For the Nth Time, Does Educational Technology Really Make a Difference?—A Large-Scale Investigation of the Effects of Educational TV on Academic Achievement

Lapinid, Minie Rose C; Gustilo, Leah; Magno, Carlo; Barrot, Jessie S.; Gabinete, Mari Karen L.; Anito, Jovito C.

doi:10.1166/asl.2017.7520

Cited by 2 publications

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“…Investigation into the implications of educational television exposure outside of controlled settings in low‐income countries has been sparse. Since 2000, there have only been three published studies concerning the relationship between normal exposure and child educational outcomes in such nations (Lapinid et al ., 2017; Lee, 2009; Rimal, Figueroa, & Storey, 2013). Amongst these studies, only the research by Lapinid et al concerns school‐age children (Grade 3–6 in the Philippines) 3 .…”

Section: Literature Reviewmentioning

confidence: 99%

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The relationship between educational television and mathematics capability in Tanzania

Watson¹,

Hennessy²,

Vignoles³

2020

Brit J Educational Tech

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Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low‐income countries when delivered in controlled settings. However, existing research in low‐resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania‐produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children’s test responses. Cross‐sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross‐sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television‐based interventions to be highly cost effective. What is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology. Educational television‐based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits. There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low‐income context that concerned the association between learning outcomes and viewing among primary‐age children has been identified. What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children. Cross‐sectional findings suggest the association between normal television exposure and mathematics capability to be significant. Further, a cost‐effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost‐effective. Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low‐income contexts now possess more convincing evidence on the potential influence of educational television interventions. Addi...

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Section: Literature Reviewmentioning

confidence: 99%

“…3 3 In the Philippines, children in Grade 3 are typically 8 to 9 years old and children in Grade 6 are typically 11 to 12 years. The article by Lapinid and colleagues (2017) does not, however, report the ages.…”

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confidence: 99%

The relationship between educational television and mathematics capability in Tanzania

Watson¹,

Hennessy²,

Vignoles³

2020

Brit J Educational Tech

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Interactive Educational TV and Special Education

Politis

Nikiforos

Charidimou

et al. 2024

Advances in Information Quality and Management

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Taking as starting point the contemporary educational disruptions due to pandemic outbreaks and similar social or natural disasters, this lemma is focusing on one of the most energetic protagonists of the emerging agenda for providing undisrupted learning via remote instruction. Interactive Educational TV takes also advantage of favorable technological advances that vastly increase network infrastructures globally and deploys learning tools originating from establishments offering immense learning resources to their users, like special education. The latter, being connected with medical treatment as well, provides insight on how affectionate teaching and learning methods should be deployed. Even further, the bonds established by governmental institutions, enterprises, and schools for the provision of such services are promulgated as the effective center for the delivery of educative multimedia.

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For the Nth Time, Does Educational Technology Really Make a Difference?—A Large-Scale Investigation of the Effects of Educational TV on Academic Achievement

Cited by 2 publications

References 0 publications

The relationship between educational television and mathematics capability in Tanzania

The relationship between educational television and mathematics capability in Tanzania

Interactive Educational TV and Special Education

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