Reports & Resources

In this paper, Nicola J Pitchford and Karen A Levesque present a synthesis of the generation of an evidence base that tests the efficacy of an innovative educational technology designed to enhance foundational learning by diverse groups of marginalised children, in different locations, worldwide.

This presentation was delivered in March 2024 at the Comparative and International Education Society (CIES) conference by Dr. Karen Levesque, Imagine Worldwide’s Head of Research. It summarizes two RCTs conducted in Tanzania on using EdTech for supplemental learning.

International Journal of Educational Research Open published this report which explores expert perspectives on the perceived impact and challenges of implementing a unique large-scale EdTech learning competition conducted by the XPRIZE Foundation in 172 remote villages in Tanzania with 2500 out-of-school children.

Imagine’s research team completed analysis of a first study of non-progress in reading in Malawi, which examined multiple factors including home literacy/language environment, socio-emotional competence (including working memory, academic grit, and self-control), on-task learner behavior, and child age. The peer-reviewed journal “Frontiers” published our article about the study and results.

Research Brief No. 2 shares results from the first U.S. pilot of onebillion’s tablet-based instructional software during COVID-19 school closures.

Research Brief No. 1 summarizes the impacts of a 2-year education technology program on early primary learning in Malawi amid disruptions due to COVID-19.

This report provides an overview of the IRC’s first Autonomous Learning project in the refugee settlement of Cox’s Bazar in Bangladesh.

Our 8-month randomized controlled trial (RCT) in government primary schools in Malawi shows significant positive effects for learners in overall literacy and in key early math skills, with similarly positive results for both girls and boys.