About
Our research aimed to increase evidence on how Ubongo edutainment content can impact gender norms, social norms, growth-mindset, confidence and self-efficacy as well as learning outcomes, with and without incentivisation. This randomised control trial (RCT) examined the effects of educational television on reading comprehension among 6 to 9-year-olds in Kenya. The study compares literacy outcomes before and after exposure to Ubongo’s programme Nuzo and Namia on the Akili Kids channel, tracking children who access it via smartphones, broadcast television, or a control group without access.
Key Findings
- Watching the educational TV show Nuzo and Namia had a small average effect on comprehension, but children who spoke English at home saw a meaningful improvement of 0.09 standard deviations in comprehension.
- The intervention was cost effective, with 6.77 learning adjusted years of schooling per 100 dollars for comprehension gains, outperforming 91 percent of 135 interventions analysed in the study.
- Watching the show increased overall socio-emotional learning by 0.091 standard deviations, with the largest improvement in curiosity at 0.117 standard deviations, while effects on confidence were smaller and not statistically significant.
- Gender and access factors influence engagement, highlighting the need for inclusive design and additional accessibility measures.
- Tracking outcomes over 14 weeks and 14 months shows how the benefits persist or change over time, providing insights into the long-term impact of educational TV.
6.77 LAYS* per $100
Comprehension + 0.09 SD
Increase in curiosity + 0.117 SD
Bridging the Gap
The Challenge
Access to high-quality educational content remains uneven, and it is unclear whether simply airing educational TV is enough to improve literacy outcomes. Understanding the effectiveness and accessibility of educational media is critical for designing interventions that reach children, particularly those in marginalised households and girls who may face additional barriers to education .
Why It Matters
Educational television has wide reach and can be cost-effective compared with other interventions. This study provides evidence on whether broadcast media can improve reading comprehension and socio-emotional skills in children, and whether accessibility measures, such as smartphone or on-demand viewing, are needed to maximise impact. The findings help inform decisions on scaling educational TV programmes in Kenya and similar contexts.
How this Work is Aiming to Address It
The study tracks literacy levels using the Early Grade Reading Assessment (EGRA) before and after exposure to Ubongo’s programme Nuzo and Namia on the Akili Kids channel.
Nuzo and Namia is an educational TV show designed to teach foundational literacy and socio-emotional skills through storytelling and interactive content.
It also evaluates socio-emotional learning outcomes and gender based disparities in access and engagement. By comparing multiple access channels, including broadcast TV, smartphone, and no access, the study aims to provide evidence for how educational television can be used effectively in low and middle-income countries, ensuring more children can benefit from quality content.
Objective
This RCT examines the effects of educational TV on reading comprehension among 6 to 9-year-olds in Kenya, tracking literacy levels using EGRA before and after exposure to Ubongo’s Nuzo and Namia on the Akili Kids channel. The study compares children with access via smartphones, broadcast television, and a control group without access.
The Research Questions
- What is the impact of educational television on children’s literacy, positive affect towards reading, social-emotional learning and gender attitudes?
- How does the impact vary across media platforms?What is the impact when children watch on smartphone, television? Is the impact greater when children watch on smartphone and television than when they only watch on television?
- How does the impact vary by children’s gender?
- How does the impact evolve over time?
- What is the cost-effectiveness of educational television when children watch on (i) smartphone, (ii) television and (iii) smartphone and television?
Study Design and Methodology
This RCT examines the effects of educational TV on reading comprehension among 6 to 9-year-olds in Kenya. Literacy outcomes are measured using EGRA tests before and after exposure to Ubongo’s Nuzo and Namia on the Akili Kids channel. The study compares children with access via smartphones, broadcast television, and a control group without access. Outcomes are tracked over two time frames, 14 weeks and 14 months, to assess both short-term and longer-term impacts. The study also considers gender-based disparities and differences in access to evaluate how these factors influence engagement with educational television.
Timeline of Activities
March 2022
Workplan, risk log, approval & contracting
June 2022
Draft data collection instruments developed & programmed
August 2022
Research protocols & inception report finalised
The Importance of the Results
The study is important for understanding how educational TV can influence learning outcomes in sub-Saharan Africa. By evaluating both traditional broadcasts and on-demand access it shows whether simply airing a programme is sufficient or if additional accessibility measures are needed. The findings help refine strategies to increase viewership and maximise the programme’s impact on literacy and socio-emotional learning.
Implications for Policy and Practice
The study has policy implications for the effectiveness of broadcast media in specific foundational literacy skills. While high-quality educational television programming for children can be expensive to produce, the policy landscape can be either an enabler or a barrier to those who want to commission and produce such programming. By reducing some of the risks and ensuring approval processes are transparent, policy-makers can facilitate more educational TV programming.
Project Report
A report on estimating the impact of educational television on literacy, gender, and socio-emotional learning
Study Team
- Johannes Haushofer, Principal Investigator
- Nicolas Bottan, Principal Investigator
- Anushka Ghosh, Co-Principal Investigator
- Lara Katumb, Researcher
- Salome Njambii, Senior Researcher
Key Partners
*Learning adjusted years
