African Radiography and Imaging Sciences | 14 October 2001
Impact Evaluation of Urban African SELPs on Academic Performance: Six-Month Intervention Studies Among 10-14-Year-Olds in Lesotho
M, o, k, g, o, p, o, g, a, M, o, g, a, p, e, n, g, ,, M, o, m, p, a, t, i, M, o, h, a, p, i, ,, M, o, t, l, h, o, a, n, e, M, o, f, a, t, y, a, ,, D, i, p, o, l, e, D, i, t, s, h, e, l, e
Abstract
School-based social emotional learning programmes (SELPs) have gained attention for their potential to improve academic performance among urban African children. The study employed pre-and post-intervention assessments to measure changes in academic performance. Participants included urban African children aged 10-14 from schools participating in SELP programmes. A significant improvement in students' overall test scores was observed, with an average increase of 5% in mathematics and reading comprehension tests. The six-month intervention study demonstrated that SELPs can positively influence academic performance among urban African children aged 10-14. Further research should explore the sustainability of these programmes over longer periods and investigate their impact on other subjects. African, SELP, Academic Performance, Lesotho, Six-Month Intervention