Abstract
This working paper explores a study on the learning experiences of girls in Arid and Semi-Arid Lands (ASAL) areas of Kenya during school closures due to Covid-19. Specifically, the study explored the impact of reading camps, radio lessons, and paper-based resources individually and when used in combination. A mixed-methods approach was adopted involving a survey and reading and mathematics assessments of 640 girls in Turkana, Kilifi, Tana River, and Samburu. Interviews and focus groups were conducted with girls, caregivers, and community members in Tana River and Kilifi.
The reading camps were facilitated by remedial teachers contracted by Wasichana Wetu Wafaulu (WWW) programme with supportfrom Community Health Volunteers (CHVs) as well as mentors, who were mainly pupils at secondary school or university level. Results suggest that reading camps combined with paper-based learning resources had the greatest impact on learning. The median scores for girls that used both modalities were 8.3 percentage points higher for reading and 17.6 percentage points higher for mathematics compared to girls who accessed neither. Radio lessons were not associated with higher performance in reading and mathematics, except where girls listened to the radio in groups. Qualitative data suggests that barriers to listening to radio lessons, even when girls have radios in their households, may have contributed to the limited impact of radio lessons. Reading camps were found to have mitigated against the constraints of some girls not living with literate household members. The peer-learning element of the reading camps was also a motivating factor that provided structure to girls’ days through periods of prolonged school closures.
This paper was delivered with Education Development Trust.
Authors and contributors
Donvan Amenya (Author)
Rachael Fitzpatrick (Author)
Eunice N. Mvungu (Author)
Ruth Naylor (Author)
Ella Page (Author)
Anna Riggall (Author)
Citation
Amenya, D., Fitzpatrick, R., Njeri, M. E., Naylor, R., Page, E., & Riggall, A. (2021). The Power of Girls’ Reading Camps: Exploring the impact of radio lessons, peer learning and targeted paper-based resources on girls’ remote learning in Kenya (No. 32). EdTech Hub. https://doi.org/10.5281/zenodo.5651935
Link to this record
https://docs.edtechhub.org/lib/P8IAN448
Key themes
- Girls education
- Remote learning
- Education in emergencies
- Covid-19
- Informal education
- Blended learning
Type
- Working Paper
