Amendment 01 - Solicitation Number: 72062021R00001 - LEARN to Read Activity Attachment J.17 - Classroom Observation Report of Imo and Oyo States
Northern Education Initiative Plus Imo and Oyo States Classroom Obervation Report March 4-13 2020
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
Report of the Oyo State & Imo State Classroom Observations (4-13, March 2020)
Contents
1. Context ...... 4 2. Objectives and Methodology ...... 4 3. Limitations ...... 9 4. Discussion of Findings ...... 10 5. Summary of Findings ...... 19 6. Recommendations ...... 21 7. Annexes ...... 22
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1. Context
Under the World Bank’s Better Education Service Delivery for All (BESDA) program, the USAID-funded project, Northern Education Initiative Plus (NEI Plus), has supported the adoption of Hausa and English early grade reading Teaching and Learning Materials (TLMs) in seven additional states. Upon hearing of our work through BESDA Best Practice events, officials in some states where primary grade instruction is in Igbo and Yoruba have asked USAID/NEI Plus for help developing Igbo and Yoruba early grade reading materials.
Starting in January 2020, NEI Plus, in close collaboration with key federal and state-level partners, is developing Early Grade Reading (EGR) teaching and learning materials in the Igbo and Yoruba languages for Primary 1 (P1) to Primary 3 (P3). The two reading programs, Ka Agụ! Let’s Read! in Igbo, Jẹ ká ka! Let’s Read! in Yoruba, will build on international research and lessons learned from the implementation of the existing Initiative’s early grade reading programs; to develop grade and culturally appropriate TLMs.
The teacher guides will provide teachers with a research-based scope and sequence for teaching and assessing key reading skills at each of the three grade levels (P1, P2, and P3). They will contain scripted lessons for teaching and assessing evidence-based reading instructional strategies, including how to use teacher read-aloud materials and leveled texts to support the development of pupils’ reading skills. The structure of a lesson will emphasize a focus on explicit instruction, scaffolded learning, and guided practice. The guides will also model gender-sensitive pedagogies. Ka Agụ! Jẹ ká ka! pupil books and teacher guides will reflect evidence-based practices for early grade reading. The books will align with the national curriculum, including culturally relevant illustrations for each reading passage; build on prior knowledge and reading skills, including writing exercises; be gender-inclusive, and promote reading and writing at home.
2. Objectives and Methodology
The purpose of this study was to observe EGR teaching and learning practices in Igbo and Yoruba in Primary 1-3 grades in a sample of rural and urban schools in Oyo (Yoruba) and Imo (Igbo) states. This study used several lines of inquiry, including a detailed observation form to observe the actions of teachers and students, as well as the content being covered and the materials, being used in the classroom. Focus Group Discussion(FGD) was conducted with school staff and pupils after the observations to discuss teachers’ beliefs and practice
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towards EGR, the language of instruction, assessment, the school timetable, the school environment and pupils’ opinion about their lessons. Classroom lesson observation which involved arriving early before the lesson begins, sitting at the back of the class, observing what the teacher is doing and what the pupils are doing without interrupting the lesson, taking notes and a brief interview with the teacher at the end of the lesson. Also Focus Group Discussions took place with all the teachers observed following a structured list of questions. During the FGD, all teachers had equal opportunity and time to respond to questions, a recording of this discussion was captured and notes were taken. Urban and rural schools were selected, rural schools included very remote schools. P1-3 teachers were used for this study. Pupils included an equal number of boys and girls. On arrival, brief meetings were held with Executive Secretaries of each LGEA and consent for teachers and pupils and schools to be visited approved. We assured schools and staff that all information will remain confidential. Also, consent of schools, teachers and pupils was duely obtained.
2.1. Classroom Observation and Teacher/Pupil Focus Group Discussions Classroom Observation and Focus Group Discussion instruments were developed and revised with input from the NEI Plus reading and M&E teams (see Annex for the classroom observation tool and the guiding questions for the focus groups). The classroom observation forms were designed to capture whether teachers implemented key pre-lesson (teacher preparedness) and early grade reading teaching strategies, to observe the use of the language of instruction/textbooks and the availability and suitability of pupil’s books, including the language of the textbook. The classroom observation tool focuses on five key areas: 1. teacher preparedness/learning materials; 2. EGR teaching techniques; 3. pupils’ participation and engagement; 4. formative assessment(level of ongoing assessment in the classroom), staying on task/classroom environment; and 5. language of instruction. The same items were observed for lessons each teacher taught.
The questioning guides for the FGDs were designed to elicit feedback from teachers about their experiences teaching reading, the language of instruction, and their interactions with pupils in the classroom. The questioning guides for pupils were designed to learn what languages pupils like to read and learning materials available. Pupil FGD questions were to be read out only in Igbo/Yoruba, while teacher FGD guides included the reading of the question in English, followed directly by the questions in Igbo/Yoruba. Teachers were encouraged to speak whichever language they preferred, to make sure that they were
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comfortable and able to express themselves. P3 pupils had their FGD separately while P1, P2 had theirs together at the same time. This is to encourage pupils to speak freely.
The classroom observation team sat with pupils to do FGDs after the classroom observations. Three people conducted the teacher and pupil FGDs, with one person being the moderator and another person the assistant moderator. The assistant moderator’s role was to take notes and make an audio/video recording for later review. In a few instances, the team made a video recording of the teacher/pupil FGD. The audio videos recorded were to be used to collate and review the classroom observation report ensuring all information is adequately captured. Following the FGDs, the Monitoring and Evaluation(M&E) staff and reading team wrote up summary notes from each FGD.
In Oyo State, the staff was undergoing staff verification1 exercise thus the NEIPlus team was only able to hold one FGD with pupils, conducted in 1 urban school, with 9 pupils (6 girls and 3 boys) from P1-3. In Imo State, pupils were selected from classes observed in two schools (one urban/one rural). P1-2 pupils had the same FGD at the same time, a total of 10 pupils, 5 P1 and 5 P2 (equal number of boys and girls).
2.2. Schools’ selection and respondents In selecting schools for the observation, the intent was to have equal representation of urban and rural schools. Given constraints on time and other resources, it was necessary to select schools with reasonable proximity to each other in the urban and rural areas , to allow the observation team to visit two schools each day. State Universal Basic Education Boards(SUBEBs) provided names of schools that were visited. The most remote schools were visited in rural areas selected by the each states’ education officials for the exercise. Teachers observed in P1-3 were respondents in the FGD and pupils were randomly selected (equal number of boys and girls) in classes observed for the FGD. In Imo State, more rural schools were visited, because, we had an extension of time.
Table 1: Data Collection Schedule
Oyo State Activity Imo State Activity
March 3, 2020 Travel to Oyo State March 8, 2020 Travel to Imo State
1 The verification exercise is a regular feature in the state ministry of education carried out somtimes monthly/every three months verify and ascertain staff still in service and on duty posts performing their duties diligently
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March 4, 2020 Meeting with SUBEB March 9, 2020 Meeting with SUBEB Visit two urban schools Visit one urban school
March 5, 2020 Visit two rural March 10-12 2020 School visits; Pupils schools FGD
March 6, 2020 Pupils/teachers FGD; March 13, 2020 Pupils/Teachers Feedback meeting FGD; Feedback with SUBEB meeting with SUBEB
2.3. Notes on each state visit:
2.3.1. Oyo State: Date of activity: March 4-7, 2020 Though a staff verification exercise was going on in the entire state schools during this period, the Executive Chairman of SUBEB saw to it that we had schools to visit for the classroom Observation. Our team was accompanied by the Director Quality Assurance unit and Admin Assistant Director, to schools. The enumerators observed 12 teachers, in 4 schools, in 3 LGAs. As no advance notice was provided to schools, we believe that we saw schools as they are with no attempt to window dress or impress. We also conducted Pupil (1 school, 9 pupils: P1-3 merged) and Teacher Focus Group Discussions (12 teachers) and had feedback meetings with SUBEB at the end of the activity.
Activities:
• Meeting with chairman SUBEB and three directors: Director Planning Research and Statistics, Director Quality Assurance, Schools Admin Director • School visits-4 schools, met with four headmasters to discuss the purpose of visit • 11 teachers observed in the classroom • FGD conducted with 11 P1-3 teachers and 9 pupils (3 pupils per grade: P1-3: ages 6- 9: 5 girls/4 boys: • Feedback Meeting with SUBEB chairman
2.3.2. Imo State: Date: March 9th-13th, 2020 Upon arrival in Imo State, we visited the State Ministry of Education and the Education Support Services Department (ESSD) responsible for curriculum, and textbook approval. Each LGEA is headed by an Education Secretary who wields a powerful influence on
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education activities in the LGEA, and schools cannot be visited without permission from the Education Secretary.
In the two LGEAs observed, the Executive Secretaries joined in the visits to schools, accompanied by the Director Planning Research and Statistics(PR&S) and one Administrative Officer, and one of the National Commission for Colleges of Education (NCCE )EGR-trained Master Trainer. We believe that we saw schools the way they are-no attempt to window dress or impress. One pupil FGD was conducted in (1 school, 9 pupils: P1-3 merged) and Teacher Focus Group Discussions with (12 teachers). A feedback meeting with SUBEB was held at the end of the activity.
Activities:
• Meeting with Acting Chairman SUBEB and directors- secured SUBEB support and buy-in • School visits-6 schools (2 urban/4 rural), • Classroom observations for P1-3: 16 female teachers: • FGD conducted with 16 P1-3 teachers (all female); and 40 pupils; 20 pupils urban school/20 rural: even number of boys and girls • Feedback Meeting with SUBEB chairman
Table 2: Schools visited and Subjects Observed
LGEAs Schools Teachers Classes Subjects visited observed observed observed
Oyo 4 11 11 4 Yoruba, English, (EGR=9 classes) Home Economics, Math
Imo 6 16 16 2 English, Igbo (EGR=15)
Total 10 27 27 6
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3. Limitations
NEI Plus visited only a limited number of schools and classes. A fuller profile of early grade reading will be necessary before implementing teacher training. This brief study, along with roundtable discussions, and the literature review suffice for the development of textbooks.
As the classroom observations and focus group discussions were not part of the original proposal for the teaching and learning materials development, time for this activity and staffing needed was limited and other project activities were ongoing side by side. The timing of the observations in Oyo state was unfortunate as schools were undergoing staff verification exercises thus many schools were not fully open.
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4. Discussion of Findings
4.1. School schedule and structure Oyo state has 33 LGEAs, over 2,400 primary schools, and 17,000 primary school teachers. In
Scripted lessons may help teachers teach through the entire period
Imo state there are 27 LGAs, 1,281 primary schools, and over 10,000 primary school teachers. According to the directive from the state ministry of education through the SUBEB, teachers are expected to teach 5 periods a day from 8 a.m. to 1 p.m. in Imo State. The following are the subjects in P1-3 in Owerri from 8 a.m. to 1 p.m.: English studies, Igbo, Mathematics, Basic Science, Social studies, Agricultural Science, Physical and Health Education, Christian Religious Studies, and Home Economics/Craft. While teachers in Oyo State are expected to teach between 4 and 6 periods a day, this is dependent on the grade as the time for lessons in P1 is shorter than that of P2 and P3. Mathematics and English are double periods on some days, thus the number of periods also depends on the number of double periods. The subjects in P1-3 are: English Studies, Mathematics, Yoruba, Basic Science, Physical and Health Education, Social Studies, Home Economics, Christian Religious Studies, and Agricultural science. In some schools, Kindergarten and Primary 1 classes are combined.
During observations in the two states, in general, teachers did not use the entire class period for instruction. State regulation in Imo has one period lasting 30 minutes. In Oyo, a period for P3 is 45 minutes and for P1-2, a period should be 40 minutes. Most lessons observed in the classroom lasted between 15-20 minutes. In one of the Oyo State schools, 3 lessons were taught between 12.40 - 1.00 pm: Maths, English Studies, and Yoruba. Most teachers did not teach lessons for the expected length of time.
In Oyo State and Imo State, teachers had lesson plans/notes written weekly by them and marked by the headteacher. All schools had a Scheme of Work in line with the curriculum and that records the order of teaching content for each subject.
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4.2. Early Grade Reading Teaching Techniques
Most Teachers in P1-3 interviewed state that they expect their students to be fluent readers by Primary 3.
All P1-3 teachers observed in both states copied lessons on the board for pupils for 3 or 4 subjects from one end of the board to the other. All the pupils during the focus group described the teaching strategy: as the teacher writes on the board, explains in Igbo and asks them questions, points to words on the board with a pointer, teachers read, and pupils read after the teacher. This was in line with what we observed in the classrooms in the two states.
Fig 1: a typical chalkboard with 4-5 subjects content written out for pupils to copy.
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Fig 2: a typical chalkboard with 4-5 subjects’ content, written out for pupils to copy
Providing TLM for students and teachers will help to change the reliance on chalkboards
Some teachers were seen carrying out a few reading strategies without realizing or having an explanation for the approach. Most of the teachers could not explain early grade reading skills i.e., phonics, phonemic awareness activities. All teachers observed appeared to be fluent readers themselves and used their own experience to teach reading. We saw nearly all teachers explaining new vocabulary in reading passages, pointing to real objects, and other good reading instruction practices. Although we saw teachers making connections to other lessons, we did not see pre-reading activities per se. We did not see teachers help make meaning through inferential questions.
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However, a very positive interaction observed was the use of the ‘bridging technique’ which means helping pupils to use what they know in their local languages to learn English. This helps them to make a smooth transition to learning English. An aspect of Bridging we saw is saying a word in English and what it is in Igbo/Yoruba, thereby helping pupils to make connections between Igbo/Yoruba and English. In the two states, we saw and during a brief interaction with teachers, a few teachers carried out some of these strategies without knowing what it is called and without any form of specialized training. But teachers during the Focus Group Discussion understand that these ways of teaching support children’s learning.
Because ‘reading’ is not explicitly taught, NEI Plus will need to introduce the concept of reading as a skill to education officials, teachers, and parents
In Ideato LGEA Imo State, Jolly Phonics is taught in P1 and some teachers interviewed said that three years ago, some teachers received a three-day training on the Jolly phonics approach. Out of the 27 teachers interviewed, this is the only EGR training received.
4.3. Learning Materials The enumerators saw few teachers with teaching aids such as charts, flashcards, or real objects.
Some students and teachers purchased pupil textbooks that were approved by the SUBEB and recommended by the school with their personal funds. However, in most schools observed there were no books in the classrooms. All the teachers observed, in the two states did not have separate teacher guides but drew lessons from the master curriculum on the board and
The NEI Plus texts must match the master curriculum as defined by each state used the purchased books as references. Most of the pupil books observed were not designed to meet the learning needs of young learners. The textbooks observed in all the classrooms in the two states are heavy on text and do not align with the scope and sequence of the curriculum. In the two states, it was observed that both teachers and pupils use the same textbooks. Ideally, it is global best practice for pupils to use leveled, grade and age appropriate textbooks, a Pupil’s Books and Teacher’s Guide.
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All had writing materials, (pencils and exercise books) provided by the parents. A few pupils without writing materials got from their classroom teachers and sometimes the headteacher also made provisions for these.
All Pupils in all the classes observed, from P1-3 did a lot of copying from the board and most teachers filled the entire board with notes on 4-5 subjects for pupils to copy into their exercise
Figure 3: Examples of Teaching and Learning Materials found in Classrooms books.
4.4. Early Childhood Care and Development Education Classes
Observation in both Oyo State and Imo State shows Early Childhood Care and Development
Pupils in P1 may already have pre-reading skills such as an orientation to books as observed.
Education (ECCDE) classes are functional and often integrated with P1 classes. Although not originally part of the study design, the integration of P1 and ECCDE is worth noting. ECCDE pupils, aged 4-6, are in classrooms from 8 to noon. It was said that in Imo State, most pupils in P1 and P2 had attended KG classes. The team observed a few KG classes to determine the language of instruction. In one of the ECCDE classes, in Oyo State, the language of instruction was English, though some songs were in Yoruba. Some of the ECCDE classes observed teach decoding and basic numeracy skills. Further data is necessary, but this may be key in the pace of instruction for P1.
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4.5. Classroom management
Compared to the north of Nigeria, class sizes were small with 36:1 in Oyo State and 40:1 in Imo State on average. Nearly all teachers engaged pupils from all corners of the classroom including boys and girls equally, including quieter pupils. Most teachers gave support to learners to help them respond to a question and were generous with praise and nonverbal encouragement. The level of pupil engagement is high in both states. But we did not see group/pair work except in one classroom in Imo State where the teacher grouped pupils in groups of 10-13 for group reading during a comprehension class. This grouping did not appear to be leveled but rather based on seating.
Figure 4: Typical classroom in Imo State urban
4.6. Language of Instruction/Language Preference
The National Policy on Education section 1, sub-section 10, says: “Government appreciates the importance of language as a means of promoting social interaction and national cohesion, and preserving cultures. Thus, every child shall be taught in his mother tongue in his first three years of elementary education. During this period English shall be taught as a subject.”
