{"doc_desc":{"title":"zaf-dbe-egrs-2-2017-2020-v1.1","producers":[{"name":"DataFirst","abbr":"","affiliation":"University of Cape Town","role":"Metadata producer"}],"prod_date":"2025-02-26","version_statement":{"version":"Version 2"}},"study_desc":{"title_statement":{"idno":"zaf-dbe-egrs-2-2017-2020-v1.1","title":"Early Grade Reading Study II 2017-2020","sub_title":"Waves 1-5 Merged","alternate_title":"EGRS 2017-2020"},"authoring_entity":[{"name":"Stephen Taylor","affiliation":"Department of Basic Education"},{"name":"Brahm Fleisch","affiliation":"University of the Witwatersrand"}],"production_statement":{"funding_agencies":[{"name":"US Agency for International Development","abbr":"USAID","role":"Funding agency"}]},"distribution_statement":{"contact":[{"name":"DataFirst Support","affiliation":"University of Cape Town","email":"support@data1st.org","uri":"www.support.data1st.org"}]},"series_statement":{"series_name":"Education Data"},"version_statement":{"version":"Version 1.1: Edited, anonymised data for non-commercial use","version_date":"2024-10-05","version_notes":"This is version 1.1 of the merged dataset, which has the 2020 (Wave 5) data and documents added"},"study_info":{"abstract":"From 2015, the Department of Basic Education, in collaboration with the University of Witwatersrand and other researchers conducted ongoing research on the acquisition of reading in the early grades in the in South Africa. There have been two Early Grade Reading Studies. This is the dataset from the second study (EGRS II). Data from the first study (EGRS I), can be found at https:\/\/doi.org\/10.25828\/GKHV-8V09\nEGRS II was a Randomised Controlled Trial that evaluated two early grade reading interventions in 180 primary schools in two districts in the province of Mpumalanga, South Africa. The interventions focused on early learning of English as a second language The  study attempted to  measure the causal impact on learner reading performance and investigated the change mechanisms of a structured pedagogic programme. \nEGRS II:\nLanguage Focus: English first additional language\nEvaluation Focus: An evaluated intervention to improve reading outcomes in English, the learners' first additional language (EFAL). Two coaching models were employed as part of this intervention: in-person coaching and virtual coaching. The evaluation focused on comparing the impact on literacy outcomes (in both the home language and EFAL) and the cost-effectiveness of these two coaching models\nRegion: Mpumalanga Province (Ehlanzeni District Municipality; Gert Siband District Municipality)\nNumber of Schools: 180 (80 control + 50 in each of the two treatment arms)\nData Collection Years: 2017 Waves 1 and 2 (Grade 1 learners); 2018 Wave 3 (Grade 2); 2019 Wave 4 (Grade 3); 2020 Wave 5 (Grade 4)","coll_dates":[{"start":"2017-01-23","end":"2017-03-16","cycle":"Wave 1"},{"start":"2017-10-23","end":"2017-11-17","cycle":"Wave 2"},{"start":"2018-10-22","end":"2018-11-09","cycle":"Wave 3"},{"start":"2019-10-28","end":"2019-11-15","cycle":"Wave 4"},{"start":"2020-11-04","end":"2020-12-11","cycle":"Wave 5"}],"nation":[{"name":"South Africa","abbreviation":""}],"analysis_unit":"Individuals","data_kind":"Qualitative and quantitative data","notes":"The Early Grade Reading Study focused on the early learning of English as a second language. In the study, learner assessments collected data on the following: English Word Recognition and Oral Reading Fluency; English Oral and Written Reading Comprehension; English Productive Vocabulary and Oral Comprehension; Letter Recognition; Home Language Oral Reading Fluency and comprehension.  \n\nThe study also collected data from parents, teachers and principals, using a separate questionnaire for each. \n\nThe parent questionnaire collected data on parents'  highest level of education, home-language, English spoken and read at home, and learners' television viewing, as well as ownership of household goods, and in-country travel. Parents were also asked about learner's school absenteeism.\n\nThe teacher questionnaire collected data on teachers' age and sex, qualifications and experience, and reading habits. Teachers were also asked about their class sizes, multi-grade classes, learner absenteeism, and school days missed. Data was also collected on preferred teaching areas, the challenges teachers face in teaching English as a second language, support and development they receive from the school, and their use of technology for teaching. The teacher survey included a short English language test. The enumerator collecting data from teachers also recorded information on classroom facilities and materials.\n\nThe school principle questionnaire elicted data on principals' age, and the school's EMIS number, the number of Grade one learners and Grade 1-3 teachers, parents' employment status and attendance at school meetings, and school infrastructure. Data was also elicited on the foundation phase and challenges faced in teaching English as a second language. During the principal's interview enumerators also recorded information on teacher attendance and the condition of the school grounds and buildings."},"method":{"data_collection":{"coll_mode":["Face-to-face"],"research_instrument":"Data was collected with the following instruments:\nLearner Assessment forms:\nA Baseline Learner Assessment form (Grade 1) in Wave 1\nA Midline Learner Assessment form (end of Grade 1) in Wave 2\nA Grade 2 Learner Assessment form in Wave 3\nA Grade 3 Learner Assessment form in Wave 4\nA Grade 4 Learner Assessment form in Wave 5\n\n\nA Parent Questionnaire\nA Teacher Questionnaire\nA Principal Questionnaire\n\nThe instruments were in English, isiZulu and siSwati. The Study used different Learner Assessment forms each year.The principal and teacher questionnaires were also revised each year.","sources":[{"name":"","origin":"","characteristics":""}],"coll_situation":"The same learners were assessed in each wave to allow for longitudinal tracking of learners during the study. Wave 1 data collection took place at the beginning of the learners' Grade 1 year and  Wave 2  at the end of their Grade 1 year in 2017. Wave 3 data was collected at the end of their Grade 2 year (2018), and wave 4 at the end of Grade 3 (2019). Wave 5 data was collected on the learners in 2020 at the end of their Grade 4 year.","act_min":"Ethics approval for the study was granted by the University of the Witwatersrand Human Research Ethics Committee (Non-medical) on 20 May 2016. \nConsent: The study provided consent forms for the parents of learners for Wave 1 data collection, and for teachers and principals for data collection in each wave. In Wave 1 an information sheet was also provided to parents to inform them about the study."}},"data_access":{"dataset_use":{"contact":[{"name":"DataFirst","affiliation":"University of Cape Town","email":"support@data1st.org","uri":"support.data1st.org"}],"cit_req":"Department of Basic Education and the University of the Witwatersrand. Early Grade Reading Study II 2017-2020, Waves 1-5 Merged [dataset]. Version 1.1. Pretoria: DBE and Wits [producers], 2024. Cape Town: DataFirst [distributor], 2024. DOI: https:\/\/doi.org\/10.25828\/qwx3-4m77","conditions":"Access under a Creative Commons CC-BY-NC (Attribution, Non-Commercial use only) License"}}},"schematype":"survey"}