Using a phone-based learning tool as an instructional resource for initial literacy learning in rural African families

Jacob C Nshimbi,Robert Serpell,Jari Westerholm

doi:10.4102/sajce.v10i1.620

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.

Highlights

The Africa Progress Panel (2012) report points out that despite the 90% primary-schooling system in Zambia, half of the children in lower grades (1–4) are unable to meet basic literacy standards
Univariate tests showed that children who were exposed to the Graphogame performed better on all the measures than their classmates who did not receive any exposure to the literacy game
Such technology can be used in children’s home settings. This is of particular interest and importance because despite the best efforts by stakeholders to ensure that all children in Zambia acquire basic skills in literacy and stand a chance at completing basic education (NLF 2013; World Vision International 2012), many children, especially in rural areas, are still unable to acquire basic literacy skills required for success in school (Africa Progress Panel 2012; Brombacher et al 2015)

Summary

Introduction

The Africa Progress Panel (2012) report points out that despite the 90% primary-schooling system in Zambia, half of the children in lower grades (1–4) are unable to meet basic literacy standards. According to Brombacher et al (2015), results of the Grade 2 National Assessment Survey of Learning Achievement show that the situation has not improved much (Sampa 2016) This is far from the ‘aspirations of being educated for life or completing basic education’ (World Vision International 2012). The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has called for methodologically sound research efforts on mother tongue-based early education practices (Ball 2011) Without such efforts it will be difficult to attain the ‘target of increasing the percentage of children who can read by age of 11 years’ (World Vision International 2012). This study led to the development of a computer-based instructional phonics game (Graphogame) to aid all children and those with dyslexia The effectiveness of this game has been empirically validated in Finland (Lyytinen et al 2008). 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

Objectives

Results

Discussion

Conclusion