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ERIC Number: EJ1150400
Record Type: Journal
Publication Date: 2006
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0256-0100
Evaluation of a Number Skills Development Programme
Pietersen, Charlotte
South African Journal of Education, v26 n3 p413-426 2006
A pre-test post-test correlated groups design was used to evaluate the effectiveness of the Shuttleworth/Rotary Number Skills Development Programme to enhance the numeracy of Grade 2 learners (N = 169) from five primary schools (a private school, a school of auditory impaired learners, and three rural schools). An unstructured questionnaire was employed to obtain teachers' views about the program (n = 5). The findings of the study showed that the programme was effective in developing the numeracy of the total sample, and of learners from the different types of schools. It was concluded that the use of concrete educational material should be central in the teaching of number skills in Grade 2. The teachers also indicated that the programme was beneficial to learners and to themselves. However differences in the improvement of the numeracy scores of the five classes were found (possibly due to difference in instructional quality). Therefore, it is recommended that teachers should be trained in the use of educational equipment and also to create an optimal learning environment. Further research, with more representatives samples, is required to verify the effectiveness of (and broaden) the application of the programme, and to explore teacher-related variables that could limit numeracy development in learners.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A