Abstract:
Edublox is an educational training facility with headquarters in Pretoria, with branches nationally and their programme marketing internationally. Their latest development was the Edublox Online Tutor (EOT) programme that claims to enhance cognitive functioning in children. This retrospective study thus seeks to establish whether exposure to the EOT programme has an impact on the cognitive functioning (specifically working memory - comprising of visual working memory, auditory memory, and logical reasoning) of primary school children. The conceptual structure for this study was formed using The Cognitive Information Processing Theory and Vygotsky’s Social Cognitive Theory. A convenience sampling method was chosen and comprised of grade 2 children (n=64) who formed 3 groups; 2 experimental groups (EOT and educational computer games) and a control group (usual schooling). A quantitative, experimental research design was adopted throughout the study and included pre-and post-assessments of cognitive performances. Varying data analysis techniques, such as mean plots, paired samples t-tests, and one-way repeated measures ANOVA tests were utilised. Overall, analyses revealed that exposure to the EOT programme significantly improved children's conceptual skills in one out of the 4 variables tested in cognitive performance. Other findings revealed that while there were overall improvements in mean post-test scores, there were no significant differences in mean post-test scores between the experimental groups and the control group. The differences in strength of changes between the pre-and post-test scores were influenced by the length of exposure, the type of intervention, the delivery environment, and the sample size, among other factors. It was recommended that the treatment period is lengthened, a multimodal approach is adopted, and the treatment environment is varied to investigate effect sizes and enhance the validity and comparability of this study.
