An evaluation of the integration of m-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing literacy of early grade students in Cambodia.
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Notice bibliographique
Résumé
The Total Reading Approach for Children (TRAC) project was first implemented in Cambodia from 2013 to 2014 by World Education, Inc. (WEI) to improve early grade reading outcomes among Grade 1 and Grade 2 students. This was made possible through a grant from All Children Reading: A Grand Challenge for Development (ACR GCD). ACR GCD, which was launched in 2011 by the United States Agency for International Development (USAID), World Vision, and the Australian Government, is an ongoing series of competitions that leverages science and technology to source, test, and disseminate scalable solutions to improve the literacy skills of early grade learners in developing countries. End-of-project assessments of TRAC were encouraging: over 90% of performance indicators were successfully achieved. As a result, WEI was awarded follow-on funding by World Vision International – Cambodia to scale up TRAC. Called TRAC Plus (TRAC+), the scale up rolled out in 13 World Vision area development programs in five provinces in Cambodia in December 2014. In Year 1, TRAC+ ran in 170 schools, and continued to work in 138 of the 170 original target schools in Year 2. By the end of the project in September 2017, TRAC+ had directly reached about 20,000 students. This report presents the findings of an independent evaluation of TRAC+ conducted from February to September 2017 by Dr. Grace Oakley, Dr. Mark Pegrum, and Dr. Thida Kheang—all from the Graduate School of Education, The University of Western Australia—assisted by Cambodian researcher Mr. Krisna Seng. The primary focus of the evaluation was the m-learning component of TRAC+—the use of Aan Khmer, a game-based app developed with funding from ACR GCD to teach Khmer alphabetical principles, vocabulary, and fluency in low resource environments. The evaluation set out to answer the question, “How and to what extent does the integration of m-learning in TRAC+ enhance the literacy of early grade students?” The findings of this study contribute to the body of knowledge on the effectiveness, sustainability, and scalability of m-learning integrated into TRAC+ in the Cambodian primary school context. Equity and efficiency issues were also addressed. This evaluation was conducted under the Digital Learning for Development (DL4D) project of the Foundation for Information Technology Education and Development (FIT-ED) of the Philippines. As part of the Information Networks in Asia and Sub-Saharan Africa (INASSA) program of the International Development Research Centre (IDRC) of Canada and the Department for International Development (DFID) of the United Kingdom, DL4D aims to improve educational systems in developing countries in Asia through testing digital learning innovations and scaling proven ones. Funding for the evaluation was provided jointly by DL4D and ACR GCD.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle