Deriving norms for learners in the disadvantaged schools of the peri-urban areas of the Eastern Cape: the case of the Vassiliou Mathematics Proficiency Test (VASSI)
- Masango, Siphesihle Polkadot
- Authors: Masango, Siphesihle Polkadot
- Date: 2017
- Subjects: VASSI Mathematics Proficiency Test , Mathematical ability -- Testing -- South Africa , Educational tests and measurements -- South Africa , Children with social disabilities -- Education -- South Africa , Children with social disabilities -- Education -- South Africa -- Makhanda -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/49929 , vital:25943
- Description: This study builds on South African cross-cultural research which highlights the need for careful stratification of normative samples for quality of education and geographical location. The aim of the present study was to produce an expanded set of preliminary norms for learners in the disadvantaged schools of the peri-urban areas of the Eastern Cape, Grahamstown, on the Vassiliou Mathematics Foundation Phase Test (VASSI) and Vassiliou Mathematics Proficiency Test (VASSI), respectively. The test was administered to Grade 1-6 learners in four different schools all within Joza location, Grahamstown. For the learners’ convenience the tests were translated into isiXhosa, the translations were provided together with the original English questions. Archival data collected by honours students was also incorporated in this study. The total number of participants was N=724 which was comprised of 147 grade 1s, 123 grade 2s, 117 grade 3s, 128 grade 4s, 113 grade 5s and 96 grade 6s. Norm-referenced criterion was used in analysing the data. The results of this study are in accordance with those purporting the low performance of disadvantaged learners on the school subject, mathematics. Stanines for the various grades (Grade 1 to 6) were calculated and are presented in the study. This study has demonstrated that although gender, language and other ethnic variables have an impact on mathematics performance, quality of education and socioeconomic status have a significant effect. Further research is needed on the effect of quality of education and socioeconomic status on learners in disadvantaged schools on this test in particular.
- Full Text:
- Authors: Masango, Siphesihle Polkadot
- Date: 2017
- Subjects: VASSI Mathematics Proficiency Test , Mathematical ability -- Testing -- South Africa , Educational tests and measurements -- South Africa , Children with social disabilities -- Education -- South Africa , Children with social disabilities -- Education -- South Africa -- Makhanda -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/49929 , vital:25943
- Description: This study builds on South African cross-cultural research which highlights the need for careful stratification of normative samples for quality of education and geographical location. The aim of the present study was to produce an expanded set of preliminary norms for learners in the disadvantaged schools of the peri-urban areas of the Eastern Cape, Grahamstown, on the Vassiliou Mathematics Foundation Phase Test (VASSI) and Vassiliou Mathematics Proficiency Test (VASSI), respectively. The test was administered to Grade 1-6 learners in four different schools all within Joza location, Grahamstown. For the learners’ convenience the tests were translated into isiXhosa, the translations were provided together with the original English questions. Archival data collected by honours students was also incorporated in this study. The total number of participants was N=724 which was comprised of 147 grade 1s, 123 grade 2s, 117 grade 3s, 128 grade 4s, 113 grade 5s and 96 grade 6s. Norm-referenced criterion was used in analysing the data. The results of this study are in accordance with those purporting the low performance of disadvantaged learners on the school subject, mathematics. Stanines for the various grades (Grade 1 to 6) were calculated and are presented in the study. This study has demonstrated that although gender, language and other ethnic variables have an impact on mathematics performance, quality of education and socioeconomic status have a significant effect. Further research is needed on the effect of quality of education and socioeconomic status on learners in disadvantaged schools on this test in particular.
- Full Text:
The Raven's Coloured Progressive Matrices Test: a pilot study for the establishment of normative data for Xhosa-speaking primary school pupils in the Grahamstown region
- Authors: Bass, Natalie Tanyia
- Date: 2000
- Subjects: Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2930 , http://hdl.handle.net/10962/d1002439 , Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Description: The Raven’s Coloured Progressive Matrices (CPM) test is used extensively across a wide variety of settings in South Africa, however more appropriate local normative data has yet to be established. The CPM is internationally recognised as a culture-fair test of nonverbal intelligence, designed for use with children between the ages of 5½ and 11½. This pilot study thus sought to establish normative data for this instrument for a population of Xhosa-speaking Primary School children in the peri-urban township area in the Grahamstown region. The booklet version of the test was used and it was administered in group format and according to an alternate method of test administration (using Xhosa instructions) developed by Vass in 1992. The final normative sample consisted of 197 male and 182 female Xhosa-speaking children in Grades Two to Seven (N=379). The results showed (1) a significant effect of age on test scores, where scores increased with age as expected; (2) a consistent tendency for males to outperform females was also noted, however small sample sizes precluded any categorical claims to this effect; (3) no significant effect of education on test scores was observed and finally; (4) and finally, it appeared that the norms generated for this study revealed a tendency to be lower than those obtained by Raven, Court and Raven (1990) during the standardisation of this instrument in the United Kingdom and America. The study concluded that (1) there is an urgent need for more appropriate South African normative data for this test; and (2) that when assessing African children from disadvantaged backgrounds, further research into the effects of cultural and socio-economic factors and gender on non-verbal intelligence (and on performance on this test in particular) is required.
- Full Text:
- Authors: Bass, Natalie Tanyia
- Date: 2000
- Subjects: Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2930 , http://hdl.handle.net/10962/d1002439 , Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Description: The Raven’s Coloured Progressive Matrices (CPM) test is used extensively across a wide variety of settings in South Africa, however more appropriate local normative data has yet to be established. The CPM is internationally recognised as a culture-fair test of nonverbal intelligence, designed for use with children between the ages of 5½ and 11½. This pilot study thus sought to establish normative data for this instrument for a population of Xhosa-speaking Primary School children in the peri-urban township area in the Grahamstown region. The booklet version of the test was used and it was administered in group format and according to an alternate method of test administration (using Xhosa instructions) developed by Vass in 1992. The final normative sample consisted of 197 male and 182 female Xhosa-speaking children in Grades Two to Seven (N=379). The results showed (1) a significant effect of age on test scores, where scores increased with age as expected; (2) a consistent tendency for males to outperform females was also noted, however small sample sizes precluded any categorical claims to this effect; (3) no significant effect of education on test scores was observed and finally; (4) and finally, it appeared that the norms generated for this study revealed a tendency to be lower than those obtained by Raven, Court and Raven (1990) during the standardisation of this instrument in the United Kingdom and America. The study concluded that (1) there is an urgent need for more appropriate South African normative data for this test; and (2) that when assessing African children from disadvantaged backgrounds, further research into the effects of cultural and socio-economic factors and gender on non-verbal intelligence (and on performance on this test in particular) is required.
- Full Text:
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