The EIA programme includes a comprehensive research, monitoring and evaluation (RME) component which runs across the project’s activities. It plays a vital role in enabling EIA school component to measure the effectiveness and impact of the intervention.

Research results shows

Classroom practice of English teachers improved after 4 months and this was sustained a year later.

Key changes
•    Substantial and sustained increase in teachers’ spoken English:
•    71% of primary teachers’ classroom talk was in English (72% after 12 months).
•    86% of secondary teachers’ classroom talk was in English (79% after 16 months).
•    Substantial and sustained increase in student talk
•    Primary students were talking for 27% of the lesson; teachers were talking for a third.
•    Secondary students were talking for 23% of the lesson; teachers were talking for a third.

After 12 months of EIA, there were improvements in English language competency for students and teachers. In particular:

Students
•    50% of primary students achieved Grade 1 or above, compared to 35% before EIA.
•    90% of secondary students achieved Grade 1 or above, compared to 75% before EIA.

Teachers
•    Shift to scoring higher grades (3-7) (from lower grades (0-2) before EIA.

Attitudes/perceptions

After 4-6 months of EIA:

Teachers
•    Teachers were positive about EIA activities and learning English.
•    Over 80% said they mostly used English in the classroom.
•    Over 90% said they designed activities to enable interaction and students liked these.
•    Almost all reported that EIA had helped improve their own English.

Students
•    There had been success in creating positive student views to EIA activities.
•    They liked the activities which promoted opportunities for them to talk and listen to audio.
•    They expressed positive views to all EIA methods and materials used by teachers.

Over 80% said that speaking English is essential to learn English.