Ministry of Education in the two states stand by what the National policy says: Pupils in P1-3 should be taught in the language of their immediate local environment. In Imo state, the Ministry of education mandates all schools to teach all subjects every Thursday using the Igbo Language. Implementing this provision has its challenges, particularly given that preservice training does not prepare teachers to do this, there are no Igbo materials for many
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of the subjects, and there are a shortage of Igbo early grade reading materials for learning to read.
Observations revealed that in the two states, almost all classes except for the special Igbo or Yoruba classes are conducted in English. The teacher speaks in English most of the time but sometimes gives instructions in Igbo/Yoruba. Teachers in both states explained concepts in Igbo/Yoruba, sometimes using local dialects. During the FGD sessions with teachers in both states, they said lessons are conducted using both English and either Igbo or Yoruba (a mixture of both English and the local languages). All teachers observed are fluent in both English and Igbo/Yoruba.
In Oyo State, other subjects are taught in English, but the Yoruba subject is taught in Yoruba. During the school visits, the team was unable to find a Yoruba textbook. In one school in one of the Lagbin Koguo LGEAs in Oyo State, a good number of the school population are children of migrant farmers from Benue state who settled in the Lagbin Koguo community some years ago2. The language these children understand is Egede; however, the teachers do not speak Egede. Teachers get support from the few pupils who understand Yoruba, with these pupils helping to translate the lessons and explain concepts to the other pupils in Egede.
In Imo State, every Thursday, the Igbo language is made compulsory as a language of instruction in all the subjects in all the schools. Complying with the directive to use Igbo as the language of instruction on Thursdays can be cumbersome for teachers in the schools visited because these schools have no materials to support teaching and learning in Igbo. We saw an English lesson completely done in Igbo by the teacher.
In Oyo State, out of the 12 teachers in the FGD, 4 of the teachers in P1-3 prefer to teach using English only. Eight of them said they prefer using a mixture of Yoruba and English for lessons. In Imo State, all 16 teachers in the FGD said they prefer to teach pupils using both English and Igbo.
2 The Lagbin Koguo community is very big, more than 50% are migrant farmers. More farmers continue to move in and settle down. The natives are very accommodating, and the land is fertile for farmimg. The displacement of these farmers in their home territories due to herders/farmers clashes in Benue state has further increased the movement of these farmers to Lagbin Koguo. Land for farming is also cheap and affordable there.
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Usage of home language varies but most students report that they speak both their mother tongue and English after school. Igbo students in rural areas reported that they understand Igbo better than English. However, none of them reported having any Igbo language reading material. All students said that their siblings and parents read stories to them at home.
Students and teachers report the use of both the language of the environment and English. We may need to consider a dual-language approach.
When teachers in the two states were asked what language of instruction parents prefer, teachers reported that parents would rather have their children learn to read and write in English rather than in a local language. In the pupil FGD, some P1-P2 pupils said their parents would rather they learn to read in Igbo. However, the P3 students were divided, with six pupils saying English and four Igbo.
4.7. Formative Assessment
In Oyo State schools, as part of the state-level policy, all pupils are tested weekly and at mid- term. These tests are created by the classroom teacher and usually consist of five questions. Pupils have an exercise book specifically for tests. This gives teachers immediate feedback on a pupil's performance. The state expects pupils to have 2 tests before midterm and 2 tests after midterm, making a total of 4 tests per term for continuous/formative assessment (10 marks each = 40%, exams 60%). During the FGD, teachers said they carry out written tests every two weeks to measure and assess pupils’ reading ability, while an oral test usually is conducted for P1 pupils. The team saw some past student formative assessment tests. Questions on the test were multiple-choice testing grammar, spelling, and parts of speech.
On a termly basis and as directed by the state policy in Imo State, during terms 1-2 for P1-2, the schools and LGAs set the exam questions. For Term 3, for P3-5 exams questions are set centrally by SUBEB involving teachers. SUBEB sets exam questions for terms 1-3. Teachers administer and mark the exam scripts. Each class teacher marks the scripts for all the subjects taught in the class. Teachers mark the scripts based on the content of the Scheme of Work and topics taught. Teachers record exam scores in the test record book and submit them to the headteacher who reviews and collates the entire school scores for all the subjects and all the pupils on a broadsheet. Each headteacher forwards the broadsheet to the LGEA.
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In Oyo State, exam questions for terms 1-3 are set by SUBEB, marked by class teachers. So each teacher invigilates his class, marks, and records scores for their classes. The scores are collated and sent to LGEA, then to SUBEB
In Imo State, but not in Oyo State, each term begins with a resumption test closely monitored by the State Ministry of Education, SUBEB. all directors, officials move out to support the assessment, ensuring that this test helps to get pupils/teachers back to school on the first day of resumption. The resumption test forms 2% of the formative assessment scores for the pupil. This has increased attendance especially during the first week of resumption. During the school year, formative assessment happens weekly, some classes have it during the lessons, others every Friday. This forms 5% of the total marks. They also carry out tests on the 7th week of instruction, called summative tests. Formative/continuous assessment forms 40% of the final examination scores. Usually, 10 questions are set each for these tests in 6 subjects for P1-3. Teachers are instructed to make this simple and reteach topics where there are gaps. Headteachers reported that they also spot-check pupils and encourage teachers to support pupils that lag behind.
