Transacting knowledge when there are no schools during the COVID-19 lockdown in Nigeria: the SENSE-transactional radio instruction experience

This research addresses the significant challenge of maintaining basic education in northeast Nigeria, a region grappling with both insurgency and the COVID-19 pandemic. The Boko Haram insurgency has resulted in widespread destruction of infrastructure, including schools, and significant displacement of populations. The COVID-19 pandemic further exacerbated this situation by leading to widespread school closures. This study investigates the effectiveness of the SENSE-TRI (Strengthening Education in Northeast States – Transactional Radio Instruction) program as a means of mitigating these challenges and providing continued education to children in the affected areas. The research question is: Does participation in the TRI intervention implemented in northeast Nigeria lead to improved literacy outcomes compared to learners not involved in the SENSE-TRI program? The study hypothesized that the SENSE-TRI program, building on the known efficacy of TRI, would yield significant improvements in literacy skills, especially considering the dual challenges of insurgency and the pandemic.

The study grounds itself in the existing literature on Transactional Radio Instruction (TRI) and its potential for educational development, particularly in challenging contexts. It draws on research highlighting the effectiveness of TRI in various settings globally, noting the success of radio-based educational programs in countries such as Bolivia and Nicaragua. Furthermore, it references studies that discuss the use of technology in education, particularly in emergencies, and examines the advantages and disadvantages of various approaches like blended learning. The literature review also considers the challenges of providing education in conflict zones and during pandemics, the importance of addressing local cultural contexts within educational programs, and the role of socio-economic factors in learning outcomes. The study draws upon the UNICEF Assessment, Communication Analysis, Design and Action (ACADA) planning model as a theoretical framework for the design and evaluation of the SENSE-TRI program.

This study employed a quasi-experimental design to assess the effectiveness of the SENSE-TRI program. A total of 400 grade 3 learners (200 in each group) were selected from Adamawa and Gombe states in Nigeria. Schools and students in the treatment group participated in the SENSE-TRI program, while the comparison group comprised learners from schools not participating in the program. Comparable schools located in close proximity were selected to minimize confounding variables. A quota-random-walk sampling method was used to select students within households near the intervention schools. The abbreviated Early Grade Reading Assessment (EGRA), administered on Android tablets, measured literacy skills in five subtasks: letter-sound identification, syllable-sound identification, familiar word reading, invented word reading, and reading comprehension. Data were analyzed using a nonparametric equality-of-medians test and Tobit regression models to compare the scores between the treatment and comparison groups, while controlling for socio-demographic variables and enumerator variability. Robust standard errors were used in the regression analysis.

The study found statistically significant improvements in literacy skills among learners in the treatment group compared to the comparison group across all five EGRA subtasks. This held true even after controlling for several socio-demographic variables, including age, gender, language spoken at home, family size, parental literacy, and food security. The treatment group significantly outperformed the comparison group on all measures (letter-sound identification, syllable-sound identification, familiar word reading, invented word reading, and reading comprehension). The average scores in the treatment group were substantially higher than those in the comparison group, indicating a significant positive impact of the SENSE-TRI program. While the model explained only a modest portion of the observed variance (11.7% to 16.5%), the effects of the treatment remained consistently significant. An alternative model using self-reported radio listening frequency as a measure of program engagement further reinforced these findings, showing a strong positive correlation between consistent program exposure and improved literacy scores. Importantly, some interactions between program exposure and demographic variables were observed, indicating the program’s effectiveness is conditioned by factors such as fluency in Hausa and parental involvement.

The findings strongly suggest the effectiveness of the SENSE-TRI program in improving basic literacy skills among grade 3 learners in northeast Nigeria, even during challenging times characterized by school closures and ongoing insecurity. The significant positive impact observed, even after controlling for socio-demographic variables, underscores the potential of TRI as a crucial tool for delivering quality education in regions facing instability and crises. The results support the argument for employing technological interventions in emergency situations to maintain educational access, particularly for marginalized populations. The use of locally relevant languages and the incorporation of engaging pedagogical elements, such as radio dramas and songs, were likely key factors driving the program's success. However, it is important to acknowledge that the quasi-experimental design and the absence of a true baseline assessment limit the ability to definitively attribute the improvements solely to the intervention. The observed socio-demographic differences between the groups may have played a role, and further research should investigate these factors.

The SENSE-TRI program demonstrated significant success in improving basic literacy skills among grade 3 learners in northeast Nigeria during the COVID-19 lockdown, even amidst the challenges of insurgency. The program's effectiveness highlights the potential of using transactional radio instruction, particularly in crisis situations where traditional schooling is disrupted. Future research could benefit from a larger sample size, a longitudinal study design, and the inclusion of baseline data for a more robust evaluation of learning gains. Investigating the long-term impact of the program and exploring the potential of the ACADA-TRI model for diverse educational contexts would also be valuable.

The study's quasi-experimental design and the lack of a pre-intervention baseline assessment for all learners are key limitations. This makes it challenging to definitively isolate the program's effect from other factors. The absence of a randomized controlled trial limits the generalizability of the findings. The relatively small sample size and focus on grade 3 learners in only two states also limit the broader applicability of the conclusions. Additionally, the study does not fully explore all potential confounding variables that might have influenced the outcome, and some socio-demographic differences between the groups may not have been fully accounted for.