Statistics

As of October 2013, 271 AUN students have been trained as tutors and have together dedicated over 3800 individual of hours of tutoring through STELLAR.  Over 700 pupils from five public primary schools in Yola have each received between 12 and 25 hours of tutoring in small groups of five or fewer.  An additional 30 students have each received 10 hours of educational “play” time in the tablet tutoring program.  

In order to monitor pupil progress and evaluate learning outcomes, STELLAR first gave the Early Grade Math Assessment (EGMA) to the pupils in the tutoring program in Spring 2013.  The results from this first set of assessments were encouraging.  After only 10 weeks of their participation in the program (approximately 2.5 hours per week), the pupils’ mean scores rose across all sub-tasks and grade levels (Primary 2-4), most often by an impressive 0.80 standard deviations or more!  Although the scores were low to begin with and still left much to be desired at the end, the marked improvement supports our conviction that the children are eager and capable learners when the learning environment is conducive. The table below summarizes the results of that study in detail:


Table 1: Results of EGMA administered by STELLAR in February (pre-test) and April (post-test) 2013 to 136 Primary 2-4 pupils in two public primary schools in Yola, Adamawa State, Nigeria

 

Sub-Task 1. Number Discrimination: Raw Score (%)

Sub-Task 2. Missing Number: Raw Score (%)

Sub-Task 3. Addition:

Raw Score (%)

Sub-Task 4. Subtraction:

Raw Score (%)

Composite:

Raw Score (%)

Primary 2 (N=47)

Pre-Test Mean

Post-Test Mean

Change in terms of StandDev units

Change in %

 

9.15 (60.99%)

12.04 (80.28%)

 

+ 0.66

+ 19.29%

 

3.34 (22.27%)

5.38 (35.89%)

 

+ 0.85

+ 13.62%

 

10.26 (51.28%)

14.38 (71.91%)

 

+ 0.71

+ 20.63%

 

6.13 (30.64%)

11.53 (57.66%)

 

+ 0.91

+ 27.02%

 

28.87 (41.25%)

43.34 (61.91%)

 

+ 0.95

+ 20.66%

Primary 3 (N=44)

Pre-Test Mean

Post-Test Mean

Change in terms of StandDev units

Change in %

 

12.07 (80.45%)

13.00 (86.67%)

 

+ 0.26

+ 6.22%

 

4.11 (27.42%)

7.09 (47.27%)

 

+ 1.34

+ 19.85%

 

11.73 (58.64%)

15.80 (78.98%)

 

+ 0.66

+ 20.34%

 

8.41 (42.05%)

13.73 (68.64%)

 

+ 0.96

+ 26.59%

 

36.32 (51.88%)

49.61 (70.88%)

 

+ 0.92

+ 19.00%

Primary 4 (N=45)

Pre-Test Mean

Post-Test Mean

Change in terms of StandDev units

Change in %

 

13.13. (87.56%)

13.89 (92.59%)

 

+ 0.24

+ 5.03%

 

6.89 (45.93%)

10.71 (71.41%)

 

+ 0.98

+ 25.48%

 

14.49 (72.44%)

18.16 (90.78%)

 

+ 0.67

+ 18.34%

 

11.20 (56.00%)

16.38 (81.89%)

 

+ 0.89

+ 25.89%

 

45.71 (65.30%)

59.13 (84.48%)

 

+ 0.85

+ 19.18%

Total (N=136)

Pre-Test Mean

Post-Test Mean

Change in terms of StandDev units

Change in %

 

11.41 (76.08%)

12.96 (86.42%)

 

+ 0.38

+ 10.34%

 

4.76 (31.76%)

7.70 (51.32%)

 

+ 0.88

+ 19.56%

 

12.13 (60.66%)

16.09 (80.44%)

 

+ 0.65

+ 19.78%

 

8.54 (42.72%)

13.85 (69.23%)

 

+ 0.86

+ 26.51%

 

36.85 (52.65%)

50.60 (72.28%)

 

+ 0.82

+ 19.63%

Notes: As there was no controlled comparison group, we do not make any claims of statistical significance or causality.  In addition, 176 students took the pre-test, of which 40 were unavailable for the post-test for unknown reasons.  Consequently, this attrition may have skewed the results in favor of stronger pupils.

In the Fall 2013 semester, STELLAR administered the Early Grade Reading Assessment (EGRA) to 180 Primary 2 and 3 pupils in the tutoring program.  We also tested an additional 278 Primary 1 pupils as baseline data for the Jolly Phonics pilot project. We will administer the same assessment at the end of the year to track the pupils’ progress.