2016
DOI: 10.3389/fpsyg.2016.00839
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Should Touch Screen Tablets Be Used to Improve Educational Outcomes in Primary School Children in Developing Countries?

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Cited by 26 publications
(27 citation statements)
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“…The lack of a significant Group by Gender interaction was most likely due to low statistical power in the sample, due to the high attrition rate between baseline (Experiment 1) and endline (Experiment 2) assessments. However, planned comparisons confirmed our predictions that a gender difference would emerge within the control group (significant on a one-tailed test in the predicted direction), whereas girls and boys would learn equally well in the intervention group receiving instruction through interactive apps (Pitchford, 2015). Accordingly, the between-group effect size Results from the pupil-level RCT conducted in Experiment 3 provide proof of concept for the effectiveness of a new interactive app designed to support the acquisition of early-grade reading skills in Malawi.…”
Section: Discussionsupporting
confidence: 72%
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“…The lack of a significant Group by Gender interaction was most likely due to low statistical power in the sample, due to the high attrition rate between baseline (Experiment 1) and endline (Experiment 2) assessments. However, planned comparisons confirmed our predictions that a gender difference would emerge within the control group (significant on a one-tailed test in the predicted direction), whereas girls and boys would learn equally well in the intervention group receiving instruction through interactive apps (Pitchford, 2015). Accordingly, the between-group effect size Results from the pupil-level RCT conducted in Experiment 3 provide proof of concept for the effectiveness of a new interactive app designed to support the acquisition of early-grade reading skills in Malawi.…”
Section: Discussionsupporting
confidence: 72%
“…Children from across the first three grades of primary school achieved significantly higher gains in reading when given instruction with the interactive reading app compared to standard, classbased, teacher-led practice only. As with early-grade mathematics (Pitchford, 2015;Experiment 2), this demonstrates that digital technology interventions that utilize high-quality, curriculum-based, interactive apps can effectively raise attainment in early-grade reading significantly more than standard practice. In the current study, this might reflect the extra time children spent learning to read with the app compared to standard pedagogical practice.…”
Section: Discussionmentioning
confidence: 88%
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“…This coincides with when children typically start school in the UK and formal schooling enhances working memory (Kosmidis et al, 2011). However, in Malawi, formal schooling and quality education is limited, due to high student-teacher ratios, a shortage of qualified teachers, short school days, and limited teaching resources (Hubber et al, 2016). Consequently, Malawi education relies on rehearsal, rather than deeper forms of learning involving simultaneous storage and processing, which typify UK classroom activities.…”
Section: Discussionmentioning
confidence: 99%