Figure 1: Sample Assessment Record
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5. Summary of Findings
5.1. Context:
• Observation shows KG and P1 are often combined in both States. • In Imo State, most children had attended a KG class • Teachers in Imo State are expected to teach all subjects (five classes) a day, while in Oyo State teachers are expected to teach between 4-6 subjects daily. • Teachers write the lessons (Content) on the board for all five subjects. Students copy the lessons to their exercise books • Time on learning was observed to be very short in all classrooms. In one classroom, 3 subjects were ‘taught’ in 20 minutes • In 11% of classrooms, word walls, charts, flashcards were observed to be present
5.2. Text:
• Student text: • States do not have uniform textbooks for Igbo/Yoruba/English • Some pupils have textbooks bought by parents. • Some of the textbooks seen in the classroom were considered inappropriate for young students § Observed textbooks were ‘text-heavy’- the words/sentences per page were too many. The font and style do not represent best practices for children’s books § The illustrations were blurred and confusing. § Do not contain elements of humor and visual interest for the age of the learners. • Teachers’ Guides: • Teachers do not have teachers’ guides • Teachers write their lesson plans based on the state Curriculum. Headteachers review the lesson plans • Supplemental Reading Material: • SRMs were not available in any classroom in English, Igbo, or Yoruba • Teachers report that few children have books at home • Pupils report that parents and older siblings read stories to them at home
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• Exercise books: • In 27 classrooms observed, 24 classes had all students with an exercise book and 26 of the classes had all students with pencils. • In 2 out of the classrooms observed in Imo State, students had separate exercise books for summative exams. In both states, summative exams are done on plain sheets of paper, provided by the school to pupils, sometimes these have the school stamp on them. But formative assessment tests are written in test books set aside for tests.
5.3. Early Grade Reading Teacher Training:
• Most teachers had no training in teaching Early Grade Reading. • Some teachers were observed teaching reading strategies such as: o fluent reading-reading with accurate speed and expression o helping pupils use what they know in the local language to learn English o teaching the letter and sound associations o having pupils read a passage from their books o pre-reading activities such as making predictions o eyes on print • The teacher observations did not reveal inferential questioning or asking children to identify with the material • Some evidence of bridging (linguistically scaffolding to bolster comprehension from one language to another) was seen.
5.4. Formative Continuous Assessment (FCA):
• In both states, teachers create and administer exams weekly. It is unclear how teachers adapt their teaching because of the exam scores. • Exams seem to be content memorization only and do not seem to be based on skill or deeper understanding. • Weekly exams are scored, and results are shared with the parents quarterly. • Teachers do not appear to use the exams to group students by level but are ‘encouraged’ to reteach content that students have failed.
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5.5. Classroom management:
• Teachers manage classrooms well and give equal attention to both girls and boys. The level of pupil engagement is high overall. • Relationships with students generally are positive. Teachers were generous with praise and nonverbal encouragement. • The teacher-student ratio is 36 pupils to 1 teacher in Oyo State and about 40 pupils to 1 teacher in Imo State. • Except for one classroom, teachers do not group students or use pair work
5.6. Language preference:
• In both States, teachers prefer to use both English and the local language as Mediums of Instruction (MOI). Observations revealed that teachers use English as a primary means of instruction with Mother Tongue used for clarification for all subjects. • Teachers feel that parents prefer English as the MOI
6. Recommendations
Based on the observations in the two states, we make the following recommendations:
6.1. Develop well-designed grade/age-appropriate Mother Tongue Early Grade Reading textbooks for pupils. 6.2. Make child-friendly Supplemental Reading Instruction material available in local languages. 6.3. Develop evidence-based teacher guides with scripted lessons. 6.4. Teach early grade reading explicitly and systematically. 6.5. Train in-service teachers on global best practices in early grade reading and general classroom pedagogy. 6.6. Support ECCDE classes as they provide students with print-concepts and an introduction to sound-letter correlation before P1. 6.7. Provide coaching and mentoring support to teachers. As most teachers have no training in Early Grade Reading, reinforcing training in EGR will be essential. 6.8. Introduce the use of ICT teaching and learning materials. During the discusions with teachers, we observed that most teachers had smartphones and were proficient in its use. Teachers seem very willing to engage virtually.
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7. Annexes
Table 3: Classroom Observation Team Members
Oyo State SUBEB Imo State SUBEB
Lydia Onuoha Mrs. Ladipo Olaide Lydia Onuoha Mrs. Chinwe Aladum
Mikhail Olufadi Mr. Mojoyinola Dr. Chioma Elekwa Abiodun
Olatunde Eniola Consultant Mrs. Miriam Iwoha
Dr. Nkeoma Akueshi
Table 4: Analysis of observations
Teaching Preparedness and Learning Materials
Yoruba Igbo
Question N/A No Yes N/A No Yes
Did the teacher have the required materials necessary to teach today’s lesson?
The teacher has a Teacher’s Guide, lesson plan, or 0 3 8 0 1 12 notes
His/her copy of pupils’ book 0 5 6 0 15 1
Teaching aids (e.g., chart, flashcards, drawings, 0 5 6 0 16 0 chalkboard,)
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0 1/3 2/3 All 0 1/3 2/3 All
How many pupils have their pupils’ book? 11 0 0 0 9 1 2 3
How many pupils have an exercise book to write in today? 0 0 2 9 0 1 1 14
How many pupils have a pencils/pen for writing today? 0 0 0 11 0 1 0 15
EGR Teaching Techniques
Yoruba Igbo
Question N/A No Yes N/A No Yes
Is the teacher’s writing easy to read and like the writing in the pupils’ books?
Legible writing 0 0 11 0 0 16
Bold writing to visual outreach of the learners 0 0 11 0 0 16
Did the teacher introduce the lesson on the board before the lesson starts? This includes: Connecting the lesson to prior learning from the previous lesson (e.g., “Yesterday, we learned…”) 0 1 10 0 4 12
Did the teacher provide an opportunity for pupils to play with the sounds/words of the language?
