4.1 Aims of the project
4.2 Project timetable outline
4.3 The initial field trip
4.4 Final test instruments
4.5 Sample of schools
4.6 Data structure for tests
The aims of the project were:
(i) to investigate reading proficiency in English in primary schools in Malawi. Data for this was collected through two reading tests.(ii) to report methods used by teachers in rural and urban primary schools in the teaching of reading. Information was gathered through recorded observation of classes.
(iii) to describe resource levels within schools (qualified teachers, class sizes and number of English books). Data was gathered through structured interviews with teachers.
(iv) to characterise the approach to the teaching of reading in teacher training colleges. The information was collected through interviews with college staff and examination of syllabuses.
(i) planning and background research (October, 1991)
(ii) initial field trip of one week (November 1991)
(iii) the preparation of data collection instruments and planning for main visit (March-April 1992)
(iv) the main data collection trip (May, 1992).
(v) analysis and writing up (June & November, 1992)
The total time allocated to all the phases listed above was 9 weeks.
During the initial field trip in autumn 1991 visits were made to one urban and one rural school. Visits were also made to the Ministry of Education, two Teacher Training Colleges (Lilongwe and Domasi), the Malawi Institute of Education and the University of Malawi (Chancellor College).
4.3.1 Pilot Data Collection Instruments used in the Initial Trip
Classroom Observation: Direct observation of classrooms was used to collect information on classroom teaching. A number of classroom observation schedules were considered but they were abandoned as not appropriate to the conditions. Instead, a running record of teacher and pupil behaviour was made and the lessons were also recorded on audio tape.
Reading Tests: The MIRA test (Vincent & de la Mare, 1990) was administered to two pupils (one boy, one girl) in a selection of classes. In MIRA a pupil reads aloud a series of graded passages, each followed by questions. This test is intended for British schoolchildren, and while it is not appropriate for other countries it was felt that it would serve as a guide to the preparation of final test instruments. The MIRA sessions were recorded.
4.3.2 Initial Field Trip: Observation and Testing
A total of 8 different classes were observed (7 in English and 1 in Chichewa). Tests were carried out in 5 of them. The years (standards) involved were as follows:
|
|
Schl 1 (urban) |
Schl 2 (rural) |
|
Year |
|
|
|
1 |
- |
- |
|
2 |
Observe |
Observe (2)* |
|
3 |
- |
Observe + Test |
|
4 |
Observe + Test |
- |
|
5 |
- |
Observe + Test |
|
6 |
Observe + Test |
- |
|
7 |
- |
- |
|
8 |
Observe + Test |
- |
* 1 Chichewa reading lesson
4.3.3 Conclusions from the Initial Visit
The conclusions drawn from the initial visit were:
(i) that recording classroom methodology through keeping a running record and audio recording was entirely adequate.(ii) that a modified form of cloze testing would be the most appropriate form of group test.
(iii) that a culturally appropriate version of a "read aloud" test should be devised.
(iv) that it would be desirable to test reading in the children's own language as well as in English. The reason for this was that poor performance in an English language reading test could be attributed either to low ability in English or low ability in reading. The practical implication of this decision was that the testing would have to be carried out in areas where the mother tongue of the majority of the pupils was known to be Chichewa.
(vi) that testing of reading should be carried out at years 3, 4 and 6. Testing at years 1 or 2 would be inappropriate since very little achievement would be registered in those years (this does not, of course, mean that no learning is going on in those years). Year 6 was selected as a point by which pupils should be recording reasonable progress.
(i) a new series of "Read Aloud" passages was prepared. They consisted of five graded passages based upon language from the course books English in Malawi followed by questions (see Appendix D).
(ii) for group testing a modified 60 item cloze test was produced. This test is referred to in this report as Word Find (see Appendix E for extracts). Pupils are familiar with the gap-filling technique from the tests and exercises used by their teachers. In addition the test administration included a practice section which the whole class did together. The texts in which the Word Find items occur were based on language appearing in English in Malawi as follows:
|
Texts for items 1 - 20: |
Year 2 or below. |
|
Texts for items 21 - 40: |
Year 3 or below. |
|
Texts for items 41 - 60: |
Mainly Year 6 or below. |
It should be noted that control of supposed English language input is difficult, particularly after Standard 4, as the whole curriculum is then taught through English. Pupils were allowed 45 minutes to complete the test (this did not include completing personal details or the Practice Section).
(iv) a 60 item test similar to Word Find was prepared for Chichewa (see Appendix E for an extract) with the help of Chichewa speakers from Reading University. The text for this test was a rough translation of the English texts, although no claims for equivalence of difficulty are made. The test was subsequently examined by two language experts from the Malawi Institute of Education, one of whom was an expert in Chichewa, and it was judged to be acceptable.
As noted above, the tests were administered in two urban schools and three rural schools (two on-road, one off-road). Time constraints (the field visit could not last more than 2 weeks), meant that there was insufficient time to cover more than three rural schools. All schools were selected by the Malawi Ministry of Education. The small number of schools involved meant that urban/rural differences do not attain statistical significance.
This is not a representative sample as it is estimated (various personal communications) that at most only some 15% of the primary school population of Malawi may be categorised as urban. Testing was carried out in only two of the three provinces (Central and Southern) as the time constraints again did not allow for testing in the Northern province.
In terms of sample categories, it might also be claimed that the categorisation urban/rural in Malawi is an oversimplification, and that a four-fold categorisation, namely urban central, urban peripheral, rural roadside, and rural off-road would be more valid. Again time constraints would have precluded data collection from isolated off-road schools even if the relative proportion of such schools had been known. The lack of representative sampling in terms of provinces and school categories is to be kept in mind in the interpretation of the results.
4.6.1 Word Find
Tests were administered to intact classes in cases where classes had fewer than 34 pupils. In cases of larger classes a representative sample of 34 or 40 pupils was requested. Wherever possible equal numbers of girls and boys were used. Schools M and S are urban schools, while schools N, P and W are rural. Data from the test was in this way collected from the following numbers of pupils:
|
Yr |
Sex |
Urban Schools |
Rural Schools |
Total |
|||||
|
M |
S |
(Total) |
N |
P |
W |
(Total) |
|||
|
3 |
Boys |
18 |
20 |
(38) |
17 |
17 |
11 |
(45) |
83 |
|
3 |
Girls |
21 |
20 |
(41) |
17 |
17 |
11 |
(45) |
86 |
|
4 |
Boys |
20 |
14 |
(34) |
16 |
16 |
10 |
(42) |
76 |
|
4 |
Girls |
19 |
16 |
(35) |
19 |
13 |
10 |
(42) |
77 |
|
6 |
Boys |
21 |
22 |
(43) |
14 |
22 |
13 |
(49) |
92 |
|
6 |
Girls |
21 |
18 |
(39) |
11 |
13 |
3 |
(27) |
66 |
|
Total |
|
(230) |
|
(250) |
480 |
||||
4.6.2 Read Aloud
Read aloud tests were administered to four pupils from each class and recorded. In each case the class teacher was asked to select a high ability boy and girl, and an average ability boy and girl from the class.
Schools
|
Year |
Sex |
Urban |
Rural |
Total |
|
M, S |
N, P, W |
|||
|
3 |
Boys |
4 |
6 |
10 |
|
3 |
Girls |
4 |
6 |
10 |
|
4 |
Boys |
4 |
6 |
10 |
|
4 |
Girls |
4 |
6 |
10 |
|
6 |
Boys |
4 |
6 |
10 |
|
6 |
Girls |
4 |
6 |
10 |
|
Total |
|
24 |
36 |
60 |
