National Assessment System for Monitoring Learner Achievement

National Assessment System for Monitoring Learner Achievement
THE KENYA NATIONAL EXAMINATIONS COUNCIL NASMLA National Assessment System for Monitoring Learner Achievement 2016 NASMLA CLASS 3 REPORT Presentation by:- The National Assessment Centre (NAC) 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

BACKGROUND TO THE STUDY Overview of NASMLA Class 3 Study Report (2016)
17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Background to the Study
Purpose of the Study Establish pupils competency levels in Literacy (English & Kiswahili) and Numeracy; Find out the personal, home-based and school-based factors that influence the learning outcomes of Class 3 pupils in Numeracy and Literacy (English and Kiswahili). 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Overview of NASMLA Class 3 Study Report (2016)
Cont… Research Objectives Find out the personal, home background and school-based characteristics of Class 3 pupils; Find out the personal and professional characteristics of Class 3 English, Kiswahili, Mathematics & Life Skills teachers; Find out the personal and professional characteristics of primary school Head teachers; 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Cont… Assess the school facilities, teaching and learning resources; Determine the levels of achievement of Class 3 pupils in Mathematics, English and Kiswahili; Establish Class 3 pupils’ level of acquisition of life skills; Determine the combinations of inputs that are associated with Class 3 pupil achievement in Mathematics, English & Kiswahili. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Conceptual Framework School Characteristics. Type, location, school type, home work policy, class sizes, head teachers qualification, pupil discipline, parental involvement, etc. Pupil Characteristics Age, gender, absenteeism, socio economic status (SES), meals, siblings, etc. Teachers Characteristics Age, gender, qualification, workloads ,In-service training, etc. Learner Achievement 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Research Methodology Research Design Descriptive survey The Study Sample The study involved all the 47 counties in the Republic of Kenya. The sample of schools was generated using the Sample Design Manager (SAMDEM). 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Research Methodology Cont…
247schools 247 Head teachers 466 Class 3 teachers 5,522 Class 3 pupils 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Cont… Data Collection Instruments Achievement Tests: Numeracy, Literacy (English and Kiswahili); Life Skills questionnaire for pupils; Pupil questionnaire; Teacher questionnaire; Head teacher questionnaire; and School observation schedule. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

MAJOR FINDINGS OF THE STUDY

Pupil’s Home, School Characteristics and Life Skills

Pupil Gender There was a gender composition of 49.7% boys compared to 50.3% girls. This is slightly different from NASMLA (2010) where gender composition was 52.0 % boys and 48.0 % girls. Pupils Age 40.5%. of the pupils were overage (10 years and above ) 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Cont… The highest percentages of overage pupils were registered in ASAL areas with Garissa leading at 98.3% followed by Turkana( 90.%) and Kwale ( 79.9)%. Absenteeism Nationally, 59.6% of Class 3 pupils had been absent from school during the term. Marsabit and Mandera had the highest percentage of pupils reporting to have been absent during the term at 97.7%, and 93.9%, respectively. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Overview of NASMLA Class 3 Report
Talking to Teachers It was observed that 91.6% of pupils were free to talk to their teachers when they had a problem. This denotes a conducive learning environment. 20 September 2018 Overview of NASMLA Class 3 Report

Cont… Sickness accounted for the highest percentage of absenteeism (73.2%), followed by lack of school fees (20.5%) and lack of uniform (16.8%). Pupil- Textbook Ratio Majority of the pupils shared textbooks with more than 1 pupil in English (53.4%), Mathematics (53.6) and Kiswahili (54.1%). This shows that the pupil-textbook ratio of 1:1 has not been realized in any of the subjects. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Indiscipline as Reported by the Head teachers Indiscipline as Reported by the Teachers Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Orphanhood Status of Pupils Pupils Use of Phone/Computer/Laptop/Tablet
Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher Turkana recorded the highest number of orphans, with those orphaned through death of father at 19.5% and death of mother at 10.5%. Pupils Use of Phone/Computer/Laptop/Tablet Only a small percentage (31.9%) of pupils had been exposed to the use of computers/laptops/tablets. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Availability of Regular Meals at Home
Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher Marsabit is one of the counties with a high percentage of pupils reporting not to take breakfast (31.8%) and supper (32.5%). It is also the county with the highest percentage( 97.1) of pupils reporting to be absent. Pupils Life Skills Education Majority of the pupils had the requisite life skills to cope with life. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Teacher Characteristics Overview of NASMLA Class 3 Study Report (2016)
Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher Teacher Characteristics 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Teacher Academic and Professional Qualifications
Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher Majority of the Class 3 teachers (96.9%) had the requisite academic and professional qualifications to teach at this level. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Performance Appraisal System (PAS) Teachers Indicating Extent of Familiarity with Performance Appraisal System 11.1% reported that they had no idea of PAS. 88.2% of the teachers who reported to be familiar with PAS by TSC had set their targets for the term. 20 September 2018 Overview of NASMLA Class 3 Report

