Dr. Ana H. Marty is Research Faculty at Florida State University with experience in formal and non-formal education environments, education research, and international education and development. Dr. Marty has presented at the Annual Meeting of the Society for Research in Child Development, Annual Meeting of the Society for the Scientific Study of Reading, and the Annual Conference of the Comparative International Education Society.
Co-Author: Adrienne E. Barnes
Conducting educational research in conflict environments: the case of a Kanuri curriculum
Florida State University developed a literacy and numeracy curriculum for primary pupils in Kanuri, which is the predominant language of two states in northeast Nigeria. Teachers implemented the curriculum in selected schools. The results of a RCT conducted to examine the impact of the intervention in children’s outcomes will be presented and the implications of this work in the context of conflict-prone environments will be discussed.
“Decades of development neglect combined with the violence caused by Boko Haram have contributed to the literacy crisis in northeast Nigeria. The Florida State University responded to this crisis by developing and piloting a Kanuri curriculum for pupils in first, second and third grades attending 38 public primary and integrated Quranic schools in Borno and Yobe states. Although the global evidence is clear on the benefits of children first learning to read in a language they already speak and understand, in these two Nigerian states, pupils are taught how to read in Hausa or English even when a large number of children speak Kanuri.
To examine the impact of this curricular package on early literacy and numeracy skills FSU conducted a cluster Randomized Control Trial (RCT). For 10 weeks, teachers in twenty schools implemented the KARI curriculum while 18 schools remained as control. At the end of the implementation, local trained enumerators collected data on 711 pupils using the Early Grade Reading Assessment and the Early Grade Mathematics Assessment.
Although no statistically significant differences between groups were found, several interesting variances deserve attention. The intervention group performed slightly higher in the Letter-sound ID and Syllable ID subtasks of the EGRA. Boys performed slightly better than girls in all the subtasks except Listening Comprehension. The intervention group performed slightly higher in the Number ID, Number Discrimination, Addition and Subtraction (Level 1) subtasks of the EGMA. Boys performed slightly better than the girls in all the subtasks of the EGMA.
This session would benefit researchers and reading specialists, as KARI is the first curricular package for literacy developed in the Kanuri language. Attendants will not only learn more about the results of the RCT but also about the developing and implementation of KARI and the implications of this specific methodology in the context of a fragile and conflict-prone environment.