E TVSKVEQ
SUMMATIVE EVALUATION
JULY 25, 2011
By
Kjell Enge, PhD
Dickinson College
Edited by 
Patricia Scheid & Cafer Orman
International Youth Foundation
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Full Report
BridgeITSummative	
  Evaluation 2
CONTENTS
Executive	
  Summary ........................................................................................................................5
I. Introduction..........................................................................................................................10
II. Scope	
  of	
  Work ......................................................................................................................10
III. Evaluation	
  Methodology ..................................................................................................11
A. Data	
  Collection	
  Instruments.............................................................................................11
B. Data	
  Collection	
  Personnel	
  and	
  Instrument	
  Field	
  Testing .................................................11
C. Sampling	
  Design ...............................................................................................................12
D. Data	
  Collection	
  and	
  Data	
  Entry ........................................................................................15
IV. Findings.............................................................................................................................16
A. Math	
  and	
  Science	
  Tests—Standard	
  5...............................................................................16
B. Math	
  and	
  Science	
  Tests—Standard	
  6...............................................................................18
C. Test	
  Results:	
  Gender	
  Differences: ....................................................................................20
D. Test	
  Data:	
  Central	
  Tendencies..........................................................................................22
E. Teacher	
  Attitudes.............................................................................................................27
F. Student	
  Attitudes .............................................................................................................31
G. Teacher	
  Training...............................................................................................................34
H. Classroom	
  Observations...................................................................................................35
1. Student	
  Attendance......................................................................................................36
2. Group	
  One:	
  Facilities,	
  Teacher	
  Satisfaction,	
  Classroom	
  Environment	
  and	
  Facilities	
  and	
  
Materials...............................................................................................................................36
3. Group	
  2:	
  Student	
  Observation,	
  Teacher	
  Communication,	
  Lesson	
  Planning	
  and	
  
Questioning	
  Skills .................................................................................................................40
4. Group	
  3—Practice/Feedback,	
  Grouping,	
  Teaching	
  Methods	
  and	
  Classroom	
  
Atmosphere..........................................................................................................................44
V. Summary	
  and	
  Conclusions ...................................................................................................50
Annex	
  I:	
  Test	
  Scores—Distribution	
  of	
  Means...............................................................................54
A. Pre-­‐Tests...........................................................................................................................54
B. Post-­‐Test...........................................................................................................................62
Annex	
  II:	
  Tests	
  Administered	
  to	
  Students ....................................................................................68
Annex	
  III:	
  Classroom	
  Observation	
  Instrument............................................................................108
Annex	
  IV:	
  Student	
  and	
  Teacher	
  Attitude	
  Instruments ...............................................................115
BridgeITSummative	
  Evaluation 3
TABLES
Table	
  1:	
  BIT	
  Sample	
  Schools—January	
  and	
  November	
  2010..................................................................... 13
Table	
  2:	
  Control	
  Schools—Jan	
  and	
  November/October	
  2010................................................................... 14
Table	
  3:	
  Pretest	
  STD	
  5—Number	
  of	
  Students............................................................................................ 16
Table	
  4:	
  Posttest	
  STD	
  5—Number	
  of	
  Students.......................................................................................... 16
Table	
  5:	
  Pretest	
  Standard	
  6—Number	
  of	
  Students................................................................................... 18
Table	
  6:	
  Posttest	
  Standard	
  6—Number	
  of	
  Students.................................................................................. 19
Table	
  7:	
  Gender	
  Differences	
  in	
  STD	
  5	
  Math	
  and	
  Science	
  Scores............................................................... 21
Table	
  8:	
  Gender	
  Differences	
  in	
  STD	
  6	
  Math	
  and	
  Science	
  Scores............................................................... 21
Table	
  9:	
  Central	
  Tendencies:	
  BIT	
  Tests	
  STD	
  5	
  Math	
  and	
  Science............................................................... 22
Table	
  10:	
  Central	
  Tendencies:	
  BIT+	
  Life	
  Skills	
  Curriculum—Tests	
  STD	
  5	
  Math	
  and	
  Science...................... 23
Table	
  11:	
  Central	
  Tendencies:	
  Control	
  Schools—Tests	
  STD	
  5	
  Math	
  and	
  Science...................................... 24
Table	
  12:	
  Central	
  Tendencies:	
  BIT	
  Schools—Tests	
  STD	
  6	
  Math	
  and	
  Science............................................. 25
Table	
  13:	
  Central	
  Tendencies:	
  BIT	
  +	
  Life	
  Skills	
  Schools—Tests	
  STD	
  6	
  Math	
  and	
  Science........................... 26
Table	
  14:	
  Central	
  Tendencies:	
  Control	
  Schools—Tests	
  STD	
  6	
  Math	
  and	
  Science...................................... 26
Table	
  15:	
  Teacher	
  Attitudes	
  on	
  Video	
  Lessons.......................................................................................... 27
Table	
  16:	
  Teacher	
  Attitudes	
  on	
  Classroom	
  Activities ................................................................................ 29
Table	
  17:	
  Video	
  Lessons—Student	
  Attitudes............................................................................................. 31
Table	
  18:	
  STD	
  5—Student	
  Attitudes	
  about	
  School	
  and	
  Classroom	
  Activities............................................ 32
Table	
  19:	
  STD	
  6—Student	
  Attitudes	
  about	
  School	
  and	
  Classroom	
  Activities............................................ 33
Table	
  20:	
  Teacher	
  Training ........................................................................................................................ 34
Table	
  21:	
  Student	
  Attendance	
  on	
  Day	
  of	
  Classroom	
  Visit ......................................................................... 36
Table	
  22:	
  Available	
  Facilities	
  (5)................................................................................................................. 36
Table	
  23:	
  Teacher	
  	
  Satisfaction	
  (4)............................................................................................................. 37
Table	
  24:	
  Classroom	
  Environment	
  (10) ..................................................................................................... 37
Table	
  25:	
  Facilities	
  and	
  Materials	
  (9)......................................................................................................... 38
Table	
  26:	
  Observation	
  of	
  Students	
  (9)....................................................................................................... 40
Table	
  27:	
  Teacher	
  Communication	
  (9)....................................................................................................... 42
Table	
  28:	
  Lesson	
  Planning	
  and	
  Implementation	
  (6) .................................................................................. 43
Table	
  29:	
  Questioning	
  Skills	
  (6).................................................................................................................. 43
Table	
  30:	
  Teachers	
  Practice	
  Feedback	
  and	
  Remediation .......................................................................... 45
Table	
  31:	
  Grouping	
  and	
  Group	
  Work	
  (5) ................................................................................................... 45
Table	
  32:	
  General	
  Teaching	
  Methods	
  (6)................................................................................................... 46
Table	
  33:	
  Classroom	
  Atmosphere	
  (8) ........................................................................................................ 48
FIGURES
Figure	
  1:	
  Math	
  STD	
  5 ................................................................................................................................. 17
Figure	
  2:	
  Science	
  STD	
  5.............................................................................................................................. 18
Figure	
  3:	
  Math	
  STD	
  6 ................................................................................................................................. 19
BridgeITSummative	
  Evaluation 4
Figure	
  4:	
  Science	
  STD	
  6.............................................................................................................................. 20
Figure	
  5:	
  Group	
  1—Facilities,	
  Teacher	
  Satisfaction,	
  Classroom	
  Environment	
  	
  and	
  Materials................... 39
Figure	
  6:	
  Group	
  2—Student	
  Observation,	
  Teacher	
  Communication,	
  Lesson	
  Planning	
  and	
  Questioning	
  
Skills................................................................................................................................................... 44
Figure	
  7:	
  Group	
  3—Practice/Feedback,	
  Student	
  Groups,	
  Teaching	
  Methods	
  and	
  Classroom	
  Atmosphere
........................................................................................................................................................... 49
Figure	
  8:	
  STD	
  5	
  Math—Distribution	
  of	
  Means—BridgeIT.......................................................................... 54
Figure	
  9:	
  STD	
  5	
  Math—Distribution	
  of	
  Means—BridgeIT+LS .................................................................... 55
Figure	
  10:	
  STD	
  5	
  Math—Distribution	
  of	
  Means—Control ......................................................................... 56
Figure	
  11:	
  STD	
  5	
  Science—Distribution	
  of	
  Means-­‐-­‐BridgeIT...................................................................... 57
Figure	
  12:STD	
  5	
  Science—Distribution	
  of	
  Means—BridgeIT+LS................................................................ 57
Figure	
  13:	
  STD	
  5	
  Science—Distribution	
  of	
  Means—Controls.................................................................... 58
Figure	
  14:	
  STD	
  6	
  Math—Distribution	
  of	
  Means—BridgeIT........................................................................ 58
Figure	
  15:	
  STD	
  6	
  Math—Distribution	
  of	
  Means—BridgeIT+LS .................................................................. 59
Figure	
  16:	
  STD	
  6	
  Math—Distribution	
  of	
  Means—Control ......................................................................... 59
Figure	
  17:	
  STD	
  6	
  Science—Distribution	
  of	
  Means—BridgeIT .................................................................... 60
Figure	
  18:	
  STD	
  6	
  Science—Distribution	
  of	
  Means—BridgeIT+LS............................................................... 60
Figure	
  19:	
  STD	
  6	
  Science—Distribution	
  of	
  Means—Control...................................................................... 61
Figure	
  20:	
  STD	
  5	
  Math—Distribution	
  of	
  Means—BridgeIT........................................................................ 62
Figure	
  21:	
  STD	
  5	
  Science—Distribution	
  of	
  Means—BridgeIT .................................................................... 62
Figure	
  22:	
  STD	
  5	
  Math—Distribution	
  of	
  Means—BridgeIT+LS .................................................................. 63
Figure	
  23:	
  STD	
  5	
  Science—Distribution	
  of	
  Means—BridgeIT+LS............................................................... 63
Figure	
  24:	
  STD	
  5	
  Math—Distribution	
  of	
  Means—Control ......................................................................... 64
Figure	
  25:	
  STD	
  5	
  Science—Distribution	
  of	
  Means—Control...................................................................... 64
Figure	
  26:	
  STD	
  6	
  Math—Distribution	
  of	
  Means—BridgeIT........................................................................ 65
Figure	
  27:	
  STD	
  6	
  Science—Distribution	
  of	
  Means—BridgeIT .................................................................... 65
Figure	
  28:	
  STD	
  5	
  Science—Distribution	
  of	
  Means—BridgeIT+LS............................................................... 66
Figure	
  29:	
  STD	
  6	
  Math—Distribution	
  of	
  Means—BridgeIT+LS .................................................................. 66
Figure	
  30:	
  STD	
  6	
  Math—Distribution	
  of	
  Means—Control ......................................................................... 67
Figure	
  31:	
  STD	
  6	
  Science—Distribution	
  of	
  Means—Control...................................................................... 67
BridgeITSummative	
  Evaluation 5
Executive	
  Summary
The	
  International	
  Youth	
  Foundation	
  (IYF)	
  is	
  implementing	
  BridgeIT in	
  17	
  districts	
  in	
  
Tanzania	
  in	
  partnership	
  with	
  the	
  Ministry	
  of	
  Education	
  and	
  Vocational	
  Training	
  (MoEVT),	
  
the	
  U.S.	
  Agency	
  for	
  International	
  Development	
  (USAID)	
  Mission	
  in	
  Tanzania,	
  the	
  Nokia	
  
Corporation,	
  Nokia	
  Institute	
  for	
  Technology	
  (INdT),	
  Pearson	
  Foundation	
  and	
  Vodacom	
  
Foundation.	
  	
  The	
  goal	
  of	
  the	
  BridgeIT	
  program	
  is	
  to	
  significantly	
  increase	
  the	
  educational	
  
quality	
  and	
  achievement	
  among	
  students	
  at	
  primary	
  school	
  level	
  in	
  mathematics,	
  science	
  
and	
  life	
  skills	
  through	
  the	
  innovative	
  use	
  of	
  cell	
  phones	
  and	
  digital	
  technology.	
  	
  In	
  addition,	
  
IYF	
  had	
  the	
  following	
  objectives:
1)	
  To	
  deepen	
  collaboration	
  and	
  build	
  capacity	
  within	
  the	
  MoEVT	
  and	
  local	
  communities	
  to	
  
enrich	
  BridgeIT	
  in	
  Tanzania	
  and	
  lay	
  the	
  foundation	
  for	
  long-­‐term	
  sustainability	
  of	
  the	
  
approach;
2)	
  To	
  create	
  a	
  system	
  for	
  integrating	
  BridgeIT	
  into	
  Tanzanian	
  primary	
  school	
  classrooms	
  to	
  
improve	
  the	
  quality	
  of	
  interaction	
  and	
  teaching	
  and	
  learning	
  in	
  the	
  classroom;
3)	
  To	
  demonstrate	
  learning	
  gains	
  between	
  Standard	
  V	
  and	
  VI	
  students	
  in	
  Mathematics,	
  
Science,	
  and	
  Life	
  Skills	
  in	
  BridgeIT	
  classrooms	
  in	
  comparison	
  to	
  schools	
  without	
  the	
  
technology,	
  especially	
  for	
  girls.
This	
  evaluation	
  used	
  math	
  and	
  science	
  tests	
  in	
  conjunction	
  with	
  attitude	
  questionnaires	
  
and	
  classroom	
  observation	
  to	
  measure	
  the	
  learning	
  gains,	
  teacher	
  classroom	
  performance	
  
and	
  attitude	
  changes	
  for	
  both	
  teachers	
  and	
  students.	
  Data	
  were	
  collected	
  from	
  a	
  total	
  of	
  18	
  
BridgeIT	
  schools	
  and	
  18	
  control	
  schools.	
  	
