By: Aminata Sesay
The Ministry of Basic and Senior Secondary Education (MBSSE), in collaboration with Voluntary Service Overseas (VSO), has unveiled the findings of a ground-breaking study on the effectiveness of technology in enhancing foundational learning. The study, conducted in Pujehun district from October 2023 to July 2024, evaluated the impact of various EdTech approaches on improving literacy and numeracy skills among early-grade students.
As part of the Building Foundational Learning Through Technology (BFLTT) project, the study tested three intervention models: one-tablet-per-learner, tablet-sharing, and a whole-class projector. The results showed that all three approaches led to significant improvements in students’ literacy and numeracy skills compared to schools that did not receive the intervention.
The study revealed that students with initially lower literacy skills experienced the greatest improvement with the one-tablet-per-learner model, while higher-performing students benefited more from the projector-based learning. Overall, students in the intervention schools outperformed their peers in non-intervention schools, with Early Grade Reading Assessment (EGRA) scores improving by 39-42% and Early Grade Mathematics Assessment (EGMA) scores increasing by 29-33%.
Additionally, the research evaluated the cost-effectiveness of each model, finding that the projector-based approach provided the highest learning gains per dollar spent. The study also noted that the intervention helped close the gender gap in learning, with girls in intervention schools performing as well as boys—contrasting with control schools, where boys outperformed girls in numeracy.
Despite its success, the study encountered several implementation challenges, including fluctuating student attendance, logistical issues, and technical difficulties with projectors. The researchers recommended further studies to refine these approaches, particularly exploring mixed-method interventions that combine projectors with targeted tablet use for struggling learners.
The findings suggest that EdTech has the potential to be a powerful tool in addressing foundational learning gaps in resource-limited settings. However, scaling up these interventions will require continued teacher training, improved classroom management strategies, and stronger support for using local languages in instruction.
