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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
Language: English
Authors: Nshimbi, Jacob C. (ORCID 0000-0003-1646-4144), Serpell, Robert (ORCID 0000-0001-6902-1780), Westerholm, Jari (ORCID 0000-0001-9915-2351)
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
FullText Text:
  Availability: 0
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  Data: Using a Phone-Based Learning Tool as an Instructional Resource for Initial Literacy Learning in Rural African Families
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  Data: <searchLink fieldCode="AR" term="%22Nshimbi%2C+Jacob+C%2E%22">Nshimbi, Jacob C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1646-4144">0000-0003-1646-4144</externalLink>)<br /><searchLink fieldCode="AR" term="%22Serpell%2C+Robert%22">Serpell, Robert</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6902-1780">0000-0001-6902-1780</externalLink>)<br /><searchLink fieldCode="AR" term="%22Westerholm%2C+Jari%22">Westerholm, Jari</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9915-2351">0000-0001-9915-2351</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Childhood+Education%22"><i>South African Journal of Childhood Education</i></searchLink>. 2020 10(1).
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Zambia%22">Zambia</searchLink>
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  Label: Abstract
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  Data: 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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  Data: 2020
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  Data: EJ1251185
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Telecommunications
        Type: general
      – SubjectFull: Handheld Devices
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Educational Games
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Adult Literacy
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      – SubjectFull: Rural Areas
        Type: general
      – SubjectFull: Grade 2
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      – SubjectFull: Parents
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Skill Development
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      – SubjectFull: Family Literacy
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Zambia
        Type: general
    Titles:
      – TitleFull: Using a Phone-Based Learning Tool as an Instructional Resource for Initial Literacy Learning in Rural African Families
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