Early learning experiences, school entry skills and later mathematics achievement in South Africa
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2019
TITLE AUTHOR(S): M.M.Visser, A.L.Juan, S.M.Hannan
KEYWORDS: ACHIEVEMENT, GRADE 5, TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 10797
HANDLE: 20.500.11910/13657
URI: http://hdl.handle.net/20.500.11910/13657
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
The acquired skill set prior to school entry has emerged as an important issue in research and policy internationally. Much evidence exists advocating the importance of early numeracy and literacy skills in later academic achievement and economic outcomes of students. The goal of this study was to determine the association between parents' reports of engagement in pre-Grade 1 learning activities and school entry skills, and mathematics achievement in Grade 5. This study was based on empirical evidence using South African data from the 2015 Trends in International Mathematics and Science Study. These relationships were investigated by using stepwise multiple regression analysis. It was found that parent reports of engagement in pre-Grade 1 activities and acquired school entry skills are positively associated with student achievement at the Grade 5 level. This held even when taking other contextual home factors into account: socio-economic status and the frequency of speaking the language of the test at home. The role of the home is important in preparing children for school and has an impact on their later achievement. The home context should therefore be a key consideration in enhancing the South African education system. Parent reports are a good indicator of engagement in early learning activities and acquired numeracy and literacy skills prior to school entry.-
Related Research Outputs:
- TIMSS 2015 Grade 5 national report: understanding mathematics achievement amongst Grade 5 learners in South Africa: nurturing green shoots
- Lucky guess?: applying Rasch measurement theory to grade 5 South African mathematics achievement data
- Item readability and science achievement in TIMSS 2003 in South Africa
- TIMSS 2015: highlights of mathematics and science achievement of grade 9 South African learners
- TIMSS 2015: highlights of mathematics and science achievement of grade 5 South African learners
- TIMSS item diagnostic report: South Africa: Grade 5 Numeracy
- TIMSS item diagnostic report: South Africa: Grade 9 Mathematics
- School climate and mathematics achievement: can the children learn?
- TIMSS 2015 Grade 9 national report: understanding mathematics and achievement amongst Grade 9 learners in South Africa
- Quality education for sustainable development: are we on the right track?: evidence from the TIMSS 2015 study in South Africa
- Rising above: what makes a learner resilient?
- Building solid language foundations for achievement
- The contribution of South African teachers to students' sense of belonging and mathematics achievement: students' perspective from the 2015 Trends in International Mathematics and Science Study
- The South African TIMSS 2019 grade 5 results: building achievement and bridging achievement gaps
- Third International Mathematics and Science Study - 2003: executive summary
- Conditions of schooling in South Africa and the effect on mathematics achievement
- Monitoring of learning achievement: training workshop: data management, analysis and report writing
- A trend analysis of matric maths performance
- Mathematics and science achievement at South African schools in TIMSS 2003
- The third interntional mathermatics and science study: a South African perspective