ANA 2012 Results

1. ANA 2012 Results Portfolio Committee 12 February 2013

2. Presentation outline • Introduction • Number of registered learners • Overview of ANA 2012 Results • Qualitative analysis of learner performance • Summary of key findings • Conclusion and way forward

3. Introduction • ANA 2012 results show an overall improvement in learner performance across the grades • Significant improvements were observed in the Foundation Phase. • Performance in Grade 9 (baseline) was particularly low in Mathematics, a confirmation that more focused interventions are needed at the Senior Phase • An overview of the results, followed by more specific (preliminary) analysis show key areas for focused intervention in 2013

4. Number of registered learners

5. Overview of ANA 2012 Results

6. Overall results in Mathematics (Average percentage mark) * Grade 9 was not part of the 2011 ANA

7. Overall results in Language: Grades 1-3 (Average percentage mark)

8. Overall results in Language: Grades 4-6 and 9 (Average percentage mark) * Grade 9 was not part of the 2011 ANA

9. Seven levels of achievement

10. Percentage learners in achievement levels Grade 3 Mathematics

11. Percentage learners in achievement levels Grade 3 HL

12. Percentage learners in achievement levels Grade 6 Mathematics

13. Percentage learners in achievement levels Grade 6 HL

14. Percentage learners in achievement levels Grade 6 FAL

15. Percentage learners in achievement levels Grade 9 Mathematics

16. Percentage learners in achievement levels Grade 9 HL

17. Percentage learners in achievement levels Grade 9 FAL

18. Some factors that “explain” performance

19. Average percentage mark in Mathematics by grade and poverty quintile

20. Average percentage mark in Home Language by grade and poverty quintile

21. Average percentage mark in First Additional Language by grade and poverty quintile

22. Average percentage mark in grade 3 by subject and poverty quintile

23. Average percentage mark in grade 6 by subject and poverty quintile

24. Average percentage mark in grade 9 by subject and poverty quintile

25. Special Schools: Average marks (%) in Grade 3 HL and Mathematics

26. Special Schools: Average marks (%) in Grade 6 Language and Mathematics

27. Qualitative Analysis of Learner Performance

28. Diagnostic analysis of learner performance • Samples of marked Grade 3, 6 & 9 scripts were collected from all provinces for item analysis of the skills and knowledge that learners were able or not able to demonstrate in the tests • Provides feedback, with suggestions, on the skills and knowledge that learners found difficult to demonstrate so that teachers know where to prioritise learner support • The qualitative analysis report, to be disseminated in February, categorises the findings according to the degree of difficulty experienced by learners in demonstrating specific skills and knowledge.

29. Challenges in generic basic skills • Generally learners were performing below the expected grade-level in terms of curriculum expectations, in both Language and Mathematics • Hand writing, particularly at the Foundation Phase, still leaves much to be desired in too many cases • Too many learners are not able to produce meaningful written outputs (i.e. they write words and sentences that are completely incoherent)

30. Demonstrated strengths in Language Across all the grades, learners demonstrated strengths in the following areas:- • Guided writing where specific prompts are given • Extracting information directly from the given text • Responding to visual prompts • Providing a short answer that does not require reasoning

31. Demonstrated deficiencies in Language Across all the grades, learners demonstrated deficiencies in knowledge and skills in the following areas:- • Reading with necessary comprehension • Ability to make correct inferences from given information in a text • Knowledge of grammar (e.g. tenses, verb use in singular versus plural forms) • Language use (e.g. synonyms, figurative language) • Correct spelling of frequently-used words

32. Demonstrated strengths in Mathematics Across all the grades, learners demonstrated strengths in the following areas:- • Performing simple addition and subtraction of whole numbers, particularly at Grade 3 level • Responding to questions where visual prompts are given • Identifying simple patterns of numbers, e.g. patterns where given numbers have a common difference • Topics that are sufficiently covered in the Workbooks and could have been revised.

