TY - JOUR TI - Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes AU - Kibukho, K. AU - Kwayumba, Dunston AU - Jepkemei, Evelyn AU - Piper, Benjamin AB - Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. DA - 2014/12/31/ PY - 2014 DP - www.rti.org LA - en ST - Kenya’s ICT policy in practice UR - https://www.rti.org/publication/kenya%E2%80%99s-ict-policy-practice-effectiveness-tablets-and-e-readers-improving-student Y2 - 2020/08/31/14:13:04 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Pro-Poor PRIMR: Improving Early Literacy Skills for Children from Low-Income Families in Kenya AU - Piper, Benjamin AU - Jepkemei, Evelyn AU - Kibukho, Kennedy T2 - Africa Education Review AB - Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many poor children. The Primary Math and Reading (PRIMR) Initiative was designed to support the learning gains of Class 1 and 2 pupils in seven counties across Kenya. PRIMR uses a randomised controlled trial design to establish the effect of its intervention and employs basic literacy measures to estimate causal effects. This study shows that PRIMR has been effective for children from low-income families and that early literacy interventions can mitigate socio-economic effects. The findings suggest that efforts to improve literacy outcomes for the poor should begin early in primary school. Strategies for ensuring that instruction is equitable across socio-economic status are advocated. DA - 2015/// PY - 2015 DO - 10.1080/18146627.2015.1036566 DP - ERIC VL - 12 IS - 1 SP - 67 EP - 87 LA - en SN - 1814-6627 ST - Pro-Poor PRIMR Y2 - 2021/09/06/12:32:19 KW - Achievement Gains KW - Causal Models KW - Control Groups KW - Early Intervention KW - Early Reading KW - Educational Improvement KW - Effect Size KW - Emergent Literacy KW - Experimental Groups KW - Foreign Countries KW - Grade 1 KW - Grade 2 KW - Low Income Students KW - Oral Reading KW - Poverty KW - Randomized Controlled Trials KW - Reading Comprehension KW - Reading Fluency KW - Reading Tests KW - Regression (Statistics) KW - School Effectiveness KW - Skill Development KW - Socioeconomic Status ER - TY - JOUR TI - Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes AU - Piper, Benjamin AU - Jepkemei, Evelyn AU - Kwayumba, Dunston AU - Kibukho, Kennedy T2 - FIRE: Forum for International Research in Education AB - Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money. DA - 2015/// PY - 2015 DO - 10.18275/fire201502011025 DP - ERIC VL - 2 IS - 1/2 SP - 3 EP - 18 J2 - FIRE LA - en SN - 2326-3873 ST - Kenya’s ICT policy in practice UR - https://preserve.lehigh.edu/fire/vol2/iss1/2/ KW - African Languages KW - Control Groups KW - Cost Effectiveness KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Policy KW - Educational Practices KW - Elementary Secondary Education KW - English (Second Language) KW - Experimental Groups KW - Foreign Countries KW - Handheld Devices KW - Intervention KW - Kenya KW - Literacy KW - Outcomes of Education KW - Program Effectiveness KW - Randomized Controlled Trials KW - Reading Achievement KW - Student Improvement KW - Technology Uses in Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096974 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides AU - Piper, Benjamin AU - Simmons Zuilkowski, Stephanie AU - Dubeck, Margaret AU - Jepkemei, Evelyn AU - King, Simon J. T2 - World Development AB - Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or technology are required for program impact. The Kenya Primary Math and Reading Initiative was a randomized controlled trial that compared three treatment groups with specific ingredients and a control group. Using literacy and numeracy outcome measures for grades 1 and 2, we evaluated the benefits of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support. We found that two of the three combinations of ingredients had statistically significant positive impacts on learning outcomes. The results showed that the third combination—PD, teacher instructional support and coaching, 1:1 student books, and structured teacher lesson plans—was most effective. A cost-effectiveness analysis on the ingredients showed that the option of PD and instructional support, 1:1 revised books, and teachers’ guides was the most expensive, but that the additional impact on learning made this the most cost-effective intervention. This study rigorously analyzes which ingredients for literacy and numeracy improvement would be most effective for overall impact, and suggests to policy makers that careful decisions regarding program ingredients will lead to more effectively designed and implemented interventions to improve learning in developing countries. DA - 2018/06/01/ PY - 2018 DO - 10.1016/j.worlddev.2018.01.018 DP - ScienceDirect VL - 106 SP - 324 EP - 336 J2 - World Development LA - en SN - 0305-750X ST - Identifying the essential ingredients to literacy and numeracy improvement UR - https://linkinghub.elsevier.com/retrieve/pii/S0305750X18300287 Y2 - 2019/10/03/00:32:16 KW - Africa KW - C:Kenya KW - Literacy KW - Numeracy KW - Program Evaluation KW - Program evaluation KW - Quantitative KW - Randomized controlled trial KW - Reading KW - Teacher Professional Development KW - ___working_potential_duplicate KW - numeracy KW - randomized control trial ER - TY - JOUR TI - Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides AU - Piper, Benjamin AU - Zuilkowski, Stephanie AU - Dubeck, Margaret AU - Jepkemei, Evelyn AU - King, Simon J. T2 - World Development DA - 2018/// PY - 2018 DO - 10.1016/j.worlddev.2018.01.018 DP - Google Scholar VL - 106 SP - 324 EP - 336 ST - Identifying the essential ingredients to literacy and numeracy improvement UR - https://www.sciencedirect.com/science/article/pii/S0305750X18300287?via%3Dihub KW - Africa KW - Literacy KW - Numeracy KW - Program evaluation KW - Randomized controlled trial KW - Reading KW - ___working_potential_duplicate ER - TY - JOUR TI - Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides AU - Piper, Benjamin AU - Zuilkowski, Stephanie AU - Dubeck, Margaret AU - Jepkemei, Evelyn AU - King, Simon J. T2 - World Development DA - 2018/// PY - 2018 DO - 10.1016/j.worlddev.2018.01.018 DP - Google Scholar VL - 106 SP - 324 EP - 336 ST - Identifying the essential ingredients to literacy and numeracy improvement UR - https://www.sciencedirect.com/science/article/pii/S0305750X18300287?via%3Dihub KW - Africa KW - Literacy KW - Numeracy KW - Program evaluation KW - Randomized controlled trial KW - Reading KW - ___working_potential_duplicate ER -