  The	
  sample	
  size	
  (#	
  of	
  students)	
  was	
  sufficient	
  for	
  
the	
  evaluator	
  to	
  make	
  valid	
  statistical	
  comparisons	
  between	
  students’	
  performance	
  in	
  math	
  
and	
  science	
  in	
  BridgeIT	
  classrooms	
  with	
  those	
  who	
  were	
  not	
  exposed	
  to	
  the	
  approach;1
however,	
  the	
  sample	
  size	
  was	
  not	
  large	
  enough	
  to	
  make	
  comparisons	
  in	
  overall	
  school	
  
performance.	
  	
  The	
  initial	
  data	
  were	
  collected	
  at	
  the	
  beginning	
  of	
  the	
  2010	
  academic	
  year	
  in	
  
Tanzania	
  (January/February),	
  and	
  a	
  second	
  round	
  of	
  data	
  was	
  collected	
  at	
  the	
  end	
  of	
  the	
  
academic	
  year	
  (November/December).
Context	
  –	
  Quality	
  of	
  Education	
  in	
  Tanzania
In	
  Tanzania,	
  enormous	
  strides	
  have	
  been	
  undertaken	
  to	
  meet	
  the	
  Millennium	
  Development	
  
Goals,	
  especially	
  in	
  education.	
  The	
  budgets	
  for	
  schooling	
  have	
  been	
  tripled	
  over	
  the	
  last	
  ten	
  
years.2	
  Despite	
  such	
  venerable	
  efforts,	
  there	
  are	
  still	
  challenges	
  that	
  have	
  to	
  be	
  overcome.	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
   1	
  The	
  number	
  of	
  students	
  tested	
  in	
  each	
  school	
  was	
  large	
  enough	
  to	
  provide	
  95%	
  confidence	
  levels	
  and	
  5%	
  
margin	
  of	
  error.	
  
2	
  Uwezo	
  Main	
  Report-­‐	
  Tanzania	
  
http://www.uwezo.net/uploads/files/Uwezo%20Main%20Report.pdf
BridgeITSummative	
  Evaluation 6
While	
  access	
  to	
  a	
  basic	
  education	
  has	
  improved	
  significantly	
  in	
  many	
  countries	
  in	
  East	
  
Africa	
  as	
  a	
  result	
  of	
  the	
  1990	
  Education	
  for	
  All	
  (EFA)	
  bill	
  guaranteeing	
  universal	
  primary	
  
schooling,	
  other	
  challenges	
  still	
  linger.	
  	
  According	
  to	
  a	
  research	
  paper	
  published	
  by	
  
Southern	
  and	
  Eastern	
  Africa	
  Consortium	
  for	
  Monitoring	
  Educational	
  Quality	
  (SACMEQ),	
  
one	
  of	
  the	
  primary	
  challenges	
  faced	
  by	
  primary	
  school	
  students,	
  standards	
  1-­‐7	
  is	
  the	
  lack	
  of	
  
learning	
  for	
  students	
  enrolled	
  in	
  classes.3	
  	
  In	
  addition,	
  repetition	
  of	
  grades	
  was	
  not	
  that	
  
uncommon,	
  with	
  the	
  national	
  average	
  for	
  repetition	
  standing	
  at	
  23.3%.4	
  Student	
  
absenteeism	
  was	
  about	
  2.1	
  days	
  per	
  month,	
  or	
  about	
  19	
  days	
  in	
  the	
  school	
  year.	
  	
  Textbook	
  
ownership	
  is	
  very	
  low,	
  with	
  the	
  proportions	
  standing	
  at	
  about	
  6%	
  and	
  7%	
  for	
  Reading	
  and	
  
Mathematics	
  texts,	
  respectively.5
A	
  recent	
  survey	
  on	
  the	
  quality	
  of	
  education	
  was	
  conducted	
  by	
  Uwezo	
  in	
  May	
  2010	
  by
visiting	
  over	
  20,000	
  households	
  throughout	
  the	
  country,	
  which	
  includes	
  38	
  districts,	
  and	
  is	
  
one	
  of	
  the	
  largest	
  educational	
  surveys	
  undertaken	
  in	
  Tanzania.	
  The	
  assessment	
  reports	
  
that	
  less	
  than	
  half	
  (42%)	
  of	
  primary	
  school	
  students	
  surveyed	
  were	
  able	
  to	
  read	
  in	
  the	
  
national	
  language	
  of	
  Swahili	
  fluently.6	
  Also,	
  almost	
  half	
  of	
  the	
  students	
  (49.1%)	
  could	
  not	
  
read	
  a	
  story	
  in	
  the	
  English	
  language.	
  	
  More	
  than	
  30%	
  of	
  students	
  finishing	
  primary	
  school	
  
could	
  not	
  do	
  basic	
  mathematics	
  (including	
  multiplication).	
  The	
  report	
  comes	
  to	
  the	
  
conclusion	
  that	
  despite	
  huge	
  investments	
  in	
  basic	
  education	
  made	
  by	
  the	
  Tanzanian	
  
government,	
  children	
  are	
  still	
  not	
  learning.	
  	
  While	
  children	
  should	
  have	
  basic	
  skills	
  in	
  
reading	
  and	
  mathematics	
  by	
  grade	
  3	
  (Standard	
  3),	
  only	
  30%	
  can	
  read	
  in	
  basic	
  Swahili,	
  10%	
  
can	
  read	
  English,	
  and	
  20%	
  can	
  do	
  basic	
  mathematics.7	
  	
  In	
  a	
  comparable	
  study,	
  only	
  21.4%	
  
of	
  Tanzanian	
  Standard	
  6	
  students	
  reached	
  a	
  Level	
  5	
  for	
  Interpretive	
  Reading	
  (from	
  a	
  scale	
  
of	
  1	
  of	
  Pre-­‐Reading	
  to	
  8	
  Insightful	
  Reading)	
  competency.8	
  The	
  level	
  of	
  competency	
  in	
  
mathematics	
  paints	
  a	
  starker	
  picture.	
  The	
  largest	
  chunk	
  of	
  Standard	
  6	
  students,	
  35%,	
  was	
  
in	
  Level	
  3	
  Basic	
  Numeracy	
  (from	
  a	
  scale	
  of	
  1	
  of	
  Pre-­‐Numeracy	
  to	
  8	
  Abstract	
  Problem	
  
Solving)	
  and	
  around	
  25%	
  of	
  Standard	
  6	
  students	
  reached	
  the	
  1st	
  and	
  2nd	
  levels.9	
  	
  Overall,	
  
Uwezo	
  found	
  that	
  Tanzanian	
  students	
  still	
  face	
  an	
  uphill	
  battle:	
  	
  “Standard	
  (grade)	
  6	
  pupils	
  
were	
  under	
  achieving,	
  grappling	
  with	
  less	
  complex	
  levels	
  that	
  required	
  recall	
  and	
  
comprehension.”10
Principal	
  Findings	
  of	
  this	
  Evaluation
Test	
  scores	
  of	
  students	
  in	
  BridgeIT	
  and	
  BridgeIT	
  +	
  Life	
  Skills	
  in	
  both	
  math	
  and	
  science	
  
showed	
  significant	
  gains	
  during	
  the	
  2010	
  academic	
  year	
  in	
  comparison	
  to	
  test	
  scores	
  of	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
   3	
  Mrutu,	
  A.,	
  Ponera,	
  G.,	
  &	
  Nkumbi,	
  E.,	
  “Equity	
  The	
  SACMEQ	
  II	
  Project	
  in	
  Tanzania:	
  A	
  Study	
  of	
  
the	
  Conditions	
  of	
  Schooling	
  and	
  the	
  Quality	
  of	
  Education.,”	
  SACMEQ	
  Educational	
  Policy	
  
Research	
  Series,	
  2005	
  http://www.sacmeq.org/downloads/sacmeqII/Tanzania.zip
4	
  Mrutu,	
  A.,	
  Ponera,	
  G.,	
  &	
  Nkumbi,	
  E.,	
  Page	
  62
5	
  Mrutu,	
  A.,	
  Ponera,	
  G.,	
  &	
  Nkumbi,	
  E.,	
  Page	
  89
6	
  Uwezo	
  Main	
  Report-­‐	
  Tanzania	
  page	
  8	
  
http://www.uwezo.net/uploads/files/Uwezo%20Main%20Report.pdf
7	
  Uwezo	
  Main	
  Report-­‐	
  Tanzania	
  page	
  22	
  
http://www.uwezo.net/uploads/files/Uwezo%20Main%20Report.pdf
8	
  Mrutu,	
  A.,	
  Ponera,	
  G.,	
  &	
  Nkumbi,	
  E.,	
  Page	
  198
9	
  Mrutu,	
  A.,	
  Ponera,	
  G.,	
  &	
  Nkumbi,	
  E.,	
  Page	
  201
10	
  Mrutu,	
  A.,	
  Ponera,	
  G.,	
  &	
  Nkumbi,	
  E.,	
  Page	
  225
BridgeITSummative	
  Evaluation 7
students	
  in	
  the	
  control	
  schools	
  who	
  did	
  not	
  benefit	
  from	
  BridgeIT.	
  	
  	
  On	
  average,	
  test	
  scores	
  
for	
  students	
  in	
  BridgeIT	
  schools	
  was	
  in	
  the	
  range	
  of	
  10-­‐20	
  percentage	
  points	
  higher,	
  
representing	
  very	
  positive	
  results.	
  	
  Annex	
  1	
  provides	
  the	
  mean	
  test	
  results	
  by	
  grade	
  and	
  
subject	
  area.
However,	
  the	
  distributions	
  of	
  the	
  mean	
  scores	
  show	
  that	
  many	
  students	
  were	
  left	
  behind	
  
and	
  the	
  increases	
  in	
  the	
  means	
  were	
  due	
  to	
  groups	
  of	
  students	
  who	
  excelled	
  while	
  others	
  
showed	
  more	
  modest	
  gains	
  or	
  no	
  gains	
  at	
  all.	
  	
  This	
  has	
  especially	
  been	
  the	
  case	
  for	
  students	
  
in	
  the	
  BridgeIT	
  schools	
  with	
  the	
  added	
  Life	
  Skills	
  curriculum,	
  who	
  performed	
  the	
  best	
  
academically.	
  	
  However,	
  this	
  indicates	
  that	
  one	
  group	
  of	
  students	
  have	
  advanced	
  
considerably	
  while	
  others	
  have	
  not.
No	
  significant	
  gender	
  differences	
  were	
  found	
  in	
  the	
  test	
  scores.	
  Overall,	
  girls’	
  scores	
  were	
  
somewhat	
  lower	
  but	
  these	
  were	
  not	
  statistically	
  significant	
  differences.	
  	
  There	
  is	
  vast	
  
experience	
  from	
  programs	
  in	
  other	
  countries	
  of	
  strategies	
  to	
  improve	
  girls’	
  learning	
  skills	
  
in	
  relation	
  to	
  boys.	
  These	
  include	
  the	
  formation	
  of	
  girls’	
  learning	
  groups	
  that	
  meet	
  after	
  
school,	
  peer	
  tutoring	
  by	
  girls	
  who	
  are	
  doing	
  well,	
  special	
  training	
  for	
  teachers	
  to	
  work	
  more	
  
with	
  girls	
  and	
  to	
  encourage	
  their	
  participation	
  in	
  cooperative	
  learning	
  groups,	
  adaptation	
  
of	
  math	
  and	
  science	
  texts	
  and	
  assignments	
  to	
  be	
  more	
  relevant	
  to	
  girls,	
  just	
  to	
  mention	
  a	
  
few.	
  	
  	
  While	
  not	
  of	
  grave	
  concern	
  given	
  the	
  results	
  of	
  this	
  evaluation,	
  BridgeIT	
  may	
  wish	
  to	
  
experiment	
  with	
  some	
  of	
  these	
  approaches	
  in	
  the	
  future	
  to	
  ensure	
  girls	
  benefit	
  equally.
Initially,	
  teachers	
  were	
  skeptical	
  about	
  whether	
  or	
  not	
  the	
  videos	
  would	
  help	
  students	
  
learn	
  math	
  and	
  science,	
  but	
  this	
  skepticism	
  was	
  drastically	
  diminished	
  by	
  the	
  end	
  of	
  the	
  
year.	
  	
  In	
  addition,	
  post-­‐test	
  results	
  show	
  that	
  nearly	
  all	
  the	
  teachers	
  felt	
  the	
  videos	
  
integrated	
  quite	
  well	
  with	
  their	
  lessons.	
  	
  Teachers	
  sometimes	
  are	
  reluctant	
  to	
  try	
  
something	
  new,	
  especially	
  if	
  it	
  may	
  require	
  extra	
  preparation	
  or	
  activities,	
  but	
  if	
  teachers	
  
are	
  shown	
  during	
  their	
  initial	
  training	
  sessions	
  that	
  the	
  BridgeIT	
  equipment	
  and	
  activities	
  
are	
  actually	
  a	
  tool	
  to	
  improve	
  the	
  effectiveness	
  of	
  their	
  teacher,	
  any	
  initial	
  reluctance	
  can	
  be
greatly	
  reduced.	
  In	
  addition,	
  if	
  guides	
  could	
  be	
  designed	
  and	
  produced	
  to	
  show	
  how	
  the	
  
video	
  lessons	
  are	
  relevant,	
  how	
  they	
  specifically	
  integrate	
  with	
  the	
  teachers’	
  lesson	
  plans,	
  
and	
  how	
  the	
  videos	
  can	
  help	
  improve	
  these	
  lessons	
  plan	
  this	
  initial	
  resistance	
  could	
  be	
  
reduced.
The	
  teacher	
  interviews	
  found	
  that	
  teachers’	
  satisfaction	
  with	
  their	
  job	
  and	
  school	
  facilities	
  
has	
  decreased.	
  Their	
  satisfaction	
  with	
  the	
  BridgeIT	
  phone	
  and	
  video	
  equipment	
  has	
  gone	
  
down	
  slightly,	
  while	
  satisfaction	
  with	
  the	
  BridgeIT	
  education	
  model	
  has	
  increased.	
  
More	
  than	
  90%	
  of	
  the	
  teachers	
  said	
  that	
  they	
  received	
  appropriate	
  support	
  from	
  head	
  
teachers	
  and	
  colleagues	
  in	
  their	
  schools;	
  a	
  large	
  majority	
  said	
  they	
  received	
  adequate	
  
support	
  from	
  the	
  school	
  inspectors	
  in	
  their	
  districts,	
  and	
  that	
  they	
  received	
  visits	
  from	
  the
school	
  inspectors.	
  Nearly	
  all	
  of	
  the	
  teachers	
  said	
  they	
  got	
  adequate	
  support	
  from	
  the	
  
BridgeIT	
  help	
  desk.
As	
  far	
  as	
  students’	
  opinions	
  of	
  the	
  BridgeIT	
  lessons,	
  most	
  of	
  the	
  5th	
  and	
  6th	
  graders	
  felt	
  that	
  
the	
  video	
  lessons	
  were	
  boring	
  when	
  asked	
  at	
  the	
  beginning	
  of	
  the	
  year;	
  both	
  groups	
  of	
  
students	
  drastically	
  changed	
  their	
  attitudes	
  after	
  nearly	
  a	
  year	
  of	
  using	
  the	
  lessons.	
  	
  Overall,	
  
the	
  percentage	
  of	
  students	
  who	
  felt	
  that	
  the	
  videos	
  made	
  math	
  and	
  science	
  easier	
  to	
  
understand	
  increased	
  by	
  about	
  10-­‐20%	
  over	
  the	
  one	
  year	
  period.	
  	
  
BridgeITSummative	
  Evaluation 8
When	
  the	
  students	
  considered	
  the	
  statement	
  that	
  going	
  to	
  work	
  after	
  completing	
  primary	
  
school	
  was	
  a	
  good	
  idea,	
  about	
  one-­‐third	
  of	
  the	
  BridgeIT	
  and	
  control	
  school	
  students	
  
thought	
  this	
  was	
  a	
  good	
  idea;	
  less	
  than	
  19%	
  the	
  BridgeIT	
  schools	
  where	
  Life	
  Skills	
  was	
  
taught	
  felt	
  this	
  way	
  in	
  the	
  pre-­‐test.	
  	
  In	
  the	
  post-­‐test,	
  this	
  dropped	
  to	
  11%	
  for	
  the	
  BridgeIT	
  
students	
  and	
  14%	
  for	
  the	
  control	
  schools;	
  students	
  in	
  the	
  BridgeIT	
  schools	
  where	
  Life	
  Skills	
  
was	
  offered	
  were	
  the	
  lowest	
  with	
  this	
  opinion	
  at	
  less	
  than	
  10%.	
  	
  Thus,	
  it	
  appears	
  that	
  the	
  
Life	
  Skills	
  program	
  is	
  having	
  an	
  effect	
  on	
  attitudes	
  towards	
  entering	
  the	
  workforce	
  post-­‐
primary	
  (when	
  students	
  should	
  be	
  encouraged	
  to	
  continue	
  their	
  education	
  in	
  secondary).	
  	
  
The	
  observations	
  of	
  the	
  school	
  facilities	
  and	
  educational	
  materials	
  availability	
  found	
  that	
  
adequate	
  storage	
  space	
  has	
  increased,	
  space	
  for	
  children	
  to	
  work	
  has	
  also	
  gone	
  up,	
  and	
  
more	
  importantly	
  having	
  a	
  functional	
  Nokia	
  cell	
  phone	
  and	
  TV	
  has	
  also	
  increased.	
  	
  
Materials	
  for	
  enrichment	
  and	
  extra	
  help	
  continue	
  to	
  be	
  in	
  short	
  supply	
  as	
  do	
  both	
  
workbooks	
  and	
  text	
  books;	
  only	
  in	
  about	
  one-­‐third	
  of	
  the	
  visited	
  classrooms	
  were	
  there	
  
enough	
  textbooks	
  available.
The	
  classroom	
  visits	
  also	
  observed	
  improvements	
  in	
  student-­‐teacher	
  behavior	
  and	
  
interaction,	
  most	
  notably,	
  children	
  (both	
  boys	
  and	
  girls)	
  were	
  asking	
  more	
  questions,	
  and	
  
there	
  has	
  been	
  an	
  increase	
  in	
  children	
  who	
  need	
  help	
  getting	
  that	
  help	
  from	
  both	
  teachers	
  
and	
  their	
  peers.	
  	
  An	
  important	
  finding	
  is	
  that	
  very	
  few	
  teachers	
  were	
  observed	
  to	
  
communicate	
  in	
  a	
  local	
  language	
  other	
  than	
  Swahili	
  and	
  that	
  there	
  has	
  been	
  a	
  large	
  
increase	
  in	
  teachers	
  encouraging	
  silent	
  students	
  to	
  participate	
  in	
  the	
  class	
  by	
  calling	
  on	
  
them	
  more	
  often.	
  	
  	
  Also,	
  there	
  has	
  been	
  an	
  increase	
  in	
  the	
  number	
  of	
  teachers	
  who	
  know	
  
their	
  students	
  by	
  name	
  (often	
  a	
  challenge	
  in	
  Tanzanian	
  schools	
  where	
  class	
  sizes	
  often	
  
range	
  from	
  60-­‐100	
  students).
An	
  important	
  finding	
  was	
  that	
  at	
  the	
  beginning	
  of	
  the	
  school	
  year,	
  a	
  little	
  more	
  than	
  half	
  the	
  
teachers	
  used	
  the	
  video	
  lessons	
  during	
  the	
  observation	
  visit;	
  this	
  increased	
  to	
  almost	
  three-­‐
quarters	
  by	
  the	
  end	
  the	
  school	
  year	
  in	
  the	
  BridgeIT	
  and	
  to	
  four-­‐fifths	
  in	
  the	
  BridgeIT	
  +	
  Life	
  
Skills	
  classrooms.	
  	
  	
  In	
  the	
  classrooms	
  where	
  the	
  videos	
  were	
  shown,	
  a	
  little	
  more	
  than	
  half	
  
of	
  the	
  teachers	
  prepared	
  the	
  students	
  for	
  the	
  lesson	
  at	
  the	
  beginning	
  of	
  the	
  year;	
  this	
  
increased	
  to	
  two-­‐thirds	
  for	
  the	
  BridgeIT	
  classes	
  and	
  80%	
  for	
  the	
  BridgeIT	
  +	
  Life	
  Skills	
  
classrooms	
  by	
  the	
  end	
  of	
  the	
  year.	
  	
  Additionally,	
  when	
  the	
  video	
  lessons	
  were	
  completed,	
  
60%	
  of	
  the	
  teachers	
  offered	
  activities	
  related	
  to	
  the	
  video	
  lessons	
  to	
  the	
  class	
  at	
  the	
  
beginning	
  of	
  the	
  year;	
  this	
  increased	
  to	
  three-­‐quarters	
  of	
  the	
  teachers	
  for	
  the	
  BridgeIT	
  
classes	
  and	
  81%	
  for	
  the	
  BridgeIT	
  +	
  Life	
  Skills	
  classes	
  by	
  the	
  end	
  of	
  the	
  year.
The	
  teachers’	
  movement	
  around	
  the	
  classroom	
  to	
  check	
  students’	
  work	
  decreased	
  in	
  
BridgeIT	
  but	
  increased	
  in	
  the	
  BridgeIT	
  +	
  Life	
  Skills	
  classrooms.	
  The	
  very	
  same	
  pattern	
  was	
  
observed	
  on	
  whether	
  or	
  not	
  the	
  teachers	
  check	
  for	
  students’	
  understanding	
  before	
  
assigning	
  practice	
  work,	
  and	
  a	
  similar	
  pattern	
  was	
  observed	
  in	
  whether	
  or	
  not	
  the	
  teacher	
  
marks	
  the	
  students’	
  work	
  and	
  provides	
  other	
  feedback	
  to	
  the	
  students.	
  	
  Also,	
  the	
  
preparation	
  of	
  activities	
  based	
  on	
  children’s	
  abilities	
  increased	
  over	
  the	
  year,	
  but	
  the	
  
increase	
  was	
  largest	
  in	
  the	
  BIT+	
  Life	
  Skills	
  classrooms.	
  Cooperative	
  learning	
  in	
  the	
  form	
  of	
  
group	
  work	
  with	
  the	
  teacher	
  circulating	
  among	
  the	
  groups	
  and	
  related	
  activities	
  have	
  all	
  
increased.
Of	
  all	
  the	
  items	
  on	
  the	
  student	
  attitude	
  test,	
  the	
  single	
  item	
  that	
  significantly	
  affected	
  test	
  
scores	
  (based	
  on	
  regression	
  analysis)	
  in	
  a	
  positive	
  manner	
  was	
  the	
  response	
  to	
  whether	
  or	
  
BridgeITSummative	
  Evaluation 9
not	
  the	
  teacher	
  helped	
  students	
  understand	
  the	
  video	
  lessons.	
   None	
  of	
  the	
  other	
  items	
  
accounted	
  for	
  any	
  significant	
  variance	
  in	
  the	
  test	
  scores.	
  These	
  possible	
  relationships	
  
should	
  be	
  examined	
  in	
  detail	
  to	
  determine	
  how	
  teacher	
  training	
  activities	
  related	
  to	
  use	
  of	
  
the	
  videos	
  in	
  the	
  classroom	
  can	
  be	
  strengthened,	
  as	
  well	
  as	
  if	
  there	
  are	
  any	
  cost-­‐effective	
  
ways	
  to	
  make	
  the	
  lessons	
  even	
  more	
  understandable	
  for	
  students.	
  	
  At	
  the	
  same	
  time,	
  efforts	
  
should	
  be	
  made	
  to	
  make	
  the	
  lessons	
  more	
  entertaining	
  and	
  relevant	
  to	
  students’	
  daily	
  lives.
BridgeITSummative	
  Evaluation 10
I. Introduction11
In	
  2007,	
  the	
  International	
  Youth	
  Foundation	
  (IYF)	
  was	
  awarded	
  a	
  two-­‐year	
  cooperative	
  
agreement	
  by	
  USAID/Tanzania	
  to	
  implement	
  the	
  BridgeIT	
  program	
  in	
  Tanzania.	
  Following	
  
the	
  two-­‐year	
  “pilot”	
  program,	
  USAID/	
  Tanzania	
  granted	
  the	
  project	
  a	
  15-­‐month	
  extension	
  
through	
  December	
  2011	
  to	
  carry	
  out	
  a	
  second	
  phase.	
  IYF	
  is	
  implementing	
  BridgeIT	
  in	
  
partnership	
  with	
  the	
  Ministry	
  of	
  Education	
  and	
  Vocational	
  Training	
  (MoEVT),	
  the	
  Nokia	
  
Corporation,	
  Nokia	
  Institute	
  for	
  Technology	
  (INdT),	
  Pearson	
  Foundation	
  and	
  Vodacom	
  
Foundation.	
  The	
  main	
  goal	
  of	
  the	
  BridgeIT	
  program	
  is	
  to	
  significantly	
  increase	
  the	
  
educational	
  quality	
  and	
  achievement	
  among	
  students	
  at	
  primary	
  school	
  level	
  in	
  
mathematics,	
  science	
  and	
  life	
  skills	
  through	
  the	
  innovative	
  use	
  of	
  cell	
  phones	
  and	
  digital
technology.
The	
  second	
  phase	
  of	
  the	
  project	
  had	
  three	
  key	
  objectives:
1)	
  To	
  deepen	
  the	
  collaboration	
  with	
  the	
  MoEVT	
  and	
  local	
  communities	
  to	
  build	
  their	
  
management	
  capacity	
  in	
  order	
  to	
  expand	
  and	
  enrich	
  BridgeIT	
  in	
  Tanzania	
  and	
  lay	
  the	
  
foundation	
  for	
  long-­‐term	
  sustainability	
  of	
  the	
  project;
2)	
  To	
  create	
  a	
  system	
  for	
  integrating	
  BridgeIT	
  approaches	
  into	
  Tanzanian	
  primary	
  school	
  
classrooms	
  to	
  improve	
  teacher	
  performance,	
  as	
  determined	
  by	
  changes	
  within	
  the	
  quality	
  
of	
  interaction	
  and	
  teaching	
  and	
  learning	
  in	
  the	
  classroom;
3)	
  To	
  increase	
  learning	
  gains	
  among	
  Standard	
  V	
  and	
  VI	
  students	
  in	
  Mathematics,	
  Science,	
  
and	
  Life	
  Skills	
  in	
  BridgeIT	
  classrooms,	
  with	
  a	
  particular	
  emphasis	
  on	
  girls.
This	
  evaluation	
  used	
  math	
  and	
  science	
  tests	
  in	
  conjunction	
  with	
  attitude	
  questionnaires
and	
  classroom	
  observation	
  to	
  measure	
  the	
  learning	
  gains,	
  teacher	
  classroom	
  performance	
  
and	
  attitude	
  changes	
  for	
  both	
  teachers	
  and	
  students.	
  
II. Scope	
  of	
  Work
The	
  purpose	
  of	
  responsibilities	
  of	
  consultancy,	
  is	
  to	
  work	
  with	
  IYF/Baltimore	
  and	
  
IYF/Tanzania,	
  a	
  local	
  evaluation	
  team	
  and	
  representatives	
  from	
  the	
  MOEVT	
  to	
  update	
  the	
  
evaluation	
  plan,	
  adapt	
  appropriate	
  instruments,	
  gather	
  data,	
  analyze	
  pre	
  and	
  post	
  data,	
  and	
  
write	
  the	
  evaluation	
  report.	
  	
  Under	
  the	
  supervision	
  of	
  IYF/Baltimore	
  and	
  in	
  coordination	
  
with	
  the	
  Bridge	
  IT	
  staff	
  in	
  Tanzania,	
  the	
  international	
  consultant	
  was	
  responsible	
  for	
  the	
  
following	
  specific	
  tasks:
• Develop	
  evaluation	
  plan	
  based	
  on	
  the	
  2009	
  evaluation	
  design	
  and	
  updated	
  
objectives	
  and	
  indicators	
  proposed	
  in	
  the	
  BIT	
  project	
  document	
  and	
  based	
  on	
  
guidance	
  from	
  IYF;
• Adapt	
  current	
  qualitative	
  and	
  quantitative	
  evaluation	
  tools,	
  based	
  on	
  new	
  objectives	
  
and	
  results	
  from	
  2009	
  evaluation;
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
   11	
  Adapted	
  from	
  EvaluationPlan,	
  January-­‐December	
  2010,	
  International	
  Youth	
  Foundation,	
  December	
  15,	
  2009
BridgeITSummative	
  Evaluation 11
• Oversee	
  pretesting	
  of	
  data	
  collection	
  instruments;
• Finalize	
  evaluation	
  instruments	
  in	
  collaboration	
  with	
  Bridge	
  IT	
  TZ	
  staff,	
  local	
  
evaluation	
  experts	
  and	
  MOEVT;
• Provide	
  guidance	
  on	
  monitoring	
  tools	
  and	
  systems	
  and	
  assist	
  with	
  adaptation,	
  as	
  
needed;
• Lead	
  workshop	
  to	
  train	
  local	
  data	
  collectors,	
  Bridge	
  IT	
  staff,	
  local	
  evaluation	
  experts,	
  
and	
  MoEVT	
  counterparts;
• Oversee	
  collection	
  of	
  data	
  for	
  pre-­‐test	
  and	
  post-­‐test	
  in	
  experimental	
  and	
  control	
  
sites;
• Provide	
  guidance	
  to	
  data	
  entry	
  process/system	
  for	
  compiling	
  data	
  for	
  analysis;
• Analysis	
  of	
  data	
  collected	
  in	
  January/February	
  (pretest)	
  and	
  November/December	
  
2010(posttest);
• Lead	
  in	
  writing	
  evaluation	
  report	
  and	
  coordinating	
  inputs	
  to	
  report	
  from	
  local	
  
evaluation	
  experts;
• Participate	
  in	
  phone/skype	
  calls	
  with	
  IYF/Baltimore	
  and	
  TZ	
  staff,	
  as	
  needed,	
  in	
  
order	
  to	
  ensure	
  effective	
  communication	
  and	
  planning.
III. Evaluation	
  Methodology
A. Data	
  Collection	
  Instruments
The	
  data	
  collection	
  instruments	
  used	
  in	
  the	
  previous	
  BridgeIT evaluation12	
  carried	
  out	
  in	
  
2009	
  were	
  reviewed,	
  modified	
  and	
  field-­‐tested.	
  These	
  instruments	
  consisted	
  of	
  math	
  and	
  
science	
  test	
  for	
  grades	
  5	
  and	
  6,	
  a	
  classroom	
  observation	
  protocol,	
  teacher	
  and	
  student	
  
attitude	
  questionnaires.	
  
The	
  math	
  and	
  science	
  tests	
  had	
  been	
  used	
  in	
  the	
  previous	
  evaluation,	
  covered	
  the	
  first	
  half	
  
of	
  the	
  annual	
  curriculum	
  and	
  consisted	
  of	
  40	
  questions	
  each.	
  In	
  order	
  to	
  make	
  the	
  exams	
  
more	
  comprehensive,	
  three	
  primary	
  school	
  teachers	
  were	
  contracted	
  to	
  write	
  additional	
  
questions.The	
  revised	
  exams	
  have	
  50	
  questions	
  each	
  and	
  can	
  be	
  found	
  in	
  Annex	
  III.	
  
A	
  new	
  observation	
  protocol	
  was	
  designed,	
  and	
  a	
  considerable	
  number	
  of	
  new	
  
questions/items	
  were	
  added	
  to	
  the	
  attitude	
  scales;	
  these	
  were	
  then	
  reviewed	
  with	
  the	
  
BridgeIT	
  staff,	
  field	
  tested	
  and	
  revised	
  for	
  use	
  (See	
  Annex	
  IV	
  and	
  V).
B. Data	
  Collection	
  Personnel	
  and	
  Instrument	
  Field	
  Testing
BridgeIT	
  contracted	
  five	
  data	
  collection/interviewers,	
  and	
  the	
  initial	
  training	
  was	
  done	
  in	
  a	
  
workshop	
  held	
  at	
  the	
  BridgeIT	
  offices.	
  The	
  workshop	
  consisted	
  of	
  a	
  detailed	
  review	
  of	
  all	
  
the	
  instruments,	
  followed	
  by	
  discussions	
  of	
  data	
  collection	
  procedures	
  and	
  the	
  scheduling	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
   12	
  Summative	
  Evaluation	
  of	
  the	
  BRIDGE	
  IT	
  Project	
  in	
  Tanzania,	
  by	
  Josefina	
  N.	
  Natividad,	
  SCD,	
  November	
  30,	
  2009.
BridgeITSummative	
  Evaluation 12
of	
  school	
  visits.	
  All	
  five	
  data	
  collectors	
  had	
  extensive	
  fieldwork	
  experience,	
  and	
  their	
  input	
  
was	
  invaluable	
  for	
  providing	
  a	
  local	
  context	
  for	
  the	
  rather	
  generic	
  observation	
  protocol	
  and	
  
to	
  add	
  items	
  to	
  the	
  attitude	
  scales	
  for	
  both	
  teachers	
  and	
  students.
The	
  first	
  of	
  two	
  school	
  visits	
  to	
  test	
  the	
  instruments	
  was	
  to	
  the	
  Mianzini	
  primary	
  school	
  in	
  
the	
  Mburahati	
  section	
  of	
  Dar	
  es	
  Salaam.	
  Here	
  the	
  math	
  test	
  was	
  given	
  to	
  5th	
  graders	
  and	
  it	
  
was	
  noted	
  that	
  many	
  of	
  the	
  students	
  could	
  not	
  add	
  fractions	
  without	
  a	
  common	
  
denominator.	
  It	
  was	
  decided	
  to	
  have	
  the	
  students	
  fill	
  in	
  the	
  questionnaires/scales	
  since	
  
individual	
  face-­‐to-­‐face	
  interviews	
  would	
  take	
  much	
  too	
  long	
  and	
  drastically	
  increase	
  the	
  
cost	
  of	
  the	
  fieldwork.	
  A	
  few	
  students	
  asked	
  questions,	
  and	
  they	
  appeared	
  to	
  take	
  the	
  entire	
  
exercise	
  quite	
  seriously.	
  The	
  interviewers	
  checked	
  each	
  form	
  for	
  completeness,	
  as	
  they	
  
were	
  collected.
The	
  second	
  school	
  visited	
  was	
  to	
  the	
  Manzese	
  primary	
  school,	
  also	
  in	
  the	
  Dar	
  es	
  Salaam	
  
metropolitan	
  area.	
  Here	
  the	
  team	
  observed	
  a	
  very	
  traditional	
  math	
  class	
  where	
  the	
  teacher	
  
did	
  all	
  of	
  the	
  talking	
  while	
  occasionally	
  calling	
  on	
  students;	
  students	
  initiated	
  no	
  questions.	
  
In	
  this	
  class,	
  the	
  teacher	
  used	
  the	
  cell	
  phone	
  to	
  show	
  a	
  BridgeIT	
  lesson,	
  but	
  he	
  had	
  a	
  little	
  
trouble	
  making	
  the	
  cell	
  phone	
  connection	
  to	
  the	
  TV;one	
  of	
  the	
  IYF	
  staff	
  helped	
  solve	
  the	
  
problem.	
  It	
  turned	
  out	
  that	
  another	
  teacher	
  had	
  trained	
  this	
  teacher.	
  Frequently	
  during	
  the	
  
lesson,	
  the	
  teacher	
  stopped	
  the	
  program	
  to	
  ask	
  the	
  students	
  questions.	
  After	
  the	
  lesson,	
  he	
  
asked	
  students	
  to	
  come	
  to	
  the	
  blackboard	
  to	
  solve	
  math	
  problems,	
  but	
  the	
  problems
appeared	
  unrelated	
  to	
  the	
  video	
  lesson.
At	
  the	
  end	
  of	
  the	
  field-­‐testing	
  of	
  the	
  evaluation	
  instruments,	
  discussions	
  were	
  held	
  with	
  the	
  
interviewers	
  about	
  questions	
  or	
  attitude	
  statementsthat	
  were	
  not	
  understood,	
  and	
  the	
  
instruments	
  were	
  revised	
  accordingly.	
  In	
  addition,	
  two	
  of	
  the	
  interviewers	
  with	
  previous	
  
experience	
  entered	
  the	
  test	
  data	
  in	
  MS	
  Excel	
  question	
  by	
  question	
  as	
  correct	
  or	
  incorrect	
  
(1,0),	
  and	
  a	
  reliability	
  item	
  analysis	
  was	
  done	
  to	
  test	
  the	
  internal	
  consistency	
  of	
  the	
  exams.
These	
  results	
  were	
  used	
  to	
  revise	
  and	
  eliminate	
  some	
  of	
  the	
  questions.
C. Sampling	
  Design
For	
  the	
  previous	
  evaluation	
  (2009),	
  a	
  sample	
  of	
  15	
  schools	
  was	
  used,	
  which	
  with	
  a	
  90%	
  
confidence	
  level	
  resulted	
  in	
  a	
  margin	
  of	
  error	
  of	
  ±20.	
  This	
  was	
  considered	
  to	
  be	
  too	
  high	
  for	
  
collecting	
  pre-­‐	
  and	
  post-­‐test	
  data	
  within	
  a	
  narrow	
  time	
  frame	
  of	
  about	
  10	
  months	
  
(February	
  and	
  November,	
  2010).	
  In	
  order	
  for	
  the	
  margin	
  of	
  error	
  to	
  be	
  reduced	
  to	
  ±10%,	
  
the	
  sample	
  would	
  have	
  to	
  be	
  increased	
  to	
  47	
  schools.	
  However,	
  cost	
  and	
  time	
  
considerations	
  did	
  not	
  allow	
  for	
  such	
  a	
  large	
  sample.	
  After	
  much	
  discussion,	
  it	
  was	
  agreed	
  
to	
  use	
  roughly	
  a	
  middle	
  point	
  between	
  the	
  two	
  with	
  a	
  sample	
  of	
  28	
  schools;	
  this	
  would	
  
result	
  in	
  a	
  margin	
  of	
  error	
  of	
  approximately	
  ±14%	
  and	
  a	
  90%	
  confidence	
  level.	
  In	
  the	
  end,	
  
data	
  were	
  collected	
  from	
  a	
  total	
  of	
  18	
  BridgeIT	
  schools	
  and	
  18	
  controls,	
  which	
  are	
  
highlighted	
  in	
  bold	
  in	
  the	
  two	
  tables	
  below.	
  The	
  reduced	
  sample	
  size	
  increased	
  the	
  margin	
  
of	
  error	
  to	
  ±18%	
  at	
  the	
  school	
  level,	
  but	
  the	
  large	
  number	
  of	
  students	
  who	
  took	
  the	
  math	
  
and	
  science	
  tests	
  in	
  the	
  5th	
  and	
  6th	
  grades	
  does	
  permit	
  valid	
  statistical	
  comparisons	
  
between	
  BridgeIT	
  (BIT),	
  BridgeIT+life	
  skills	
  (BIT+LS)	
  and	
  the	
  control	
  schools	
  	
  with	
  a	
  95%	
  
confidence	
  levels	
  and	
  5%	
  margin	
  of	
  error.	
  	
  
BridgeITSummative	
  Evaluation 13
In	
  summary,	
  those	
  findings	
  pertaining	
  to	
  student	
  performance	
  in	
  math	
  and	
  science	
  for	
  the	
  
academic	
  year	
  have	
  a	
  high	
  degree	
  of	
  reliability;	
  findings	
  pertaining	
  to	
  school-­‐level	
  
performance	
  should	
  be	
  interpreted	
  with	
  a	
  much	
  lower	
  degree	
  of	
  confidence.
Table 1: BIT Sample Schools—January and November 2010
ID 
#
District Study School Math 
5
Sci 
5
Math 
6
Sci 
6
Obs 
5
Obs 
6
Teacher
Attitude
Student 
Attitude
32 Mwanga √ √ √ √ Math Sci √ √
34 Kilongwe √ √ √ √ Sci Math √ √
35 Kalambasha √ √ √ √ Math Sci √ √
36
MWANGA
Mramba √ √ √ √ Sci Math √ √
51 Boma* √ √ √ √ Math Sci √ √
52 Manundu Mazoezi* √ √ √ √ Sci Math √ √
53 Kwasemangube* √ √ √ √ Math Sci √ √
54
KOROGWE
Zumnat* √ √ √ √ Sci Math √ √
67 Masoko √ √ √ √ Math Sci √ √
69 Ukombozi √ √ √ √ Sci Math √ √
70
KILWA
Kivinje √ √ √ √ Math Sci √ √
95 Chamwino Ikulu √ √ √ √ Sci Math √ √
96 Mvumi Mission √ √ √ √ Math Sci √ √
98
CHAMWINO
Mvumi Makulu √ √ √ √ Sci Math √ √
99 Majengo √ √ √ √ Math Sci √ √
101 Mwanamakuka √ √ √ √ Sci Math √ √
102 Mdaula √ √ √ √ Math Sci √ √
103 Msorwa √ √ √ √ Sci Math √ √
105
BAGAMOYO
Mbegani √ √ √ √ Math Sci √ √
115 Mirambo* √ √ √ √ Sci Math √ √
116 Bunge* √ √ √ √ Math Sci √ √
118 Mkoani* √ √ √ √ Sci Math √ √
120 Muhimbili* √ √ √ √ Sci Math √ √
121 Airwing √ √ √ √ Math Sci √ √
122 Ilala √ √ √ √ Sci Math √ √
124 Segerea √ √ √ √ Math Sci √ √
126
ILALA
Msimbazi mseto √ √ √ √ Sci Math √ √
BridgeITSummative	
  Evaluation 14
ID 
#
District Study School Math 
5
Sci 
5
Math 
6
Sci 
6
Obs 
5
Obs 
6
Teacher
Attitude
Student 
Attitude
1 Mianzini* √ √ √ √ Math Sci √ √
5
KINONDONI
Manzese* √ √ √ √ Sci Math √ √
6 Mji Mwema* √ √ √ √ Math Sci √ √
7
TEMEKE
Keko Magurumbasi* √ √ √ √ Sci Math √ √
13 Chumbageni* √ √ √ √ Math Sci √ √
14 Maweni* √ √ √ √ Sci Math √ √
15
TANGA
Ukombozi* √ √ √ √ Math Sci √ √
21 Maring’a chini* √ √ √ √ Sci Math √ √
22 Ashira* √ √ √ √ Math Sci √ √
24 Azimio* √ √ √ √ Sci Math √ √
25
MOSHI
Mawenzi* √ √ √ √ Math Sci √ √
* life skills schools
Table 2: Control Schools—Jan and November/October 2010
ID# District Control School Math
5
Sci 
5
Math 
6
Sci 
6
Obs 
5
Obs 
6
Teacher 
Attitude
Student 
Attitude
200 Mwangondi Primary √ √ √ √ Math Sci √ √
201 Kivindu √ √ √ √ Sci Math √ √
202 Lomwe √ √ √ √ Math Sci √ √
203
MWANGA
Kawawa √ √ √ √ Sci Math √ √
204 New Korogwe √ √ √ √ Math Sci √ √
205 Mbeza Mazoezi √ √ √ √ Sci Math √ √
206 Magunga √ √ √ √ Math Sci √ √
207
KOROGWE
Kilimani √ √ √ √ Sci Math √ √
208 Mkwanyule √ √ √ √ Math Sci √ √
209 Kisiwani √ √ √ √ Sci Math √ √
210
KILWA
Singino √ √ √ √ Math Sci √ √
211 Mkapa √ √ √ √ Sci Math √ √
212 Nyerere √ √ √ √ Math Sci √ √
213
CHAMWINO
Chakule √ √ √ √ Sci Math √ √
214 Mbaruku √ √ √ √ Math Sci √ √
215
BAGAMOYO
Kaole √ √ √ √ Sci Math √ √
BridgeITSummative	
  Evaluation 15
ID# District Control School Math
5
Sci 
5
Math 
6
Sci 
6
Obs 
5
Obs 
6
Teacher 
Attitude
Student 
Attitude
216 Mdaula B √ √ √ √ Math Sci √ √
217 Bomani √ √ √ √ Sci Math √ √
218 Pande √ √ √ √ Math Sci √ √
219 Lumumba √ √ √ √ Sci Math √ √
220 Mnazi Mmoja √ √ √ √ Math Sci √ √
221 Boma √ √ √ √ Sci Math √ √
223 Umoja wa Mataifa √ √ √ √ Sci Math √ √
224 Minazi Mirefu √ √ √ √ Math Sci √ √
225 Kasulu √ √ √ √ Sci Math √ √
226 Maendeleo √ √ √ √ Math Sci √ √
227
ILALA
Msimbazi Wavulana √ √ √ √ Sci Math √ √
228 Karume √ √ √ √ Math Sci √ √
229
KINONDONI
Ukombozi √ √ √ √ Sci Math √ √
230 Maweni √ √ √ √ Math Sci √ √
231
TEMEKE
Keko Mwanga √ √ √ √ Sci Math √ √
232 Changa √ √ √ √ Math Sci √ √
233 Kongwe √ √ √ √ Sci Math √ √
234
TANGA
Msanyuni √ √ √ √ Math Sci √ √
235 Mwika √ √ √ √ Sci Math √ √
236 Kotela √ √ √ √ Math Sci √ √
237 Kaloleni √ √ √ √ Sci Math √ √
238
MOSHI
Shauri Moyo √ √ √ √ Math Sci √ √
D. Data	
  Collection	
  and	
  Data	
  Entry
The	
  initial	
  data	
  were	
  collected	
  at	
  the	
  end	
  of	
  January	
  and	
  February	
  2010	
  as	
  shown	
  and	
  
stored	
  at	
  the	
  BridgeIT	
  office	
  for	
  coding.	
  	
  Since	
  sending	
  the	
  questionnaires	
  out	
  of	
  the	
  
country	
  for	
  coding	
  was	
  prohibitively	
  expensive,	
  BridgeIT	
  decided	
  to	
  recruit	
  a	
  local	
  team	
  for	
  
the	
  data	
  entry.	
  The	
  second	
  round	
  of	
  data	
  collection	
  was	
  done	
  in	
  November	
  and	
  December	
  
of	
  2010.	
  
BridgeITSummative	
  Evaluation 16
IV. Findings
The	
  first	
  four	
  sections	
  present	
  the	
  results	
  on	
  the	
  math	
  and	
  science	
  tests	
  given	
  to	
  5th	
  and	
  6th
grade	
  students	
  at	
  the	
  beginning	
  and	
  end	
  of	
  2010.	
  Sections	
  A	
  and	
  B	
  compare	
  the	
  changes	
  in	
  
the	
  mean	
  scores	
  between	
  the	
  BridgeITschools	
  and	
  the	
  control schools.	
   Significant	
  
differences	
  have	
  been	
  highlighted	
  and	
  the	
  results	
  are	
  presented	
  both	
  in	
  tabular	
  and	
  graphic	
  
formats.	
  	
  The	
  number	
  of	
  students	
  tested	
  in	
  each	
  school	
  was	
  large	
  enough	
  to	
  provide	
  95%	
  
confidence	
  levels	
  and	
  5%	
  margin	
  of	
  error.	
  
Section	
  C	
  examines	
  the	
  tests	
  results	
  to	
  determine	
  any	
  significant	
  gender	
  difference.	
  This	
  
was	
  done	
  by	
  running	
  one	
  sample	
  and	
  independent	
  samples	
  t-­‐tests.
Since	
  mean	
  scores	
  give	
  only	
  a	
  partial	
  view	
  of	
  the	
  central	
  tendencies,	
  additional	
  analyses	
  
have	
  been	
  done	
  and	
  include	
  the	
  following:	
  mean,	
  median,	
  mode,	
  S.D.,	
  minimum	
  score,
maximum	
  score,	
  skewness,	
  kurtosis	
  and	
  quartiles.	
  This	
  shows	
  the	
  distribution	
  of	
  the	
  
results	
  around	
  the	
  mean	
  and	
  the	
  shift	
  of	
  these	
  distributions	
  between	
  the	
  pre	
  and	
  the	
  post-­‐
tests.	
  These	
  tables	
  are	
  in	
  Section	
  D.	
  Furthermore,	
  histograms	
  with	
  normal	
  curves	
  were	
  also	
  
generated	
  to	
  present	
  a	
  clearer	
  picture	
  of	
  the	
  distributions,	
  especially	
  those	
  that	
  were	
  
bimodal.	
  These	
  can	
  be	
  found	
  in	
  Annex	
  I.	
  
A. Math	
  and	
  Science	
  Tests—Standard	
  5
Table 3: Pretest STD 5—Number of Students
Number of Students
Gender
BridgeIT BridgeIT+LS Control Total
Male 404 137 397 938
Female 442 137 423 1002
Total 846 274 820 1940
Table 4: Posttest STD 5—Number of Students
Number of Students
Gender
BridgeIT BridgeIT+LS Control Total
Male 247 98 472 817
Female 267 147 480 894
Total 514 245 952 1711
The	
  most	
  important	
  indicators	
  are	
  the	
  learning	
  gains	
  in	
  math	
  and	
  science	
  for	
  STD	
  5	
  and	
  
STD6.	
  The	
  evaluation	
  design	
  calls	
  for	
  statistically	
  significant	
  learning	
  gains	
  between	
  
BridgeIT study	
  schools	
  and	
  the	
  controls,	
  and	
  statistically	
  significant	
  differences	
  in	
  post-­‐test	
  
BridgeITSummative	
  Evaluation 17
scores	
  between	
  the	
  BridgeIT study	
  and	
  control	
  schools.	
  The	
  four	
  figures	
  and	
  tables	
  below	
  
show	
  the	
  pre	
  and	
  post-­‐test	
  scores	
  in	
  math	
  and	
  science	
  by grade13.
As	
  shown	
  below,	
  the	
  STD	
  5	
  pre-­‐test	
  math	
  scores	
  were	
  not	
  significantly	
  different	
  between	
  
the	
  BIT,	
  BIT+LS,	
  and	
  the	
  control	
  students;	
  for	
  all	
  practical	
  purposes	
  these	
  score	
  were	
  
virtually	
  identical.	
  The	
  second	
  set	
  of	
  bars	
  show	
  the	
  post-­‐test	
  scores,	
  and	
  all	
  three	
  groups	
  
increased	
  their	
  mean	
  scores	
  and	
  the	
  differences	
  between	
  the	
  pre-­‐test	
  and	
  post-­‐test	
  scores	
  
are	
  shown	
  in	
  the	
  third	
  column.	
  The	
  overall	
  gains	
  in	
  all	
  three	
  groups	
  were	
  statistically	
  
significant	
  over	
  the	
  pre-­‐tests.	
  However,	
  the	
  BIT	
  students	
  who	
  also	
  were	
  given	
  the	
  Life	
  Skills	
  
curriculum	
  achieved	
  the	
  greatest	
  gains.	
  These	
  scores	
  were	
  all	
  significantly	
  different	
  from	
  
each	
  other	
  (F=87.52,	
  p=0.000).
Figure 1: Math STD 5
The	
  STD	
  5	
  science	
  tests	
  show	
  a	
  similar	
  overall	
  pattern	
  but	
  with	
  significant	
  differences	
  in	
  
the	
  pre-­‐test	
  scores	
  as	
  well.	
  Although	
  the	
  scores	
  for	
  the	
  three	
  groups	
  are	
  similar	
  at	
  around	
  
40%	
  correct	
  responses	
  with	
  the	
  BIT+LS	
  scoring	
  the	
  highest,	
  the	
  analyses	
  showed	
  that	
  the	
  
BIT+LS	
  were	
  significantly	
  higher	
  than	
  the	
  other	
  two	
  groups	
  (F=4.33,	
  p=0.013).	
  The	
  pre	
  and	
  
post-­‐test	
  scores	
  for	
  all	
  three	
  groups	
  were	
  significantly	
  different	
  from	
  each	
  other.	
  The	
  post-­‐
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
   13In	
  order	
  to	
  contextualize	
  the	
  percentage	
  scores	
  presented	
  here,	
  it	
  is	
  important	
  to	
  keep	
  in	
  mind	
  the	
  grading	
  scale	
  
used	
  in	
  Tanzanian	
  primary	
  schools:86-­‐100% 	
  =	
  A,	
  71-­‐85%	
  =	
  B,	
  55-­‐70%	
  =	
  C,	
  30-­‐54%	
  =	
  D,	
  0-­‐29%	
  =	
  E	
  -­‐	
  failing	
  grade.
0	
  
10	
  
20	
  
30	
  
40	
  
50	
  
60	
  
70	
  
Pretest	
   PosHest	
   Difference	
  
BridgeIT	
   36.5	
   58.7	
   22.2	
  
BridgeIT+LS	
   36.1	
   61.9	
   25.8	
  
Control	
   35.4	
   48.5	
   13.1	
  
36.5	
  
58.7	
  
22.2	
  
36.1	
  
61.9	
  
25.8	
  
35.4	
  
48.5	
  
13.1	
  
Percent	
  
BridgeITSummative	
  Evaluation 18
test	
  scores	
  of	
  the	
  BIT	
  and	
  BIT+LS	
  are	
  both	
  significantly	
  higher	
  than	
  the	
  controls,	
  but	
  not	
  
significantly	
  different	
  from	
  each	
  other	
  (F=168.6,	
  p=0.000).
Figure 2: Science STD 5
B. Math	
  and	
  Science	
  Tests—Standard	
  6
Table 5: Pretest Standard 6—Number of Students
Number of Students
Gender BridgeIT BridgeIT+LS Control Total
Male 331 117 468 916
Female 412 110 565 1087
Total 743 227 1033 2003
0	
  
10	
  
20	
  
30	
  
40	
  
50	
  
60	
  
70	
  
Pretest	
   PosHest	
   Difference	
  
BridgeIT	
   40.5	
   65.4	
   24.9	
  
BridgeIT+LS	
   42.9	
   66.8	
   23.9	
  
Control	
   39.6	
   50.3	
   10.7	
  
40.5	
  
65.4	
  
24.9	
  
42.9	
  
66.8	
  
23.9	
  
39.6	
  
50.3	
  
10.7	
  
Percent	
  
BridgeITSummative	
  Evaluation 19
Table 6: Posttest Standard 6—Number of Students
Number of Students
Gender
BridgeIT BridgeIT+LS Control Total
Male 293 171 562 1026
Female 323 198 575 1096
Total 616 369 1137 2122
The	
  STD	
  6	
  math	
  pre-­‐tests	
  scores	
  were	
  in	
  the	
  middle	
  and	
  high	
  20s	
  with	
  the	
  BridgeIT+LS	
  
scoring	
  the	
  lowest	
  (mean=25.9),	
  and	
  this	
  was	
  significantly	
  lower	
  than	
  both	
  BridgeIT	
  and	
  
the	
  control	
  students.	
  As	
  the	
  graph	
  and	
  table	
  below	
  shows,	
  all	
  three	
  groups	
  made	
  significant	
  
gains	
  over	
  the	
  pre-­‐test	
  scores,	
  and	
  BridgeIT+LS	
  went	
  from	
  having	
  the	
  lowest	
  mean	
  score	
  to	
  
the	
  highest.	
  Furthermore,	
  all	
  the	
  post-­‐test	
  scores	
  are	
  significantly	
  different	
  from	
  each	
  other	
  
(F=109.9,	
  p=0.000).
Figure 3: Math STD 6
The	
  STD	
  6	
  science	
  pre-­‐test	
  scores	
  show	
  that	
  BridgeIT	
  and	
  BridgeIT+LS	
  were	
  virtually	
  
identical	
  at	
  41%	
  and	
  the	
  controls	
  almost	
  4%	
  lower;	
  this	
  difference	
  is	
  significantly	
  lower	
  in	
  
comparison	
  to	
  the	
  two	
  study	
  groups	
  (f=19.9,	
  p=0.00).	
  All	
  three	
  groups	
  made	
  significant	
  
gains	
  over	
  the	
  time	
  between	
  the	
  pre	
  and	
  the	
  post-­‐tests,	
  and	
  the	
  highest	
  mean	
  score	
  was	
  for	
  
0	
  
10	
  
20	
  
30	
  
40	
  
50	
  
60	
  
Pretest	
   PosHest	
   Difference	
  
BridgeIT	
   29	
   48.6	
   19.6	
  
BridgeIT+LS	
   25.9	
   54.2	
   28.3	
  
Control	
   27.8	
   39.1	
   11.3	
  
29	
  
48.6	
  
19.6	
  
25.9	
  
54.2	
  
27.8	
   28.3	
  
39.1	
  
11.3	
  
Percent	
  
BridgeITSummative	
  Evaluation 20
the	
  BridgeIT+LS	
  students,	
  followed	
  by	
  BridgeIT	
  and	
  then	
  the	
  controls.	
  All	
  three	
  groups	
  
were	
  significantly	
  different	
  from	
  each	
  other	
  (F=176.7,	
  p=0.000).
Figure 4: Science STD 6
Regression	
  analysis	
  of	
  the	
  test	
  scores	
  as	
  the	
  dependent	
  variables	
  and	
  the	
  video	
  related	
  
items	
  on	
  the	
  student	
  attitude	
  scale	
  were	
  carried	
  out.	
  Of	
  all	
  the	
  items	
  on	
  the	
  student	
  attitude	
  
test,	
  the	
  single	
  item	
  that	
  significantly	
  affected	
  test	
  scores	
  in	
  a	
  positive	
  manner	
  was	
  the	
  
response	
  to	
  whether	
  or	
  not	
  the	
  teacher	
  helped	
  students	
  understand	
  the	
  video	
  lessons.	
  
None	
  of	
  the	
  other	
  items	
  accounted	
  for	
  any	
  significant	
  variance	
  in	
  the	
  test	
  scores.
C. Test	
  Results:	
  Gender	
  Differences:
The	
  analyses	
  of	
  gender	
  differences	
  show	
  that	
  girls	
  consistently	
  score	
  lower	
  than	
  boys	
  in	
  
both	
  the	
  math	
  and	
  science	
  post-­‐tests.	
  The	
  only	
  significantly	
  lower	
  differences	
  are	
  between	
  
boys	
  and	
  girls	
  in	
  the	
  STD	
  5	
  math	
  and	
  science	
  post-­‐tests,	
  as	
  indicated	
  by	
  the	
  bolded	
  means	
  
in	
  the	
  table	
  below.
0	
  
10	
  
20	
  
30	
  
40	
  
50	
  
60	
  
Pretest	
   PosHest	
   Difference	
  
BridgeIT	
   41.2	
   53.8	
   12.6	
  
BridgeIT+LS	
   41.4	
   59.1	
   17.7	
  
Control	
   37.8	
   42.9	
   5.1	
  
41.2	
  
53.8	
  
12.6	
  
41.4	
  
59.1	
  
17.7	
  
37.8	
  
42.9	
  
5.1	
  
Percent	
  
BridgeITSummative	
  Evaluation 21
Table 7: Gender Differences in STD 5 Math and Science Scores
Type of School gender N Mean Std. Deviation
Std. Error 
Mean
boys 247 67.9838 17.81019 1.13324
Post-Test_Science 5
girls 267 62.9363 19.07503 1.16737
boys 247 61.1903 17.63013 1.12178
BIT
Post-Test_Math 5
girls 267 56.4419 18.78728 1.14976
boys 98 67.7347 21.39397 2.16112
Post-Test_Science 5
girls 147 66.1633 21.14725 1.74420
boys 98 63.3469 19.90446 2.01065
BIT+LS
Post-Test_Math 5
girls 147 60.9660 21.11982 1.74193
boys 472 50.9025 15.39980 .70883
Post-Test_Science 5
girls 479 49.6576 15.83280 .72342
boys 471 48.3779 16.25703 .74908
control
Post-Test_Math 5
girls 478 48.6904 16.67447 .76267
The	
  test	
  results	
  for	
  math	
  and	
  science	
  in	
  STD	
  6show	
  no	
  significant	
  difference	
  between	
  boys	
  
and	
  girls,	
  but	
  girls	
  do	
  score	
  slightly	
  lower	
  except	
  for	
  three	
  instances,	
  which	
  are	
  shown	
  in	
  
bold	
  in	
  the	
  table	
  below.	
  	
  However,	
  these	
  differences	
  are	
  not	
  statistically	
  significant.
Table 8: Gender Differences in STD 6 Math and Science Scores
School Type gender N Mean Std. Deviation
Std. Error 
Mean
boys 340 48.4824 21.73105 1.17853
Post-Test_Math 6
girls 382 48.4921 21.19745 1.08456
boys 340 53.5235 18.43611 .99984
BIT
Post-Test_Science 6
girls 382 54.0471 17.80170 .91081
boys 170 54.9294 23.69745 1.81751
Post-Test_Math 6
girls 199 53.5075 23.82467 1.68889
boys 170 58.2471 21.72033 1.66587
BIT+LS
Post-Test_Science 6
girls 199 59.7487 21.16308 1.50021
boys 524 39.6756 16.00602 .69923
Control Post-Test_Math 6
girls 611 38.5532 14.75311 .59685
boys 524 43.5305 13.62489 .59521
Post-Test_Science 6
girls 607 42.4382 12.82321 .52048
BridgeITSummative	
  Evaluation 22
D. Test	
  Data:	
  Central	
  Tendencies
Table	
  9	
  through	
  Table	
  14	
  show	
  the	
  central	
  tendencies	
  of	
  the	
  mean	
  test	
  scores	
  discussed	
  
above.	
  Furthermore,	
  skewness	
  and	
  kurtosis	
  have	
  been	
  added	
  to	
  show	
  the	
  shape	
  of	
  the	
  
distributions	
  around	
  the	
  mean.	
  The	
  quartiles	
  have	
  been	
  added	
  to	
  show	
  the	
  shift	
  in	
  the	
  test	
  
scores	
  across	
  the	
  distributions.	
  For	
  example,	
  in	
  Table	
  9	
  the	
  math	
  pretest	
  mean,	
  median	
  and	
  
mode	
  are	
  quite	
  close,	
  indicating	
  a	
  near	
  normal distribution	
  with	
  a	
  slight	
  left	
  tail	
  towards	
  
the	
  lower	
  scores,	
  and	
  kurtosis	
  indicates	
  that	
  relative	
  to	
  the	
  normal	
  distribution,	
  the	
  values	
  
are	
  tighter	
  around	
  the	
  mean.	
   Values	
  of	
  a	
  quantitative	
  variable	
  that	
  divide	
  the	
  ordered	
  data	
  
into	
  groups	
  so	
  that	
  a	
  certain	
  percentage	
  is	
  above	
  and	
  another	
  percentage	
  is	
  below.	
  
Quartiles	
  (the	
  25th,	
  50th,	
  and	
  75th	
  percentiles)	
  divide	
  the	
  observations	
  into	
  four	
  groups	
  of	
  
equal	
  size.The	
  same	
  observations	
  can	
  be	
  made	
  for	
  all	
  six	
  tables	
  that	
  follow.
Table 9: Central Tendencies: BIT Tests STD 5 Math and Science
BIT	
  Schools:	
  STD	
  5
Statistics
Pre-­‐test	
  
Math
Post-­‐test	
  
Math
Pre-­‐test	
  
Science
Post-­‐test	
  
Science
N Valid 864 514 971 514
Missing 9 3 3 3
Mean 36.4583 58.7237 40.4882 65.3619
Median 36.0000 58.0000 42.0000 70.0000
Mode 34.00 68.00 40.00 82.00
Std.	
  Deviation 13.98934 18.37676 15.33289 18.63190
Skewness -­‐.071 -­‐.154 -­‐.124 -­‐.725
Kurtosis .890 -­‐.322 -­‐.556 -­‐.052
Range 90.00 94.00 82.00 88.00
Minimum .00 2.00 .00 8.00
Maximum 90.00 96.00 82.00 96.00
25 30.0000 46.0000 30.0000 52.0000
50 36.0000 58.0000 42.0000 70.0000
Percentiles
75 44.0000 70.0000 52.0000 80.0000
BridgeITSummative	
  Evaluation 23
Table 10: Central Tendencies: BIT+ Life Skills Curriculum—Tests STD 5 Math and 
Science
BIT+ Life Skills STD 5
Statistics Pre-test 
Math
Post-test 
Math
Pre-test 
Science
Post-test 
Science
N Valid 585 245 248 245
Missing 5 0 5 0
Mean 36.1402 61.9184 42.8710 66.7918
Median 36.0000 60.0000 44.0000 68.0000
Mode 36.00 46.00 48.00 90.00
Std. Deviation14 11.59597 20.63404 13.11609 21.21652
Skewness15 -.824 -.059 -.265 -.254
Kurtosis16 1.269 -1.235 -.118 -1.114
Range 64.00 86.00 70.00 78.00
Minimum .00 12.00 4.00 22.00
Maximum 64.00 98.00 74.00 100.00
Percentiles 25 30.0000 44.0000 34.0000 50.0000
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
   14Standard Deviation. A measure of dispersion around the mean. In a normal distribution, 68% of cases 
fall within one standard deviation of the mean and 95% of cases fall within two standard deviations. For 
example, if the mean age is 45, with a standard deviation of 10, 95% of the cases would be between 25 
and 65 years of age in a normal distribution.
15Skewness. A measure of the asymmetry of a distribution. The normal distribution is symmetric and has 
a skewness value of 0. A distribution with a significant positive skewness has a long right tail. A 
distribution with a significant negative skewness has a long left tail. As a guideline, a skewness value 
more than twice its standard error is taken to indicate a departure from symmetry.
16Kurtosis. A measure of the extent to which observations cluster around a central point. For a normal 
distribution, the value of the kurtosis statistic is zero. Positive kurtosis indicates that, relative to a normal 
distribution, the observations are more clustered about the center of the distribution and have thinner tails 
until the extreme values of the distribution, at which point the tails of the leptokurtic distribution are thicker 
relative to a normal distribution. Negative kurtosis indicates that, relative to a normal distribution, the 
observations cluster less and have thicker tails until the extreme values of the distribution, at which point 
the tails of the platykurtic distribution are thinner relative to a normal distribution.
BridgeITSummative	
  Evaluation 24
BIT+ Life Skills STD 5
Statistics Pre-test 
Math
Post-test 
Math
Pre-test 
Science
Post-test 
Science
50 36.0000 60.0000 44.0000 68.0000
75 44.0000 81.0000 52.0000 86.0000
Table 11: Central Tendencies: Control Schools—Tests STD 5 Math and Science
Control Schools STD 5
Descriptive Statistics Pre-test 
Math
Post-test 
Math
Pre-test 
Science
Post-test 
Science
N Valid 1093 950 729 952
Missing 6 5 3 3
Mean 35.6285 48.5368 39.6104 50.2563
Median 36.0000 46.0000 40.0000 50.0000
Mode 40.00 46.00a 44.00a 44.00
Std. Deviation 11.15546 16.45206 15.34983 15.62661
Skewness -.119 .364 -.086 -.183
Kurtosis .884 .061 -.919 -.524
Range 78.00 92.00 72.00 86.00
Minimum .00 .00 2.00 2.00
Maximum 78.00 92.00 74.00 88.00
25 28.0000 38.0000 26.0000 38.0000
50 36.0000 46.0000 40.0000 50.0000
Percentiles
75 42.0000 58.0000 52.0000 62.0000
BridgeITSummative	
  Evaluation 25
Table 12: Central Tendencies: BIT Schools—Tests STD 6 Math and Science
BIT Schools STD 6
Descriptive Statistics Pre-test 
Math
Post-test 
Math
Pre-test 
Science
Post-test 
Science
N Valid 417 729 701 729
Missing 0 1 1 1
Mean 28.9688 48.5597 41.2240 53.7860
Median 28.0000 52.0000 40.0000 54.0000
Mode 28.00 22.00a 38.00 32.00
Std. Deviation 10.43300 21.49379 12.30852 18.05024
Skewness .193 .031 .010 -.019
Kurtosis .071 -1.121 .049 -1.091
Range 54.00 92.00 74.00 84.00
Minimum 4.00 4.00 2.00 8.00
Maximum 58.00 96.00 76.00 92.00
25 22.0000 28.0000 34.0000 38.0000
50 28.0000 52.0000 40.0000 54.0000
Percentiles
75 36.0000 64.0000 50.0000 68.0000
BridgeITSummative	
  Evaluation 26
Table 13: Central Tendencies: BIT + Life Skills Schools—Tests STD 6 Math and 
Science
BIT + Life Skills STD 6
Descriptive Statistics Pre-test 
Math
Post-test 
Math
Pre-test 
Science
Post￾test 
Science
N Valid 155 369 283 369
Missing 0 0 0 0
Mean 25.8710 54.1626 41.4134 59.0569
Median 26.0000 52.0000 40.0000 62.0000
Mode 24.00 26.00 40.00 72.00
Std. Deviation 8.11821 23.74446 10.85994 21.4054
9
Skewness .041 .022 .296 -.246
Kurtosis .663 -1.445 .436 -1.041
Range 52.00 90.00 76.00 92.00
Minimum .00 4.00 12.00 6.00
Maximum 52.00 94.00 88.00 98.00
25 20.0000 32.0000 34.0000 41.0000
50 26.0000 52.0000 40.0000 62.0000
Percentiles
75 32.0000 76.0000 50.0000 78.0000
Table 14: Central Tendencies: Control Schools—Tests STD 6 Math and Science
Control Schools STD 6
Descriptive Statistics Pre-test 
Math Post Math Pre-test 
Science
Post 
Science
N Valid 518 1137 914 1133
Missing 10 1 2 5
Mean 27.8069 39.0783 37.8206 42.9373
Median 28.0000 36.0000 38.0000 42.0000
Mode 28.00 28.00a 36.00 38.00
Std. Deviation 10.85055 15.33505 12.03803 13.19548
Skewness .521 .865 .344 .066
Kurtosis 1.207 .432 .818 -.349
Range 70.00 90.00 84.00 76.00
Minimum .00 6.00 .00 4.00
Maximum 70.00 96.00 84.00 80.00
BridgeITSummative	
  Evaluation 27
25 22.0000 28.0000 30.0000 42.9373
50 28.0000 36.0000 38.0000 42.0000
Percentiles
75 34.0000 48.0000 46.0000 38.00
E. Teacher	
  Attitudes
Table	
  15	
  shows	
  the	
  changes	
  in	
  teachers’	
  attitudes	
  about	
  using	
  video	
  lessons	
  in	
  class,	
  views	
  
