REPORT ON THE ANA OF 2014

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The distribution of learner achievement across achievement levels is shown in Table 4.51 and Figure 4.39 for Grade 9First Additional Language.Table 4.51: Percentage of Grade 9 learners in achievement levels in First Additional Language by provincePROVINCE L1 L2 L3 L4 L5 L6 L7LP 53.5 21.6 13.5 7.1 3.0 1.1 0.3KZN 48.0 20.7 15.2 9.5 4.5 1.7 0.5EC 38.3 22.5 18.1 12.2 6.2 2.3 0.5NW 31.5 27.2 21.6 12.5 5.1 1.8 0.3FS 29.5 25.9 23.1 13.6 5.6 1.9 0.4GP 29.0 24.6 21.4 14.8 7.2 2.5 0.6MP 28.9 25.1 22.5 14.5 6.4 2.3 0.5WC 26.7 26.0 23.1 15.5 6.5 2.0 0.3NC 25.6 25.7 22.2 14.7 7.7 3.3 0.9National 40.8 23.1 17.9 11.1 5.0 1.8 0.4Figure 4.39: Percentage of grade 9 learners in achievement levels in First Additional Language by provinceAbout 41% of the learners function at the not achieved level in Grade 9 First Additional Language. Only about 2% oflearners function at high achievement levels.84 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014
Performance of learners in the poorly achieving category is presented in Figure 4.40 for Grade 9 First AdditionalLanguage.Figure 4.40: Grade 9 First Additional Language Performance below 40% in 2013 and 2014Overall, in 2014 fewer learners were in the poorly achieving category than in 2013, yet the percentage of learners in thiscategory was still higher than 60%.4.5 Analysis of achievement by genderThe difference in scholastic achievement between boys and girls was investigated. The average percentage marksobtained by males and females are depicted in the graphs below for Grades 3, 6 and 9 per subject (Figure 4.41 toFigure 4.48).Figure 4.41: Average % mark in Grade 3 Mathematics by genderGirl learners performed better than boy learners in all provinces.GRADES 1 – 6 & 9 | 85
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REPORT ON THE ANNUAL NATIONALASSESS
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EXECUTIVE SUMMARY
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In 2014, the overall results for AN
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target has not been achieved in Mat
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1. INTRODUCTION
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1.2 ANA IN CONTEXT OF BROADER LEARN
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2. CURRICULUMINTERVENTIONS
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To further strengthen this project,
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The NEEDU Grade 5 report (2013) rec
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2.3 Provincial InterventionsThe DBE
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3. DESIGN ANDMETHODOLOGY
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3.2 METHODOLOGYIn this section a de
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Table 3.5: Participation of special
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(c)Test ReviewThe tests were first
Page 35 and 36: (b)Marking and Moderation of TestsT
Page 37 and 38: In four provinces i.e, Free State,
Page 39: 3.3 LIMITATIONS OF ANAThe tests adm
Page 42 and 43: 4. ANA RESULTS 20144.1 Introduction
Page 44 and 45: Table 4.3: National average percent
Page 46 and 47: Figure 4.4: Learners with acceptabl
Page 48 and 49: 4.3 Provincial Performance4.3.1 Ave
Page 50 and 51: GRADE 2The average percentage mark
Page 54 and 55: 4.3.1.2 Intermediate phaseGRADE 4Th
Page 56 and 57: The average percentage mark of Grad
Page 66 and 67: 4.3.2 Percentage learners at adequa
Page 68 and 69: GRADE 3The achievement of Grade 3 l
Page 70 and 71: Table 4.34: Achievement in Grade 4
Page 72 and 73: GRADE 6The achievement of Grade 6 l
Page 74 and 75: The achievement of Grade 9 learners
Page 76 and 77: Figure 4.25: Percentage of grade 3
Page 78 and 79: Performance of learners in the not
Page 80 and 81: The distribution of learner achieve
Page 82 and 83: Figure 4.33: Percentage of Grade 6
Page 84 and 85: Performance of learners in the poor
Page 88 and 89: Figure 4.42: Average % mark in Grad
Page 90 and 91: Figure 4.46: Average % mark in Grad
Page 92 and 93: Table 4.54: Average % mark in FAL b
Page 94 and 95: 4.8 Performance by DistrictIn the f
Page 96 and 97: PROV DISTRICT _Gr3 MATHEMATICS HOME
Page 98 and 99: PROV DISTRICT Gr6 MATHEMATICS HOME
Page 100 and 101: Table 4.60: Average percentage mark
Page 102 and 103: PROV DISTRICT MATHEMATICS HOME LANG
Page 104 and 105: 4.11 SummaryIn lower grades more le
Page 106 and 107: 5. CONCLUSION AND WAY FORWARDOver t
Page 108 and 109: Note106 | REPORT ON THE ANNUAL NATI
Page 110: Note108 | REPORT ON THE ANNUAL NATI
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REPORT ON THE ANA OF 2014

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