Africa Knowledge Hub for Children

Peer-reviewed articleOpenAlex4 Oct 2024

Improving learning outcomes for out-of-school children: evidence from a randomized evaluation of an accelerated learning program in Liberia

Children in Liberia receive 2.2 learning-adjusted years of schooling, one of the lowest levels of educational attainment in the world. We study one approach to address low enrollment and low rates of learning: a 10-month accelerated learning program run by the Luminos Fund to help out-of-school children catch up to grade level. We conducted a randomized evaluation of the program across 100 communities in Liberia. We find that the program had large effects on reading and numeracy skills for out-of-school children, and that children in the program catch up to the learning levels of children in government schools.

Jeffery McManus, Mico Rudasingwa, Ewoud Nijhof et al.

DevelopmentExperimental

Peer-reviewed articleOpenAlex12 May 2025

Impact of School Teachers Inclusive Teaching Practices on the Learning Outcomes of Children with Special Needs: Lecture note approach

Inclusive education plays an important role in today school system. Teachers support children with special needs in regular classrooms. This paper studies the impact of inclusive teaching practices on learning outcomes of children with special needs. Teachers use strategies like differentiated instruction peer learning and supportive classroom environment. These practices help improve academic performance social skills and confidence of CWSN. The study shows that effective inclusive practices lead to positive learning outcomes.

Dr Balaji Kashinath Gule

DevelopmentProtectionPractitionerRead at source

Peer-reviewed articleOpenAlex3 Jul 2025

An Assessment of the Strategies used in public primary schools in Dodoma City -Tanzania to enhance the Learning Outcomes of Disadvantaged Children

This study assessed the effectiveness of the teaching strategies for improving learning outcomes among vulnerable children in Tanzania, focused on public primary schools in Dodoma City. This was a cross-sectional survey which employed a quantitative research approach to gather data from 5 public primary schools using 45 primary school teachers. Limitation related to assessment of learning outcomes was mitigated by using Tanzanian curriculum for Standards Five, Six and Seven as reported by teachers according to their long-term assessment to ensure validity and reliability of data. The results showed that extending learning time, use of pupils' buddies, and understanding needs of disadvantaged children were significantly associated with learning status. Multiple linear regression showed nostatistical significance in predicting improved learning. However, positive predictive values were evident. In conclusion, the existing strategies are not well implemented hence emphasising to enhance the implementation of existing strategies for achieving improved learning outcomes.

Sarah Naftal Mbenzendole, Theodora A. L. Bali, Fidel Dassan Gwajekera

DevelopmentPractitionerTZRead at source

Peer-reviewed articleOpenAlex19 Dec 2021

Access to schools and learning outcomes of children with disabilities in Pakistan: findings from a household survey in four administrative units

In Pakistan, children with disabilities face a two-fold disadvantage with respect to education - First, lack of access due to the country's heavily constrained education sector, and second, if they do access schools then the quality of education imparted is questionable. In this paper, we investigate the access to education and learning performance of children with disabilities in four administrative units of Pakistan-Islamabad, Khyber Pakhtunkhwa, Khyber Pakhtunkhwa Merged Region and Punjab. We use household data from the Annual Status of Education Report (ASER) of 2018, which included questions on disability status of children aged 3 to 16 years, their enrolment in school, and their performance of reading and arithmetic. Broadly, our findings indicate that children with mild disability are more likely to enrol in schools compared to children without disabilities. On the other hand, children with severe disability are less likely to access schools, when compared to their counterparts with no disabilities. In terms of type of school (government, private, religious) access, there are regional differences. In terms of learning outcomes of children with disabilities, we see a small gap between children with and without disability. This paper underscores policyconsiderations for children with disabilities based on the severity of disability faced.

Neha Bhardwaj Upadhayay, Qahraman Kakar

DevelopmentProtectionPKRead at source

Peer-reviewed articleOpenAlex3 Apr 2023

MOTIVATION AND INTEREST: DOES IT HAVE AN INFLUENCE ON PJOK LEARNING OUTCOMES IN ELEMENTARY SCHOOL CHILDREN?

Learning outcomes have an important role in the learning process. This is because learning outcomes can be used as a benchmark to find out how far changes in students after receiving their learning experience can be observed and measured in the form of knowledge, attitudes, and skills. This study aims to determine whether there is an influence of motivation to learn and interest in learning on the learning outcomes of PJOK subjects. This study uses a type of correlational research with multiple regression techniques. This research was conducted at SDN 4 Dauhwaru with a total sample of 30 people consisting of 15 students and 15 female students. Data collection techniques for the level of motivation and interest in learning in this study used a questionnaire while the learning outcomes used skill scores in PJOK subjects. The results of this study are that motivation and interest in learning have a positive influence on learning outcomes in PJOK subjects.

Hasmirati Hasmirati, Nursyamsi SY, Mustapa Mustapa et al.

