Learner assessments collected data on the following: English word recognition and oral reading fluency; English oral and written reading comprehension; English productive vocabulary and oral comprehension; letter recognition; home language oral reading fluency and comprehension. The study also collected data from parents, teachers and principals, using a separate questionnaire for each.
The parent questionnaire collected data on parents' highest level of education, home-language, English spoken and read at home, and learners' television viewing, as well as ownership of household goods, and in-country travel. Parents were also asked about learner's school absenteeism.
The teacher questionnaire collected data on teachers' age and sex, qualifications and experience, and reading habits. Teachers were also asked about their class sizes, multi-grade classes, learner absenteeism, and school days missed. Data was also collected on preferred teaching areas, the challenges teachers face in teaching English as a second language, support and development they receive from the school, and their use of technology for teaching. The teacher survey included a short English language test. The enumerator collecting data from teachers also recorded information on classroom facilities and materials.
The school principle questionnaire elicted data on principals' age, and the school's EMIS number, the number of Grade one learners and Grade 1-3 teachers, parents' employment status and attendance at school meetings, and school infrastructure. Data was also elicited on the foundation phase and challenges faced in teaching English as a second language. During the principal's interview enumerators also recorded information on teacher attendance and the condition of the school grounds and buildings.
