Africa Knowledge Hub for Children

Peer-reviewed articleOpenAlex6 Oct 2025

SCHOOL ENVIRONMENT AND LEARNING RESOURCES IN EARLY CHILDHOOD EDUCATION: IMPLICATIONS FOR SUSTAINABLE DEVELOPMENT, HEALTH, NUTRITION AND LEARNING OUTCOMES AMONG PRESCHOOL CHILDREN IN LAGOS STATE NIGERIA.

This study examined the influence of school environment, learning resources, nutrition, and health on learning outcomes in early childhood education, with particular emphasis on their implications for sustainable development. The study was supported by Bronfenbrenner’s Ecological Systems Theory (1979), which emphasizes on the role of environmental and child-related factors in shaping developmental outcomes. Descriptive survey research design was adopted, data were collected from 20 respondents comprising of caregivers using a structured questionnaire administered via Google Forms. Data collected were analysed using descriptive statistics and inferential statistics. The findings revealed that school environment significantly influences learning outcomes (R = 0.68, p < 0.05). Also, the combined effect of learning resources, nutrition, and health was found to be statistically significant (R = 0.79, p < 0.05). The results showed that pupils who learn in supportive environments with adequate resources and good health conditions demonstrated better academic and social outcomes. The study concluded that achieving sustainable development in education requires a holistic approach that integrates quality school environments, adequate learning resources, and improved child health and nutrition. It was recommended that policymakers and stakeholders prioritize investments in early childhood education infrastructure, school-based health and nutrition programmes to enhance learning and support sustainable goals.

Titilayo Omowumi Ogunleye, Anthonia Olusola Moronfolu, Fatimah Temitope Araba

Development

Peer-reviewed articleOpenAlex15 Oct 2021

Experiential Learning Interventions and Healthy Eating Outcomes in Children: A Systematic Literature Review

Experiential learning is the process where learners create meaning from direct experience. This systematic review aimed to examine the effects of experiential learning activities on dietary outcomes (knowledge, attitudes, behaviors) in children. Four databases: Education Research Complete, Scopus, Web of Science and PsychINFO were searched from database inception to 2020. Eligible studies included children 0-12 years, assessed effect of experiential learning on outcomes of interest compared to non-experiential learning and were open to any setting. The quality of studies was assessed using the revised Cochrane risk of bias tool by two independent reviewers and effect size was calculated on each outcome. Nineteen studies were conducted in primary school, six in pre-school and one in an outside-of-school setting and used nine types of experiential learning strategies. Cooking, taste-testing, games, role-playing, and gardening were effective in improving nutrition outcomes in primary school children. Sensory evaluation, games, creative arts, and storybooks were effective for preschool children. Multiple strategies involving parents, and short/intense strategies are useful for intervention success. Experiential learning is a useful strategy to improve children's knowledge, attitudes, and behaviors towards healthy eating. Fewer studies in pre-school and outside of school settings and high risk of bias may limit the generalizability and strength of the findings.

Sumantla D. Varman, Dylan P. Cliff, Rachel A. Jones et al.

SurvivalDevelopmentPractitionerAUCARead at source

Peer-reviewed articleOpenAlex2 Nov 2023

Examining the impact of a universal social and emotional learning intervention (Passport) on internalising symptoms and other outcomes among children, compared to the usual school curriculum: study protocol for a school-based cluster randomised trial

