Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Education (MEd)

First Advisor

Dr Dilshad Ashraf

Department

Institute for Educational Development, Karachi

Abstract

This study explores the experiences of students in government secondary schools in Karachi, Pakistan, who learned mathematics and assessed their learning through Interactive Voice Response (IVR) technology. These students participated in a study that examined the efficacy of low-cost technology to help government secondary school students’ learning losses resulting from the prolonged school closure during the COVID-19 pandemic. This study was carried out by AKU-IED in collaboration with Monash University, Australia. The current research highlights the potential of IVR technology in helping students address educational challenges in low-income areas with limited access to advanced technology. The study examines the effectiveness of IVR in mitigating COVID-19-related learning losses among marginalized students with a focus on their learning of mathematics and assessing their learning. Data were collected through semi-interviews and Focus Group Discussions (FGDs) with the participants. Data analysis was carried out and presented using Constant Comparative Analysis (CCA) to compare the experiences of two groups i.e., students who were assisted group (AG) by a mentor and the students who did the IVR lessons without any assistance called self-help group (SHG) in five schools. The findings show that IVR empowers student engagement, flexibility, and self-assessment, enabling them to learn mathematics independently. Both internal motivation and external help from the IVR team, teachers, and family make the student’s learning successful. The Assisted Group (AG) benefited from mentor support, while the Self-Help Group (SHG) improved resilience through independent learning. This research pays to the growing literature on low-tech educational solutions. It offers insights into how IVR can support learning mathematics in resource-constrained places by themselves, making it an appropriate and timely addition to discussions on digital inclusion and educational equity.

First Page

1

Last Page

103

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