Special Needs Education Overview of NASMLA Class 3 Study Report (2016)
Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher 57.7% of teachers had learners with special needs in their classes. 28.5% of teachers were not prepared to teach learners with special needs, while 44.0% of teachers were prepared to some extent. Only 46.7% of teachers in public schools and 17.6 in private schools had been trained to handle learners with special needs. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Frequency of Teachers’ to Curriculum Support Centres
39.6%, 38.7% and 39.4% of teachers indicated that they did not visit Curriculum Support Centres in 2015, 2014 and 2013 respectively. 20 September 2018 Overview of NASMLA Class 3 Report

Assessment by DQAS Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher There were teachers who had not been assessed by DQAS in 2015 (20.5 %), 2014 (17.5 %) and 2013 (16.9 %). 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Educational Assessment and Resource Centres (EARCs)
Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher 14.1% of the teacher reported that EARCs did not exist in their sub counties. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Head teacher Characteristics
Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher Head teacher Characteristics 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

School Leadership Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher Fewer female teachers have access to school management than their male counterparts. While male Head teachers accounted for 75.8%, female Head teachers were only 24.2%. Female 24.2% 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

In-service Courses for Capacity Development
Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Cont….. Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher Over 50.0% of Head teachers reported to have benefited to a large extent from in-service in areas of school administration (84.6%), curriculum implementation (78.1%), management of school resources (75.3%), guidance and counseling (62.4%) and financial management (56.0%). Some Head teachers had not benefited at all from training in SNE, ICT and Performance Appraisal System at 20.5 %, 14.7% and 11.8% respectively. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Teacher Establishment by County
Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher Nationally, the overall teacher shortage was 27.7%. West Pokot (75.0%), Narok (73.8%), Mandera (73.0%), TaitaTaveta (72.6%), Kajiado (71.0%) and Kitui (70.1%) registered the highest shortfall. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Factors Affecting Syllabus Coverage

Cont….. Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher Inadequate teachers (64.7%), time wastage (57.5%), frequent absenteeism by pupils (50.9%), and frequent absenteeism by teachers (47.7%) affected syllabus coverage to a large extent. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

School Characteristics Overview of NASMLA Class 3 Study Report (2016)
Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher School Characteristics 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Availability of Facilities/ Amenities in Schools
Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher A high percentage of the sampled schools had basic facilities and amenities such as classrooms, play grounds and latrines/toilets. However, was a high percentage (88.6%) of unavailability of adapted latrines/toilets and fire extinguishers (86.4%). 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Achievement Levels Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Pupils’ Competency Levels in Numeracy Percentage of Pupils Attaining the Different Competency Levels in Numeracy Level Description of Competency % of pupils Level 1 Applies single step addition or subtraction operations (e.g. add numbers without carrying over, subtract without borrowing). Counts in whole numbers. 83.1 Level 2 Applies a two-step addition or subtraction operation involving carrying over and borrowing. Applies simple multiplication operations involving multiples of 10. Recognizes simple fractions. Divides whole numbers. Identifies lines and patterns. 71.1 Level 3 Translates information presented in a sentence into one arithmetic operation. Interprets place value of whole numbers up to thousands. Adds and subtracts simple fractions. Interprets simple common everyday units of measurement such as days, weeks, litres, metres and shillings. 36.1 Level 4 Translates information presented in sentences into simple arithmetic operations. Uses multiple arithmetic operations (in the correct order) on whole numbers. 4.5 20 September 2018 Overview of NASMLA Class 3 Report

Numeracy and Literacy Achievement by County
Marsabit had the lowest achievement levels in all the subjects at (431.85), (411.22) and (388.96), in Mathematics, English and Kiswahili respectively. Percentage of Pupils Attaining the Different Competency Levels in Numeracy Majority of the pupils (83.1% and 71.1%) attained Levels 1 and 2 competencies in Numeracy respectively. (36.1%) of the pupils attained Level 3 competency in Numeracy. Only a small percentage (4.5%) attained the highest competency level (Level 4). 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Pupils’ Competency Levels in Literacy (English and Kiswahili)
Percentage of Pupils Attaining the Different Competency Levels of Literacy Level Competency Description English Kiswahili % of pupils Level 1 Pre-reading: Matches words and pictures involving concrete concepts and everyday objects. Arranges words in alphabetical order. 14.9 10.5 Level 2 Emergent reading: Spells correctly simple everyday words and recognizes missing letters in such words. Uses familiar words to complete simple everyday sentences. 60.1 63.1 Level 3 Basic reading: Uses correct punctuation in simple sentences. Interprets meaning by matching words and phrases. Identifies the main theme of a picture. 38.1 69.2 Level 4 Reading for meaning: Links and interprets information located in various parts of a short passage. Infers meaning from short passages. Understands and Interprets meaning of a picture and writes short sentences to describe the theme. 28.6 47.1 20 September 2018 Overview of NASMLA Class 3 Report

Percentage of Pupils Attaining the Different Competency Levels in Literacy (English & Kiswahili) Only 14.9% and 10.5% attained pre-reading skills (arranging words in alphabetical order and using the dictionary) in English and Kiswahili respectively. Only 38.1% attained Level 3 competencies( Basic reading) in English. The percentage of pupils who had attained Level 4 competencies( Reading for meaning) in English and Kiswahili is 28.6% and 47.1% respectively. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Factors Affecting Learner Achievement

