The Impact of Teaching at the Right Level (TaRL) on the Numeracy Achievement of primary School students

Authors: Dr. Faheem Khan, Muhammad Waleed Joya, Rabia Tabbasum & Dr. Eid Akbar

Abstract

The present study aimed to investigate the Impact of Teaching at the Right Level (TaRL) on the Numeracy Achievement of primary School students of district Dera Ismail Khan. Positivism research philosophy was used and pre-test post-test design was performed. A sample of 60 students OF Grade-3 was divided into two groups i:e control and experimental group on the basis of pre-test. Pre-test and post-test was designed to assess the numeracy skills of students. Both tests include one-digit, two-digits and subtraction and division questions. Control group was taught in the traditional way whereas experimental group was taught by using TaRL approach.  After the four-week intervention, post-test was conducted to assess the end-line assessment and compare the result of pre-test and post-test. The result of the study concludes that teaching at the right level approach has positive impact on the academic achievement of grade-3 students. The result shows that the numeracy skill of the students in the experimental group enhanced after applying and implementation the TaRL approach. TaRL approach enhanced the foundational numeracy skill of the students. The study recommends that higher authorities may integrate the TaRL approach into CPD.  Providing systematic training on TAL approach through continuing professional development will enable PSTs to implement the approach TAL effectively and consistently in primary classroom, which will help PSTs address students' learning needs as per their actual learning level, so maximizing the benefits of TAL approach.