The TAC tutor tablet intervention was by far the most cost-effective of the three PRIMR ICT interventions¶
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? Per US$100 invested, the TAC tutor treatment yielded 7.8 additional pupils reaching English emergent fluency and 7.4 in Kiswahili, versus 4.3 and 4.2 for teacher tablets and fewer than one for e-readers. → 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
Cost-effectiveness analysis dividing each treatment group's PRIMR effect by per-pupil, per-subject unit cost of the ICT tools. The article reports the teacher tablet figures of 4.3 and 4.2 pupils per US$100 and fewer than one additional student for e-readers, concluding "the TAC tutor tablet was by far the most cost-effective".
"This analysis revealed that an investment of US$100 translated into an additional 7.8 pupils reaching the emergent fluency level in English (30 correct words per minute) and 7.4 pupils in Kiswahili (17 correct words per minute), under the TAC tutor treatment"
Discussion¶
Related Claims¶
- Despite greater expense and improved access to reading materials, pupil e-readers produced smaller oral reading fluency gains than either tablet intervention — related
- The impacts of the three PRIMR ICT interventions were not statistically significantly different from one another — 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
- Frequency of TAC tutors' classroom visits was positively associated with learning outcomes, though the relationship is noncausal — related
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