Can TV-Based Lessons Improve Foundational Literacy and Numeracy in Rural Zimbabwe?

This study evaluates the impact of TV-based educational lessons on foundational literacy and numeracy skills among Grade 3 students in rural Zimbabwe, specifically in Mashonaland Central and Matabeleland North provinces. The intervention addresses poor outcomes, where 81% of rural children lack foundational numeracy skills and 63% lack foundational reading skills, worsened by limited teacher capacity and inadequate resources. The research question driving this project is: Can TV-based educational lessons significantly improve foundational literacy and numeracy outcomes for rural Grade 3 students in Zimbabwe? The project uses a randomized controlled trial (RCT) to determine impact. Schools will be randomly assigned to treatment and control groups, with the treatment group accessing pre-recorded lessons developed by expert Zimbabwean teachers and aligned with the national curriculum. These lessons incorporate visual and auditory aids to engage students, reduce monotony, and foster attendance indirectly. Baseline and endline evaluations will use existing school report marks, supplemented by teacher assessments of student skills. Surveys and focus groups will capture implementation challenges and teacher/student feedback. This intervention has a twofold benefit: high-quality instruction to improve students’ foundational skills and teacher capacity-building by showcasing effective teaching methods. Conceptually, it contributes to the growing body of evidence on EdTech as a scalable, cost-effective solution to improve learning outcomes in underserved communities. The project explores how technology can enhance pedagogy and equity in resource- constrained settings. Partners include the Ministry of Primary and Secondary Education and Education Development Trust. Potential funders include Higherlife Foundation and ZB Financial Holdings Education Fund.