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A team of researchers were investigating the impact of a Nigerian adaptation of  Akili and Me  when the COVID−19 pandemic struck. Schools shut down, interrupting the study’s quasi-experimental intervention design. Post-school reopening, researchers recontacted 363 children (mean age = 5.1, SD = 1.1 years) who had provided data at baseline and had completed the intervention. The analyses revealed that during the shutdown, participating children watched  Akili and Me , beyond the exposure experienced through the study intervention. Across viewing groups and including the control group, researchers found the children knew the program’s characters using a program receptivity score. The researchers found no differences associated with study’s initial group assignments. Those children who could name more  Akili and Me  characters performed significantly better on the outcomes of literacy, numeracy, shape, socio-emotional development, controlling for sex, age, baseline score, and group assignment. This study offers promising evidence that locally-produced educational media interventions can impact early learning skills, especially during a crisis when children rely on educational media for home learning.

How the COVID-19 shutdown revealed the effectiveness of a northern Nigerian educational media program