Bidvest interimstudy2009


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This is the JET interim study conducted in 2009 on the Bidvest-ORT SA Numeracy Project in Alexandra. The study shows some interesting results of learners' achievements in two different numeracy programmes.

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  • Systemic research conducted by the National Department of Education and international studies such as the PIRLS and Timms studies all indicate that learners throughout the country are performing at far below acceptable standards in Literacy and Numeracy. In the systemic evaluation of 2007 the Grade 3 learners in Gauteng averaged 35% in Numeracy.
  • The Singapore Mathematics programme was chosen because In the latest TIMMS in 2007, Singapore students were again placed amongst the top performing countries in Mathematics. Since 1995 Singapore students have performed consistently well at both Grade 4 and 8 levels
  • Model Method Teachers’ recruitment and pre-service and in-service training Teachers’ attitude Strong Leadership (Clear vision/ mission)
  • Bidvest interimstudy2009

    1. 1. AMESA Presentation of Numeracy research Alexandra Bidvest Project For inquiries: Ariellah Rosenberg, ORT SA [email_address]
    2. 2. The impact of the Singapore and a South African Numeracy Programme on teaching and learning in the Foundation Phase: Results from the Grade 2 baseline and interim study Roelien du Toit JET Education Service Ariellah Rosenberg, Jane Horner ORT SA
    3. 3. Why the need fo r a project of this nature in Alexandra? [1] Grade 3 Systemic Evaluation Survey 2007. Release of Results by the Minister of Education 6 November 2008. GRADE 3 2007 Literacy Numeracy 36% 35%
    4. 4. Alexandra township Working with all 12 Primary schools Working with ALL teachers - ALL learners in FP Planning Grade 3 Grade 2 Grade 1
    5. 5. Main aim of project <ul><li>To see an improvement in the standard of teaching and learning of Numeracy in the Alexandra primary schools. </li></ul>
    6. 6. Project Description The 12 schools were randomly assigned to one of the two Numeracy programmes, i.e. the SA programme or the Singapore programme
    7. 7. Provincial Strategic Goals of Gauteng MEC (Education) <ul><li>Ensuring that Gauteng has effective schools and learning institutions, by giving curriculum and classroom based support to educators </li></ul><ul><li>Strengthen partnerships with all stakeholders, resulting in education becoming a societal priority </li></ul>
    8. 8. Why the Singapore Programme?
    9. 9. Singapore TIMSS Grade 4 Results 2007
    10. 10. Singapore TIMSS Grade 8 Results 2007
    11. 11. Singapore Programme <ul><li>My pals are here is used in 75% of schools in Singapore </li></ul><ul><li>Used in many other countries (USA, Namibia, Libya, Nigeria, Canada, etc) </li></ul>
    12. 12. Some factors that contribute to the success of the Singapore TIMSS Results <ul><li>Singapore Mathematics curriculum developed in the 1980s and has since been refined over the years. </li></ul><ul><li>At the heart of the Singapore curriculum are its text books – one of the key drivers of Maths excellence in the Singapore schools today. </li></ul><ul><li>Note: GDE Circular 2/2010 states teachers and learners must use text books for teaching and learning </li></ul>
    13. 13. Why this specific SA Programme? <ul><li>The South African programme conforms to the South African curriculum </li></ul><ul><li>Available in most of the official languages </li></ul><ul><li>Based within the South African context </li></ul><ul><li>Leading Programme used widely in South African schools </li></ul>
    14. 14. Strengths of the project <ul><li>Improvement in the standard of Numeracy/Mathematics teaching and learning. (JET Research) </li></ul><ul><li>Constant adjustments made to the project as it progresses. </li></ul><ul><li>Partnerships strong and there is buy-in from all stakeholders. (GDE, Bidvest, SMTs, ORT SA, JET) </li></ul><ul><li>Funder to continue funding project till 2014 </li></ul><ul><li>Singapore Mathematics being implemented in another four districts. </li></ul>
    15. 15. Challenges and possible solutions Cost of project Model of incorporating Private schools’ Outreach Programme Language Encouraged to teach in LOLT Alignment to the NCS Customisation
    16. 16. Sustainability <ul><li>To ensure sustainability, a mentorship programme is being launched in all twelve primary schools in Alexandra. </li></ul>
    17. 17. Methodology of research <ul><li>Grade 1: Baseline and interim study 2008 </li></ul><ul><li>Grade 2: Baseline and interim study 2009 </li></ul><ul><li>Grade 3: Baseline and interim study 2010 </li></ul><ul><li>Samples: </li></ul><ul><ul><li>2 schools from each programme for perception data, learner book analysis and lesson observations </li></ul></ul><ul><ul><li>Whole population for teacher subject knowledge tests and learner tests </li></ul></ul>SA based Singapore based