Songs, poems, rhymes 3 3 5 11 5 0
Listening to sounds activities (such as beat the words or sound games and discrimination) 4 6 1 11 5 0
Did the pupils practice the alphabetic principles/phonics? This could include the following teacher actions:(N/A for P3)
Teaching the letter and sound associations 7 3 1 14 2 0
Having pupils read the letters from their learners’ book 7 4 0 15 1 0
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Identifying and drawing objects beginning with a specific sound 7 4 0 14 1 1
Teacher pointing to the letters as pupils practice reading them from their books 7 4 0 14 2 0
Word families/word identification 7 4 0 15 1 0
Did the pupils practice decoding activities? This could include the following:
Having pupils decode syllables, words, or sentences 7 3 1 9 7 0
Silent reading 5 4 2 9 7 0
Having pupils read a passage from their pupils’ books 4 7 0 7 5 4
Having pupils read from the board, flashcards, or poster 1 0 10 2 3 11
The teacher directly teaches sight words and provides opportunities for practice 5 3 3 11 5 0
Does the teacher increase pupils’ understanding of new word meanings? This could include:
Provide pupils the opportunity of explaining the new words 1 0 10 1 1 14
Providing definitions of new words using real objects, flashcards, photos, gestures 1 1 9 1 8 7
Providing pupils, the opportunity to use the new words in writing, oral language, and reading 1 8 2 1 12 3
Did the teacher read a read-aloud story to the pupils? This includes:
Did the teacher read a story? 4 1 6 5 6 5
Did the teacher read with expression, clarity, and accuracy? 5 1 5 5 6 5
Did the teacher engage in pre-reading activities? 5 4 2 5 11 0
Did the teacher ask pupils comprehension questions about the Read-aloud story?
Asking them to make predictions about the story? 5 4 2 5 10 1
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
Asking a question where the answer is stated in the text? 6 0 5 5 5 6
Asking a question that is not directly stated in the text (inferential or “between the line” questions) 4 3 4 5 11 0
Asking a question based on a pupils’ personal experience? 4 3 4 5 11 0
Did the teacher provide opportunities for learners to write letters/words/sentences?
Guiding learners on positioning and where to start in writing letters 6 3 2 11 4 1
Asking learners to copy, trace, and write letters or words in their books 8 1 2 10 3 3
Write their own original sentences or stories (not copying) 7 4 0 9 6 1
Are learners pointing to the print as they read letters, syllables, words, and sentences? (using chalkboards, pupils’ books, flashcards and posters, etc.) 2 1 8 2 6 8
Formative Assessment
Question Yoruba Igbo
A = Always; S = Sometimes; N = Never; N/A = Not Applicable A S N N/A A S N N/A
Did the teacher check for understanding on pupils? This could include:
Listening to pupil read orally through a Spot Check 4 2 2 3 1 1 13 1
Writing: Reviewing learner’s responses in the learner’s book and providing feedback 3 1 3 4 1 0 6 9
By calling on students to answer questions or demonstrate skill. 9 0 0 2 15 0 0 1
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
walking around the room and checking students' work during independent, pair, or group work. 6 1 1 3 8 4 3 1
Observing their ‘we do’ and ‘you do’ activities in all the lesson segment 2 2 1 6 0 0 5 11
Asking them questions at the end of every lesson segmented activity 8 0 0 3 0 0 11 5
Did the teacher ask pupils to read their books at home or outside the class? 0 0 11 0 0 0 16 0
Language of Instruction
Question Yoruba Igbo
A = Always; S = Sometimes; N = Never; N/A = A S N N/A A S N N/A Not Applicable
Did the teacher use more than one language? 6 3 2 0 1 4 11 0
Yoruba Igbo and English Yoruba and English Igbo English English
What languages were used? 2 0 9 9 3 4
What language did she address the whole 5 1 5 8 7 1 class?
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
What language did she use with individual 5 0 6 9 7 0 students?
In what language is the textbook? Take a snap of 10 1 0 15 1 0 the textbook pages.
Classroom Observation tool for Teaching Early Grade Reading: Yoruba ☐ Igbo ☐ Date:______
STATE: : ☐ : ☐ LGEA: ______School: ______
Date: ______Lesson: P1 ☐ P2 ☐ P3 ☐ Term: ______Week of the term: ______
Lesson Start Time:______:______Lesson End Time: ______:______
Name of Observer: ______
Name of Teacher:______Teacher’s ID Type:______Teacher’s ID Number: ______
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
Which Topic is the Teacher Teaching today? ☐ ☐
Additional Comments:
Items Comments
Each item describes a Teacher’s behavior or classroom activity. Check YES if the behavior or activity Write comments on what you observe. is observed at least once. Check NO if it is not observed. Use them for constructive feedback to the teacher.
Teaching Preparedness and Learning Materials
Did the teacher have the required materials necessary to teach today’s lesson? Ask the teacher before the lesson.
The teacher has a Teacher’s Guide, lesson plan, or notes ☐Yes ☐No His/her copy of pupils’ book ☐Yes ☐No Teaching aids (e.g., chart, flashcards, drawings, chalkboard,) ☐Yes ☐No
How many pupils have their pupils’ book? ☐0 ☐1/3 ☐2/3 ☐ All
How many pupils have an exercise book to write in today? ☐0 ☐1/3 ☐2/3 ☐ All
How many pupils have pencils/pens for writing today? ☐0 ☐1/3
☐2/3 ☐ All
EGR Teaching Techniques
Is the teacher’s writing easy to read and like the writing in the pupils’ books?
