Assessing Early Grade Mathematics Learner Outcomes Using m-Learning The Case of JumpStart South Africa

摘要

JumpStart makes use of research-based structured learning material for mathematics together with in-class support by interns, teacher training, realtime formative and summative assessment, through m-learning. To assess its impact on learner outcomes, a cross sectional study design was adopted, whereby performance of a random selection for learners across Grades 1 to 3 in 18 schools was analysed. Grouped learner outcomes (at the level of a grade across groups of schools) prior to the intervention were compared to learner outcomes post the intervention and set alongside a description of the nature of the intervention. Improvements in learning outcomes, as measured by the Early Grade Mathematics Assessment (EGMA) are evident after one year of intervention, and appear to be strengthened after two years of intervention. Overall the JumpStart programme is having a significant impact on all the schools. The use of m-learning by interns for the efficient uptake and appropriate dosage of an early maths intervention; as well as the utility of a tablet interface for the efficient collection of early grade mathematics assessment data should be of interest to the m-learning and broader education community.