    18. 18. Research Methodology <ul><li>Review of the two programmes in terms of: </li></ul><ul><ul><li>curriculum approach </li></ul></ul><ul><ul><li>extent of guidance provided to teachers on methodology, consolidation and differentiation </li></ul></ul><ul><ul><li>alignment to NCS </li></ul></ul><ul><li>Testing of teacher subject knowledge using a criterion-referenced test based on the grade 1 to 7 NCS </li></ul><ul><li>Testing of learners’ basic addition and subtraction skills using a norm-referenced speeded test (ALL Learners have conducted testing- By ORT SA) </li></ul><ul><li>Learner book analysis in terms of: </li></ul><ul><ul><li>coverage of intended curriculum </li></ul></ul><ul><ul><li>rate of doing exercises </li></ul></ul><ul><ul><li>complexity of exercises </li></ul></ul>
    19. 19. Findings
    20. 20. 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 Extent of consolidation and differentiation dependant on teachers Specific books for different groups of learners. Opportunities for consolidation explicitly build into the programme Alignment to NCS Aligned to NCS Slower initial 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 and cartoon characters
    21. 21. Set of SA books
    22. 22. Set of Singapore books
    23. 23. Analysis of grade 2 learners’ books Singapore SA based Curriculum coverage B: Average15 topics I: Average 23 topics B: Average 23 topics I: Average 25 topics In the evaluation we divided the Grade 2 NCS in 21 broad areas, which can be divided into 52 smaller topics. Number of exercises (pieces of written work) B: Average 41 exercises. I: Average 157 exercises. B: Average 71 exercises. I: Average 95 exercises. Complexity of exercises B: Average of no problems requiring more than one step I: Average of 60 problems requiring more than one step B: Average of 3 problems requiring more than one step I: Average of 13 problems requiring more than one step
    24. 24. The learner test <ul><li>Used norm-referenced speeded test which allows calculation of a test age, and thus the difference between chronological age and test age. </li></ul><ul><li>Tested addition and subtraction skills </li></ul><ul><li>Calculated mean differences between chronological age and test age per school, programme group and the project. </li></ul>
    25. 25. Learner test results <ul><li>In both programmes learner achievement improved (i.e. the backlogs learners experienced got smaller). </li></ul><ul><li>Improvement more marked in the Singapore programme. </li></ul><ul><li>The design keeps the type of learner, socio-economic factors and school environment constant </li></ul>
    26. 26. Teachers ’ profiles <ul><li>Most teachers (97%) have passed matric while only 23% have passed matric mathematics </li></ul>
    27. 27. <ul><li>Shulman (1987) argues that the teachers need to have the ability to understand and use the subject-matter knowledge to carry out the tasks of teaching. Pedagogical Content Knowledge (PCK) is one such tool that can be used to transform the subject matter content for teaching. The subject matter content is transformed into a form that is more accessible to the learners. </li></ul><ul><li>Singapore programme provides more explicit guidelines on teaching steps and methodology, whereas the SA programme is less explicit and more flexible </li></ul>Teachers’ subject knowledge *Shulman L. (1987). Knowledge and teaching: Foundations of the new reform . Harvard Educational Review, 57, 1-22.
    28. 28. Teachers’ subject knowledge test results <ul><li>Teachers’ test results in the SA Programme increased significantly from baseline to interim. Teachers’ results in the Singapore Programme did not increase significantly </li></ul><ul><li>BUT: Learners doing the Singapore porgramme achieved significantly better than the learners doing the SA programme </li></ul><ul><li>Might be related to the more structured materials in the Singapore programme </li></ul>
    29. 29. Quotes from teachers and principals <ul><li>“ Teachers are happy as they now know exactly what they have to do. Previously mathematics was not textbook driven and each teacher would approach it differently. This project ensures that all teachers are approaching the subject the same way and correctly. This is a first for Foundation Phase in any subject to finally have a textbook.” </li></ul><ul><li>Tim Makhale, Principal Gordon Primary School, Alexandra </li></ul>
    30. 30. Quotes from teachers and principals <ul><li>“ This programme has made a big difference. We were not focused before, never mind that we had to prepare our own material. </li></ul><ul><li>This system enables the teacher to immediately see which child is slow in the class. Once those children are found the teacher can provide extra help for those children. </li></ul><ul><li>It also encourages them to think and get the solutions of the sums.” </li></ul><ul><li>Maria Grade1 teacher, Iphutheng Primary School, Alexandra </li></ul>
    31. 31. [email_address] The essence of mathematics is not to make simple things complicated, but to make complicated things simple.  ~S. Gudder