African Journal of Digital Humanities | 07 August 2005
Digital Literacy Pedagogy in Senegalese Adolescent Girls: A Dakar Initiative
I, b, r, a, h, i, m, a, S, o, w, ,, M, a, m, a, d, o, u, D, i, a, l, l, o, ,, K, a, m, i, s, s, N, d, o, u, r
Abstract
In Senegalese schools, digital literacy is underdeveloped despite the increasing importance of technology in education and daily life. The study employed a mixed-methods approach involving pre- and post-training assessments, focus group discussions, and surveys to evaluate the impact of the intervention. A statistically significant increase (t-test p < 0.05) was observed in participants' ability to use digital tools for problem-solving tasks compared to baseline scores. The training programme successfully improved adolescent girls’ digital literacy skills, with a notable improvement in their application of technology in academic and social contexts. Further research should explore the long-term effects and scalability of similar interventions across different demographics and regions. Model estimation used $\hat{\theta}=argmin<em>{\theta}\sum</em>i\ell(y<em>i,f</em>\theta(x<em>i))+\lambda\lVert\theta\rVert</em>2^2$, with performance evaluated using out-of-sample error.