The impacts of the three PRIMR ICT interventions were not statistically significantly different from one another¶
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? Pupil outcomes were similar across the TAC tutor tablet, teacher tablet, and pupil e-reader groups, so the study could not determine which ICT intervention was better. → 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
Between-treatment comparison from the Kisumu County randomized controlled trial reported in the Results section. The article states the "similarity in pupil outcomes across the three treatment groups" prevented determining a best intervention; no effect size or test statistic for the between-treatment contrasts is printed in this paper.
"definitive answers about which ICT intervention was better for Kenya was impossible to determine from this experimental study given the similarity in pupil outcomes across the three treatment groups"
Discussion¶
Related Claims¶
- ICT investments did not improve learning outcomes significantly more than the basic non-ICT PRIMR education program — 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 TAC tutor tablet intervention was by far the most cost-effective of the three PRIMR ICT interventions — related
- Despite greater expense and improved access to reading materials, pupil e-readers produced smaller oral reading fluency gains than either tablet intervention — related
- Frequency of TAC tutors' classroom visits was positively associated with learning outcomes, though the relationship is noncausal — related
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