About
This study evaluated the effectiveness and cost-effectiveness of three implementation modalities for One Billion’s onecourse: standard (one-tablet-per-learner), tablet-sharing (one tablet shared by two learners), and projector (whole class). This intervention was conducted over 12 weeks, with 5 weekly sessions across 24 schools. Benchmarks including cost-per-child and Learning-Adjusted Years of Schooling (LAYS) were used to assess each modality’s cost-effectiveness.
Key Findings
The study’s findings indicate that the intervention, applied in three distinct modalities: standard, tablet-sharing, and projector, significantly improved literacy and numeracy learning outcomes for primary school students.
Bridging the Gap
The Challenge
Evidence on the effectiveness and cost-effectiveness of different modalities for foundational literacy and numeracy EdTech interventions in Sierra Leone is limited. Independent evaluations are needed to inform future decisions on scaling digital personalised learning (DPL) programmes.
Why It Matters
This study aims to address a gap in evidence around the impact of EdTech interventions for foundational literacy and numeracy in Sierra Leone. Understanding how different delivery approaches affect learning and costs have the potential to strengthen future programme design and policy decisions.
Objective
This study, in partnership with VSO, provides one of the first independent assessments of One Billion’s onecourse software and its cost-effectiveness. The overarching objective for the study is to generate vital evidence on the efficacy and cost-effectiveness of two promising Digital Personalised Learning (DPL)-linked edtech approaches for low-resource, low-connectivity settings (tablet sharing and projector modalities) compared with standard (one-tablet per-child) and control (business as usual, no intervention) schools.
Study Design and Methodology
The study uses a difference-in-differences quantitative evaluation to measure impacts on foundational literacy and numeracy outcomes using early grade reading assessment (EGRA) and early grade mathematics assessment (EGMA). Qualitative data from interviews and classroom monitoring “progress journals” is also collected to track implementation fidelity and understand mechanisms of change.
Timeline of Activities
September 2023
School selection was finalised and communicated to schools, and enumerators were recruited
October 2023
Enumerator training and selection were completed, and school meetings were held to gain parental consent to participate in the study
November 2023
Baseline data collection
The Importance of the Results
This study is important because it evaluates One Billion’s onecourse software, one of the most widely used FLN DPL options. The evaluation complements other approaches, such as classroom-integrated and curriculum-aligned DPL, and allows for a more robust comparative analysis of different DPL methods.
For our organisation, the experience underscored the value of iterative learning. We now place greater emphasis on establishing feedback loops between programme staff, teachers, and communities—ensuring that insights from the classroom inform design and adaptation in real time. We also learned that technology interventions must be accompanied by robust teacher capacity building and consistent community engagement to ensure sustainability and local buy-in.
These lessons have influenced the way we design all subsequent projects: data collection is more systematic, partnerships with district education offices are more intentional, and we invest more in supporting teachers as change agents.”
– The VSO Team
Implications for Policy and Practice
Based on the recently completed findings, this study has the potential to inform decision-making in Sierra Leone on future investments in digital personalised learning. It also has the potential to shape discussions on the effectiveness of implementing One Billion’s onecourse software and guide strategies for scaling DPL interventions.
Study Team
- Julia Pacitto, Principal Investigator
- Jess Hinks, Researcher
- Anne Fleur Lurvink, Co-Principal Investigator
Previous contributors to this study:
- Annette Zhao, Principal Investigator
- Iman Beoku-Bett
- Noor Ullah
Key Partners
