An outcome evaluation of the LifeMatters Foundation's Numeracy Programme
type: CreativeWork
description: This dissertation includes an outcome evaluation report of the LifeMatters Foundation Numeracy Programme. This programme focuses on strengthening the foundational numerical skills of the participants, in this case a group of Grade 2 learners from two schools in the Western Cape area. In total, these two schools had five Grade 2 classes of which constituted the sample. While this programme has run before, the LifeMatters Foundation decided to redesign the programme and run a new pilot programme in 2016. This dissertation focuses on the evaluation of this pilot programme with the goal to attain information on two outcome questions. The first of these questions examined whether the programme participants' foundational numerical skills improved by the end of the programme and if they improved more than the skills of the comparison class. The comparison class for this evaluation was made up of 12 learners of one class that met the criteria for selection, but did not receive treatment. Each of the other four classes had the weakest 12 learners selected on the results of a class-based assessment delivered by the teachers. Therefore, in total, the evaluation included 60 participants. The second question examined if programme dosage, or the amount of attendance, was a significant contributor to the improvement of participants' numerical skills. As the programme was conducted over the course of the year, this question sought to control for the impact of maturation on the results and identify a programme effect. Secondary data, provided by the LifeMatters Foundation, were used in order to answer the two evaluation questions. This data consisted of the results of the participants on eight measurements conducted throughout the year. These measurements were standardised tests, known as Formal Assessment Tasks, designed by the Western Cape Education Department. The data analysis methods included descriptive and inferential statistics for learners' performance and average programme…
abstract: This dissertation includes an outcome evaluation report of the LifeMatters Foundation Numeracy Programme. This programme focuses on strengthening the foundational numerical skills of the participants, in this case a group of Grade 2 learners from two schools in the Western Cape area. In total, these two schools had five Grade 2 classes of which constituted the sample. While this programme has run before, the LifeMatters Foundation decided to redesign the programme and run a new pilot programme in 2016. This dissertation focuses on the evaluation of this pilot programme with the goal to attain information on two outcome questions. The first of these questions examined whether the programme participants' foundational numerical skills improved by the end of the programme and if they improved more than the skills of the comparison class. The comparison class for this evaluation was made up of 12 learners of one class that met the criteria for selection, but did not receive treatment. Each of the other four classes had the weakest 12 learners selected on the results of a class-based assessment delivered by the teachers. Therefore, in total, the evaluation included 60 participants. The second question examined if programme dosage, or the amount of attendance, was a significant contributor to the improvement of participants' numerical skills. As the programme was conducted over the course of the year, this question sought to control for the impact of maturation on the results and identify a programme effect. Secondary data, provided by the LifeMatters Foundation, were used in order to answer the two evaluation questions. This data consisted of the results of the participants on eight measurements conducted throughout the year. These measurements were standardised tests, known as Formal Assessment Tasks, designed by the Western Cape Education Department. The data analysis methods included descriptive and inferential statistics for learners' performance and average programme…
author: Hardwick, Nick
language: eng
date published: 2017
date modified: 2026-07-22T22:23:07Z
provider: University of Cape Town
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Institute for Monitoring and Evaluation

PropertyValue
property ID: Handle
value: http://hdl.handle.net/11427/25077