Leaving no pre-schooler behind: using digital technology to foster emergent literacy skills of preschool children from resource-constrained environments in Lusaka province, Zambia.
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Date
2024
Authors
Serenje, Janet
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This study investigated how a digital intervention programme influenced the development of emergent literacy skills, including rhyme awareness, vocabulary, and story comprehension, in preschool children from resource-constrained environments in Lusaka province, Zambia. The study was quantitative and employed a between-subjects randomised controlled experimental design. A sample of 353 children (Mage=81.1 months; SD=15.7) from 14 government
preschools in Lusaka, Chilanga, and Kafue districts of Lusaka province was randomly assigned to one intervention and two control groups. Children in the intervention group listened to and watched digital animated stories and rhymes 4 times a week for six weeks (which translated into a total intervention time of 4 hours, 46 minutes, and 8 seconds per child). To control for the effect of technology, the children in the control I group played a non-literary video game (Subway Runner downloaded from Combine, Inc.). In control group II, children continued with their usual classroom activities (scheduled on the school
timetable). Data at pretest and post-test were collected using various assessment tools, including the picture rhyming test rhyme production test, expressive one-word picture vocabulary test, receptive one-word picture vocabulary test, retelling, and question-and answer comprehension tests. A linear mixed effect analysis was used to assess the intervention's impact on rhyme awareness, vocabulary, and story comprehension skills. Results revealed that the intervention group significantly outperformed the two control groups in vocabulary and story comprehension but not in rhyme awareness. Thus, the study provides empirical evidence supporting the efficacy of digital animated stories and rhymes in enhancing early literacy skills, particularly vocabulary and story comprehension, among Zambian preschool children. The study recommends integrating these resources as supplements to printed materials for preschoolers in preschools and homes. By using these digital instructional tools alongside traditional printed materials, educators and parents can create engaging learning experiences that support children's overall early literacy development.
Description
Thesis of Doctor of Philosophy in Sociology of Education