Literacy for all: How using television can create a more inclusive learning environment in Kenya
This blog is written by colleagues from the Busara Centre for Behavioural Economics, as part of a joint research project with EdTech Hub investigating the impact of educational television on learning outcomes in Kenya.
Image showing children working together to build a structure. Credit: Busara Centre for Behavioural Economics.
In Kenya education is going through a transformation. Implementing the Competency Based Curriculum (CBC), which promotes learner wellbeing, skills and capabilities acquisition, is a clear example of the changing landscape. Despite these efforts, there remains an opportunity for improvement as learning outcomes indicate that approximately 3 out of 10 children in Grade 3 are only able to perform Grade 2 level literacy tasks. Past research has consistently highlighted the potential of educational television programs to engage learners across various age groups and enhance their comprehension of complex concepts. Enter Nuzo and Namia — a new educational TV show aiming to change the learning experience for six to nine-year-old Kenyan children. At Busara, we’re currently working with EdTech Hub to measure the impact of the Nuzo and Namia show by Ubongo in increasing literacy levels in children. Our research objective is to answer one question: How does the Nuzo and Namia show inspire children to embrace reading?
In our qualitative study, which took place in Kakamega county, we selected 20 households with kids who watch the Nuzo and Namia show, including 14 neurotypical children and 6 neurodivergent children. You can read more on the baseline data from the Randomized Controlled Trial (RCT) within which this qualitative study is situated here. These households were chosen from Mahiakalo and Bulimbo schools, where the students attend Grades 1 to 3 and have access to a TV. With the help of village elders, we identified six children on the autism spectrum. The selection of households with neurotypical children was derived from the main study’s sample.
How did we do it?
The qualitative study’s design was guided by the ethos of developmentally appropriate learning upheld by the research team. We wanted to recognize the range of learning capabilities exhibited by children and ensure that they could, and express themselves in a way that honors the intrinsic diversity in human processing and cognition. This guided the research team’s decision to move away from standard interviewing practices and use a constructivist approach through observational and play-based methods.
We focused on episode two of Nuzo and Namia where the lesson centered on the skill of skimming which is a crucial reading comprehension strategy that aids in extracting key details from a text without reading it in its entirety.
We employed three main methods of implementation:
- Firstly, static observation, which meant watching the participants in their natural state and taking snapshots of their reactions. The research team went into the children’s home environment and observed as the children watched the show.
- We then gave them LEGO blocks to play with as we observed. Following play, we asked the children some questions about what they had built.
- Finally, we held in-depth interviews with caregivers to learn what they think about their kids viewing the program. From the caregiver’s point of view, we noticed that a significant portion of the children predominantly tuned in to the show on Saturdays. However, an area of concern highlighted by the caregivers centered around the Wednesday viewing slot.
“…what you can change is time to repeat that is on Wednesdays where he has other programs he follows and they collide with the Nuzo and Namia show, but on Saturday is okay.” — Linda (parent)
“I think if you can fix it on Sunday after church from 2:00 pm, like some other shows we used to watch sometimes back.” — George (parent)
Outcome measure 1: The pedagogy of Nuzo and Namia
The Nuzo and Namia show employs pedagogical methods focused on literacy, social-emotional learning, and play-based strategies. It incorporates elements such as literacy strategies (listening, reading comprehension, and oral fluency), play-based techniques (songs, dances, games), and SEL skills (confidence and curiosity).
The Nuzo and Namia show’s pedagogical approach involves certain elements that are presumed to be effective. The outcomes, as targeted by the show’s pedagogical approach, encompass (1) literacy, (2) social-emotional learning skills, (3) play-based strategies and (4) gender attitudes.
One of the outcomes was play-based learning. Several children were observed participating in the play and even responding to the show’s tune. Meanwhile, most of the children remained fully engrossed in the activity, showcasing their active engagement with the show. This not only portrays the effectiveness of the show’s pedagogical elements but also the transfer of skills through song and dance.
“At this point, the kid seemed very engaged with the TV show. He was even tapping his fingers on his lap like he was dancing from some music.” — Christine
Outcome measure 2: Transfer of skills
We assessed the transfer of skills using the play based approach with LEGO blocks as earlier described. During the game, we observed:
Play triggered joy
One central theme is the evident joy children feel when interacting with the blocks, often stemming from prior exposure to them. This joy sparks immediate and enthusiastic exploration and creativity.
“The child was excited and very enthusiastic [because] she had interacted with the legos before in school, according to the caregiver.” Said Grace.” She was very eager to build, as much as she could not connect to the show she knew what the blocks are for and what to do with them.”
The iterative approach
Initially unsure of how to respond to the experience, children gradually engaged and adjusted their approach, demonstrating a learning curve. This process involves trying again and again, even seeking out new projects that resonate with them.
“The child does not know how to respond to the experience of building the blocks, at first it was so new to her but she went on adjusting the approach. She would build an item without the blocks falling off.” — Peter
Image showing the child’s build, though they could not verbalize what they have built. Credit: Busara Centre for Behavioural Economics.
Social interaction
Siblings and peers contributed significantly by offering encouragement, cooperating and experiencing mutual enjoyment. However, we noted a few variations. For instance, some children preferred solo engagement, indicating diverse preferences for social interaction.
