The Human Sciences Research Council (HSRC)

Timms 5

The 2015 TIMMS Grade 5 study was administered for the first time in South Africa in August 2015. The study was led by a team of researchers at the Human Sciences Research Council (HSRC) in collaboration with the Department of Basic Education (DBE) and the International Association for the Evaluation of Educational Achievement (IEA).

Providing the first, nationally representative, internationally comparative compendium of data on Grade 5 learners in South Africa, the report is a new indicator of the health of our educational system. The analyses describe in detail the current picture of achievement for learners in the country, highlighting key individual, family, school and provincial differences. The results also include key developments concerning preschool attendance, early learning environments, as well as the importance of educational
expectations and academic beliefs, and the damaging effects of bullying. The findings highlight the importance of early achievement and the need to understand the multiple layers of influence on educational pathways, with the conclusions and recommendations highlighting an unequal, yet treatable system.

The Grade 5 study sits alongside the Grade 9 study which has been carried out in South Africa since 1995, recently completing its fifth round.

Open Access

Product information

Format : 297mm x 210mm (Soft Cover)
Pages : 112
ISBN 13 : 978-0-7969-2484-1
Publish Year : January 2018
Rights : World Rights

4. The big picture: understanding mathematics achievement
4.1 South African mathematics performance in relation to that of other countries
4.2 Mathematics achievement in South Africa
4.3 Provincial mathematics achievement at Grade 5
4.4 Differences in average mathematics achievement, by school type

Acknowledgements
List of figures
List of tables
List of acronyms
Executive summary

PART A: EARLY ACHIEVEMENT IN SOUTH AFRICA

1. Introduction
1.1 Getting the foundations right
1.2 Social inequalities
1.3 Signposting the rest of the report

2. Methodology
2.1 Data
2.2 Performance benchmarks
2.3 The current study
2.4 Analytic approach

3. Education and skills in the South African context
3.1 Prioritisation of Grade R and early yearsenrolment
3.2 Educational throughput

Section summary

PART B: LEARNERS AND THE HOME ENVIRONMENT

5. A profile of Grade 5 learners in 2015
5.1 Gender, age and achievement
5.2 Language of learning and teaching (LoLT)

6. How learners live and learn
6.1 Home resources
6.2 Indicators of socioeconomic status (SES)

7. The early educational environment
7.1 Early educational activities
7.2 Preschool attendance

8. Early academic skills
8.1 Early literacy skills
8.2 Early numeracy skills
8.3 Principals’ assessment of early academic skills

9. Educational expectations and beliefs
9.1 Educational expectations
9.2 Academic beliefs

Section summary

PART C: A COMPARISON OF SCHOOLING ENVIRONMENTS

10. Where learners go to learn
10.1 School resources
10.2 Access to workbooks
10.3 Assessment of resource shortages

11. School climate
11.1 Emphasis placed on academic success
11.2 Parents’ perception of school performance
11.3 School belonging
11.4 Discipline, safety and bullying

12. A profile of Grade 5 educators
12.1 Challenges facing educators
12.2 Limitations for teaching

12.3 Educator absenteeism

Section summary

PART D: SUMMARISING INFLUENCES ON GRADE 5 MATHEMATICS ACHIEVEMENT

13. Summarising relationships
13.1 A profile of learners
13.2 Resources in the home
13.3 The early educational environment and early academic skills
13.4 Educational expectations and beliefs
13.5 School resources
13.6 School climate
13.7 A profile of educators
13.8 School type and province

Section summary

PART E: IMPROVING MATHEMATICS ACHIEVEMENT

14. A focus on “potentials”
14.1 Who are the so-called “potentials”?

Section summary

PART F: KEY FINDINGS, POLICY IMPLICATIONS AND RECOMMENDATIONS

APPENDIX A1: TIMSS-NUMERACY 2015 DESIGN AND METHODOLOGY
APPENDIX A2: CURRICULUM ANALYSIS
APPENDIX A3: SUMMARY OF ASSOCIATION RESULTS BY SCHOOL TYPE
APPENDIX A4: DESCRIPTIVE STATISTICS FOR ALL VARIABLES USED IN THE ANALYSIS
APPENDIX A5: QUESTIONS USED TO ASSESS SCHOOL CLIMATE
References
Index

Share this

You might also consider these related books

2270  Large

Promoting mental health in scarce-resource contexts
Emerging evidence and practice

2270

Mental health promotion strives to improve mental health through developing ways of adjusting and coping with challenges. These strategies are at the heart of human development and can strengthen social and economic outcomes, and are especially important in low to middle income countries where hardship is common, and where the emphasis has been solely on care and treatment of people with mental illness.

Open Access

Product information

Format : 240mm x 168mm (Soft Cover)
Pages : 256
ISBN 10 : 0-7969-2303-5
ISBN 13 : 978-07969-2303-5
Publish Year : 2010
Rights : World Rights
Price R 176.00
2200  Large

Monitoring Child Well-Being
A South African rights-based approach

Practical and user-friendly, this volume provides an evidence and rights-based approach to monitoring the well-being of children and adolescents in South Africa. Drawing on international precedents, and extensive peer review processes, experts in various fields have developed this holistic set of indicators to enhance the monitoring of the status of children.

Open Access

Product information

Format : 175mm x 245mm
Pages : 704
ISBN 10 : 0-7969-2177-6
ISBN 13 : 978-07969-2177-2
Publish Year : 2007
Rights : World Rights
Price R 308.00
1970  Large

Fertility
Current South African issues of poverty, HIV/AIDS & youth. Seminar proceedings

1970

This collaborative volume details fertility trends in post-apartheid South Africa. Based on a 2002 conference, topics include the country's demographic fertility profile, determinants of fertility-related behaviours in the context of HIV/AIDS settings such as sexual initiation and contraceptive use and broader regional fertility issues.

Open Access

Product information

Format : 148mm x 210mm
Pages : 144
ISBN 10 : 0-7969-2035-4
ISBN 13 : 978-07969-2035-5
Publish Year : 2003
Price R 125.00