ANYA MORRIS & LINDA BIERSTEKER

An Evaluation of a Maths and Science Intervention in Grade R classes in the

Overberg and West Coast Districts

Western Cape SARAECE Early Years Colloquium 14/8/2013

research@elru.co.za

SEEDS: Weltevrede Primary

Who was involved:

1) Overberg and West Coast Grade R and preschool practitioners2) ELRU trainers3) Partners : the WCED, the local libraries, school principals and communities, SANparks, Iziko museum, and SANBI …..

Outline

Purpose of the studySample & MeasuresBaseline InterventionOutcomesImplications for practitioner training

Purpose of evaluation & measures

BaselineJuly/August 2009

Mid follow- up June 2011

Final follow – upJuly 2012

Measures

Level of quality of learning programme

and maths and science in classes

Level of quality of learning programme

and maths and science in classes

Level of quality of learning programme

and maths and science in classes

  

 ECERS –R &

ECERS- E subscales

Qualifications and preparedness of practitioners for

teaching maths and science in Grade R

 

Practitioner and manager reports on the impact of the

intervention

Interview Schedules

Degree of support and amount of

resources available to practitioners

Site support scale (developed for WC DSD Quality Audit)

Final sample

Area Baseline

(2009)

Mid follow-up

(2011)

Final follow-up

(2012)

Site Public Com Public Com Public Com

Overberg 15 8 6 4 6 4

West

Coast

15 13 3 5 5 5

24% at baseline < Matric; 29% Diploma; 10% no ECD 54% no maths for Grade R training; 83% no science for Grade R training

Baseline: Maths is…

Majority said: numbers and/or counting including number value, recognising number, calculation and place values.

‘doing sums’ ‘understanding concepts like baie, min’‘ easy in Grade R – sorting practically into

colour’‘all around us, happens in everyday life’‘a human activity which consists of problem

solving, logic, numbers, shapes. In order to understand the world you need specific language in maths’

Baseline: Science is…

Most common (42%) to do with natural things e.g. planting and growing, animals, life, man and the environment. 19% referred to ‘experiments’.

Oh science is scary, maybe I do it every day, I don’t know’

‘Children must know why’‘Science is something that children need to do with

their hands e.g. paper tearing, finger painting’‘Why does the flame of a candle die?’‘ Science is those things we can’t always

understand or see ‘

Helpful and challenging factors for maths and science teaching: Practitioners said

HelpfulEquipmentOwn knowledgeKnowing environment and who could help you

ChallengesLack of educator knowledgeLack of resourcesChildren’s lack of exposure at homeLarge classes and children with disabilities or at different levelsScience was more challenging than maths

Training challengesThe learning environment was not established …..

Intervention strategies

Training: Workshops ( ½ day - 5 days) Experiential Learning Implementation tasks

Outings Site support visits (3 per year)Learning seminars

Quality of the Learning Environment: Mean Ratings ECERS-R Subscales 2009, 2011 and 2012

Quality of the Learning Environment: Mean Ratings ECERS-E Maths Subscale 2009, 2011 and 2012

Quality of the Learning Environment: Mean Ratings ECERS-E Science Subscale 2009, 2011 and 2012

Significance of improvements in the subscale ratings from 2009 - 2012.

  Overberg N=8 West Coast N=6

Subscale Year and Mean Significance

Value

Year and Mean Significance

Value

Space and Furnishing 2009: 3.56

2012: 5.48.035*

2009: 3.93

2012: 5.45.028*

Interaction 2009: 2.80

2012: 5.11.021*

2009: 5.16

2012: 5.03.833

Programme Structure 2009: 1.77

2012: 5.47.012*

2009: 4.02

2012: 5.26.073

Maths 2009: 2.55

2012: 5.76.012*

2009: 3.75

2012: 5.93.075

Science 2009: 1.00

2012: 4.70.012*

2009: 1.66

2012: 4.23.028*

Language Development 2009: 2.37

2012: 5.62.011*

2009: 3.83

2012: 4.66.416

Most significant classroom change (supported by growth in practitioner knowledge and confidence)

Setting up classroom in activity areas to allow free choices of children

developed their independence, making discipline and participation far easier

Working with small groups of children at a time and learning to “stand back and

let children learn and explore in their own way”.

Learning how to mediate learning, appropriate open questioning techniques

and

The choice of suitable and concrete materials to introduce maths, science and

other activities at the children's level.

Recycled material as a resource - children’s were “eager to bring contributions

to the tables and had become more environmentally conscious”.

Overall lessons

Must have a good basic programme in place before maths

and science teaching can really improve.(Interaction, daily

programme, layout scales and items showed big changes)

Small groups, designed to meet the needs of different

children, allowed for Language and Reasoning facilitation

skills to be developed.

Subject knowledge (especially science) is essential

It takes time to internalise change

Overall lessons

Suitable maths and science activities and equipment formed the basis for

improving those areas of the curriculum. Learning to teach across the

curriculum. These aspects mirror some of the findings in Shaji and

Indoshi’s (2008) Kenyan study.

 The role of personal growth in providing the confidence to teach was

emphasised over and over again and this aspect of training programmes

and continuing support structures is critical. This undoubtedly links to

findings elsewhere about teacher attitudes and efficacy (Brown 2005).

 

References

Biersteker, L. (2012) Maths and Science training and support programme for practitioners in Grade R classes in the Overberg and West Coast Districts of the Western Cape. Evaluation Report. Cape Town, ELRU (Unpublished)

Brown, E. T. (2005) The influence of teachers’ efficacy and beliefs regarding mathematics instruction in the early childhood classroom. Journal of early childhood teacher education 26, 239 -257

Shaji, M. G., & Indoshi, F. C. (2008). Conditions for Implementation of the Science Curriculum in Early Childhood Development and Education Centres in Kenya. Contemporary Issues in Early Childhood, 9(4), 389. doi:10.2304/ciec.2008.9.4.389