Effectiveness of the Teaching at the Right Level (TaRL) Program on Numeracy Skills in Adamawa State, Nigeria
Abstract
This paper examines the Effectiveness of “Training at the Right Level (TaRL)” on pupils’ performance”. The work assesses the competency in numeracy of pupils in Adamawa state. The study has three specific purposes - to determine the extent to which the programme is achieving its objective of improving numeracy skills for pupils; to determine the effectiveness of the programme and to assess problems associated with the general activity. Data was sourced primarily by invoking the “Pratham tool “, for assessing the numeracy” level of the pupils in grades 3-5; three (3) primary schools from the Central Senatorial Zone of Adamawa State of Nigeria, were randomly selected - Makera, Bekaji and Nassarawo - beneficiaries of the TaRL intervention scheme. Hundred (100) pupils from each of the three (3) primary schools were assessed separately using the “Pratham” Tools. The research instrument used is “Naturalistic Research” - a qualitative method, used to examine the condition of natural objects (as opposed to experiments) where the researcher is the key instrument. The results of qualitative research emphasize meaning rather than generalizations; this is achieved through - observations, tests, and documentation. Descriptive statistics was used to analyze the data recorded.A baseline assessment categorized pupils' numeracy skills into levels: Beginners, One Digit, Two Digits, Subtraction, and Division. Following the TaRL intervention, a midline assessment revealed significant improvements in pupils' numeracy skills, indicating the effectiveness of the program.
The success and encouragement recorded in Makera is replicated in Bakeji and Nassarawo primary schools alike. TaRL approach gave imaginary results and has indeed served the curative purpose as expected. The intervention of TaRL in the pilot primary schools assessed is quite reassuring.
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References
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