Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia

Abstract

We present experimental evidence on the impact of a multi-faceted program that integrates technology-aided instruction, teacher training and coaching, community ownership, and free primary education. Our setting is three districts in rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. The results show that the program increased reading scores by 0.40 standard deviations or 3.5 percentage points, math scores by 0.21 standard deviations or 4.7 percentage points, Zambian achievement test scores by 0.15 standard deviations or 3.0 percentage points, and oral vocabulary scores by 0.25 standard deviations or 5.9 percentage points for all children eligible to enroll in first grade. Treatment Effects on the Treated showed substantially larger impacts on learning outcomes of students who regularly attended the schools in Grade 1. Our results indicate that multi-faceted technology-aided instruction programs can improve learning outcomes even in the poorest areas of rural sub-Saharan Africa.

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