How the Covid-19 shutdown revealed the effectiveness of a northern Nigerian educational media program
Datos Bibliográficos
| ID | 21190858 |
|---|---|
| Autores | Dina L G Borzekowski (0000-0002-6842-2571, University of Maryland, College Park, autor de correspondencia), Lauren E Kauffman (0000-0003-0334-8443, University of Maryland, College Park), Lauren Jacobs (0000-0003-1770-2861, University of Maryland, College Park), Mamun Jahun (Baba Azimi Foundation, Kano, Nigeria), Hadiza Babayaro (Baba Azimi Foundation, Kano, Nigeria) |
| Año | 2023 |
| Volumen | 17 |
| Número | 3 |
| Páginas | 373-388 |
| Fecha de publicación | 2023-07-03 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Journal of Children and Media (JOURNAL) |
| Identificadores de la revista | ISSN: 1748-2798 • E-ISSN: 1748-2801 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17482798.2023.2222187 |
| OpenAlex | W4381337833 |
| Idioma | EN |
| Referencias citadas | 26 |
A team of researchers were investigating the impact of a Nigerian adaptation of Akili and Me when the COVID−19 pandemic struck. Schools shut down, interrupting the study’s quasi-experimental intervention design. Post-school reopening, researchers recontacted 363 children (mean age = 5.1, SD = 1.1 years) who had provided data at baseline and had completed the intervention. The analyses revealed that during the shutdown, participating children watched Akili and Me, beyond the exposure experienced through the study intervention. Across viewing groups and including the control group, researchers found the children knew the program’s characters using a program receptivity score. The researchers found no differences associated with study’s initial group assignments. Those children who could name more Akili and Me characters performed significantly better on the outcomes of literacy, numeracy, shape, socio-emotional development, controlling for sex, age, baseline score, and group assignment. This study offers promising evidence that locally-produced educational media interventions can impact early learning skills, especially during a crisis when children rely on educational media for home learning
2019-20 coronavirus outbreak · Nuclear engineering · Pandemic · Shut down · Shutdown · Child Development and Digital Technology · Engineering · Impact of Technology on Adolescents · Medicine · Psychology · Virology
Young Adults' Wishful Identification With Television Characters
Developmental Research, Public Policy, and the Ecology of Childhood
Effectiveness of Early Educational Intervention
A Capacity Model of Children's Comprehension of Educational Content on Television
Social cognitive theory of gender development and differentiation.
Inequalities in early childhood care and development in low/middle-income countries
Global estimates of the implications of Covid-19-related preprimary school closures for children’s instructional access, development, learning, and economic wellbeing
The relationship between television exposure and children’s cognition and behaviour
Effects of Sesame Street
Defining Identification
Social Cognitive Theory of Mass Communication
An Ecological Perspective on the Media and Youth Development
Working-Age Adult Mortality and Primary School Attendance in Rural Kenya
Influence of social reinforcement and the behavior of models in shaping children's moral judgment
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |