The Impact of ROOTS on 21st Century Teaching and Learning: An Analysis of the Performance of Schools in Indonesia, Tanzania and Kyrgyzstan in 2021 and 2022

Abstract

This paper describes the impact of NAMA’s teacher training intervention, called ROOTS, on teachers’ implementation of 21st century teaching and learning in three countries, i.e., Indonesia, Tanzania and Kyrgyzstan. A total number of 558 lessons in 63 schools in the three countries were observed using a classroom observation tool. The impact of ROOTS on 21st century teaching and learning was examined by looking at the presence or prevalence of nine indicators, namely student engagement, clear learning outcomes and success criteria, collaborative learning, thinking and problem solving, real-life connections in lessons, checking student understanding (AfL), differentiation, self- and peer assessment, and use of technology, media and resources. The data were first factor analyzed to establish the nine domains as appropriate indicators of 21st century teaching and learning. Descriptive statistics were employed to summarize the sizes and patterns of impact across the indicators, while Cohen’s d effect sizes (ES) were estimated to determine the practical importance of each impact. The results allow the report to conclude that NAMA’s ROOTS professional development program has been effective in enhancing the instructional competencies of teachers in Indonesia, Tanzania, and Kyrgyzstan in the nine domains of 21st century teaching and learning, with the most substantial impact observed in Kyrgyz schools. Notable improvements were evident across the board, particularly in the areas of collaborative learning and real-life connections. These findings align with Kyrgyzstan’s serious commitment to improving the quality of their education and advancing teachers' implementation of 21st century instructional practices. In contrast, Indonesia requires further intervention in teachers’ use of technology, media, and resources, as well as thinking and problem-solving activities, formative assessment, and differentiation skills. Likewise, Tanzania would benefit greatly from further teacher training in technology integration, formative assessment, and differentiation.