EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls?
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Authors
Jordan, K
Myers, C
Publication Date
2022-06Journal Title
L@S 2022 - Proceedings of the 9th ACM Conference on Learning @ Scale
Conference Name
L@S '22: Ninth (2022) ACM Conference on Learning @ Scale
ISBN
9781450391580
Publisher
ACM
Language
English
Type
Conference Object
This Version
VoR
Metadata
Show full item recordCitation
Jordan, K., & Myers, C. (2022). EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls?. L@S 2022 - Proceedings of the 9th ACM Conference on Learning @ Scale https://doi.org/10.1145/3491140.3528305
Abstract
Gender-based inequality in access to education is an issue of global
concern. The use of educational technology is often cited as a potential
way to help close educational gaps and promote girls’ education.
However, the existing evidence base in relation to girls’ learning
outcomes when using educational technology in low-income countries
is limited. The evidence base was recently boosted by a study
in which findings from classic educational development studies
were revisited and disaggregated by gender [7]. In this paper, we
present a secondary analysis of this dataset, focusing specifically
on the educational technology-focused interventions, and sourcing
additional data. The analysis comprises 35 interventions, reported
across 15 publications, published between 2003 and 2019.We discuss
the relative efficacy of different types of educational technology interventions
by comparing effect sizes of learning outcomes for girls.
The findings suggest that interventions which focus on distributing
hardware alone have mixed - and sometimes negative - effects
on learning outcomes for girls. The impact of software-focused
interventions is more positive, particularly personalised learning
applications. Furthermore, we consider characteristics of the studies
included in the analysis, and identify gaps in the literature which
will help shape research in this field in the future.
Sponsorship
FCDO (via Results for Development) (R4D-000675)
Identifiers
External DOI: https://doi.org/10.1145/3491140.3528305
This record's URL: https://www.repository.cam.ac.uk/handle/1810/336417
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International
Licence URL: https://creativecommons.org/licenses/by-nc-nd/4.0/
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