Numeracy Progress of targeted learners at Wintec in 2020

Greyling, Willfred and Ahmad, Farzana and Wallace, Nika (2021) Numeracy Progress of targeted learners at Wintec in 2020. Hamilton, New Zealand, 24 May 2021. (Unpublished)

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Abstract or Summary

This report outlines the numeracy progress achieved by targeted level-2 (L2) and level-3 (L3) learners at Wintec in 2020. These findings have to be viewed in the context of other annual reports that track literacy and numeracy progress at the institute (Greyling, Ahmad and Wallace, 2019a,b; 2020a,b). In this report we also include multi-year performance comparisons for numeracy. The main findings are presented as cross-tabulations, following the same format as in earlier reports. It was found that Māori and Pasifika learners performed at levels lower than those for other ethnicities, with Maori learners’ numeracy performance declining from the 2018 high and Pasifika learners’ performance improving from the 2019 low. Other cross-tabulations show the distribution of numeracy step scores at the start and progress not only for the full cohort, but also by ethnicity, funding type, and centre of origin. More than 36% of targeted learners progressed to exemption-level scores. A paired t-test showed that a statistically significant difference obtained when scale scores at start and progress were compared. Cross-tabulated data show both the regress and progress in numeracy steps. As in earlier reports, we replicated the LN assessment tool algorithm for calculating learner progress. The results showed that the algorithm had a disparate impact, defining threshold levels for statistically significant gain that were far above the step-5 cut-off point where no further testing was required. We continue to argue in favour of cross-tabulations as an alternative to the current algorithm, albeit that in the case of numeracy, unlike reading, 24.5% of learners had achieved a negligible 0.5% below the 25% target set by the Tertiary Education (TEC) in 2015.

Item Type:Report
Subjects:L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:Schools > Centre for Foundation Studies
ID Code:7752
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Deposited On:07 Jun 2021 22:06
Last Modified:18 Oct 2021 20:02

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