Sustaining Literacy Intervention through Tusome Pre ... -RTI- Salome Ongele.pdfEnhance use of ICT to...
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RTI International, Research Triangle Park, North Carolina, USA
Sustaining Literacy Intervention through TusomePre-service Teachers Training Component
Mr. Milton Mokkah (Director Teacher Education and ECDE), Dr. Brown Onguko, Francis Njagi, Dr. Jessica Mejia and Salome Ong’ele (4 RTI staff)
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Background – Overview of Tusome Project
• Scale up of the PRIMR project (2011-2014)
• MoE project funded by USAID
• For grades 1 – 3
• All SNE schools and units for VI and HI
• Pre-service component for PTTCs, private and
public
• Support by 23 youth groups on community and
parental involvement
• APBET institutions - 1500
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Background – Overall Objectives of Tusome
Overall: Improve literacy outcomes for Class 1,2 &3
1. Improve teacher capacity for effective delivery
2. Improve access to appropriate textbooks and
supplementary materials in literacy
3. Establish effective and efficient M&E system
4. Enhance use of ICT to support education
outcomes
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Background - Tusome’s Experience with Pre-service
A chronological order of PTTCs intervention.
• 2014 (PRIMR) – no emphasis on pre-service
• 2015 – sensitization package developed & delivered to
PTTCs.
• From 2016 onwards – Attempts at practicum, lecturers
as trainers & writers of Tusome materials
• 2017 – Preparations for PTTCs package, expansion of
Tusome to PTTCs.
• 2018 – Kiswahili and English modules developed.
• 2018 – Training of PTTCs principals, deans and
lecturers
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Purpose of the Study
Theme: quality of learning
outcomes
RQ1: How is the implementation
of Tusome by the teacher
trainees?
RQ2: Is there a difference in
implementation between English
and Kiswahili languages?
RQ3: Is the implementation of
Tusome the same for public and
private PTTCs?
RQ4: What factors facilitate
effective implementation of
Tusome by the teacher trainees? 5
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Research methodology
• Cross sectional study
• Quantitative and qualitative design/mixed methods
approach
• Sampling – all the public PTTCs conducting TP in term
1, 2019/census (22 PTTCs) and sampled private
colleges conducting TP (42 PTTCs)
• Data collection: February – March 2019.
• Data collected by use a check-list on tablets through
classroom observations, interview guide and document
analysis 6
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Research Findings
RQ1: How is the implementation of Tusome by the teacher
trainees?
• All college English and Kiswahili tutors were trained – private
and public.
• all principals and Ditrector of studies were sensitized –
private and public.
• Implementation was not monitored and not supported by
instruction specialists.
• Only about 30% of the teacher trainnes demonstrated
competency on early grade literacy.
• 70% of the teacher trainees did not demonstrate competency
on early grade literacy
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RQ2: Is there a difference in implementation between
English and Kiswahili languages?
Subject Mean Std Error Unadjusted
groups –
confidence intervals
Kiswahili 2.59 0.082 2.42 – 2.75
English 2.50 0.084 2.33 – 2.67
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The table indicates pairwise comparisons of means by
language – the take-up rate for implementation of
Kiswahili was 2.59 while that for English was 2.5.
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RQ2: Is there a difference in implementation between
English and Kiswahili languages? – Contrast by language
Subject Contrast Std Error t-value p>|t|
Differenc
e
between
English
and Kiswahili
-0.09 0.118 -0.77 0.443
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The table shows that the difference in the means was
0.09. The p-value shows that there was no statistical
significance in the take-up rate by language
(p>0.05).
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RQ3: Is there a difference in implementation by College
Type (private or public)
Subject Mean Std Error Unadjusted
groups –
confidence intervals
Private 2.47 0.080 2.31 – 2.63
Public 2.70 0.080 2.53 – 2.86
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The table indicates pairwise comparisons of means by
type of college – the take-up rate for implementation in
private colleges was 2.47 while that in public
colleges was 2.70.
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RQ3: Is there a difference in implementation by College Type
(private or public)
Subject Contrast Std Error t-value p>|t|
Differenc
e between
private
and
public
colleges
0.23 0.114 1.97 0.053
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The table shows the difference in the means was 0.23.
The p-value shows that there was no statistical
significance in the take-up rate by type of colleges
(p>0.05).
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RQ4: What factors facilitate effective implementation of
Tusome by the teacher trainees?
From the interview results analysis, the following were the
key interventions. We list all that related to 100%
feedback.
• Availability of T/L materials – modules, learner and
teacher books
• Trained and skilled tutors.
• Syllabus capture of content on early grade literacy.
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Lessons learnt and Policy Implications
1. Interview responses point towards
importance of early grade literacy at the
PTTCs.
2. Support to classroom implementation may
make a difference.
3. It is worth implementing a longer period of
intervention beyond one semester to
measure if impact may exist.
4. PTTCs diploma design to consider content
on early grade literacy. 15
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Thank You