on	
  student	
  learning,	
  student	
  gender	
  differences,	
  and	
  their	
  lessons	
  plans.	
  The	
  first	
  statement	
  
indicates	
  that	
  relatively	
  few	
  teachers	
  felt	
  that	
  videos	
  can	
  be	
  distracting,	
  and	
  in	
  comparison	
  
larger	
  percentages	
  of	
  the	
  control	
  teachers	
  felt	
  that	
  way.
Statements	
  2,	
  4,	
  and	
  6	
  deal	
  specifically	
  with	
  how	
  teachers	
  perceive	
  the	
  differences	
  between	
  
boys	
  and	
  girls.	
  One	
  of	
  the	
  largest	
  changes	
  was	
  that	
  the	
  pre-­‐test	
  teachers	
  felt	
  that	
  boys	
  
understood	
  the	
  videos	
  better	
  than	
  girls,	
  but	
  after	
  almost	
  a	
  year,	
  this	
  attitude	
  was	
  greatly	
  
diminished	
  to	
  9%	
  for	
  the	
  BIT	
  teachers,	
  and	
  0	
  for	
  the	
  BIT+Life	
  Skills,	
  but	
  remained	
  at	
  over	
  
20%	
  for	
  the	
  control	
  teachers.	
  Statement	
  4	
  indicates	
  that	
  there	
  has	
  been	
  a decrease	
  in	
  
agreement	
  that	
  boys	
  and	
  girls	
  understand	
  the	
  videos	
  equally	
  well.	
  On	
  the	
  other	
  hand,	
  
statement	
  6	
  shows	
  that	
  the	
  teachers	
  have	
  changed	
  their	
  attitudes	
  considerably	
  about	
  how	
  
the	
  videos	
  help	
  both	
  boys	
  and	
  girls	
  learn;	
  there	
  was	
  an	
  impressive	
  increase	
  for	
  the	
  BridgeIT	
  
teachers.
Statement	
  3	
  stating	
  that	
  it	
  is	
  better	
  to	
  teach	
  without	
  videos	
  show	
  that	
  skepticism	
  on	
  the	
  
part	
  of	
  almost	
  ¾	
  of	
  the	
  BridgeIT	
  teachers	
  has	
  been	
  drastically	
  reduced	
  to	
  near	
  zero.	
  
Initially,	
  the	
  teachers	
  also	
  felt	
  that	
  using	
  cell	
  phone	
  technology	
  would	
  be	
  an	
  unreliable	
  way	
  
to	
  show	
  videos;	
  negative	
  attitudes	
  in	
  this	
  regard	
  went	
  from	
  almost	
  100%	
  down	
  to	
  under	
  
5%	
  for	
  the	
  BridgeIT	
  and	
  BridgeIT+LS	
  teachers.	
  
Initially,	
  none	
  of	
  the	
  BridgeIT	
  teachers	
  felt	
  that	
  the	
  videos	
  would	
  integrate	
  with	
  their	
  lesson	
  
plans,	
  but	
  this	
  became	
  near	
  unanimous	
  after	
  almost	
  a	
  year	
  of	
  using	
  the	
  video	
  lessons.
Table 15: Teacher Attitudes on Video Lessons
Teachers: Pre and Post-test
BIT BIT BIT+LS Control
Statements: Use of video lessons
(percent agreement)
Pre Post Post Pre Post
Videos can be distracting 8.2% .0% 10.5% 20.0% 14.0%
Boys understand videos better than girls 87.2% 9.1% .0% 95.5% 21.3%
Students should learn how to use tools and 
resources
6.1% 97.0% 100.0% .0% 88.5%
It is better to teach without videos 72.9% .0% 5.3% 63.2% 7.8%
Boys and girls understand the videos equally well 100.0% 90.9% 78.9% 100.0% 78.0%
BridgeITSummative	
  Evaluation 28
Teachers: Pre and Post-test
BIT BIT BIT+LS Control
Statements: Use of video lessons
(percent agreement)
Pre Post Post Pre Post
Use of technology can enhance learning among 
students
100.0% 100.0% 100.0% 100.0% 96.2%
Videos help both girls and boys learn 26.5% 100.0% 100.0% 15.0% 88.5%
Videos work well together with other teaching aids 98.0% 100.0% 94.7% 100.0% 85.1%
Cell phones are unreliable for showing videos 98.0% 6.3% .0% 68.4% 40.9%
The videos integrate well into the lesson plans .0% 97.0% 100.0% .0% 84.4%
Videos are just for entertainment and not for 
learning 
12.8% .0% .0% 16.7% 2.0%
Girls understand the videos better than boys 100.0% 3.0% 5.3% 88.2% 4.2%
Students learn better and faster with the video 
lessons
100.0% 100.0% 100.0% 90.5% 91.3%
BridgeITSummative	
  Evaluation 29
Table 16: Teacher Attitudes on Classroom Activities
Teachers: Pre and Post-test
1 BIT BIT BIT+LS Control
Statements: View on Teaching
(percent agreement)
Pre Post Post Pre Post
A teacher should be serious and not joke too 
much
35.5% 97.0% 100.0% 58.3% 96.2%
Students should be encouraged to speak as much 
as possible
22.9% 63.6% 68.4% 18.2% 60.0%
Only teachers should use tools and resources for 
demonstrations
58.3% 9.1% .0% 36.4% 13.5%
Teaching boys and girls sometimes requires 
different strategies
45.8% 72.7% 83.3% 52.4% 46.9%
Students should only speak when called upon 2.2% 65.6% 68.4% 5.9% 50.0%
Students should do independent group work at 
least twice a week
98.0% 87.9% 84.2% 95.5% 86.5%
Students frequently break or destroy resources 95.8% 30.3% 10.5% 89.5% 32.7%
Girls are more reluctant to participate in class than 
boys
6.1% 12.1% 10.5% 33.3% 21.6%
Students learn better when they work together in 
groups 
100.0% 100.0% 100.0% 100.0% 94.2%
Boys and girls should be encouraged to 
participate equally in class
6.3% 100.0% 100.0% 4.8% 100.0%
Attitudes about a wide range of topics relating to classroom activities also underwent numerous 
changes (
BridgeITSummative	
  Evaluation 30
Table	
  16). In the pre-tests, about one third of the BridgeIT teachers and about half of the control 
teachers felt that teachers should be serious and avoid joking too much. Surprisingly, the post￾test shows that nearly all the teachers should be serious and limit their joking behavior.
At the same time, there was about a three-fold increase in the number of teachers who felt that 
students should be encouraged to speak as much as possible; this was the case for all three types 
of teachers, indicating that more active classroom practices were being encouraged during 2010 
in these schools.
When it came to the use of tools and resources such as models, globes, mechanical devices, etc. 
in the classroom, about half the BridgeIT teachers and a little more than one third of the control 
teachers felt that for doing classroom demonstrations, teachers should only use these resources. 
In the BridgeIT schools there was a drastic drop in this attitude and less so in the case of the 
control school teachers. The BridgeIT+LS teachers were unanimous in expressing this attitude.
In the pre-test, about half the teachers had the attitude that different strategies should be used 
when teaching boys and girls, and the post-test result show that this increased to almost three 
quarters for the BridgeIT teachers and more than four-fifths for the BridgeIT+LS. The control 
teachers expressed an opposite trend by decreasing to less than 50%.
When confronted with the statement that students should only speak when called upon, about 2% 
of the BridgeIT and 6% of the control teachers agreed. In the post-test, this increased to about 
two-thirds, which is a surprising finding, especially since active teaching methods encourage 
students to speak up more in class. Is this a sign of more rigid discipline in these classrooms?
Doing group work is considered to be the centerpiece of active learning methodologies, and the 
teachers interviewed for this evaluation showed that they are in favor of having students do 
independent work at least twice a week. However, in the post-test this attitude decreased by 10% 
or a little more. What does this mean? Teachers would like students to do more or less 
independent work? This topic needs additional investigation, and it is recommended that the 
Bridgeit team carry out more structured classroom observation and more in-depth teacher 
interviews to better understand and strategize ways to continue to encourage the adoption of 
active learning methodologies to complement the BridgeIT video learning resources.
The widely held teacher attitude that students have a tendency to break or destroy resources was 
nearly unanimous in the pre-test while the post-test showed a drastic decrease for the BIT and 
control teachers, but the BIT+LS teachers had the largest decrease, dropping to about 10%.
The commonly held idea that girls are reluctant to participate in class was certainly not the case 
for the BIT teachers, but one-third of the control teachers felt this way. In the post-test, this 
attitude increased slightly for the BIT teachers, but decreased by over 10% for the control 
teachers.
Virtually all the teachers felt that students learn better when they work in groups. And there were 
no changes for the BIT teachers but there was a 6% drop in the case of the control teachers.
Finally, teachers were confronted with the statement that boys and girls should participate 
equally in class, and the pre-test results were surprisingly low, but equally surprising was that 
this went to a unanimous 100% for all the teachers when they took the post-test.
BridgeITSummative	
  Evaluation 31
F. Student	
  Attitudes
Table 17: Video Lessons—Student Attitudes
Video Lessons: Statements About the Video Lessons BIT BIT+LS Control
(percent agreement) pre post pre post pre post
S10 Videos lessons in class are boring 91.0% 8.0% 94.9% 6.8% 79.5% 12.5%
S12 Videos lessons are confusing 88.3% 19.8% 84.4% 10.4% 87.9% 23.2%
S13 The teacher helps students understand the 
video lessons
98.3% 93.2% 99.3% 96.2% 96.6% 72.8%
S17 Videos lessons make learning math easier 76.2% 87.1% 69.5% 92.2% 55.9% 63.9%
STD 5
S19 The videos make science easier to 
understand
87.2% 92.7% 93.6% 97.8% 74.2% 81.9%
S10 Videos lessons in class are boring 91.1% 4.4% 96.5% 6.8% 81.7% 10.8%
S12 Videos lessons are confusing 89.5% 12.2% 84.2% 13.7% 86.4% 16.9%
S13 The teacher helps students understand the 
video lessons
98.7% 99.00 97.8% 98.9 98.2% 97.0
S17 Videos lessons make learning math easier 84.5% 90.5% 74.7% 88.9% 65.0% 63.8%
STD 6
S19 The videos make science easier to
understand
88.7% 95.9% 92.1% 96.9% 82.5% 77.4%
Initially,	
  most	
  of	
  both	
  the	
  5th	
  and	
  6th	
  graders	
  felt	
  that	
  the	
  video	
  lessons	
  were	
  boring;	
  both	
  
