Summary
A trial across five countries found that children’s mathematics learning improved most when text messages were combined with weekly 20-minute calls from a teacher. Text messages alone also produced better results than the control condition during prolonged school closures.
A trial conducted across five countries found that children’s mathematics learning improved most when they received educational text messages together with a weekly 20-minute phone call from a teacher. Children who received text messages alone also performed better than those in a control group.
The approach is designed for periods when schools are closed for extended periods, including during natural disasters, pandemics or other emergencies. The study authors describe it as a relatively inexpensive way to support learning when conventional classroom teaching is disrupted.
What the trial compared
The intervention used two forms of contact: text messages and weekly phone calls lasting 20 minutes. The calls were made by a teacher, while the messages provided an additional channel for continuing mathematics education during the closure.
The strongest improvement was seen among children who received both types of support. Text messages without the weekly calls also improved learning compared with the control condition, indicating that the messaging component contributed to the result even without the additional teacher contact.
The supplied report describes the outcome as an improvement in children’s learning, but does not provide an effect size or explain the specific assessment used to measure mathematics performance.
Why low-bandwidth teaching matters
Text messages and ordinary phone calls require substantially less connectivity than live video lessons. They can therefore provide a way to maintain contact with learners in settings where broadband access, suitable devices or stable electricity make online classroom platforms difficult to use.
The weekly call adds a direct interaction with a teacher, while text messages can deliver repeated prompts or learning material between calls. Together, the two channels create a simple form of remote support without requiring a full digital classroom. The trial’s comparison suggests that the combination was more effective than either relying on the control arrangement or using text messages alone.
The evidence and its boundaries
This was a cross-country trial involving children during prolonged school closures, with mathematics learning as the reported outcome. Its practical importance lies in testing a communication format that can be deployed during emergencies rather than requiring schools to wait for normal classroom access to return.
The report does not identify the five countries, the number of children involved, the length of the intervention or whether the learning gains continued after schools reopened. It also reports on mathematics rather than establishing effects across all school subjects. These details would be needed to judge how large the benefit was and how well the approach would transfer to different education systems.
The result nevertheless points to a modest but potentially useful role for basic communication tools in keeping learning active when schools cannot operate normally.