This report tracks numeracy gains achieved by targeted 2018 students at Waikato Institute of Technology. In collating data, we applied the multi-year testing requirement referred to by the Tertiary Education Commission (TEC, 2012, 2017a, b) as the sequence concept. To be able to compare initial and progress assessment scores, we were required to set up a multivariate layout manually. We report on learners’ step-based progress to exemption levels for numeracy. Of the targeted numeracy cohort (N=591), 44.2% of learners (n=261) progressed to exemption-level scores (step 5 or higher). We used cross-tabulations to report on numeracy progress by ethnicity and Centre of Study at the institute. To establish whether learners showed statistically significant gain in numeracy, we used a matched-pairs t-test to compare initial and progress scale scores for the full cohort, followed by repeated measures analysis of variance (ANOVA) to investigate gains for within-subjects differences for two fixed factors, ethnicities and Centre of Study. To explore between-group and between-Centre differences, we performed a two-way ANOVA on Initial and Progress Scale scores for the two fixed factors. To complete the picture, we replicated TEC’s (2012) algorithm for calculating gain to illustrate that these results under-reported learners’ numeracy progress.
The findings showed that within-subjects gains were statistically significant, while between-subjects gains for ethnicity categories were not statistically significant. For the TEC’s (2012) algorithm, we found that approximately 22.7% (n=134) of learners (n=591) who had achieved step 5 (or higher) on numeracy were classified as not having achieved statistically significant gain. We continue to view the TEC’s algorithm as under-reporting success, noting the disparate impact of the algorithm in calculating progress.
We concluded that current embedded numeracy instruction practices, though successful, could still be improved. We recommend that findings on numeracy progress be considered within a joined-up system of organisational practice that takes literacy and numeracy (LN) progress data, classroom observation analyses and module completions into account. The challenge will be to develop innovations for numeracy development that align with changing approaches and practices in vocational pedagogy. A whole-of-organisation approach would require that the LN team pursue close ties with other support teams such as Student Learning Services, Te Kete Kōnae and the Wintec learning coaches.