ANA 2012 Results Portfolio Committee 12 February 2013

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

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

Number of registered learners Prov Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 9 Total EC 215 321 179 411 163 194 158 399 151 580 149 519 148 828 1 166 252 FS 65 665 58 178 51 139 53 188 50 633 50 742 67 045 396 590 GDE 195 601 172 495 157 972 150 006 145 757 148 367 166 483 1 136 681 KZN 287 086 247 075 221 499 218 267 212 283 232 372 214 537 1 633 119 LP 145 242 132 425 118 256 121 721 119 308 125 152 194 165 956 269 MP 118 298 104 040 91 871 93 061 92 348 93 501 105 261 698 380 NC 28 260 24 939 23 566 24 616 23 461 23 243 23 228 171 313 NW 78 594 73 101 65 368 64 809 60 311 60 131 62 766 465 080 WC 103 425 88 477 81 498 83 916 79 900 79 205 88 901 605 322 SA 1 237 492 1 080 141 974 363 967 983 935 581 944 397 1 089 049 7 229 006

Overview of ANA 2012 Results

Overall results in Mathematics (Average percentage mark) GRADE MATHEMATICS 2012 MATHEMATICS 2011 DIFFERENCE (% POINTS) 1 68 63 5 2 57 55 3 41 28 13 4 37 9 30 6 27 -3 * * Grade 9 was not part of the 2011 ANA

Overall results in Language: Grades 1-3 (Average percentage mark) HL 2012 LANG 2011 1 58 59 2 55 52 3 35

Overall results in Language: Grades 4-6 and 9 (Average percentage mark) HL 2012 FAL 2012 LANG 2011 4 43 34 5 40 30 28 6 36 9 35 * * Grade 9 was not part of the 2011 ANA

Seven levels of achievement RATING CODE PERCENTAGE DESCRIPTOR Level 1 0–29 Not achieved Level 2 30–39 Elementary achievement Level 3 40–49 Moderate achievement Level 4 50–59 Adequate achievement Level 5 60–69 Substantial achievement Level 6 70–79 Meritorious achievement Level 7 80–100 Outstanding achievement

Percentage learners in achievement levels Grade 3 Mathematics

Percentage learners in achievement levels Grade 3 HL

Percentage learners in achievement levels Grade 6 Mathematics

Percentage learners in achievement levels Grade 6 HL

Percentage learners in achievement levels Grade 6 FAL

Percentage learners in achievement levels Grade 9 Mathematics

Percentage learners in achievement levels Grade 9 HL

Percentage learners in achievement levels Grade 9 FAL

Some factors that “explain” performance

Average percentage mark in Mathematics by grade and poverty quintile 1 64.5 65.8 67.4 70.2 77.3 2 53.8 54.6 56.4 60.3 67.5 3 37.8 38.0 39.5 43.3 53.7 4 32.2 34.8 40.0 53.2 5 26.3 26.2 27.8 32.5 46.7 6 23.7 23.8 24.5 27.4 39.6 9 10.8 10.4 10.6 11.9

Average percentage mark in Home Language by grade and poverty quintile 1 53.6 54.4 56.4 59.5 70.0 2 51.6 52.6 54.3 57.7 66.3 3 49.2 49.6 50.8 53.1 61.7 4 25.5 27.3 31.3 45.4 62.3 5 24.2 26.1 30.1 41.9 57.4 6 28.8 31.0 34.8 43.9 9 31.8 33.9 38.1 42.6 53.9

Average percentage mark in First Additional Language by grade and poverty quintile 4 31.5 31.9 34.5 38.0 44.7 5 27.4 27.8 29.8 33.9 46.8 6 33.0 36.3 39.8 50.2 9 31.3 32.5 35.6 38.8 46.5

Average percentage mark in grade 3 by subject and poverty quintile

Average percentage mark in grade 6 by subject and poverty quintile

Average percentage mark in grade 9 by subject and poverty quintile

Special Schools: Average marks (%) in Grade 3 HL and Mathematics HOME LANGUAGE MATHEMATICS PROVINCE AVE% EC 47.6 50.6 FS 31.6 16.4 GP 42.3 46.7 KZ 6.7 31.0 LP 0.0* 14.6 MP 27.9 34.6 NC 33.5 21.7 NW 48.0 26.5 WC 59.1 30.3 National 19.6 32.3

Special Schools: Average marks (%) in Grade 6 Language and Mathematics HOME LANGUAGE FIRST ADDITIONAL LANGUAGE MATHEMATICS PROVINCE AVE% EC 9.8 47.9 22.0 FS 0.0* 18.7 5.8 GP 27.8 38.9 29.5 KZ 1.5 2.1 24.9 LP 6.8 8.8 MP 0.0 5.1 21.9 NC 17.1 5.9 NW 42.1 WC 51.5 35.8 27.0 National 8.7 10.3 23.6 * Indicates cases where no learners participated

Qualitative Analysis of Learner Performance

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.

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)

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

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

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.

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

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)

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

Item Analysis Report : Grade 3 Mathematics Example Skills & knowledge that learners found “MOST DIFFICULT” to demonstrate in the test:- Affected Content Recommended interventions Arranging ordinary fractions (e.g. quarter, third, half, etc.) in increasing/ decreasing order of size Solving word problems that involve answering the question: "How much less ...?" or “How much more ...?” Drawing (analogue) clock hands to indicate a given time in hours and minutes Converting full and fraction (e.g. one and a half) hours to minutes Calculating units in a rectangular area Counting backwards in 20s Measurement Number, operations and relationships Regular practice with fractions presented in different formats, e.g. in words, numbers, real objects, etc. Teach application of math skills in familiar contexts ... Skills & knowledge learners found ”EASIEST ” to demonstrate in the test:- Drawing a line of symmetry to a regular figure (e.g. a ∆) Subtracting 2-digit whole numbers ( involving "borrowing”) Naming familiar 2-D shapes & 3-D objects Adding 3-digit whole numbers (no "carry over") Always revisit work done in previous grade and link the skills to current grade expectations

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”

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

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

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

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.

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

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.

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.