ICT investments did not improve learning outcomes significantly more than the basic non-ICT PRIMR education program¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Adding ICT to the PRIMR instructional program did not yield significantly larger learning gains than the basic program without ICT. → 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

q2 · i? · causal · r2

Comparison of the ICT treatment groups against the base PRIMR program discussed in the Discussion section. The article warns that a standalone study of only one ICT intervention could have led policy makers to invest in ICT programming not more effective than focused learning interventions; no effect size is printed.

"the embedded PRIMR ICT study showed that ICT investments did not improve learning outcomes significantly more than the basic education program"

Discussion¶

Related Claims¶

• 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