Pupils Age Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Older pupils’ scores in Mathematics, English and Kiswahili were lower by 3.0, 7.8 and 8.5 respectively than those of younger pupils. Alone Only teacher Alone Alone Only teacher Pupils Gender Boys performed slightly better than girls in all the levels of competency in Numeracy. Girls performed better in all the levels of competency inn literacy (English and Kiswahili). 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Pupils –Textbook Ratio Overview of NASMLA Class 3 Study Report (2016)
Pupils Absenteeism Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Only teacher Pupils who were absent in the course of the term scored, on average, 7.9, 5.8 and 8.6 marks lower in Mathematics, English and Kiswahili respectively than those who were not absent. Alone Alone Alone Only teacher Pupils –Textbook Ratio Pupils who shared a text book (at the ratio of 5 pupils per book) had a lower achievement score by 19.8 in Kiswahili as compared to those who did not share. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Availability of Regular Meals Orphanhood
Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Pupils who had regular meals registered better performance than those who did not. Pupils who had three meals had better scores in Mathematics, English and Kiswahili by 47.4, 33.5 and 30.8 respectively, than those who had a single meal. Alone Only teacher Alone Alone Only teacher Orphanhood Orphans scored lower in Mathematics, English and Kiswahili by 4.5, 8.1 and 5.0 respectively,. Than those who were not orphaned. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Indiscipline Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher Indiscipline was one of the major causes of poor academic achievement (72.4%) in schools. Frequency of Testing Pupils who were subjected to frequent testing performed worse than those who were not tested frequently. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Teaching experience Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Alone Only teacher Alone Alone Only teacher Pupils whose teachers had a teaching experience of between 11 and 20 years scored better in Mathematics and English by 40.5 and 39.5 respectively compared to their counterparts taught by teachers with less or no experience. School type Pupils in private schools scored better in Mathematics, English and Kiswahili by 56.4, 74.3 and 48.9 respectively than those in public schools. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

School location Pupils in rural schools scored lower in Mathematics, English and Kiswahili by 15.0, 37.1 and 24.9 respectively than those in urban schools. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Conclusions Performance trends in both Numeracy and Literacy have remained relatively the same with boys performing better than girls in Numeracy and girls performing better than boys in Literacy. Lower achievement in schools located in ASAL areas continue to be observed. Pupils textbook ratio is still below the recommended 1:1 ratio. Pupils achievement in basic literacy competencies is still very low. Teachers still lack requisite skills to handle learners with special needs and disabilities. However class 3 teachers have the requisite academic and professional qualifications to teach at this level. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

RECOMMENDATIONS Share with 1 child Share with 1 child Share with more than 1 Share with 1 child Share with more than 1 Alone Only teacher Alone Alone Only teacher 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Policy Recommendations
School entry age - parents and Boards of Management need to be educated on the need to adhere to the school entry age policy. Discipline - there is need for schools to adopt alternative means of instilling discipline among pupils such as enhancing guidance and counselling programmes. Textbook sharing - the Ministry of Education should continue reviewing the adequacy and utilization of textbooks, so as to ensure that resources are mobilised to ensure that the 1:1 pupil-textbook ratio is achieved in all schools. Provision of regular meals - The government should enhance interventions such as the School Feeding Programme. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Cont… Availability and Adequacy of facilities - the Ministry of Education and Boards of Management should put measures in place to ensure that essential facilities and services are adequate in schools. Assessment by DQAS – DQAS should assess and guide schools and teachers regularly. There is need for the Ministry of Education to build the capacity of Head teachers, teachers and school managers to carry out institutional based quality assurance. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Cont… Educational Assessment and Resource Centres (EARCs) -the government should set up EARCs at existing special schools, or even regular schools, mission centres or hospitals for ease of access to services offered by such centres. Discipline - schools should diversify guidance and counselling services to include peer counselling. The government should deploy qualified counsellors to schools. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Cont… Achievement levels - the government should continue putting in place gender-specific interventions so as to ensure parity in achievement. DQAS should guide teachers in counties with pupils who have hardly mastered basic competencies in Literacy on appropriate pedagogy. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Recommendations for Further Research
Investigate: variables other than those studied in this survey, that influence learner achievement; the reasons behind gender disparities in achievement in Literacy and Numeracy; factors that contribute to the null achievement of basic competencies in Literacy and Numeracy; the implementation of Life Skills Education in primary schools in Kenya; the influence of technology on learning outcomes; the reasons behind regional disparities in achievement in Literacy and Numeracy. 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

Shukran! THE NATIONAL ASSESSMENT CENTRE
THE KENYA NATIONAL EXAMINATIONS COUNCIL Shukran! THE NATIONAL ASSESSMENT CENTRE 17 January 2017 Overview of NASMLA Class 3 Study Report (2016)

National Assessment System for Monitoring Learner Achievement

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