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Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya

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  • Piper, Benjamin
  • Zuilkowski, Stephanie Simmons
  • Kwayumba, Dunston
  • Strigel, Carmen

Abstract

Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.

Suggested Citation

  • Piper, Benjamin & Zuilkowski, Stephanie Simmons & Kwayumba, Dunston & Strigel, Carmen, 2016. "Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya," International Journal of Educational Development, Elsevier, vol. 49(C), pages 204-214.
    • Handle: RePEc:eee:injoed:v:49:y:2016:i:c:p:204-214
    DOI: 10.1016/j.ijedudev.2016.03.006
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    References listed on IDEAS

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    Cited by:

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    2. Wolf, Sharon & Turner, Elizabeth L. & Jukes, Matthew C.H. & Dubeck, Margaret M., 2018. "Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the HALI intervention," International Journal of Educational Development, Elsevier, vol. 62(C), pages 27-34.
    3. Emily Beam & Priya Mukherjee & Laia Navarro-Sola, 2022. "Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning," Working Papers 2022-030, Human Capital and Economic Opportunity Working Group.
    4. Piper, Benjamin & Simmons Zuilkowski, Stephanie & Dubeck, Margaret & Jepkemei, Evelyn & King, Simon J., 2018. "Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides," World Development, Elsevier, vol. 106(C), pages 324-336.
    5. Angrist, Noam & de Barros, Andreas & Bhula, Radhika & Chakera, Shiraz & Cummiskey, Chris & DeStefano, Joseph & Floretta, John & Kaffenberger, Michelle & Piper, Benjamin & Stern, Jonathan, 2021. "Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery," International Journal of Educational Development, Elsevier, vol. 84(C).
    6. Conner Mullally & Sarah Janzen & Nicholas Magnan & Shruti Sharma & Bhola Shrestha, 2022. "Can Mobile Technology Improve Female Entrepreneurship? Evidence from Nepal," Papers 2206.03919, arXiv.org, revised Dec 2022.
    7. Cameron,Emma Ward Richardson & Delius,Antonia Johanna Sophie & Devercelli,Amanda Epstein & Pape,Utz Johann & Siewers,Samuel, 2022. "The Consequences of the COVID-19 Pandemic for Children in Kenya," Policy Research Working Paper Series 10003, The World Bank.
    8. Śliwa, Sławomir & Saienko, Volodymyr & Kowalski, Mirosław, 2021. "Educating students during a pandemic in the light of research," International Journal of Educational Development, Elsevier, vol. 87(C).
    9. Piper, Benjamin & Zuilkowski, Stephanie Simmons & Kwayumba, Dunston & Oyanga, Arbogast, 2018. "Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics," International Journal of Educational Development, Elsevier, vol. 59(C), pages 110-127.

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