BACKGROUND: School-based universal social and emotional learning (SEL) interventions implemented during the transition to adolescence may be efficacious in preventing the development of mental health difficulties. This protocol describes a two-arm parallel cluster randomised controlled trial to investigate the impact of a universal SEL intervention (Passport, compared to usual provision) on internalising symptoms (primary outcome), emotion regulation, well-being, loneliness, social support, bullying, academic attainment, and health-related quality of life in English primary school pupils aged 9-11 years. A developer-led trial demonstrated the feasibility, acceptability, and utility of Passport; this will be the first independent trial. METHODS: Sixty primary schools will be recruited across the Greater Manchester city region and surrounding areas, involving 2400 pupils aged 8-9 at baseline. Schools will be allocated to the intervention arm to implement Passport over 18 weekly sessions or to the control arm to implement the usual school curriculum. Random allocation will be at school level following completion of baseline measures, with minimisation to ensure balance across trial arms in school size and free school meal eligibility. Measures will be collected at baseline, post-intervention (12 months post-baseline), and at 12 months follow-up (24 months post-baseline). The primary outcome analysis (intervention effects on internalising symptoms at post-intervention) will comprise a two-level (school, child) hierarchical linear model, following the intention-to-treat principle. Additional analyses will be undertaken to assess intervention effects on secondary outcomes, maintenance effects for all outcomes, intervention compliance moderator effects, subgroup moderator effects, and mechanisms underpinning intervention effects on the primary outcome. A mixed-methods implementation and process evaluation will examine factors that influence implementation, and a health economic evaluation will assess the cost-effectiveness of the intervention. DISCUSSION: Findings will provide educators with crucial knowledge of whether and how increasing emotion regulation through a universal intervention impacts internalising symptoms and a range of related outcomes. Findings will also inform policy related to the promotion of mental health among children and young people. If the intervention is found to be efficacious in reducing internalising symptoms and is also cost-effective, it may offer high potential as a preventative intervention for widespread implementation. TRIAL REGISTRATION: ISRCTN12875599; registered on 24 November 2022.

Annie O’Brien, Suzanne Hamilton, Neil Humphrey et al.

DevelopmentProtectionExperimentalGBRead at source

Peer-reviewed articleOpenAlex15 Sept 2026

Developing Assemblr Edu 3D Media to Improve Science Learning Outcomes for Children with Intellectual Disabilities in Inclusive Elementary Schools

General Background: Science learning in elementary schools requires concrete and meaningful learning experiences, particularly for students with intellectual disabilities who may experience difficulties understanding abstract concepts. Specific Background: The five-senses topic requires clear visual representations and learning activities that correspond to students’ characteristics and everyday experiences. Knowledge Gap: Previous studies have demonstrated the use of Augmented Reality and Assemblr Edu in learning, but limited research has focused on developing Assemblr Edu 3D media for teaching the five senses to students with intellectual disabilities in inclusive elementary schools. Aims: This study aimed to develop Assemblr Edu 3D learning media for the five-senses topic and examine its feasibility and use for supporting science learning among students with intellectual disabilities. Results: Using Design Based Research, the study involved problem identification, prototype development, iterative testing and improvement, and reflection. The research involved one third-grade student with intellectual disabilities at SDN Bulusidokare. Data were collected through observation, interviews, and documentation. Expert validation resulted in an overall feasibility score of 86.5%, consisting of 83% for media feasibility and 90% for material suitability. The limited trial indicated greater student attention, engagement, and understanding during learning activities. Novelty: The developed learning product integrates simple visual presentation, interactive three-dimensional objects, contextual illustrations, and audio narration specifically adapted to the learning characteristics of a student with intellectual disabilities. Implications: The findings indicate that Assemblr Edu 3D provides a feasible technology-based learning option for presenting abstract five-senses concepts more concretely and interactively in inclusive elementary education. Key Findings Highlights Feasibility validation reached 86.5%, categorized as feasible. One learner demonstrated greater attention, participation, and understanding during the limited trial. Interactive visualizations and audio supported concrete presentation of five-senses concepts. Keywords : Assemblr Edu, Augmented Reality, Intellectual Disabilities, Science Education, Five Senses

Zuhriyyah 'Amirotuz Zahidah, Kemil Wachidah

DevelopmentPractitionerIDRead at source

Peer-reviewed articleOpenAlex24 Dec 2024

Improving Learning Outcomes About Faith in The Apostles Through Group Discussion Methods in Grade 4 Elementary School Children

This study aims to improve students' learning outcomes on the material of Belief in the Prophets of Allah through the implementation of the Problem-Based Learning model in Cycle I and the Project-Based Learning model in Cycle II. This research uses the Classroom Action Research (CAR) design, conducted in two cycles with different teaching models. In Cycle I, the Problem-Based Learning model with group discussion methods was applied, while in Cycle II, the Project-Based Learning model involving the creation of a poster about the exemplary traits of the Prophet was used. The results indicate an improvement in students' understanding and engagement in learning, as reflected by the increased learning outcomes in Cycle II, with 100% of students meeting the Minimum Completion Criteria (KKM). However, several students in Cycle I did not meet the KKM due to difficulties in understanding the material and limited discussion time. Reflections from both Cycles I and II provide a basis for improvements in future teaching implementations, such as adjusting assessment questions and increasing discussion time.

