Improving Grade R mathematics teaching in South Africa: Evidence from an impact evaluation of a province-wide intervention
Impact on learner outcomes of a province-wide Grade R Mathematics intervention (termed R-Maths) are presented in relation to theoretical frameworks established from a meta-evaluation of education evaluation studies in South Africa. The changes in Mathematics performance from base- to endline, of learners taught by R-Maths-trained teacher/practitioners and those not, indicated that the greatest effects on performance were from language of learning and teaching, and district. But the intervention group did perform better than the comparison group: 2.9 percentage points better over the whole Marko-D test, with a small effect size. The R-Maths case indicates that a modified cascade model which includes some elements of the ‘educational triple cocktail’ (structured learning materials, teacher training, and support) may be successful by working with, and through, department of education structures, in this case subject advisors. Whether the effects are retained over time and if these effects can be replicated in other South African provinces with significantly different contexts is not yet known.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors retain copyright of their work, with first non-exclusive publication rights granted to Journal of Education. Authors agree that any subsequent publication of the article will credit the Journal as the site of first publication and provide a link to the Journal website. Authors contributing to Journal of Education agree to publish their articles under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, allowing third parties users to copy, distribute and transmit an article as long as the author is attributed, the article is not used for commercial purposes, and the work is not modified or adapted in any way, and that in the event of reuse or distribution, the terms of this license are made clear. Note: Authors who may need to comply with the particular open access requirements of their funding bodies can apply to JoE for a more liberal licence, such as Creative Commons CC BY.