Date: April 1, 2025
Prepared by: Aisiku, Osebhahiemen Andrea
Introduction
Following the successful completion of the first phase of The LightHouse Project on November 29, 2024, the second phase, the Math & Reading Intervention Program, commenced on January 23, 2025.
This intervention aimed to provide guided learning to twelve students selected by their teachers based on their struggles with reading and math skills. The limited number of students was chosen to ensure the effectiveness of the intervention.
The intervention targeted Primary 4-6 students with the goal of strengthening their foundational understanding of mathematics and reading over a 10-week period.
Mathematics Topics Covered:
- Place Value Systems
- Words and Numerals
- Addition & Subtraction of Numbers
Reading Topics Covered:
- Basic Sounds
- Two-letter Words
- Blending of CVC Words
- Initial and Final Consonant Blends
- Sight/High-Frequency Words
- Magic “e” Words
- Sentence Formation and Reading
Program Structure and Implementation
The intervention was conducted twice a week, with one day dedicated to each subject, lasting a minimum of two hours per session. The first week served as an introductory session and a basic assessment period. While the reading tutor conducted a general assessment in the first week, the math assessments took place as each topic was introduced.
Instructional materials used included the Primary 5 Mathematics textbook and Jolly Phonics flashcards and workbooks for reading.
The program initially enrolled twelve students aged 9 to 17, including two in Primary 4, eight in Primary 5, and two in Primary 6. However, five students were absent for at least three sessions. Of the seven consistent attendees, six participated in the final assessment.
Student Engagement and Reception
At the onset, some students expressed reluctance, especially in mathematics, often stating that the subject was too difficult. However, they were generally more receptive to reading. To address this, instructors integrated engaging activities to build students’ confidence and foster a positive learning attitude. Activities included:
- Solving problems on the board
- Team-based exercises
- Peer teaching opportunities for faster learners
- Regular motivation sessions
One student, Ruby (17), shared this with the math instructor, Ms. Ose: “My parents have ten children, and out of ten of us, only one can read. Me, I will do everything I can to learn how to read.”
Ruby, along with other consistent students, demonstrated a high level of attentiveness, actively asked questions, and diligently attempted exercises and homework.
A significant improvement was observed in students’ willingness to attempt questions without fear of making mistakes. Some initially hesitated due to fear of being ridiculed as in their regular classes. However, instructors encouraged attempts by creating a supportive environment where the right answers were celebrated and incorrect answers were seen as learning opportunities, allowing students to try again or seek peer support.
Assessment Results
- Pre-assessment scores: All students scored below 5% in both math and reading.
- Post-assessment scores: Two-thirds of the students who sat for the post assessment scored above 50% in both subjects.
Highest scores: 96.5% in reading, 70% in math. Lowest scores: 35% in reading, 10% in math.
Students with consistent attendance and active participation performed significantly better than those who missed sessions frequently.
Challenges Encountered
- Inconsistent Attendance: Despite reminders and encouragement, some students missed multiple sessions, affecting their overall progress.
- Distractions from Other School Activities: To minimize disturbances, instructors collaborated with the head teacher to secure a quiet classroom away from the main school activities.
- Lack of Follow-up from Teachers and Parents: Students had limited reinforcement at home due to other responsibilities, making it difficult for them to review what they learned.
- Limited Time for Effective Learning: The frequency and duration of the sessions were insufficient, raising concerns about long-term retention.
- Varied Learning Paces: Instructors had to adapt lessons to accommodate different learning speeds, often repeating content using various strategies.
- Absence of Technological Learning Tools: The lack of access to digital resources limited opportunities for interactive learning.
Successes and Positive Outcomes
Despite the challenges, notable improvements were recorded:
- Increased literacy skills, with students demonstrating better comprehension in math and reading.
- Improved ability to perform basic addition and subtraction, as well as fluency in blending and reading sentences.
- Enhanced confidence and willingness to attempt questions.
- Growth in teamwork, expressiveness, and proactive learning behaviors.
- Development of a positive attitude toward learning, particularly in students who initially doubted their capabilities.
Recommendations for Future Interventions
- Extended and More Frequent Sessions: Future interventions should run for a longer duration and incorporate at least two sessions per subject each week.
- Integration of Technological Tools: Providing digital learning resources would enhance engagement and understanding.
- More Instructors: A lower student-to-teacher ratio would improve individualized support and effectiveness.
- Parental and Teacher Involvement: Strengthening collaboration with parents and class teachers would ensure better reinforcement outside intervention hours.
- Follow-up and Supplementary Support: Establishing ongoing tutoring or follow-up programs for students requiring additional assistance would ensure sustained progress.
Head Teacher’s Remarks
“We would like to express our heartfelt gratitude to the Theresa Lighthouse team for the outstanding support provided to our pupils in English Language and Mathematics.
The extra lessons and guidance offered by your team have yielded remarkable results, with a significant improvement observed in the pupils’ performance in both subjects.
Your dedication, expertise, and passion for education have made a tangible impact on our pupils’ academic journey. We are deeply grateful for your commitment to enhancing the learning experience of our students.
Please accept our sincerest appreciation for your invaluable contribution to our school community. Thank you!”
Mrs. Chidinma Pepple
Head Teacher
SPS Rumueme.
Reading Instructor’s Remarks
“The reading intervention started on a “not so good” note as ninety percent of the students’ scores in the pre-assessment done prior to the intervention were below 20 marks.
As at the end of the intervention on the 28th of March, students’ performances had improved tremendously as post-assessment sheets revealed that half of the students scored above 50 percent and the remaining few below 50. The intervention was a success.”
Mrs. Gladys Neob-Osaretin
Reading Instructor & Founder
Elpida Life Builders Academy
Math Instructor’s Remarks
“The pre-assessment was a wake-up call to see how much work needs to be done in the lives of students with learning challenges, especially those in public schools. So much so that my primary goal became to reorient the mindset of the students to see themselves as capable of learning whatever they set their minds to. To see that persistence and grit would take them farther than they could dream.
While I am happy that there was significant improvement in the students’ math skills, I am happier with the change in attitude that the students displayed by the end of the intervention. They are more confident, willing to put in the effort to learn, no matter what it takes. That’s success!”
Ms. Ose Andrea Aisiku
Math Instructor & Founder
Theresa’s LightHouse
Conclusion
The 10-week Math & Reading Intervention successfully equipped students with foundational skills in both subjects, boosting their confidence and academic engagement. While challenges such as attendance inconsistency and limited reinforcement outside of sessions affected progress, the program demonstrated the potential for significant impact when students receive consistent and structured support. Future interventions should build upon these successes, incorporating longer durations, technological advancements, and stronger community engagement to maximize effectiveness.