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
Prov
Gr 1
Gr 2
Gr 3
Gr 4
Gr 5
Gr 6
Gr 9
Total EC FS
65 665
58 178
51 139
53 188
50 633
50 742
67 045
GDE
KZN LP MP
91 871
93 061
92 348
93 501 NC
28 260
24 939
23 566
24 616
23 461
23 243
23 228 NW
78 594
73 101
65 368
64 809
60 311
60 131
62 766 WC
88 477
81 498
83 916
79 900
79 205
88 901 SA

5. Overview of ANA 2012 Results

6. 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

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

8. 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

9. 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

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 quintile1
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

20. Average percentage mark in Home Language by grade and poverty quintile1
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

21. Average percentage mark in First Additional Language by grade and poverty quintile4
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

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
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

26. 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

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
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

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 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
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.