About
The aim of 3MPower was to address the global evidence gap on the use of EdTech for teacher professional development (TPD), specifically in relation to the needs and experiences of marginalised rural teachers and the potential impacts on teaching and learning. This study focused on foundational numeracy skills, whereas most existing literature and debates on foundational skills and learning poverty tend to emphasise literacy.
Key findings from the study so far
This quasi-experimental mixed methods study has integrated in-service TCPD for maths teachers into the existing educational system at a regional level, and tested the effectiveness of the training and resources provided.
The study’s findings give positive indications of impacts on learning outcomes, however this should be understood with caution given the limited statistical significance of some of these findings, and the variance between quantitative and qualitative findings on the level of engagement of teachers with the TCPD platform.
Bridging the gap
Challenge
Many mathematics teachers in low-income rural communities have limited access to professional development and support. Evidence is limited on how to effectively scale mobile learning for mathematics teacher professional development to improve students’ numeracy outcomes while remaining equitable, contextually appropriate, cost-effective, and sustainable.
Why it matters
Many mathematics teachers in marginalised communities have limited access to effective professional development, and there is little robust evidence on how mobile learning can improve teacher practice and student numeracy outcomes at scale. This study aims to address that gap by generating evidence on a low-cost, scalable tool within the existing educational system that can inform wider adoption and policy decisions.
How this work aims to address it
The study examines the integration of in-service teacher professional development for mathematics teachers into the existing education system at a regional level. It tests the effectiveness of a mobile app for professional development by assessing the learning outcomes of students before and after teachers’ use of the tool. The study covers 2,129 learners across 207 schools in ten rural upazilas within four marginalised regions of Bangladesh.
Our Objective
The objective of this study is to examine the integration of in-service TCPD for mathematics teachers into the existing educational system at a regional level, and test the effectiveness of the training and resources provided.
The research questions
- Do teachers have equity of access to mLearning for Teacher Professional Development ?
- Is the pedagogy of mLearning for Teacher Professional Development relevant to teachers’ needs?
- Do communities of practice embrace mLearning and support improvements in teaching practice in schools?
- How cost-effective is using Teacher Professional Development with mLearning in Bangladesh?
- Does mLearning for Teacher Professional Development improve teaching practices?
- Does mLearning for Teacher Professional Development improve student learning outcomes?
Design and methodology of the study
This quantitative study looks at the effectiveness of a mobile app for in-service TPD of math’s teachers, by testing learning outcomes of their classes before and after use of the tool.
Timeline of activities
2021
Project setup & early planning
Contracting, advisory committee, ethics, person specifications, co-design and report, recruitment & induction, first & second research cycles
2022
Data collection and early analysis
Desk review, teacher survey, initial analysis and capture, analysis of equity and use, Evidence Cafes, qualitative studies, global knowledge exchange events & products
2023
Testing, evaluation and knowledge sharing
Outcomes and cost-effectiveness, recruitment and testing, pre-test, post-test and report, Evidence Cafes, global knowledge exchange events, consolidation of learnings & project completion report
The importance of the results
The results provide initial evidence of sustained impact on student learning outcomes from teachers’ participation in edtech-enhanced teacher professional development. While the observed improvements are modest and statistically significant for a subset of assessments, they suggest that continued engagement with the mobile professional development tool (AGS) and stronger connections between its use and classroom practice may further enhance learning outcomes.
Implications for policy and practice
Six policy briefs have been completed with specific recommendations for National Directors, Education Officers, eLearning Providers, and Local Education Officers, among other policy-engaged stakeholders. Broadly, these emphasise the importance of expanding access to quality TCPD, and providing greater support for teachers. The close connection of the research team to the national and local policy environments, plus the focused uptake activities, means that policy uptake is well underway.
Policy Brief Series
What does the evidence say about using technology to support teachers and improve foundational numeracy in low-income rural schools? Explore a collection of eight policy briefs from this collaborative research study.
Study Team
- Tom Power, Principal Investigator
- Claire Hedges, Co-Principal Investigator
- Hafizur Rahman, Co-Principal Investigator
- Agnes Kukulska-Hulme, Co-Principal Investigator
- Jacqueline Stevenson, Research Associate
Previous contributors to this study:
- Akanksha Bapna
- Katy Jordan
Key Partners
