Self-regulated learning in Kenyan classrooms : a test of a process e-portfolio

Defined as “self-generated thoughts, feelings and actions that are planned and cyclically adapted to the attainment of personal goals,” self-regulated learning (SRL) addresses both meta-cognitive and motivational aspects of learning that unfold through the cyclical phases of forethought, performance, and self-reflection. The report provides details of the study design, activities and outcomes of the project. After learning with the e-portfolio, the students’ achievement and perceptions of their self-regulation skills improved when compared to peers who hardly used the electronic portfolio tool or did not use it at all.Social Sciences and Humanities Research Council (SSHRC

Emergent literacy in mathematics (ELM) : learning numeracy with interactive technology in Kenya grade-one classes

After having learned with Emerging Literacy in Mathematics software (ELM) for two terms, the participating students (N=283) considerably outperformed their peers (N=171) who were instructed traditionally, with the effect sizes of +0.37 on the overall skills measured by the standardized tests for mathematics. The impact of ELM’s activities was the greatest on students’ ability to take language and concepts of mathematics and apply appropriate operations to solve word problems. The ELM teachers reported having gained more confidence in mathematics, and comfort in teaching mathematics with computers. The Kenya government has mandated one digital device per child in elementary grades.Social Sciences and Humanities Research Council of Canada (SSHRC

Use of ELM software to teach and learn mathematics in grade-one Kenyan classrooms : a brief report of the 2019 study

The Kenyan government mandates one digital device per child in elementary grades, making it possible to test if the need for early numeracy intervention can be addressed by introducing Emerging Literacy in Mathematics (ELM) software in teaching and learning mathematics. This brief reports on the study conducted in 14 grade-one classes from 7 primary public schools in Mombasa area (2019). Designed as a strong test of ELM, it unfolded in authentic classroom conditions. Outcomes strongly suggest that the use of ELM significantly improved young students’ mathematical abilities over those of students from the control group