A Pilot Study of Parenting Program for Foundational Learning Gaps in Nigeria: Prospects for Suitable Interventions and Improving Learning Outcomes

This project aims to pilot a positive parenting program (PPP) that tackles the foundational learning challenges among underserved children (ages 3-11) in Nigeria. Harmonized test scores (HTS) data shows that student learning outcomes in Sub-Saharan Africa are often below par, given that students lack basic literacy or numeracy skills even after several years of education. In Nigeria, the HTS score is 309, just about the minimum of 300, with the low-income group of the country being the worst hit. This condition, otherwise known as a "learning crisis" can be attributed to several factors including low income. Among other interventions, PPP has been cardinal to learning outcomes because parents are children's first and best teachers; besides, children spend more time with their parents, especially their mothers. There has been conflicting evidence on the impact of PPP ranging from null effects to equal and significant impacts on children's learning outcomes. Besides, PPP appears to be a popular phenomenon in developed economies and among elitist societies due to the level of exposure, access to resources, and the premium for child education. However, PPP is limited in developing economies, particularly among low-income or underserved populations. Therefore, working with the Tensai Kids Parenting Academy (TKP Academy), we intend to conduct a pilot study of a PPP that uses a combo of the ‘Pomodoro technique’ and ‘Psychic strategy’ (including others) among low-income earners in Nigeria. This is to identify tailor- made solutions that consider and address the peculiarities of the focal sect and eventually boost learning outcomes.