Effects of an e-reader intervention on literacy, numeracy and non-verbal reasoning among adolescent girls in Zambia: evidence from a randomised controlled trial. Issue 3 (3rd July 2021)

• Record Type: Journal Article
• Authors: Mensch, Barbara S.; Haberland, Nicole; Soler-Hampejsek, Erica; Digitale, Jean; Jackson-Hachonda, Natalie; Chelwa, Nachela; Nyirenda, Pamela; Chuang, Erica; Polen, Lisa; Psaki, Stephanie R.; Kayeyi, Nkomba; Mbizvo, Michael T.
• Is Part Of: Journal of development effectiveness. Volume 13:Issue 3(2021)
• Page Start: 247
• Page End: 275
• Publication Date: 2021-07-03
• Subjects: Literacy -- e-readers -- girls' groups -- RCT -- Zambia -- sub-Saharan Africa; Economic development -- Periodicals; Developing countries -- Economic conditions -- Periodicals; Economic development; Economic history; Developing countries; Periodicals; 338.91724
• DOI: 10.1080/19439342.2021.1953566
• Languages: English
• ISSNs: 1943-9342

Abstract

ABSTRACT: 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.