Frequency of TAC tutors' classroom visits was positively associated with learning outcomes, though the relationship is noncausal¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The more classroom visits TAC tutors undertook during Term 1, the higher the pupils' learning outcomes. → 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? · associational · r1

Comparative analysis of performance against the frequency of school visits made by TAC tutors during Term 1, reported in the Results section. The article explicitly labels this a "noncausal relationship"; no coefficient or effect size is printed. The authors suggest it may reflect tutors' supervision and support effort.

"revealed a noncausal relationship between visits and learning outcomes such that the more classroom visits the TAC tutors undertook, the higher the learning outcomes"

Discussion¶

Related Claims¶

• 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
• 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