“The other kids joined in and started building something together. One of them, a bit older sibling, was very good at fixing the blocks, but the focus child was still struggling. However, the focus child was actively engaged, as I could see him trying to build something on his own, and also asking the siblings what they were building.” — Susan
Image showing a group of children working together to build a structure. Credit: Busara Centre for Behavioural Economics.
Actively engaged children
The children demonstrated high levels of participation in the activity, modifying their strategies as they gained experience with the materials. Social interactions were also evident in this theme as some children collaborated with peers while others preferred solo engagement.
“They were fully focused on what they were building, but I could notice giggles, and chats as they marveled at what they were building.” — John
Image showing A child’s build of their “father house”. Credit: Busara Centre for Behavioural Economics.
Meaningful creations
We learned that despite challenges, the child’s interactions with the blocks showcased their developing comprehension. While the child’s creation might not always directly mirror the show, such as building a storey house instead of specific scenes, their engagement reflected a genuine attempt to interpret and connect with the content. We saw that children were able to derive meaning from what they created out of the LEGO blocks.
“The child is developing their understanding, as he tries new blocks you can clearly see he now understands better, he is not trying the blocks upside down as he was doing at the start of the play, he first confirms the shape up and downside before trying to interlock.’’ — Faith
After conducting the Play-Based Tool, we asked the children to describe what they had built. For some participants, their creation was influenced by what they had seen in the Nuzo and Namia show. They attempted to replicate scenes or objects from the show, such as a story building seen on television. This demonstrated an aspect of the reading comprehension strategy whereby the children were able to recall and visualize what was happening in the episode. Instances also arose where participants built structures unrelated to the show, showing their individual creativity.
Image showing: A “storey building” by one of the children. Credit: Busara Centre for Behavioural Economics.
Outcome measure 3: Mechanisms
In this study, ‘mechanism’ refers to the process of intervention reception rather than outcome achievement, which is crucial for understanding impact. In the study, we look at how different potential processes and barriers of uptake could affect a certain mechanism’s path. We focused on two main mechanisms. Firstly, caregiver conversations that aimed to gather their viewpoints and reflections on the show, along with their perceptions of their children’s involvement with the program, could potentially influence whether or not they nudge their children to watch the show. During the show, some caregivers were usually present, starting off as interested participants but often getting busy or distracted as the show went on. They encouraged the kids to pay attention, which helped them feel connected to the program. Secondly, we looked at perceptions and relatability to the show’s aspect of neurodivergence, by both the children and caregivers. We observed that nearly all the children found it challenging to engage with segments where the characters addressed issues of neurodivergence to the caregivers. This seemed to disconnect them from the show’s main narrative, leading to a loss of interest and a shift towards alternative activities.
Key Findings and Conclusion
In our exploration of children’s attitudes towards neurodivergence and engagement with educational content, we found that neurotypical children often struggled to connect with segments discussing neurodiversity, posing a challenge to the show’s narrative. However, caregivers’ presence provides crucial support and reassurance, especially for neurodivergent children, with some expressing profound shifts in perspective after interactions with our research team. Despite these challenges, caregivers praised the show for its inclusivity and relatability, suggesting the addition of a neurodivergent character to further enhance the learning experience. Additionally, we observed that most neurodivergent children had prior experience with LEGO blocks. This familiarity stemmed from school interactions which contributed to their enthusiasm and engagement with hands-on activities, while this familiarity was less common among neurotypical children. Neurodivergent children’s familiarity with LEGO blocks stemmed from school interactions.
Our study also shed light on the pedagogical effectiveness of the Nuzo and Namia show in introducing reading skills to young viewers. We found that the show effectively engaged children with skimming techniques. Post-viewing observations highlighted sustained interest and diverse emotional responses among children, enriching our understanding of their viewing experience. Overall, our study underscores the influence of various mechanisms, such as caregiver presence and group viewing dynamics, in shaping children’s engagement with educational content, offering valuable insights for future programming and research endeavors.
Learnings and Recommendations
For Educators, integrating effective skimming techniques into classroom teaching can greatly enhance students’ reading skills. By teaching students how to strategically skim texts, educators enable them to quickly grasp main ideas and improve comprehension. Previewing headings, summaries, and key sentences help students identify crucial information efficiently. Including skimming exercises in lesson plans not only boosts engagement with texts but also nurtures critical thinking and time management skills among students. Researchers need further exploration to understand how specific content features sustain interest and evoke emotional responses in educational programming. Research into narrative structure, character development, and visual appeal can offer insights into designing more effective learning experiences. By uncovering mechanisms that enhance engagement, researchers can advance educational theory and practice, ultimately improving the design of educational programs. For Parents and Caregivers encouraging co-viewing and discussing educational shows with children strengthens learning and emotional engagement. Active involvement in children’s viewing experiences helps them connect lessons to real-life situations and develop critical thinking.
For Program Designers similar to Ubongo, creating content that encourages caregiver participation and supports group viewing maximizes the educational benefits of programming. Designing shows that facilitate meaningful interactions between caregivers and children strengthens familial bonds while promoting learning. Incorporating elements that prompt discussion and reflection creates a collaborative learning environment that enhances educational outcomes and family engagement. For Policymakers, supporting initiatives that promote communal viewing of educational content can significantly enhance learning outcomes. Policies that increase access to educational programs in schools, libraries, and community centers foster collaborative learning and knowledge sharing among children. Investing in infrastructure and resources that support group viewing experiences contributes to the educational development of future generations.
