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

Abstract

Abstract This study examines the SENSE-TRI program’s effectiveness in improving the fundamental literacy skills of grade 3 learners in insurgency-challenged Gombe and Adamawa states of Nigeria during the COVID-19 lockdown. A quasi-experimental design was employed, with 400 participants equally divided between randomly selected schools and pupils from SENSE intervention schools (the treatment group) and a counterfactual group from schools and pupils not participating in the SENSE-TRI program (the comparison group). The learners’ performance in both groups was assessed by the abbreviated Early Grade Reading Assessment (EGRA), focusing on tasks such as letter-sound identification, syllable sound identification, familiar word reading, invented word reading, and reading comprehension. The TRI program compared learners’ scores in the treatment group with those of learners in the comparison group using Tobit regression models. The results revealed that sociodemographic variables had no significant independent influence on the observed outcomes. However, the scores showed a statistically significant improvement in the literacy abilities of the treatment group on all parameters and tasks compared to the control group. This improvement exceeded the initial SENSE baseline reading proficiency aggregate values, indicating the program’s effectiveness in both challenging and normal circumstances as a possible way out when no schools exist.