Evaluation of Learning Gains through Play using innovative technologies
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The Learning Gains Through Play project aims to transform primary education by integrating technology and play, focusing on foundational skills across 12 primary schools in South Africa. The project has shown promising results in improving visual literacy and oral English skills through technology-enabled learning, with significant gains demonstrated by students involved in the program compared to control groups. Future inquiries include the potential impact on learners' abilities as they transition to higher grades and the effectiveness of English acquisition for broader academic success.
Evaluation of Learning Gains through Play using innovative technologies
- 1. LEARNING GAINS THROUGH PLAY
- 2. OVERVIEW Technology enabled Learner driven Through PLAY
- 3. The Learning Gains Through Play Project to transform learning environments
- 4. The Learning Gains Through Play Project to inspire change in teaching practices
- 5. Research Project 12 primary schools 10 project schools 2 control schools 5 project schools in Western Cape 5 project schools in KwaZulu-Natal
- 6. Project Inputs Technology: ◦ bank of 20 learner tablets ◦ Xbox Kinect with TV ◦ teacher tablets Teacher development: ◦ functional technological skills ◦ pedagogical approaches and skills ◦ peer-mentoring and coaching
- 7. Foundation Phase Focus 2014 Grade R 2015 Grade 1 Grade R 2016 Grade 2 Grade 1 Cohort 1 Cohort 2
- 8. Foundational literacies ◦ Gross-motor Skills ◦ Fine-motor Skills ◦ Numeracy Skills ◦ Visual Literacy Skills ◦ Oral English Acquisition
- 10. Visual Literacy Visual – recognition – discrimination – identification – memory – sequencing – interpretation PLUS Emotion knowledge
- 11. Visual Literacy Results – Cohort 1 Control group: 2014 = 48,6% 2015 = 68,4% 2016 = 62,8% Project group: 2014 = 49,5% 2015 = 78,1% 2016 = 67,4%
- 12. Visual Literacy Results – Cohort 2 Control group: 2015 = 54,8% 2016 = 73,2% Project group: 2015 = 57,9% 2016 = 71,1%
- 13. Emotion Knowledge Results – Cohort 2 Control group: + 10,5% Project group: - 20,7%
- 25. Acquisition of Second Language English Prof. Stephen Krashen “Language acquisition proceeds best when the input is not just comprehensible, but really interesting, even compelling; so interesting that you forget you are listening to or reading another language.”
- 26. Measuring Acquired Oral English Skills One-on-one scripted interview: • listening engagement • introductory speaking • English vocabulary • describing actions • following instructions overall oral English skills score PLUS Stages of Second-Language Acquisition (SLA) conversion (Stephen Krashen)
- 27. Acquired Oral English Results – Cohort 1 Control group improved by 0,8% from Grade R to Grade 1 Control group improved by 5,6% from Grade 1 to Grade 2 learning gain of 6,4% over 2 years Project group improved by 10,8% from Grade R to Grade 1 Project group improved by 10,8% from Grade 1 to Grade 2 learning gain of 21,6% over 2 years
- 29. Acquired Oral English Results – Cohort 2 Control group improved by 0,2% from Grade R to Grade 1 learning gain Project group improved by 16,7% from Grade R to Grade 1 learning gain
- 31. Findings so far Oral English skills can be improved simply by engaging with the tablet apps which use English as the medium of communication. With further use of the technology in Grade 3, can all of the learners escape up off Stage 1? Can the acquisition of English raise learners’ skills beyond Stage 3? Is a Stage 3 level of English sufficient to cope with the Grade 4 shift to LOLT in English? Will the project learners achieve better results than the control learners in Grade 4 in English FAL and in their other subjects?
- 32. Thank You