Country: Ghana
Sector: Education, Digital Inclusion
Background:
A global education foundation implemented a two-year digital learning project across 40 rural primary schools, providing tablets, e-learning content, and teacher training. The client commissioned an impact assessment to determine the program’s effects on learning outcomes, teaching practices, and digital literacy among pupils.
Approach:
We applied a quasi-experimental design using matched control schools for comparison. Standardized literacy and numeracy assessments were administered at baseline and endline to over 1,500 pupils.
Classroom observations, interviews with teachers, and focus groups with students were conducted to understand pedagogical shifts and technology usage. The theory of change model guided the indicator selection and attribution analysis.
Findings:
Pupils in intervention schools showed a 21% improvement in literacy scores, compared to 9% in control schools. Teachers reported increased confidence using digital tools and more interactive lesson delivery. However, electricity access and device maintenance remained key bottlenecks in several schools. Girls’ digital usage increased significantly, closing earlier gender gaps in access.
