub.org
CN - 0051
DA - 2021/10/20/
PY - 2021
LA - en
M3 - Working Paper
PB - EdTech Hub
ST - Dialling up Learning
UR - https://docs.edtechhub.org/lib/P22BR78B
L2 - https://docs.edtechhub.org/lib/P22BR78B
L2 - https://docs.edtechhub.org/lib/P22BR78B
L2 - https://docs.edtechhub.org/lib/P22BR78B
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L4 - https://docs.edtechhub.org/lib/P22BR78B
L4 - https://docs.google.com/document/d/19qkTsTtnFl_IDWwqY0vPwOFwESEnnnlYP8lQUHqW7uQ/edit
L4 - https://doi.org/10.5281/zenodo.5555076
L4 - https://sandbox.zenodo.org/deposit/5555076
L4 - https://sandbox.zenodo.org/record/5555076
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ER -

TY - RPRT
TI - Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana
AU - Afoakwah, Edmund
AU - Carballo, Francisco
AU - Caro, Alex
AU - D’Cunha, Samantha
AU - Dobrowolski, Stephanie
AU - Fallon, Alexandra
AB - This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions.

An output of the EdTech Hub, https://edtechhub.org
CN - 0051
DA - 2021/10/20/
PY - 2021
LA - en
M3 - Working Paper
PB - EdTech Hub
ST - Dialling up Learning
UR - https://docs.edtechhub.org/lib/P22BR78B
KW - _r:AddedByZotZen
ER -

group: 2405685

itemKey: P22BR78B

itemKeyOld: CJ35EP8W

item.extra: DOI: 10.53832/edtechhub.0051 10.5281/zenodo.5555076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5555076 10.53832/edtechhub.0051 2339240:7EJ6NEY6 2339240:T92LLPYZ 2339240:YKA7P6GC 2405685:ELJ87ZBC 2405685:MXVNKUM2 2405685:P22BR78B 2405685:UU5ZKKBE 2405685:X2ZWDMSU 2534379:NKAFRXZM

itemOLD.extra:

Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana

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Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana

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