This study reports on the reliability of scores and the structural properties of a resilience measure used with adolescents from a low resource South African neighbourhood. The Resilience Questionnaire for Middle-Adolescents in Township Schools (R-MATS) was administered to 213 Black, Grade 9 middle-adolescent learners (M age = 14 yrs, 11 months, SD = 0.54, girls = 38.5%, boys = 61.5%). Internal consistency measures were computed including Exploratory Factor Analysis. Four factors defined resilience in the setting: confidence and internal locus of control, social support, toughness and commitment, and achievement orientation. The R-MATS appears reliable for measuring resilience among teenagers in low-income settings.
Methods: A qualitative exploratory case study design was used to explore the extent to which structured movement educational assessment activities can support the understanding of mathematics and language concepts. The participants included 20 Grade R learners, one class teacher and one head of department (HOD). The data were generated using observation of participants, analysis of worksheets, visual data and a semi-structured interview.
Results:The findings of the study suggest that the integration of structured movement activities with mathematics and language concepts seems to impact positively preschool learners' physical, social and cognitive development. The value of qualitatively assessing preschool learners during active participation seemed to be favourable to understanding concepts or movement skill acquisition.
Conclusion:The study concluded that movement experiences can inform preschool learners' understanding of mathematics and language concepts.
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