Legible writing
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
Bold writing to visual outreach of the learners ☐Yes ☐No
☐Yes ☐No
Did the teacher introduce the lesson on the board before the lesson starts? This include:
Connecting the lesson to prior learning from the previous lesson (e.g., “Yesterday, we ☐Yes ☐No learned…”)
Did the teacher provide an opportunity for pupils to play with the sounds/words of the language? This could include: ☐Yes ☐No Songs, poems, rhymes
Listening to sounds activities (such as beat the words or sound games and discrimination) ☐Yes ☐No
Did the pupils practice the alphabetic principles/phonics? This could include the following teacher actions: (N/A for P3)
Teaching the letter and sound associations ☐Yes ☐No Having pupils read the letters from their learners’ book ☐Yes ☐No Identifying and drawing objects beginning with a specific sound ☐Yes ☐No Teacher pointing to the letters as pupils practice reading them from their books ☐Yes ☐No Word families/word identification
☐Yes ☐No
Did the pupils practice decoding activities? This could include the following:
Having pupils decode syllables, words, or sentences ☐Yes ☐No
Silent reading ☐Yes ☐No
Having pupils read a passage from their pupils’ books ☐Yes ☐No Having pupils read from the board, flashcards, or poster
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
The teacher directly teaches sight words and provides opportunities for practice
☐Yes ☐No
☐Yes ☐No
Does the teacher increase pupils’ understanding of new word meanings? This could include:
Provide pupils the opportunity of explaining the new words ☐Yes ☐No Providing definitions of new words using real objects, flashcards, photos, gestures ☐Yes ☐No Providing pupils, the opportunity to use the new words in writing, oral language, and reading ☐Yes ☐No
Did the teacher read a read-aloud story to the pupils? This includes:
Did the teacher read a story? ☐Yes ☐No
Did the teacher read with expression, clarity, and accuracy? ☐Yes ☐No
Did the teacher engage in pre-reading activities? ☐Yes ☐No
Did the teacher ask pupils comprehension questions about the Read-aloud story? This could include:
Asking them to make predictions about the story? ☐Yes ☐No Asking a question where the answer is stated in the text? ☐Yes ☐No Asking a question that is not directly stated in the text (inferential or “between the line” questions) ☐Yes ☐No
• Asking a question based on a pupils’ personal experience? ☐Yes ☐No
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
Did the teacher provide opportunities for learners to write letters/words/sentences? This could include: ☐Yes ☐No Guiding learners on positioning and where to start in writing letters ☐Yes ☐No Asking learners to copy, trace, and write letters or words in their books ☐Yes ☐No Write their own original sentences or stories (not copying)
Are learners pointing to the print as they read letters, syllables, words, and sentences? ☐Yes ☐No (using chalkboards, pupils’ books, flashcards and posters, etc.)
Pupil Participation and Engagement
Did the teacher engage and accommodate all pupils in the classroom? This could include: (A=always; S=Sometimes; N=Never)
Engaging both boys and girls ☐A ☐S ☐N Engaging quieter pupils ☐A ☐S ☐N Engaging learners seated in the back of the classrooms as well as the front of the classroom ☐A ☐S ☐N
Did the teacher check for the pupil’s understanding? This includes: (A=always; S=Sometimes; N=Never) ☐A ☐S ☐N Teacher checks for understanding by calling on students to answer questions or demonstrate skill. ☐A ☐S ☐N
Teacher walks around the room and checks pupil’s work during independent, pair, or ☐A ☐S ☐N group work. ☐A ☐S ☐N Observing their ‘we do’ and ‘you do’ activities in all the lesson segment
Asking them questions at the end of every lesson segmented activity
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
If pupils responded incorrectly, did the teacher:
(A=always; S=Sometimes; N=Never)
• Automatically give the correct answer ☐A ☐S ☐N
• Give negative feedback such as scolding, belittling, or physically punishing the ☐A ☐S ☐N learners ☐A ☐S ☐N • Ask the learners to try again/repeat the question ☐A ☐S ☐N • Give the learners support to help him/her answer the question
Over the course of the lesson, did the teacher:
• Praise or compliment learners ☐A ☐S ☐N
• Give pupil non-verbal encouragement ☐A ☐S ☐N
Formative Assessment
Did the teacher check for understanding on pupils? This could include:
Listening to pupil read orally through a Spot Check ☐A ☐S ☐N
Writing: Reviewing learner’s responses in the learner’s book and providing feedback ☐A ☐S ☐N
By calling on students to answer questions or demonstrate skill. ☐A ☐S ☐N walking around the room and checking students' work during independent, pair, or ☐A ☐S ☐N group work.
A S N Observing their ‘we do’ and ‘you do’ activities in all the lesson segment ☐ ☐ ☐
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
Asking them questions at the end of every lesson segmented activity ☐A ☐S ☐N
Did the teacher ask pupils to read their books at home or outside the class? ☐ Yes ☐ No
Staying on Task and Enabling Classroom Environment
Overall, was the class on task (pupils doing what the teacher asked them to do)? This includes the following: ☐A ☐S ☐N Did the teacher spend the appropriate amount of time on class activities? ☐A ☐S ☐N How often were the pupils on task? ☐A ☐S ☐N Did follow the sequence of the lesson in accordance with the teachers’ lesson plan.
What is the overall nature of the classroom condition? ☐Yes ☐No
Print-rich environment ☐Yes ☐No
Safe learning environment (fence, segregated toilets) ☐Yes ☐No Equitable and inclusive environment (ramps)
Did the teacher use more than one language? ☐A ☐S ☐N
If yes: (use the comment box for response)
What languages were used?
What language did she address the whole class?
What language did she use with individual students?
What language did she use to speak to colleagues?
What dialect did she use?
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
In what language is the textbook? Take a snap of the textbook pages.
TOTAL NUMBER OF “YES CHECKS”
Is the Teacher A HEAD of schedule or BEHIND schedule (circles one)? Ask the Teacher for the reasons______
Additional comments by the Observer______
______
______
Name of the observer: ______Signature of the Observer:______
Name of the Teacher:______Signature of the Teacher:______
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
Teacher FGD Questions (40 minutes):
Note:
The FGD should be organized at the location of the School
Ask teachers to bring examples of EGR materials from their classroom
Ensure you are recording all the responses
Ensure you are taking some notes from what the people are responding to
Ensure active participation by everybody during the conversation; a respectful disagreement with other respondents is encouraged if they have different ideas.
Clarify any question that is not clear to the respondents.
Teachers’ Language and Work duties
What is your mother tongue?
If many MT are stated, note the frequency of each language stated.
In which language(s) do you read outside of school duties (for example books/newspapers)?
Are you classroom teachers who stay in the same classroom and teach all (or most) subjects, or subject teachers who move to different classrooms?
