Paper Saarmste2

Numeracy Research in South Africa

The impact of two Numeracy programmes on teaching and learning in the Foundation Phase: Results from the baseline and interim study Roelien du Toit JET Education Service Ariellah Rosenberg ORT SA

Alexandra township Working with all 12 Primary schools Working with ALL teachers - ALL learners in FP Planning Grade 3 Grade 2 Grade 1

Project background
The 12 schools were randomly assigned to one of the two Numeracy programmes, i.e. the SA programme or the Singapore programme
The programmes were implemented through:
Provision of learner and teacher books for grade 1 according to the specific programme
Teacher training based on the specific programme once a week as well as 4 days during the June holidays
On-site support visits to all teachers (2x per term)

Methodology of research
Grade 1: Baseline and interim study 2008
Samples:
2 schools from each programme for perception data, learner book analysis and lesson observations
Whole population for teacher subject knowledge tests and learner tests
SA based Singapore based

Research Methodology
Review of the two programmes in terms of:
curriculum approach
extent of guidance provided to teachers on methodology, consolidation and differentiation
alignment to NCS
Testing of teacher subject knowledge using a criterion-referenced test based on the grade 1 to 7 NCS
Testing of learners’ basic addition skills using a norm-referenced speeded test
Learner book analysis in terms of:
coverage of intended curriculum
rate of doing exercises
complexity of exercises

Findings

Analysis of set of books SA Based set of books Singapore set of books Books provision Teachers’ Guide Learners’ textbook + learners workbook Teachers’ Guide + 5 other books Learners’ textbook + 2 learners’ workbooks Curriculum approach Based on SA curriculum Outcome based approach Based on Singapore curriculum Syllabus directive approach Teachers’ guidance Flexible nature Detailed guidance on methodology, key concepts, resources and more Provision for differentiation and consolidation Limited consolidation and differentiation. Dependant on teachers Specific books for different groups of learners. Opportunities for consolidation Alignment to NCS Aligned to NCS Slower pace. NCS to be covered by the end of grade 3 Context aligned Reflect all different groups in SA Does not reflect SA. Pictures reflect every day objects

Set of books
Singapore
South Africa

Programme review
Singapore programme is more directive in terms of teaching methodology, consolidation, sequence in which concepts should be addressed and resources. Very strong on defining the concept to be taught and what learners need to know about the concept.
SA programme allows more freedom in terms of methodology, consolidation, sequence of concepts and resources. Very little on defining a concept and what learners should know about the concept. More dependent on the teacher’s choices as well as her knowledge and understanding.
Singapore programme is slower paced in terms of the number of concepts introduced in grade 1, but pace picks up significantly in grade 3 to cover the same concepts as the SA programme by the end of grade 3.
Both programmes proclaim a focus on problem solving, but Singapore provide more guidelines for the teachers on how to go about encouraging learners to solve problems.

Analysis of grade 1 learners’ books Singapore SA based Curriculum coverage B: Average 7 concepts I: Average 9 concepts Covered all concepts in Singapore programme in interim B: Average 9 concepts I: Average 12 concepts Covered 60% of concepts in grade 1 NCS in interim Grade 1 NCS - 45 AS covers approx. 20 broad concepts Grade 1 Singapore curriculum – covers approx. 9 broad concepts Number of exercises (pieces of written work) B: Average 67 exercises. Approx. 1 exercise every 3 school days (using only 180 school days) I: Average 88 exercises. Approx. 1 exercise every 2 school days. B: Average 71 exercises. Approx. 1 exercise every 2.5 school days I: Average 78 exercises. Approx. 1 exercise every 2.3 school days. Complexity of exercises B: On average only 1 problem requiring more than one step I: On average 28 problems requiring more than one step B: On average 9 problems requiring more than one step I: On average 3 problems requiring more than one step

Teachers’ profiles Baseline study
Most teachers (97%) have passed matric while only 23% have passed matric mathematics

Teachers’ subject knowledge test results
No significant changes in overall averages – no significant impact
Great variability in achievement between individual schools’ within the same programme as well as between individual teachers’ within the same schools – some schools and some teachers better in teacher subject knowledge than others

Learner test results
Used norm-referenced speeded test which allows calculation of a test age, and thus the difference between chronological age and test age.
Calculated mean differences between chronological age and test age per school, programme group and the project.

Learner test results
In both programmes learner achievement improved (i.e. the backlogs learners experienced got smaller).
Improved more marked in the Singapore programme.
The SA programme teachers had better teacher subject knowledge, but their learners achievements were lower. The learners in the Singapore programme achieved better scores but their teachers achieved lower scores on subject knowledge.
The design keeps the type of learner, socio-economic factor and school environment constant
Hypotheses:
Some factor implicit in the programmes must attribute to the difference in learner achievement.
Good programmes can mediate poor teacher subject knowledge.

Learner test results per school
All schools showed improvement in learner achievement, but amount of improvement varied.
Three of the four best performing schools at the interim (i.e. school B, D, E and L) are in the Singapore programme
Three of the four worse performing schools at the interim (i.e. school G, H, I and A) are in the SA programme
Four of the six schools who showed the best improvement (i.e. school A, B, D, E, K and L) are in the Singapore programme
Four of the six schools who showed the least improvement (i.e. school C, F, G, H, I and J) are in the SA programme.

Paper Saarmste2

by Ariellah Rosneberg on Jan 28, 2009

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