Reki Novendra

IDRead at source

Peer-reviewed articleOpenAlex11 Aug 2020

Does an integrated, wrap-around school and community service model in an early learning setting improve academic outcomes for children from low socioeconomic backgrounds?

Many children start school developmentally vulnerable and struggle to keep up with their peers. Children experiencing socioeconomic-disadvantage are at higher risk of poor developmental outcomes. A high-quality education and wrap-around community-service model, such as the Doveton Model, at Doveton College, Australia, may improve outcomes for families experiencing entrenched disadvantage. This study focussed on the effect of this model on early-learning (pre-formal schooling) for school entry readiness and academic achievement over the subsequent four years. Students who did/did not attend the Doveton Model Early-Learning-Centre were compared using standard reading, oral-language, writing and numeracy tests from school-entry to Year 3. There was a trend towards higher academic achievement for students who attended Doveton early-learning compared to students who had not. Many tests showed statistically significant differences, despite low sample sizes. This study provides preliminary evidence that attending early-learning within a high-quality, wrap-around service model may have significant academic benefits for disadvantaged children.

Shannon Newman, June McLoughlin, Helen Skouteris et al.

DevelopmentPractitionerAURead at source

Peer-reviewed articleOpenAlex15 Apr 2022

The Cost-Effectiveness of an Accelerated Learning Program on the Literacy, Numeracy and Social-Emotional Learning Outcomes of Out-of-School Children in Northeast Nigeria: Evidence from a Mixed Methods Randomized Controlled Trial

Nigeria is home to more out-of-school (OOS) children than any other country on Earth. More than 10.2 million children match that description throughout Nigeria, a conflict-affected country that grapples with long-standing challenges of entrenched poverty and weak governance. We used a randomized control trial (RCT) with 1,723 out of school children, ages 9–14 (850 treatment and 873 control), to determine the impact of an accelerated learning program (ALP) on the literacy, numeracy and social-emotional learning (SEL) outcomes of OOS children in Northeast Nigeria and gathered qualitative and costing data to determine stakeholder’s experiences with the program and the cost of implementation. Results show that at an average cost of £66 (2018 GBP) per child for 7 months of service, the program had positive, small to medium, and statistically significant effects on children’s literacy and numeracy skills, but no effects on SEL outcomes. We include subgroup analysis to identify baseline equity gaps and the differential impact of the intervention by gender, displacement status and mother tongue language. We discuss limitations and policy and practices implications of these findings.

Silvia Díazgranados Ferráns, Jeongmin Lee, Chinedu Ohanyido et al.

DevelopmentExperimentalNGRead at source

Peer-reviewed articleOpenAlex31 Oct 2019

Increasing the Science Learning Outcomes Through the Outdoor Learning Method in Children with Special Needs grade IV at the Inclusive Primary School

The aim of this research is to improve the learning outcomes of Natural Sciences in Grade IV Semin IV Primary School GunungKidul District through outdoor learning for students with special needs. This research is class action research. Actions carried out two cycles. Data analysis techniques use techniques Qualitative and quantitative. In the first cycle using Outdoor Learning by visiting a direct object, the number of students complete with a percentage of learning is 55.56%. The Outdoor Learning in second cycle by involving elements of play is 88.89%. The conclusion of this research is that the use and application of Outdoor Learning can improve science learning outcomes of students grade IV Semin IV Primary School GunungKidulDistrict

Para Mitta Purbosari, PARADIKA ANGGANING, Tri Sutrisno et al.

DevelopmentPractitionerIDRead at source

Peer-reviewed articleOpenAlex29 Apr 2026

THE RELATIONSHIP BETWEEN GROUP WORK AND STUDENT LEARNING OUTCOMES IN FIFTH GRADE ELEMENTARY SCHOOL CHILDREN

The problem of this research is the low learning outcomes of grade V students of SD Negeri in Kedaton District. The research aims to describe and analyze the positive and significant relationship between group work and peer social interaction with thematic learning outcomes. The type of research is quantitative with an ex post facto correlation research method. The population is 139 students. The sample used was 104 students using probability sampling techniques. The data collection instrument is in the form of a questionnaire with a Likert scale, which is valid and reliable. The results showed that there was a positive and significant relationship between group work and peer social interaction with thematic learning outcomes, with a correlation coefficient of 0.620 at the "Strong" level.

idha_tasya_bella_ananda, Riswanti Rini, Yoga Fernando Rizqi et al.