Languages and Materials used in teaching
Do you teach in Yoruba / Igbo?
(If yes), what do you teach in Yoruba / Igbo (which subjects, which activities, or in which situations do you use this language)?
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
What other languages (s) do you use to teach (including, possibly, Pidgin)?
For which subjects and situations do you use these other languages?
What language(s) do you use for classroom management (including possibly Pidgin)?
What do you think of teaching in Yoruba /Igbo versus teaching in English?
What would be your preference for the language used to teach every subject in primary 1-3?
What language do the parents want schools to use to teach?
In what language(s) do parents want their children to learn to read and write?
What reasons do parents give for these preferences?
By what grade do you expect your pupils to be fluent readers?
In Yoruba / Igbo?
In English?
Please describe your practice of reading instruction. How do you teach explicit reading skills?
What skills do you practice, in which grades?
What are examples of instructional activities?
How much time per day/week do you spend on explicit reading instruction?
Please describe any training you have received in Early Grade Reading (EGR) instruction.
Pre-service?
Inservice? (if yes, who organized it?)
Any training in teaching EGR specifically in Yoruba / Igbo, or in other mother tongues?
Please show us and describe the materials you use to teach reading.
What do you, the teacher, use during reading lessons (such as Teacher’s Guide, word cards, posters, big books)?
What do the pupils use in the classroom?
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
Do pupils have Yoruba / Igbo reading materials?
Describe how they are used in a class. [Take photos of these materials]
How adequate are these books for your teaching needs?
Please mention any other available materials that you could potentially use.
(If any are mentioned): Why are these not used at present?
Home environment: Do pupils have books or other reading material at home?
What percentage of pupils have these?
Do they have books at home in Yoruba / Igbo?
Please describe how you measure or assess pupils’ reading ability in your school.
Within your own classroom?
Describe any assessments conducted by the zones, LGAs, or state.
How well are your pupils learning to read in comparison to expectations?
In Yoruba / Igbo?
In English?
What do you see as the key challenges to pupils learning to read well?
In Yoruba / Igbo
In English?
What ideas would you recommend for other methods to use in order to improve reading results:
In Yoruba / Igbo in English
In teaching the Yoruba/Igbo language, what would be in your mind to be the difference between learning culture and learning to read in your school?
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
IF there is TIME REMAINING: What are the key elements of your culture that you would like to see in new textbooks?
Pupils FGD Questions (40 minutes):
Read the Questions in the Mother Tongue, Please!
Note:
The FGD should be organized at the location of the School
Move pupils away from the classroom
Start with a game/songs familiar to the pupils to make them feel relaxed
Ensure you are recording all the responses
Ensure you are taking some notes from what the people are responding to
Ensure active participation of all the pupils during the conversation
Clarify any question that is not clear to the respondents.
What language do you speak at in the school every day?
What language do you speak at home after school?
What language makes you understand a lesson very well in your school?
How many of you have a reading book in Yoruba/Igbo?
How many of you can read in your local language? Yoruba/Igbo
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
What would be your preference between learning to read in Yoruba/Igbo or English language?
Who is reading a story for you at home?
What are the stories your teachers are reading for you in school?
Are they in English, or L1, or both?
How is your teacher teaching you to connect letters and form words in Yoruba/Igbo?
How is your teacher teaching to read sentences or passages by yourself?
What would be the preference of your parents between your reading ability in Yoruba/Igbo or the English language?
When you are given homework to write who helps you [at home]?
Does your teacher mark your homework and submit it back to you?
[Close the FGD with appreciation comments and thank the pupils for their participation]
Teacher FGD outline
Welcome and introduction
Getting to know each other:
Introduce moderator and assistant moderator.
Participants introduce themselves.
Our topic is: Language of instruction, materials, and instructional practices
Results will be used for: Improving Igbo/Yoruba TLM development
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
You were selected because Your lessons were observed, and you teach P1-3.
Guidelines
Feel free to speak either Igbo/Yoruba or English, whichever you prefer.
There are no right or wrong answers, only different points of view.
We are tape-recording the discussion, and taking notes, to be sure we do not miss anything that is said. We will not use any names in our reports and promise confidentiality. The results will help us improve our work.
The plan is for everyone here to have a discussion on the topic, with one person talking at a time.
You do not need to agree with others, but we need to listen respectfully as others share their views.
Please turn off your cell phones for the period of the discussion.
We will be talking for up to 40 minutes.
My role as a moderator is to guide the discussion.
The plan for this discussion is for participants to talk to each other.
[Begin with questions]
Concluding:
Do you have any additional comments or questions for us?
Thank you so much for your valuable comments and reflections.
Tips for moderators
Your role:
Create a warm and friendly environment where everyone is comfortable and able to speak freely.
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
Set the stage for the FGD and guide the discussion to keep it on topic.
Use pauses after asking each question.
Probe where more information is needed, with phrases such as: “Would you explain further?” “Could you give an example?”, or “I don’t quite understand.”
Control your reactions to what participants say, both verbal and non-verbal. Remember you are the moderator, and not trying to influence participants’ views. Avoid saying things like “good” or “that’s excellent.”
Use gentle group control, making sure that all participants are able to speak. You may need to move things along when participants, for instance, present themselves as experts there to ‘educate’ everyone else; or when there are dominant talkers who make it hard for others to speak; or people who ramble on and on; or when participants are shy, you may need to encourage them to speak.
Keep a rough track of time, to ensure that topics are addressed within the 40 minutes FGD.
Tips for assistant moderator/notetaker:
Your role:
Arrange the room in a U shape or a circle.
Greet participants as they arrive.
Take notes throughout the session.
Operate recording equipment, making sure it is working properly.
Do not participate in the discussion.
Ask questions when invited.
Give an oral summary if asked to.
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria
Northern Education Initiative Plus 38 Mike Akhigbe Street Jabi, Abuja, Nigeria