English Language Proficiency Endline Study for Primary School Teachers

The purpose of the study was to assess the impact of the ELP intervention on teachers' English language proficiency. The study targeted Standards 4-8 teachers drawn from 20 clusters, with 10 clusters in the treatment group and 10 clusters in the control group. A total of 5 teachers per school were purposely sampled, making a total of 100 teachers in the treatment group and 100 teachers in the control group. The study used a quasi-experimental design, but due to unexpected changes during implementation, the participants in the treatment group were not randomized. Instead, the participants in the treatment group were those who were struggling, resulting in significant differences between treatment and control participants. The test had four sections measuring teachers' English proficiency in vocabulary, grammar, reading comprehension, and composition writing. The sections included vocabulary skills, grammar, reading comprehension, and composition writing. The endline results were entered and analyzed using SPSS, and the scores were converted to percentages. The percentages were then ranked on a four-point proficiency scale, with 0-25% indicating not proficient, 26-50% indicating becoming proficient, 51-75% indicating average proficiency, and 76-100% indicating advanced proficiency. Comparisons of means tests were conducted to see if there were significant differences between the treatment and control groups. The study found an increase in average English language proficiency among teachers, with variation in sub-skills. Some sub-skills improved, while others did not. Importantly, the sub-skills that improved are the ones that ASPIRE emphasized and targeted as the most important to improve with regard to English Language Proficiency. The study focused on making comparisons between baseline and endline scores for teachers in the treatment group and testing for significant differences. The study's findings have been used to make conclusions on the effectiveness of the ELP intervention. The results indicate that the ELP intervention had a positive impact on teachers' English language proficiency, particularly in the areas of vocabulary and grammar. However, the study also highlights the need for further improvement in reading comprehension and composition writing. The study's recommendations include providing additional training and support to teachers in these areas, as well as continuing to monitor and evaluate the effectiveness of the ELP intervention.