Evaluation of the effectiveness of Can't Wait to Learn, an EdTech numeracy and reading programme, in government schools in Isingiro district, Uganda

Evaluation the effect of Can't Wait to Learn integrated into formal education compared to education-as-usual in government schools in Southwest Uganda on numeracy and reading outcomes: a cluster randomized controlled trial

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN11460734

Enrollment

3060

Registered

2022-03-10

Start date

2022-03-21

Completion date

Unknown

Last updated

2025-01-28

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Numeracy and reading competency levels amongst learners in Primary 3 (P3) in government schools Not Applicable

Interventions

Randomisation: Random selection of schools (n = 30) is done following the application of the eligibility criteria to all schools in the Isingiro district. This is effectuated by a statistician who sub

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Participants include: children, caregivers (i.e. biological parents/the individual(s) responsible for the daily care and wellbeing of the child) and education personnel (e.g. teachers, headteachers). Child inclusion criteria: 1. Assents to participating in the research 2. Caregiver consent is obtained 3. Is enrolled in grade P3 Caregiver inclusion criteria: 1. Consents to participate in the research 2. Has a child participating in the research Education personnel: 1. Willing to participate in the research 2. Works at, or represents, a school selected for the research 3. Teachers only: teaches P3

Exclusion criteria

Exclusion criteria: 1. Hearing, visual, and speech impediments that significantly impair the child’s ability to listen to or watch a video on a tablet, see images on a screen, and/or participate in assessments 2. Children unable to understand pedagogical explanations for reading or numeracy 3. Behaviour that poses risks to the safety of other children or pedagogical materials 4. Resides in a child-headed household, i.e. head of household is under 18 years old No exclusion criteria for caregivers or education personnel

Design outcomes

Primary

Measure	Time frame
Numeracy and reading competency levels measured using custom-made academic assessments at baseline and 6 months later. The assessments are aligned with internationally-used measures, including Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA), but adapted to be better suited to detect granular change. The assessments have been piloted and their psychometrics analysed. These will be reported.	—

Measure

Time frame

Numeracy and reading competency levels measured using custom-made academic assessments at baseline and 6 months later. The assessments are aligned with internationally-used measures, including Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA), but adapted to be better suited to detect granular change. The assessments have been piloted and their psychometrics analysed. These will be reported.

—

Secondary

Measure	Time frame
Children's psychological wellbeing measured using the Stirling Children's Wellbeing Scale at baseline and 6 months	—

Countries

Uganda

Contacts

Public ContactJasmine Turner

jasmine.turner@warchild.nl+31 (0)627596190

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 4, 2026