33. Demonstrated deficiencies in Mathematics Grade 3 Grade 3 learners demonstrated deficiencies in knowledge and skills in the following areas:- • Relative sizes of fractions (i.e. arranging fractions in increasing/decreasing order) • Word problems, e.g. Not able to respond to the question: “How much less/more” is one quantity to another • Number concept as demonstrated in being able to count forwards and backwards • Subtraction that requires “borrowing” from tens to units

34. Demonstrated deficiencies in Mathematics Grade 6 Grade 6 learners demonstrated deficiencies in:- • Application of knowledge of fractions and percentages in given contexts (word problems) • Simple calculations involving speed, distance and time • Data handling involving simple calculations, e.g. Calculating the median of a given data set • Probability • Converting measures (e.g. Grams to kilograms)

35. Demonstrated deficiencies in Mathematics Grade 9 Grade 9 learners demonstrated deficiencies in:- • Space and shape (geometry) • Properties and relationships among lines, triangles and angles • Working with more than one concept in a question (e.g. concepts of ratio, area and transformation in the same question) • Calculations based on algebraic expressions and equations that involve exponents, factorisation, working out of “simple interest”, etc

36. Item Analysis Report : Grade 3 Mathematics Example

37. Summary of key findings • In the ANA 2011 we saw that the results for Grades 3-6 were significantly lower than was the case for Grades 1 & 2 • It is therefore reassuring that this pattern has improved significantly in ANA 2012 in respect of Grades 3 & 4. We continue to have challenges in Grades 5, 6 & 9 • Overall achievement is largely adequate to outstanding at the Foundation Phase level – almost up to the 2014 “60% target”

38. Summary of key findings • Achievement showed significant deficiencies at the Intermediate Phase level, particularly in Mathematics • Achievement also showed significant deficiencies at the Grade 9 level in Language, and wide- ranging deficiencies in Mathematics • Top performing schools still fall below expectation

39. Summary of key findings • All provinces saw an improvement in average marks as well as the % of learners obtaining more than 50% • The results show that the improvement in performance in Limpopo was in step with that of other provinces; especially in the Foundation Phase. This confirms that the workbooks delivered before the start of 2012 academic year was adequate for the learning and teaching needs and that there were no exceptional circumstances that affected learning and teaching for the foundation phase in Limpopo 2012 compared to other years and to other provinces

40. Summary of key findings • Although overall there has been appreciable improvements in learner achievement, the relatively lower performance in the provinces that are predominantly rural (proxy for low SES) provinces requires targeted interventions • It is evident from the results that the impact of interventions needs to be enhanced in the provinces of Limpopo, Eastern Cape, Mpumalanga and North West

41. Summary of key findings • Overall learner achievement reflects both important gains and significant challenges:- • At the Foundation Phase, differentials in learner performance across the poverty quintiles are observably diminishing , • However, at both the Intermediate and Senior Phases there are still significant differences in performance between learners in Quintiles 1-3 and their counterparts in Quintiles 4-5.

42. Conclusion and way forward • The ANA 2012 results signal that the system is definitely responding to the interventions that are in place, particularly at the lower grades • Areas that need deepened and focused interventions relate to ensuring equitable and accelerated improvement of learning outcomes at the Intermediate and Senior Phases • In particular, the teaching and learning of mathematics is an area that the results show requires exceptional interventions and support

43. Conclusion and way forward • DBE, working with and through the provinces, will strengthen all those interventions which the result indicate are impacting positively on improving the quality of teaching and learning (Workbooks, time, teachers, curriculum coverage, ECD, etc) • Continued and strengthened contributions by other key role-players (e.g. parents) and social partners will be critical on this journey • The gains are evident, areas of challenge are clear and consolidation of interventions is critical.

44. Conclusion and way forward • ANA 2013 will be administered in September 2013. • Guidelines for teachers and learners on the scope of the tests, as well as exemplar tests, will be distributed to schools in February so that expectations are clear to all • The DBE, together with PEDs, will strengthen advocacy so that parents support their children • The report on ANA 2013 will be available for Ministerial release in December 2013.