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Results & Impact

Helping Children Achieve Their Full Potential


A two-year randomized controlled trial (RCT) with children in Malawi showed significant learning impacts in literacy and math despite multiple disruptions due to COVID.

4.2 months

of additional literacy learning after 13 months of disrupted schooling due to COVID

72%

attained emergent or fluent mathematics status after 13 months

=

Both boys and girls had similarly positive results

50%

more children advanced on national literacy benchmarks

11,510

Total Number of Children Served

Impact

I like it because the children do not mess around…We are learning how to read and write. I like to learn.

Standard 2 learner

This work is important because the students learn so much more. Retention of students goes up and the dropout rates decrease. Learners are more motivated and more confident about their learning. And this is especially important for the girls — to keep them in school and give them full access to literacy and mathematics.

Head Teacher

Now our kids can say the alphabet and are better at math. The program reduces stress because they come to learn instead of staying at home.

Parent of out-of-school children

I like learning numbers. I like drawing. I like everything. I want more time on the tablet.

Standard 2 Learner

I have seen an improvement in attendance and a decrease in lateness. We are lucky that this intervention is improving attendance.

Head Teacher

Now my child can read some texts meant for [grade] 6 or 7 children because of the program. When he comes home, he teaches other children about reading.

Parent of primary school child

I am learning to read. I like listening and am excited to come to the learning center. My classmates want to be in the program.

Standard 2 Learner

We want the program to continue…there is desire to expand the program to higher [grade levels] so the most kids can benefit.

Parent on the Student Management Committee

In the classroom, learning can be difficult, but in the learning center, it is simpler because [children] can learn at their own pace. Children who are part of the program are able to grasp content more quickly compared to other children who were not part of the program.

Teacher and Learning Center

Looking at what the children are able to do now, they are an example for others in the school.

Chairperson of the Mother’s Group

In the program, you will see that all the children are intelligent. They are their own teachers on the tablets.

Pastor Desire, leader of Integrity School

The innovation has lessened our work because learners are grasping concepts in less time.

Teacher

We were excited when we first heard about the program because we understand that the world is changing and that this is the future.

Parent on the Student Management Committee

Comprehensive Research Portfolio

Imagine continues to build evidence of what works, for whom, and how. We have enlarged our exciting portfolio of research to span multiple countries, settings, software products, and languages. We are employing a range of research methods to further our understanding of learning impacts, social-emotional learning, and longer-term educational outcomes and to dive deeper into the question of what works for whom and under what conditions. And we’re developing a continuous improvement loop by actively sharing our research findings with our software partners.

Project Name Country Setting Software Language Imagine Research Role Study Type Primary Focus 2022 2023
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
UT Long-term Cohort 1 Malawi School OB proc. Chichewa Lead RCT Learning impact
Dzaleka Math Study Malawi Refugee Camp OB proc. English Lead RCT Learning impact
Onetab Home-based Study Malawi Home OB adaptive Chichewa Lead Descriptive Usage
Onetab Home-based Study US Home OB adaptive English Lead Descriptive Usage
UT Long-term Cohort 2 Malawi School OB proc. Chichewa Lead RCT Learning impact
Dzaleka Literacy Study Malawi Refugee Camp KK English Lead RCT Learning impact
Reading Progress Study Malawi School OB proc. Chichewa Lead Mixed- methods Deep dive/ SEL
IRC/Tanzania - Refugee Tanzania Refugee Camp OB adaptive Swahili Lead RCT Learning/ SEL
IRC/Tanzania - Host Tanzania After school OB adaptive Swahili Lead RCT Learning/ SEL
IRC/Tanzania - Host Tanzania After school KK Swahili Lead RCT Learning/ SEL
IRC/Bangladesh Bangladesh Refugee Camp KK English Advisor RCT Learning/ SEL
UT Long-term extension Malawi School OB proc. Chichewa Lead Descriptive Learning outcomes
UT Long-term follow-up Malawi School OB proc. Chichewa Lead Descriptive Long-term outcomes
UT alternative impl. models Malawi School OB various Chichewa Lead TBD Learning/ SEL
Dzaleka Long-term follow-up Malawi School OB proc. Chichewa Lead Descriptive Long-term outcomes
McGovern-Dole/ Senegal Senegal After school OB adaptive French Supplemental TBD Learning/ SEL
McGovern-Dole/ Burkina Burkina Faso School/ Home OB adaptive French Supplemental TBD Learning/ SEL
EOF Sierra Leone Sierra Leone Refugee Camp OB adaptive English Supplemental TBD Learning/ SEL
EOF Ghana Ghana School OB adaptive English Supplemental TBD Learning/ SEL

Abbreviations

  • UT = Unlocking Talent
  • OB = onebillion proc. = procedural
  • RCT = randomized controlled trial
  • KK = Kitkit School
  • SEL = social emotional learning
  • IRC = International Rescue Committee
  • impl. = implementation
  • TBD = to be determined
  • EOF = Education Outcomes Fund
Pilot
Planning
Research
Analysis
Completed