Using a Phone-Based Learning Tool as an Instructional Resource for Initial Literacy Learning in Rural African Families
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| Title: | Using a Phone-Based Learning Tool as an Instructional Resource for Initial Literacy Learning in Rural African Families |
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| Language: | English |
| Authors: | Nshimbi, Jacob C. (ORCID |
| Source: | South African Journal of Childhood Education. 2020 10(1). |
| Availability: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 2 Primary Education |
| Descriptors: | Educational Technology, Technology Uses in Education, Telecommunications, Handheld Devices, Elementary School Students, Educational Games, Literacy Education, Adult Literacy, Rural Areas, Grade 2, Parents, Program Effectiveness, Skill Development, Family Literacy, Foreign Countries |
| Geographic Terms: | Zambia |
| ISSN: | 2223-7674 |
| Abstract: | Background: Despite increased enrolments at primary schools in Zambia, more than half of the children in Grades 1-4 are unable to meet the required minimum standards for literacy. Aim: The study set out to examine the effects of using a phone-based mobile literacy game (Graphogame) to improve literacy skills in children and adults in rural family settings. Setting: The study was conducted in the Katete District, a rural town in the eastern province of Zambia. Methods: Participants were 73 Grade 2 learners (52% boys, mean age 9 years and 48% girls, mean age 10 years) and 37 parents (mean age 36 years). Three literacy tests, measuring letter-sound identification, phonological awareness, spelling competence and word recognition, were administered to both the children and parents. Parents also reported on their level of education, familiarity with smart phone use, availability of home reading materials and home literacy activities. Results: The findings showed that children who were exposed to the Graphogame performed better than the control group on all literacy measures. Furthermore, parent's performance on the tests improved after the intervention. Conclusion: The findings suggest that technology can improve literacy skills in both children and adults in rural areas of Zambia. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1251185 |
| Database: | ERIC |
| Abstract: | Background: Despite increased enrolments at primary schools in Zambia, more than half of the children in Grades 1-4 are unable to meet the required minimum standards for literacy. Aim: The study set out to examine the effects of using a phone-based mobile literacy game (Graphogame) to improve literacy skills in children and adults in rural family settings. Setting: The study was conducted in the Katete District, a rural town in the eastern province of Zambia. Methods: Participants were 73 Grade 2 learners (52% boys, mean age 9 years and 48% girls, mean age 10 years) and 37 parents (mean age 36 years). Three literacy tests, measuring letter-sound identification, phonological awareness, spelling competence and word recognition, were administered to both the children and parents. Parents also reported on their level of education, familiarity with smart phone use, availability of home reading materials and home literacy activities. Results: The findings showed that children who were exposed to the Graphogame performed better than the control group on all literacy measures. Furthermore, parent's performance on the tests improved after the intervention. Conclusion: The findings suggest that technology can improve literacy skills in both children and adults in rural areas of Zambia. |
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| ISSN: | 2223-7674 |
