Effects of an e-reader intervention on literacy, numeracy and non-verbal reasoning among adolescent girls in Zambia: evidence from a randomised controlled trial

被引：1

作者：

Mensch, Barbara S. ^{[1
]}

Haberland, Nicole ^{[1
]}

Soler-Hampejsek, Erica

Digitale, Jean ^{[2
]}

Jackson-Hachonda, Natalie ^{[3
]}

Chelwa, Nachela ^{[3
]}

Nyirenda, Pamela ^{[3
]}

Chuang, Erica ^{[1
]}

Polen, Lisa ^{[1
]}

Psaki, Stephanie R. ^{[1
]}

Kayeyi, Nkomba ^{[3
]}

Mbizvo, Michael T. ^{[3
]}

机构：

[1] Populat Council, Poverty Gender & Youth, New York, NY USA

[2] Univ Calif San Francisco, Dept Epidemiol & Biostat, San Francisco, CA USA

[3] Populat Council, Lusaka, Zambia

来源：

JOURNAL OF DEVELOPMENT EFFECTIVENESS | 2021年 / 13卷 / 03期

关键词：

Literacy; e-readers; girls' groups; RCT; Zambia; sub-Saharan Africa; DEVELOPING-COUNTRIES; MATHEMATICS; EDUCATION; SKILLS; QUANTITY; LANGUAGE; QUALITY; HEALTH; MALAWI; KENYA;

D O I：

10.1080/19439342.2021.1953566

中图分类号：

F0 [经济学]; F1 [世界各国经济概况、经济史、经济地理]; C [社会科学总论];

学科分类号：

0201 ; 020105 ; 03 ; 0303 ;

摘要：

This paper presents results from a three-arm randomized controlled trial in Zambia with a sample of nearly 1200 adolescent girls enrolled in Grade 7. Selected primary schools (N=36) were randomly assigned within each of three districts to one of three arms: 1) e-readers, which girls could take home, provided within a safe space group platform plus community engagement activities; 2) safe space groups plus community engagement activities; and 3) control. The intent-to-treat estimates indicate that girls in the e-reader arm scored significantly better on two basic literacy assessments as well as non-verbal reasoning compared with girls in the control arm.

引用

页码：247 / 275

页数：29