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
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
Intervention strategies
Training: Workshops ( ½ day - 5 days) Experiential Learning Implementation tasks
Outings Site support visits (3 per year)Learning seminars
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