LSTT Dissemination workshop TIE, 11 April 2016 Language Supportive To share LSTT work and findings; and Textbooks and To debate implications for: Workshop implementation of the new language in Teaching for Form 1 education policy; Purpose the design of textbooks; and teacher education and professional TANZANIA INSTITUTE OF development. EDUCATION 11 APRIL 2016 To make textbooks and teaching LOITASA : Kiswahili should be LoI accessible to Form 1 through piloting PROJECT English is a foreign language; innovations in disadvantaged rural GOAL Subject teachers mis-teach English schools and establishing expertise in key PREVIOUS government institutions. EdQual: enabling transition in LoI RESEARCH Upper primary needs to prepare students for English Medium secondary Secondary Introduce language supportive strategies Support TIE to develop three Form 1 textbooks education, PROJECT in English, Mathematics and Biology that are SPINE: LoI impact on F2 exams in Zanzibar Tanzania OBJECTIVES accessible to second language learners; and Exam results do not reflect subject Develop a language supportive pedagogy that knowledge can inform teacher education. Good quality English medium instruction is a ‘pipe dream’ 1
LSTT Dissemination workshop TIE, 11 April 2016 Informal talk Textbook language dynamic Sociolinguistic synoptic Form 1 students are not ready for Secondary theory of school LSTT Baseline English medium education learning (2013) (Halliday, 1993) Teachers have textbooks. Distribution to talk Survey of 420 students is uneven. students’ reading ability and subject Biology textbooks to0 hard even for first vocabulary language learners Incomplete Learning Journeys Survey of textbook Subject textbooks do not support use in 21 schools. Incomplete language learning journeys Review of 15 English, Mathematics and English textbooks do not target English (Setati et al., 2002) Biology textbooks. Students Students for Academic Purposes produce writing engage in and speech in informal talk in main Language formal English Halliday, M. A. K. (1993). "Towards a language-based theory of learning." Linguistics and Education 5 (2): 93-116. Setati, M., et al. (2002). "Incomplete Journeys: Code-switching and Other Language Practices in Mathematics, Science and English Language Classrooms in South Africa." Language and Education 16 (2): 128-149 Students need time and Teaching and student resources to learning materials actively practice negotiates meet the learner different forms meaning halfway. of utterance, Structured support to especially Learning produce spoken and through written outputs in English. collaborative dialogue. Teacher & Learning teaching materials 2
LSTT Dissemination workshop TIE, 11 April 2016 Pilot Drafts Providing Baseline structure and Writing workshop with John Clegg’s & guidance to Evaluation versions Neil Ingram move from talk in Kiswahili to Pilot findings Independent writing and Reviews presenting in English Participating schools Region Books in schools 3 – 6 weeks Biology English Maths Briefing workshop for teachers Dodoma 6 6 6 Pre and post written assessments for students Morogoro 0 8 0 Lindi 2 0 2 Pre and post verbal assessments for students Evaluation Evaluation Total 8 14 8 Lesson observations and professional research sample ‘interviews’ with teachers Sample Sample Biology English Maths written 181 138 185 verbal 64 112 64 LOs 12 28 12 3
LSTT Dissemination workshop TIE, 11 April 2016 Improvement in Mathematics score in Lindi and Dodoma Std. N Min Max Mean Dev Skewness Written assessment Std. Stat Stat Stat Stat Stat Stat Error MATHEMATICS Posttest Lindi 74 8.0 58.0 35.4 12.5 0.02 0.3 Dodoma and Lindi Pretest Lindi 74 5.0 55.00 28.1 11.1 0.2 0.3 Posttest Dodoma 111 7.0 67.0 41.5 11.8 -0.1 0.2 LSTT EVALUATION FINDINGS Pretest Dodoma 36.7 111 10.0 64.0 10.2 0.2 0.2 What is the largest number you can write with the SECTION 2 (G2): 3048 ÷ 12 = ________ following digits? Problems using SECTION1 0, 2, 4, 9 ___ mathematical (G1): symbols only 1, 7, 7, 5 ___ Multiple choice 9, 4, 3, 5 ___ Daudi lives 3 km from her school. What is the questions that total distance that he walks to school and used subject 1. nine thousand four hundred and thirty-five back in 14 weeks? SECTION3: specialist 2. two thousand and forty-nine Word problems vocabulary 3. seven thousand seven hundred and fifty-one 4. nine thousand four hundred and twenty 5. two hundred and nine An example 6. nine thousand five hundred and forty-three Answer is__________km 4
