Beyond the Basics: The Potential of ICT for Primary Education

• In Event: Primary education, digital tools in schools and the impact on literacy and numeracy

Proposal

Educational outcomes in Sub-Saharan Africa (SSA) have been a longstanding challenge hindering educational development. Research indicates that, in terms of the education-related Sustainable Development Goals, reading and numeracy learning abilities are typically lacking in Sub-Saharan Africa. This result in an increase in enrollment with quality of education remaining alarmedly low, which experts and observers have dubbed a "learning crisis" (Kremer et al., 2013; World Bank, 2018). The Global Education for All (EFA, 2014) predicts that 52 million children in SSA are among the 130 million students enrolled in basic education who do not even acquire basic literacy and numeracy skills. Reimagining teaching and learning in SSA is crucial to meet the demands of the 21st-century digital society. Educational technology (EdTech) offers promising potential for enhancing education and addressing the issue of poor-quality education. However, evidence-based guidance on effective EdTech implementation remains limited, and even the selection of appropriate equipment poses a challenge. While many factors account for such low learning environment, evidence increasingly shows that the introduction of Information and Communication Technology (ICT) is essential to improve students’ performance (Skryabin et al., 2015).
Several studies have confirmed a positive impact of ICT on educational performance. Balanskat and Blamire (2007) reviewed 20 studies across European countries and found that ICT use is associated with improved performance in elementary school subjects like math, language, and sciences. They also noted that ICT integration can enhance independent learning, group work, motivation, and attention span. The OECD study (OECD, 2010) using 2006 PISA data further supports this finding. Students with 1-3 years of computer experience showed a 30% increase in performance, while those with 3-5 years and 5+ years experienced increases of 51% and 61%, respectively, after controlling for socioeconomic factors. A regional study by Murillo and Román (2011) analysed factors associated with performance in 100 schools across nine Latin American countries and Spain. found a correlation between the quality and adaptation of ICT resources and language performance in third-grade elementary students. Román (2008) (cited in Román Carrasco and Murillo Torrecilla (2012)) further explored this relationship and confirmed that students whose teachers use ICT in classroom activities achieve significantly better results. A recent Ecuadorian study on elementary school students revealed a positive impact of computer use and software on math performance (approximately 0.3 standard deviation), while the effect on language was insignificant. The study noted that high-achieving students benefited more from ICT integration (Carrillo et al., 2010). But limited works existed on Francophone SSA exploring the effect or impact of ICT on primary school pupils’ reading and numeracy performance.
This study therefore seeks to investigate the relationship between ICTs and educational performance in 14 Francophone Sub-Saharan African countries , using the PASEC 2019 dataset. A hierarchical linear model was employed to account for the multilevel structure of the data, considering variations at the student, school, and country levels over a sample of 62934. The results revealed that the presence of ICTs in the home environment such as computers, smartphones, and TV sets, have a positive and significant impact on student test scores in reading and mathematics. For instance, in reading, computers at home show a β=5.35 improvement in reading, meanwhile for numeracy (mathematics), computers at home indicate a β=4.741. In contrast, while computer halls in schools demonstrated a positive effect on student numeracy performance, the availability of internet connections in schools have negative association with mathematics test scores. This may be due to a lack of strike follow-ups in the usage of internet by teachers and learners as free internet may result into teachers spending more time on social media rather than teaching. These findings suggest that while ICTs can be powerful tools for enhancing education, their effective integration into the classroom environment requires careful consideration and planning.
However, the effectiveness of ICT integration depends on several factors, including the type of ICT used, the availability of quality educational resources, and the capacity of teachers to effectively utilize these technologies. To maximize the benefits of ICT in education and address the challenges identified in this study, the governments and policy makers of these of Francophone SSA should prioritize policies that increase access to ICT devices and internet connectivity, both in schools and in homes, particularly in rural areas. Teacher training programs should be designed to equip educators with the skills and knowledge necessary to effectively integrate ICT into their teaching practice. Educational authorities and institutions should invest in the development of high-quality educational content that is accessible through ICT devices. Digital literacy skills should be incorporated into the curriculum at all levels of education to ensure that students are equipped to use ICT effectively. By implementing these policies, Francophone Sub-Saharan African countries can harness the potential of ICT to improve educational outcomes and prepare students for the challenges of the 21st century and the future.
Keywords: ICT, Education, Francophone SSA, Reading and Numeracy, Hierarchical Linear Model

Authors

• Ernest Alang Wung, Effective Basic Services (eBASE) Africa

• Herman Poutong

• Armand Mboutchouang Kountchou, University of Dschang

• Patrick Okwen, Effective Basic Services (eBASE) Africa