Most analyses of the effect of educational inputs are based on retrospective studies, which compare schools with different levels of inputs. Flipcharts may be particularly attractive in the rural Kenyan setting, where textbooks are too expensive for most students and many students have limited proficiency in English, the medium of instruction in Kenya and the language in which all Kenyan textbooks are written. In lower grades, textbooks are even rarer.įlipcharts are thought to promote learning in several ways, and may appeal to a broader range of students with different learning styles. Even textbooks are rare: in grade 8, which is selective, about 40 percent of students had textbooks in math and English, but 15 percent or less had textbooks in science and other subjects. Flipcharts and other visual aids are rare in schools in these areas, and less than one-third of the schools had any flipcharts before the study. The schools in this study are located in Busia and Teso, two neighboring agricultural districts on the border with Uganda, both of which have below-average income for Kenya. The vast majority of Kenyan children attend primary school, although in rural areas less than half complete their primary education.
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