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Click to read more? EdTech and foundational English Literacy in South Africa

Author

Listed:
  • Megan Borole

    (Firdale Consulting)

  • Maxine Schaefer

    (Click Learning)

  • Heleen Hofmeyr

    (Department of Economics, Stellenbosch University)

  • Bruce McDougall

    (Firdale Consulting)

Abstract

We explore the relationship between literacy and the time learners spend using individualised educational technology for South African primary school learners in 2019 and 2022. Cross-sectional analysis of the data shows that learners' target annual time (18 hours) is associated with a 0.14 standard deviation increase in Grade 3 literacy scores in 2019 and a 0.42 standard deviation increase in 2022. Similar effect sizes were found for other grades. These effect sizes are large for education interventions. The programme is relatively cost-effective and has demonstrated scalability. Our results are important in the context of South Africa's literacy crisis and the paucity of educational technology evaluations.

Suggested Citation

  • Megan Borole & Maxine Schaefer & Heleen Hofmeyr & Bruce McDougall, 2024. "Click to read more? EdTech and foundational English Literacy in South Africa," Working Papers 03/2024, Stellenbosch University, Department of Economics.
    • Handle: RePEc:sza:wpaper:wpapers385
    as

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    File URL: https://www.ekon.sun.ac.za/wpapers/2024/wp032024/wp032024.pdf
    File Function: First version, 2024
    Download Restriction: no
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    More about this item

    Keywords

    Literacy; educational technology; early grade reading; South Africa;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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