E-Learning Sudan, Formal Learning for Out-of-School Children

Autor/inn/en	Stubbé, Hester; Badri, Aiman; Telford, Rebecca; van der Hulst, Anja; van Joolingen, Wouter
Titel	E-Learning Sudan, Formal Learning for Out-of-School Children
Quelle	In: Electronic Journal of e-Learning, 14 (2016) 2, S. 136-149Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Forschungsbericht; Foreign Countries; Access to Education; Mathematics Instruction; Rural Areas; Program Effectiveness; Pretests Posttests; Control Groups; Experimental Groups; Quasiexperimental Design; Educational Games; Mathematics Skills; Elementary Education; Developing Nations; Laptop Computers; Gender Differences; Age Differences; Scores; Electronic Learning; Educational Technology; Statistical Analysis; Sudan + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Mathematics lessons; Mathematikunterricht; Rural area; Ländlicher Raum; Educational game; Lernspiel; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementarunterricht; Developing country; Developing countries; Entwicklungsland; Laptop computer; Laptop; Computer; Digitalrechner; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Unterrichtsmedien; Statistische Analyse
Abstract	E-Learning Sudan (ELS) is a custom-built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote village, without a teacher. This research study assessed the effectiveness of ELS in two pilots through a pretest-posttest control group quasi-experimental design. In Pilot I, 67 children in three remote villages, aged used the game for a period of six weeks, five days a week, 45 minutes a day; the control group did not receive any education. In Pilot II, 591 children in 19 remote villages, played the game for six months, for a maximum of five times a week, 45 minutes a day; the control group received informal education in out-of-school centers. The results of the analysis on the pretest-posttest data revealed that ELS increased mathematics knowledge acquisition in numeracy and adding significantly and maintained student motivation to learn. Analyses of control group data and EGMA (internationally validates Early Grade Mathematics Assessment) showed that the children in the experimental group learned more than children who received no education at all, informal or formal education. These findings suggest that the implementation of ELS can greatly benefit learning for out-of-school children like in Sudan. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01