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Personalised EdTech for English Literacy: Evidence from South African primary schools

Author

Listed:
  • Megan Borole

    (Firdale Consulting)

  • Maxine Schaefer

    (Click Learning)

  • Heleen Hofmeyr

    (Department of Economics, Stellenbosch University)

  • Bruce McDougall

    (Firdale Consulting)

Abstract

This study investigates the relationship between learner engagement with a personalised adaptive learning (PAL) EdTech platform and English literacy outcomes in South African primary schools. Drawing on data from over 20,000 learners across 226 poorly resourced public schools, we examine whether cumulative time spent on the curriculum-aligned PAL programme (delivered during regular classroom hours) is associated with improved literacy performance. Using cross-sectional regression models, we find a positive and statistically significant association between platform usage and English literacy scores. The association holds across grades, with only modest variation by gender and no evidence of differential effects by language of instruction or school quality. Our findings suggest that PAL technologies can support foundational literacy even in low-resource, multilingual classrooms, and may offer a scalable complement to traditional instruction in contexts facing teacher shortages and large class sizes.

Suggested Citation

  • Megan Borole & Maxine Schaefer & Heleen Hofmeyr & Bruce McDougall, 2025. "Personalised EdTech for English Literacy: Evidence from South African primary schools," Working Papers 04/2025, Stellenbosch University, Department of Economics.
    • Handle: RePEc:sza:wpaper:wpapers389
    as

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    References listed on IDEAS

    as
    1. Karthik Muralidharan & Abhijeet Singh & Alejandro J. Ganimian, 2019. "Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India," American Economic Review, American Economic Association, vol. 109(4), pages 1426-1460, April.
    2. Cilliers, Jacobus & Fleisch, Brahm & Kotze, Janeli & Mohohlwane, Mpumi & Taylor, Stephen, 2022. "The Challenge of Sustaining Effective Teaching: Spillovers, Fade-out, and the Cost-effectiveness of Teacher Development Programs," Economics of Education Review, Elsevier, vol. 87(C).
    3. Ardington, Cally & Wills, Gabrielle & Kotze, Janeli, 2021. "COVID-19 learning losses: Early grade reading in South Africa," International Journal of Educational Development, Elsevier, vol. 86(C).
    4. Yamauchi, Futoshi, 2011. "School quality, clustering and government subsidy in post-apartheid South Africa," Economics of Education Review, Elsevier, vol. 30(1), pages 146-156, February.
    Full references (including those not matched with items on IDEAS)

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    Keywords

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    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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