| Field | Before | After |
|---|---|---|
| Field Trial Status | Before on_going | After completed |
| Field Abstract | Before Educational television has shown promise for creating supplemental learning resources in the home and shaping attitudes in developing countries. However, there is less evidence on its effectiveness in a naturalistic, at-scale home viewing setting when the show is transmitted free over-the-air, an approach of interest to policymakers because of its scalability and low cost. We conducted a comprehensive evaluation of the effects of watching a new educational television program at home. Besides instructional content, a key innovation of the show is its objective to change children's mindsets about reading, gender attitudes and socio-emotional learning. Following a large-scale RCT, we have designed a pilot of a lab study that investigates the learning mechanisms that are crucial in building literacy through educational television. The study investigates two distinct immediate pathways to improved literacy: (i) the mimicking of socially relevant characters to induce a shift in preferences and subsequently cultivate positive habits and behaviors towards reading; and (ii) direct skill development (possibly also modulated by increased reading practice). Moreover, indirect social modulators that are likely to positively affect literacy scores include engagement with three different groups: friends, parents, and teachers. In order to better understand if and how the show succeeds in building literacy skills, this study attempts to look closer at the following hypotheses: 1. Does the show facilitate cross linguistic transfer (CLT) of reading skills? Since the program exists in a language agnostic space, are we on track to build literacy in the long-term by anticipating a transfer of skills across languages? 2. How does caregiver engagement through targeted dual-generation programming modulate variations in programme impact? 3. How closely do curiosity and executive functioning skills relate to literacy development, following the Active View of Reading Model (Duke and Cartwright, 2021)? | After Educational television has shown promise for creating supplemental learning resources in the home and shaping attitudes in developing countries. We conducted a comprehensive evaluation of the effects of watching a new educational television program at home. Besides instructional content, a key innovation of the show is its objective to change children's mindsets about reading, gender attitudes and socio-emotional learning (SEL). Following a large-scale RCT, we have designed a lab study that investigates the learning mechanisms that are crucial in building literacy through educational television. In order to better understand if and how the show succeeds in building literacy skills, this study attempts to look closer at whether there is evidence that this program facilitates cross linguistic transfer of reading skills, and expands the RCTs exploration of potential mechanisms. It also evaluates the role of curiosity, distinguishing between trait curiosity and state curiosity, directed toward books, as well as the influence of executive functions such as inhibitory control, cognitive flexibility and working memory on literacy and SEL outcomes. Additionally, the study assesses the moderating effects of caregiver engagement on literacy and curiosity outcomes and explores whether knowledge retention from the show is essential for developing comprehension skills. By integrating qualitative and quantitative methods, the research seeks to identify active pathways linking the intervention to its observed effects. |
| Field Last Published | Before November 19, 2024 03:58 PM | After January 11, 2025 04:26 PM |
| Field Public analysis plan | Before No | After Yes |
| Field | Before | After |
|---|---|---|
| Field Document | Before |
After
20250110_Ubongo_Lab_PAP.pdf
MD5:
6dd6f7d7404ecc39d5b7301281093bdc
SHA1:
f39f6a2b80434cc64ca231afef07efa45755c8bd
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| Field Title | Before | After Pre-Analysis Plan (PAP): Investigating cognitive, non-cognitive and behavioral mediators for building literacy through edutainment in Kenya |