Pockets of Excellence: Benchmarking Primary Education Mathematics Learner Performance in South Africa Is SA’s education system one of the worst in Africa / World? • South Africa’s education system has been strongly criticised over the past few years: – – – – – – textbook shortages school infrastructure backlogs teacher strikes …& learner performance Nationally and Internationally teacher performance Performance • TIMSS 2003 PIRLS 2006 SACMEQ 2007 NSES 2008-2010 ANA 2011 … 2014… =SA schools at rock bottom in international assessments =standard of Maths teaching in SA rock bottom =teachers can't teach what they don't know *In SA : 2 education systems Dysfunctional Schools (75%) Functional Schools (25%) Weak accountability Strong accountability Incompetent school management Good school management Lack of culture of learning, discipline and order Culture of learning, discipline and order Inadequate LTSM Adequate LTSM Weak teacher content knowledge Adequate teacher content knowledge High teacher absenteeism (1 month/yr) Low teacher absenteeism (2 week/yr) Slow curriculum coverage, little homework or testing Covers the curriculum, weekly homework, frequent testing High repetition & dropout (Gr10-12) Low repetition & dropout (Gr10-12) Extremely weak learning: most students fail standardised tests Adequate learner performance (primary and Gr 12) 4 Grade 3 Numeracy - learners 2 education systems Verification ANA Quintile Gr3 Numeracy (Quest 18) 1 2 3 4 5 Total Wrong 63% 68% 63% 57% 42% 60% Right 37% 32% 37% 43% 58% 40% Total 100% 100% 100% 100% 100% 100% Grade 6 Numeracy - learners 2 education systems Verification ANA 2011 Gr6 Numeracy (Quest 25.1) Wrong Right Total Quintile 1 2 74% 75% 26% 25% 100% 100% 3 70% 30% 100% 4 68% 32% 100% 5 50% 50% 100% Total 68% 32% 100% Grade 6 Numeracy - teachers 2 education systems 7 SACMEQ Maths teacher test Q17 Correct Quintile Avg. 1 2 3 4 5 23% 22% 38% 40% 74% 38% Research Question • Are there South African learners that can compete with their peers internationally in Primary School Mathematics? Scope of the Study The study investigated the degree to which Grade 3-7 learners performed in the Mathematics IBT in comparison to international learners. Number of learners Grade South African sample International sample 3 3149 10381 4 2200 9143 5 1875 7913 6 3425 8256 7 1110 5453 Total 11759 41146 Population & Sampling • SA schools serve middle to high – income learner populations, albeit with significant demographic differences in race and ethnic composition of their learner populations. • International Sample - a range of schools from Bahrain, India, Kuwait, Oman, Qatar, Malaysia, Saudi Arabia, South Africa and UAE. • TIMSS in 2011 (e.g. Hong Kong , Singapore , Japan , United States , England , Australia etc.) Instrument • ACER International Benchmark Test (IBT) in Mathematics Grades 3 - 7 • ACER Reports – IBT was used as it provided the IEB with a common test written by primary school learners both nationally and internationally and scored independently by ACER Procedure • Scaled scores of Maths IBTs were compared to the mean scaled scores internationally – Per grade – Per strand in each grade Results :IBT Scaled Scores National and International 2013 Mathematics SA International Difference (SA-Int) Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 434 484 518 550 555 410 463 495 531 531 24.0 21.0 23.0 19.0 24.0 IBT Scaled Scores and Strand Analysis (summary of Mathematics Results by Strand - % correct) Gr 3 Strand SA Int. Gr 4 SA Int. Gr 5 SA Int. Gr 6 SA Int. Gr 7 SA Int. Chance& Data 53.3 49.0 46.6 43.4 69.7 63.1 55.5 52.1 50.5 47.1 Measurement 66.9 58.9 67.3 60.9 63.8 58.6 69.0 63.8 65.5 59.6 Number 60.1 53.5 44.5 40.3 53.5 46.2 58.3 52.3 54.6 45.9 Space 60.8 54.1 57.7 52.3 62.7 56.5 63.3 58.1 59.3 52.9 Total 61.6 54.0 63.0 56.3 62.0 55.5 61.2 55.5 65.2 56.8 TIMSS Student Report Gr 3 TIMSS School Report Grade 6 Findings • The mean scores in Maths in Grades 3 -7 were all above the international average • The mean score in all strands is above the international average – all averages are above 60% in SA – internationally in the 50%s • There are schools and learners that perform in line with the top performing learners in countries such as Hong-Kong , Singapore and Chinese Taipei. Discussion and Conclusion • There are learners and schools in South Africa that perform at internationally benchmarked levels in Mathematics • SA teachers can teach Mathematics • Challenge is to expand the pockets of excellence and make this internationally benchmarked level of performance available to every learner • Invest the appropriate resources at an appropriate level so that many more schools can follow… rather than simply investing in changing the curriculum again. And, perhaps, when reporting, authorities should highlight how best performers are achieving to alleviate the sense of despair – we do have schools who are not using fancy ‘tricks’, just plain good teaching of the SA curriculum and achieving great results. That is where our focus needs to be – finding out how and why it works in these schools and try to replicate it. We cannot accept that SA learners cannot compare and compete in Mathematics internationally ! References *www.nicspaull.com/research