IDRead at source

Peer-reviewed articleOpenAlex25 Jan 2022

HIIT and Resistance Training Effects on Learning-related Outcomes in Underserved School Children

Research has demonstrated associations between differing modalities of physical activity (PA) and behavioral and learning outcomes; however, little evidence exists in real world settings. To evaluate the effects of embedding high intensity interval training (HITT) and resistance training (RT) into physical education (PE) curriculum on PA, academic performance, and behavior in youth attending urban schools. Forty boys and 30 girls; ages 8-10 yrs. enrolled in an expanded public school supplemental learning program were assigned into one of three conditions using a pragmatic trial design: standard PE curriculum (n = 23), HITT (n = 25), and RT (n = 22). PA was measured using accelerometers; math achievement scores were conducted at baseline and post-intervention using the Math Knowledge Assessment (MKA); behavior was assessed using the Abbreviated Conners Rating Scale (ACRS) daily. Participation in HITT resulted in 1.86 additional vigorous PA minutes (p=0.04) and 0.76 additional very vigorous PA minutes (P=0.02) per session, but was not associated with increased moderate PA minutes compared to the control group. RT PA outcomes did not differ from regular PE. Participating in HIIT, but not RT, was associated with a 1.82-point improvement in math test scores compared to those in the same grade in the standard PE group (p=0.02). No group assignment was associated with behavioral ratings. Embedding HITT within PE has potential for improving vigorous PA levels and may affect learning outcomes in urban youth. This is consistent with prior studies which show how short bouts of intense exercise can improve cognitive outcomes.

Jessica C. Peacock, Kevin E. Finn, April B. Bowling

DevelopmentExperimentalUSRead at source

Peer-reviewed articleOpenAlex1 Jan 2021

Learning outcome of school children from lessons of life given by midwives

助産師が実践するいのちの教育における児童生徒の学びの内容を明らかにする。

Hiromi MATSUI, Rika KUDO, Murata Miyoko et al.

DevelopmentJPRead at source

Peer-reviewed articleOpenAlex1 Jan 2020

The Portfolio as a Media for Assessing the Learning Outcomes of Autistic Children in Inclusion Schools

This study aimed to determine how the use of portfolio documentation as an assessment of Mid-semester assessment in children with autism so that the supporting and inhibiting factors are known. They are using this type of qualitative research with the field research method, which was carried out for three months, from February to April 2020 in the even semester of the 2019/2020 school year. The results of the study found that the results of the Mid-semester assessment using portfolio documentation could be done in children with autism. It was proven that portfolio documentation can answer the stages of children's learning development within a certain period, strengthened by the excellent cooperation between classroom teachers and special companion teachers in the learning process as a mid-semester assessment for children with autism. However, it also has inhibiting factors, namely changes in mood in children, both those influenced by internal and external aspects of autistic children.

Nina Nina, Hamdanah Hamdanah, Muslimah Muslimah

DevelopmentPractitionerRead at source

Peer-reviewed articleOpenAlex30 Apr 2022

The Socialization Conundrum: Comparing Social Learning Outcomes of Homeschooled and Traditionally Schooled Children in Kenya

This article compares social learning outcomes of homeschooled and traditionally schooled children under the Accelerated Christian Education Curriculum (ACE). The comparison is done by looking at the social skills constructs of persistence, self–control and social competences. This study adopted the comparative research design, targeting children under the Accelerated Christian Education. 426 children were sampled, with 272 participating Questionnaires were used to collect data on the three constructs. From the computation of children Independent sample t-test, it was revealed that there were no significant differences between the homeschooled and traditionally schooled children as perceived by the children, parents and teachers on the three Social constructs. Consequently it was noted children, parents and teachers received home schooling as effective in developing children persistence, self-control and social competence learning outcomes. It was also demonstrated that acquiring these social skills was independent of home and traditional schooling. Hence it meant home school was equally effective in nurturing the social skills required for children to fit well in society. Though further studies needed to be done to test the robustness of these findings when other variable are added to the model.

Fredrick Mwanyumba Tweni, Lydia Wamocha, Pamela Buhere

DevelopmentPractitionerKERead at source

Peer-reviewed articleOpenAlex18 Nov 2022

Learning outcomes in primary school children with emotional problems: a prospective cohort study

BACKGROUND: Academic difficulties are common in adolescents with mental health problems. Although earlier childhood emotional problems, characterised by heightened anxiety and depressive symptoms are common forerunners to adolescent mental health problems, the degree to which mental health problems in childhood may contribute independently to academic difficulties has been little explored. METHODS: Data were drawn from a prospective cohort study of students in Melbourne, Australia (N = 1239). Data were linked with a standardised national assessment of academic performance at baseline (9 years) and wave three (11 years). Depressive and anxiety symptoms were assessed at baseline and wave two (10 years). Regression analyses estimated the association between emotional problems (9 and/or 10 years) and academic performance at 11 years, adjusting for baseline academic performance, sex, age and socioeconomic status, and hyperactivity/inattention symptoms. RESULTS: Students with depressive symptoms at 9 years of age had lost nearly 4 months of numeracy learning two years later after controlling for baseline academic performance and confounders. Results were similar for anxiety symptoms. Regardless of when depressive symptoms occurred there were consistent associations with poorer numeracy performance at 11 years. The association of depressive symptoms with reading performance was weaker than for numeracy if they were present at wave two. Persistent anxiety symptoms across two waves led to nearly a 4 month loss of numeracy learning at 11 years, but the difference was not meaningful for reading. Findings were similar when including hyperactivity/inattention symptoms. CONCLUSIONS: Childhood anxiety and depression are not only forerunners of later mental health problems but predict academic achievement. Partnerships between education and health systems have the potential to not only improve childhood emotional problems but also improve learning.

Lisa K. Mundy, Louise D. Canterford, Margarita Moreno‐Betancur et al.

DevelopmentProtectionExperimentalAURead at source

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