@phdthesis{watson_relationship_2020, address = {Cambridge, UK}, type = {{PhD} in {Education}}, title = {The relationship between educational television and mathematics capability in {Tanzania}}, copyright = {Attribution 4.0 International}, url = {https://www.repository.cam.ac.uk/handle/1810/307624}, abstract = {Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low per-viewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content. Quantitative investigation into the association between educational television exposure and mathematics capability used nationally representative data, collected by Uwezo Tanzania. A household fixed-effects model showed that exposure to educational television was significantly associated with mathematics capability among children aged 7-16, when controlling for age, sex, school enrolment and Kiswahili attainment. Findings from this model were used in cost-effectiveness calculations, alongside cost data and an estimate of the number of Ubongo Kids viewers. Results compared favourably against those for other interventions, with calculations regarding Ubongo Kids’ ongoing activities suggesting it to have been more cost effective than any other intervention previously investigated using the same cost-effectiveness approach. These findings indicate that in low-income contexts: educational television programmes can aid learning; and, that directing a greater proportion of available educational resources towards educational television interventions may benefit educational outcomes.}, language = {en}, urldate = {2020-08-13}, school = {University of Cambridge}, author = {Watson, Joseph}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.54714 10/ghgngw 2405685:5MXCYRXI 2405685:C74MQIKM}, keywords = {\_\_\_working\_potential\_duplicate}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 2. {Methodology} for the {Interviews} and {Structured} {Community} {Review}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/75QW3PXV}, abstract = {This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843385}, doi = {10.5281/zenodo.4290640}, note = {ConceptDOI: 10.5281/zenodo.3843384 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843385 10.5281/zenodo.4290640 2129771:75QW3PXV 2405685:L94YJ5L9}, keywords = {Author:Haßler, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:aa2}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 02. {Research} {Design}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/RJW8K8UD}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843344}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843344 2129771:RJW8K8UD 2405685:668NNBDZ}, keywords = {Author:Haßler, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:a2}, } @techreport{hasler_technical_2020, address = {Bonn, Germany}, title = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa} {A} {Systematic} {Review} of the {Research} {Landscape}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, language = {German}, urldate = {2018-12-08}, institution = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, note = {EdTechHub.Source: 2129771:ZEDIHF57 doi:10.5281/zenodo.3572897 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3572897 2129771:6T8PJSXH 2129771:ZEDIHF57 2249382:MJH3TPY8 2317526:3VEFAZHH 2317526:D2LPMDJM 2317526:K5A3S7E5 2317526:XAXNF68P 2339240:RBJPBT76 2339240:UPENDI6T 2405685:FR3BLS9E 2405685:VK4LFJNF}, keywords = {Reviewed, \_not\_EdTechHub, \_yl:a, \_zenodoOTHER, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{watson_relationship_2020, title = {The relationship between educational television and mathematics capability in {Tanzania}}, volume = {52}, issn = {1467-8535}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.13047}, doi = {10.1111/bjet.13047}, abstract = {Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content.}, language = {en}, number = {2}, journal = {British Journal of Educational Technology}, author = {Watson, Joseph and Hennessy, Sara and Vignoles, Anna}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 10.17863/cam.54714 2339240:6LGJJU8F 2339240:MVL3KA6H 2339240:U3SHRB68 2339240:XZDCXAZ7 2405685:8WKWEBZZ 2405685:A5XKUF3W 2405685:CHDUKI36 2405685:VJ8U5IDE 2405685:YENK6ASB}, keywords = {Tanzania, \_\_\_working\_potential\_duplicate, cost effectiveness, educational television, mathematics, ⛔ No DOI found}, }