Effects of an e-reader intervention on literacy, numeracy and non-verbal reasoning among adolescent girls in Zambia: evidence from a randomised controlled trial

Barbara S. Mensch, Nicole Haberland, Erica Soler-Hampejsek, Jean Digitale, Natalie Jackson-Hachonda, Nachela Chelwa, Pamela Nyirenda, Erica Chuang, Lisa Polen, Stephanie R. Psaki, Nkomba Kayeyi and Michael T. Mbizvo

Journal of Development Effectiveness, 2021, vol. 13, issue 3, 247-275

Abstract: This paper presents results from a three-arm randomized controlled trial in Zambia with a sample of nearly 1200 adolescent girls enrolled in Grade 7. Selected primary schools (N=36) were randomly assigned within each of three districts to one of three arms: 1) e-readers, which girls could take home, provided within a safe space group platform plus community engagement activities; 2) safe space groups plus community engagement activities; and 3) control. The intent-to-treat estimates indicate that girls in the e-reader arm scored significantly better on two basic literacy assessments as well as non-verbal reasoning compared with girls in the control arm.

Date: 2021
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DOI: 10.1080/19439342.2021.1953566

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