Despite greater expense and improved access to reading materials, pupil e-readers produced smaller oral reading fluency gains than either tablet intervention¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? English oral reading fluency gains were 9.9 correct words per minute for the TAC tutor tablet group, 8.6 for the teacher tablet group, and 6.1 for the pupil e-reader group. → Piper 2015
Evidence¶
Piper 2015¶
Piper, B., Jepkemei, E., Kwayumba, D., & Kibukho, K. (2015). Kenya's ICT Policy in Practice: The Effectiveness of Tablets and E-readers in Improving Student Outcomes. FIRE: Forum for International Research in Education, 2(1). http://preserve.lehigh.edu/fire/vol2/iss1/2
q3 · i? · causal · r2
Descriptive gain comparison across the three treatment groups in the Kisumu County trial, reported in the Results section. The article notes that despite more reading materials provided to pupils and greater expense, "the gains in the e-reader treatment group were not larger than those in the other two groups"; these are descriptive gains with no printed effect size or test statistic.
"gains in English oral reading fluency scores were 9.9 correct words per minute, 8.6 correct words per minute, and 6.1 correct words per minute for the TAC tutor tablet, teacher tablet, and pupil e-reader groups, respectively"
Discussion¶
Learner Variables¶
- Reading Fluency — outcome: instruction changes it
Related Claims¶
- The TAC tutor tablet intervention was by far the most cost-effective of the three PRIMR ICT interventions — related
- All three PRIMR ICT interventions (TAC tutor tablets, teacher tablets, and pupil e-readers) produced statistically significant literacy gains over the control group in grade 2 — related
- The impacts of the three PRIMR ICT interventions were not statistically significantly different from one another — related
- Frequency of TAC tutors' classroom visits was positively associated with learning outcomes, though the relationship is noncausal — related
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