LSTT Dissemination workshop TIE, 11 April 2016 All the improvement is in section 1 (10% improvement) (Data for Dodoma only) Paired Samples Test shows that the improvement is significant PREG1 POSG1 PREG2 POSG2 PREG3 POSG3 /42 /42 /40 /40 /18 /18 Paired Differences N Valid 111 111 111 111 111 111 95% Confidence Interval of Mean 16.0 20.2 0.5 1.0 20.2 20.2 the Sig. Difference Std. Std. (2- Devia Error Lowe tailed Std. Mean tion Mean r Upper t df ) 6.2 7.3 5.2 5.3 1.6 2.9 Pair 1Posttest Deviation Maths Lindi - 7.4 14.1 1.6 4.1 10.6 4.5 73 0.000 Pretest Skewness 0.5 0.1 -0.8 -1.3 3.7 3.2 Maths Lindi Pair 2Posttest Minimum 4.0 6.0 0.0 0.0 0.0 0.0 Maths Dodoma - 4.8 7.5 0.7 3.4 6.2 6.8 110 0.000 Pretest Maximu Maths 34.0 36.0 30.0 25.0 10.0 15.0 Dodoma m Overall Descriptive Statistics: Dodoma and Morogoro Std. Deviation Mean % N Written assessment 26.9 62 13.0 pretest (all) Morogoro ENGLISH Dodoma and 32.4 62 14.8 posttest (all) Mororgoro Morogoro 33.9 76 13.5 prettest (all) Dodoma LSTT EVALUATION FINDINGS 37.6 76 15.2 posttest (all) Dodoma 5
LSTT Dissemination workshop TIE, 11 April 2016 Difference is significant for Dodoma and Morogoro Section 1 (voc): General vocabulary through matching definitions with words Paired Samples Test Example ____what you get after examinations 1. achievement Paired Differences ____extra classes to improve results 2. results 95% Confidenc ____what you get when you do well 3. congratulations e Interval 4. effort of the Sig. Difference Std. Std. (2- 5. Remedial Deviati Error Lowe Upp tailed Mean on Mean r er t df ) 6. temperature Section 2 (comp) : comprehension passage accompanied by glossary, posttest (all) Moro - 2.8 4.1 extracting information from the text ; 5.5 10.6 1.3 8.1 61 .000 pretest (all) Moro looking for instances of a grammatical feature (superlatives and prepositions) in text with explanatory instructions An example posttest (all) Dodoma 1.3 3.1 Here are some superlatives: 3.7 10.4 1.1 6.1 75 .003 - prettest (all) Dodoma The elephant is the biggest land animal. The gazelle is the most beautiful animal. Find three superlatives in the ‘The Serengeti’ text above and draw a ring around them. Table 2 Descriptive Statistics A case of KIROKA-Moro (Different patterns of improvement for different schools) Section 3 (grm): Std. Minimu Maximu Deviatio Structured N m m Mean n Skewness Examples: Statisti Statistic Statistic Statisti Statistic Statisti Std. support for c c c Error Change the words in bracket and use them to fill in Voc items: completing or 10 4.0 24.0 12.4 6.0 0.8 0.7 the blanks: Pretest writing a Voc items: Mwalimu Nyerere ………………….. (believe) in 10 4.0 26.0 14.8 6.3 0.1 0.7 Posttest sentence equality. Comp items: 10 0.00 16.0 8.6 5.7 -0.2 0.7 through fill in Pretest Comp the blank I would like to visit the Serengeti because items: 10 2.0 22.0 10.2 6.1 0.4 0.7 Posttest questions and _________________________________________. Grm sentence items: 10 0.0 7.5 2.9 2.2 0.9 0.7 Pretest starters Grm item: 10 1.0 8.5 3.8 3.08 0.6 0.7 Posttesst 6
LSTT Dissemination workshop TIE, 11 April 2016 Written assessment Dodoma performance in multiple choice BIOLOGY questions (reading and vocabulary) Overall Dodoma and Lindi Better performance in post test than in pre Performance test (mean=4.55) Girls: 18/63=28.6% score above the mean of 9.6, SD 3.8 LSTT EVALUATION FINDINGS Boys: 21/68= 39% scored above the mean Significant improvement in section1 – reading and vocabulary Example of section 1 question Std. N Mean Deviation A. is an injection of antigens to stimulate immunity. Posttest Lindi Vaccination ……… 55 14.82 5.59 B. is the defense system of the body. Pretest Lindi C. are chemicals that attack pathogens. 55 11.73 4.81 Antigens ……… D. is the ability of the body to resist diseases. Posttest Dodoma 45 11.80 3.64 Immunity ……… E. are foreign molecules that attack the body. Pretest Dodoma 126 7.25 3.09 F. are immunity cells that produce antibodies. Difference is 3.09 /24 (13%) for Lindi and 4.55/24 (19%) for Dodoma glossary inject - dunga sindano stimulate - chochea defend – linda attack – shambulia Analysis is ongoing for Dodoma but there is an improvement and it is foreign - kigeni ability - uwezo resist – pinga produce - zalisha significant for both Lindi and Dodoma. Cross-tabulation with gender shows no significant difference between scores of girls and boys. 7
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