DevelopmentPractitionerIDRead at source

National strategyOpenAlex26 Aug 2026

Heat Exposure and Learning Outcomes Among School-Aged Children in Low- and Middle-Income Countries: A Scoping Review Protocol

BACKGROUND Climate change is intensifying heat exposure globally, with low- and middle-income countries (LMICs) bearing a disproportionate burden. School-aged children in these settings may be particularly vulnerable to the effects of heat on cognitive function, school attendance, and academic performance. Despite growing evidence on heat and adult labour productivity, the literature on heat exposure and children's learning outcomes in LMICs remains poorly mapped. OBJECTIVE This scoping review aims to systematically map the evidence on the relationship between heat exposure and learning outcomes among school-aged children (approximately 5–16 years) in low- and middle-income countries. RESEARCH QUESTION What evidence exists on the relationship between heat exposure and learning outcomes among school-aged children in low- and middle-income countries? SUB-QUESTIONS 1. How is heat exposure defined and measured in the literature? 2. What educational outcomes are examined? 3. What study designs and data sources are used? 4. What mechanisms linking heat exposure to learning outcomes are identified? 5. What geographic gaps exist in the literature? METHODS This review follows the Arksey and O'Malley (2005) scoping review framework, refined by Levac, Colquhoun and O'Brien (2010), and reports in accordance with PRISMA-ScR (Tricco et al., 2018) and PRISMA-S (Rethlefsen et al., 2021). A comprehensive search will be conducted across five databases: Scopus, Web of Science, EconLit (EBSCOhost), ERIC (ProQuest), and PubMed/MEDLINE. Search terms follow the Population–Concept–Context (PCC) framework. Studies published in English between January 2015 and December 2025 will be included. Deduplication and screening will be conducted in Covidence. Two reviewers will independently screen titles/abstracts and full texts, with disagreements resolved by consensus. INCLUSION CRITERIA - Population: School-aged children and adolescents (5–16 years) in formal schooling - Concept: Heat exposure, extreme temperatures, heatwaves, climate variability - Outcome: Literacy, numeracy, test scores, cognitive performance, school attendance, educational attainment - Context: Low- and middle-income countries (World Bank classification) - Study types: Empirical studies (quantitative, qualitative, mixed methods), reviews, grey literature - Timeframe: January 2015 – December 2025 - Language: English STATUS: Protocol registration — searches not yet commenced / searches commenced [update as appropriate].

Salima Mansoor Kerai

DevelopmentSurvivalRead at source

Every report we find, newest first.

How to use the reports

SCHOOL ENVIRONMENT AND LEARNING RESOURCES IN EARLY CHILDHOOD EDUCATION: IMPLICATIONS FOR SUSTAINABLE DEVELOPMENT, HEALTH, NUTRITION AND LEARNING OUTCOMES AMONG PRESCHOOL CHILDREN IN LAGOS STATE NIGERIA.

Experiential Learning Interventions and Healthy Eating Outcomes in Children: A Systematic Literature Review

Examining the impact of a universal social and emotional learning intervention (Passport) on internalising symptoms and other outcomes among children, compared to the usual school curriculum: study protocol for a school-based cluster randomised trial

Developing Assemblr Edu 3D Media to Improve Science Learning Outcomes for Children with Intellectual Disabilities in Inclusive Elementary Schools

Improving Learning Outcomes About Faith in The Apostles Through Group Discussion Methods in Grade 4 Elementary School Children

Does an integrated, wrap-around school and community service model in an early learning setting improve academic outcomes for children from low socioeconomic backgrounds?

The Cost-Effectiveness of an Accelerated Learning Program on the Literacy, Numeracy and Social-Emotional Learning Outcomes of Out-of-School Children in Northeast Nigeria: Evidence from a Mixed Methods Randomized Controlled Trial

Increasing the Science Learning Outcomes Through the Outdoor Learning Method in Children with Special Needs grade IV at the Inclusive Primary School

THE RELATIONSHIP BETWEEN GROUP WORK AND STUDENT LEARNING OUTCOMES IN FIFTH GRADE ELEMENTARY SCHOOL CHILDREN

Heat Exposure and Learning Outcomes Among School-Aged Children in Low- and Middle-Income Countries: A Scoping Review Protocol

Search the Hub

Every report we find, newest first.

How to use the reports