groups	
  of	
  students	
  drastically	
  changed	
  their	
  attitudes	
  as	
  shown	
  in	
  statement	
  1.	
  The	
  same	
  
tendency	
  can	
  be	
  seen	
  in	
  statement	
  2	
  that	
  the	
  videos	
  are	
  confusing,	
  but	
  some	
  10	
  to	
  20%	
  still	
  
felt	
  the	
  videos	
  were	
  confusing	
  after	
  watching	
  them	
  for	
  almost	
  a	
  year.	
  Overall,	
  the	
  
percentage	
  of	
  students	
  who	
  felt	
  that	
  the	
  videos	
  made	
  math	
  and	
  science	
  easier	
  to	
  
understand	
  increased	
  by	
  about	
  10-­‐20%	
  in	
  the	
  period	
  of	
  time	
  between	
  the	
  pre	
  and	
  the	
  post-­‐
tests	
  (Table	
  17).
BridgeITSummative	
  Evaluation 32
Table 18: STD 5—Student Attitudes about School and Classroom Activities
BIT BIT+LS control STD 5 General Statements About School and the 
Classroom 
(percent student agreement) Pre Post Pre Post Pre Post
Parents should make children go to school even if do not 
want to
91.3% 96.6% 94.9% 98.7% 92.6% 95.3%
It is important to have time to play games in school 33.5% 97.6% 21.9% 96.2% 44.4% 97.1%
Working with other students in a group improves 
understanding
96.2% 93.5% 93.0% 94.4% 93.5% 92.5%
Students should put up their hands to ask questions often 97.0% 96.4% 98.9% 98.7% 96.6% 95.5%
It is important to listen carefully to what others have to say 97.7% 90.5% 97.8% 94.0% 97.0% 84.8%
It is important to go on to secondary school 95.4% 97.6% 97.1% 98.3% 96.3% 95.9%
Working in groups is really a waste of time 29.1% 7.9% 28.3% 6.4% 23.6% 12.1%
The teacher should call equally on boys and girls 86.0% 94.8% 86.4% 97.9% 86.2% 93.5%
As soon as students finish primary school, they should go to 
work
39.3% 15.4% 44.8% 10.3% 43.5% 16.0%
A good time to get married is right after finishing primary 
school
30.0% 11.9% 20.3% 8.5% 22.6% 12.6%
The teacher should do most of the talking 86.1% 64.4% 90.8% 55.4% 88.6% 81.8%
Virtually	
  all	
  the	
  students	
  said	
  that	
  their	
  parents	
  should	
  make	
  them	
  go	
  to	
  school	
  even	
  if	
  they
did	
  not	
  want	
  to	
  go;	
  this	
  attitude	
  did	
  not	
  change	
  much	
  between	
  the	
  pre-­‐	
  and	
  the	
  post-­‐test.	
  	
  
What	
  did	
  change	
  considerably	
  was	
  that	
  the	
  students	
  felt	
  it	
  was	
  important	
  to	
  play	
  games	
  in	
  
schools.	
  In	
  the	
  pre-­‐test,	
  less	
  than	
  one	
  third	
  of	
  the	
  BIT	
  students	
  felt	
  this	
  way	
  but	
  by	
  the	
  time	
  
the	
  post-­‐test	
  was	
  given,	
  this	
  attitude	
  was	
  nearly	
  universal.	
  For	
  the	
  control	
  students,	
  almost	
  
half	
  felt	
  they	
  should	
  play	
  games	
  in	
  the	
  pre-­‐test	
  and	
  in	
  the	
  post-­‐test,	
  they	
  were	
  also	
  nearly	
  in	
  
unanimous	
  agreement.
On	
  the	
  importance	
  of	
  work	
  in	
  groups	
  to	
  learn	
  better,	
  putting	
  up	
  their	
  hands	
  to	
  ask	
  
questions	
  often,	
  and	
  the	
  importance	
  of	
  carefully	
  listening	
  to	
  what	
  others	
  have	
  to	
  say,	
  well	
  
over	
  90%	
  of	
  all	
  the	
  students	
  in	
  all	
  three	
  categories	
  felt	
  this	
  way	
  in	
  the	
  pre-­‐test	
  and	
  continue	
  
feeling	
  the	
  same	
  way	
  in	
  the	
  post-­‐test.
BridgeITSummative	
  Evaluation 33
On	
  the	
  importance	
  of	
  going	
  to	
  secondary	
  school	
  there	
  was	
  near	
  unanimity	
  across	
  the	
  board	
  
for	
  all	
  three	
  groups	
  with	
  no	
  significant	
  changes	
  between	
  the	
  pre	
  and	
  the	
  post-­‐tests.	
  
When	
  confronted	
  with	
  the	
  statement	
  that	
  working	
  in	
  groups	
  is	
  a	
  waste	
  of	
  time	
  about	
  one-­‐
fifth	
  of	
  all	
  the	
  students	
  agreed	
  with	
  this	
  statement,	
  but	
  in	
  the	
  post-­‐test	
  this	
  dropped	
  to	
  
under	
  10%	
  for	
  all	
  three	
  groups	
  of	
  students.	
  
Well	
  over	
  80%	
  of	
  all	
  the	
  pre-­‐test	
  students	
  agreed	
  with	
  the	
  statement	
  that	
  the	
  teachers	
  
should	
  call	
  equally	
  on	
  boys	
  and	
  girls.	
  In	
  the	
  post-­‐test,	
  this	
  had	
  dropped	
  a	
  little	
  for	
  the	
  BIT	
  
students,	
  increased	
  to	
  95%	
  for	
  the	
  BIT+LS	
  and	
  reached	
  90%	
  for	
  the	
  controls.	
  The	
  only	
  
difference	
  that	
  was	
  significant	
  was	
  for	
  the	
  increase	
  shown	
  by	
  the	
  BIT+LS	
  students.
When	
  the	
  students	
  considered	
  the	
  statement	
  that	
  going	
  to	
  work	
  after	
  primary	
  school	
  was	
  a	
  
good	
  idea,	
  about	
  one	
  third	
  of	
  the	
  BIT	
  and	
  control	
  school	
  students	
  thought	
  this	
  was	
  a	
  good	
  
idea;	
  less	
  than	
  19%	
  of	
  the	
  BIT+LS	
  felt	
  this	
  way	
  in	
  the	
  pre-­‐test.	
  In	
  the	
  post-­‐test,	
  this	
  dropped	
  
to	
  11%	
  for	
  the	
  BIT	
  students	
  and	
  14%	
  for	
  the	
  controls,	
  but	
  again,	
  the	
  BIT+LS	
  students	
  were	
  
the	
  lowest	
  at	
  7.6%.
Early	
  marriage	
  continues	
  to	
  be	
  a	
  persistent	
  problem	
  in	
  many	
  parts	
  of	
  Africa	
  and	
  Tanzania	
  
is	
  no	
  exception.	
  On	
  the	
  pre-­‐test,	
  about	
  16%	
  of	
  the	
  BIT	
  and	
  the	
  control	
  students	
  though	
  it	
  
was	
  a	
  good	
  idea	
  to	
  get	
  married	
  right	
  after	
  primary	
  school.	
  Less	
  than	
  10%	
  of	
  the	
  BIT+LS	
  felt	
  
this	
  way.	
  In	
  the	
  post-­‐test,	
  the	
  BIT	
  attitude	
  on	
  early	
  marriage	
  actually	
  increased	
  to	
  nearly	
  
20%.	
  For	
  the	
  control	
  student,	
  this	
  feeling	
  decreased	
  slightly	
  while	
  for	
  the	
  BIT+LS	
  it	
  
dropped	
  by	
  a	
  little	
  more	
  than	
  2%	
  to	
  7.6%.
The	
  final	
  statement	
  was	
  that	
  the	
  teachers	
  should	
  do	
  most	
  of	
  the	
  talking,	
  and	
  the	
  overall	
  pre-­‐
test	
  showed	
  that	
  three-­‐quarters	
  to	
  about	
  80%	
  of	
  all	
  the	
  students	
  felt	
  this	
  way.	
  In	
  the	
  post-­‐
test	
  there	
  were	
  moderate	
  decreases	
  for	
  the	
  BIT	
  and	
  control	
  students,	
  but	
  the	
  BIT+LS	
  
students	
  had	
  a	
  small	
  increase.
Table 19: STD 6—Student Attitudes about School and Classroom Activities
BIT BIT+LS control STD 6 General Statements About School and the 
Classroom
(percent student agreement) Pre Post Pre Post Pre Post
Parents should make children go to school even if do not want 
to
96.1% 97.6% 95.6% 96.8% 94.2% 96.8%
It is important to have time to play games in school 15.8% 96.5% 17.1% 94.7% 32.9% 97.2%
Working with other students in a group improves 
understanding
97.6% 95.5% 95.7% 93.9% 96.2% 93.5%
Students should put up their hands to ask questions often 97.8% 98.1% 100.0% 97.3% 97.7% 96.2%
It is important to listen carefully to what others have to say 97.9% 87.0% 97.4% 88.4% 97.9% 87.2%
It is important to go on to secondary school 97.7% 99.0% 96.9% 96.7% 96.6% 97.8%
BridgeITSummative	
  Evaluation 34
Working in groups is really a waste of time 22.8% 9.2% 17.4% 7.6% 17.5% 7.1%
The teacher should call equally on boys and girls 85.6% 82.9% 84.7% 94.8% 87.9% 89.9%
As soon as students finish primary school, they should go to 
work
28.9% 11.1% 18.7% 7.6% 32.3% 13.6%
A good time to get married is right after finishing primary 
school
16.8% 19.5% 9.6% 7.3% 16.0% 14.8%
The teacher should do most of the talking 74.7% 69.0% 80.8% 81.4% 83.0% 76.6%
G. Teacher	
  Training
Prior	
  to	
  the	
  classroom	
  observation,	
  the	
  teachers	
  were	
  asked	
  a	
  series	
  of	
  questions	
  about	
  
their	
  BridgeIT	
  training	
  and	
  whether	
  or	
  not	
  they	
  had	
  trained	
  additional	
  teachers	
  to	
  use	
  the	
  
video/cell	
  phone	
  technology.	
  
In	
  the	
  pre-­‐test,	
  the	
  results	
  show	
  that	
  a	
  little	
  over	
  half	
  the	
  teachers	
  who	
  were	
  observed	
  
giving	
  video	
  lessons	
  had	
  not	
  been	
  trained	
  to	
  be	
  master	
  teachers,	
  the	
  same	
  number	
  said	
  they	
  
had	
  been	
  trained	
  by	
  master	
  teachers,	
  11%	
  had	
  been	
  trained	
  by	
  another	
  teacher—not	
  a	
  
master	
  teacher.	
  Almost	
  three-­‐quarters	
  said	
  they	
  had	
  trained	
  other	
  teachers	
  in	
  BIT,	
  and	
  a	
  
large	
  majority	
  (87%)	
  reported	
  that	
  their	
  training	
  had	
  been	
  appropriate.
Well	
  over	
  90%	
  said	
  that	
  they	
  received	
  appropriate	
  support	
  from	
  head	
  teachers	
  and	
  
colleagues	
  in	
  their	
  school,	
  87%	
  said	
  they	
  received	
  adequate	
  support	
  from	
  the	
  school	
  
inspectors	
  in	
  their	
  districts,	
  and	
  that	
  they	
  received	
  visits	
  from	
  the	
  school	
  inspectors	
  (92%).	
  
Some	
  90%	
  of	
  the	
  teachers	
  said	
  they	
  got	
  adequate	
  support	
  from	
  the	
  BridgeIT	
  helpdesk.
An	
  interesting	
  finding	
  was	
  that	
  half	
  the	
  teachers	
  shared	
  their	
  BridgeIT	
  resources	
  with	
  
teachers	
  and	
  classes	
  at	
  other	
  schools.	
  This	
  is	
  probably	
  an	
  indication	
  of	
  a	
  degree	
  of	
  
contamination	
  of	
  the	
  control	
  schools	
  by	
  BridgeIT	
  technology	
  and	
  actual	
  use.
In	
  the	
  post-­‐test	
  overall	
  training,	
  except	
  for	
  master	
  teachers,	
  decreased.	
  And	
  the	
  other	
  
changes	
  are	
  displayed	
  below.
Table 20: Teacher Training
Pre Post Post Pre Post
Teachers	
  Training 	
  BIT BIT BIT+LS Control Control
Trained	
  to	
  be	
  master	
  teacher 53% 22% 24% 4% 2%
Were	
  you	
  trained	
  in	
  BridgeIT	
  by	
  master	
  teachers? 53% 64% 71% 4% 4%
Were	
  you	
  trained	
  in	
  BridgeIT	
  by	
  a	
  fellow	
  teacher?	
  (not	
  
a	
  master	
  teacher) 11% 27% 38% 9% 6%
Have	
  you	
  trained	
  other	
  teachers	
  in	
  how	
  to	
  use	
  
BridgeIT? 74% 82% 86% 4% 6%
Do	
  you	
  feel	
  that	
  the	
  training	
  to	
  use	
  BridgeIT	
  was	
   87% 91% 100% 15% 20%
BridgeITSummative	
  Evaluation 35
Pre Post Post Pre Post
Teachers	
  Training 	
  BIT BIT BIT+LS Control Control
appropriate?
Do	
  you	
  feel	
  that	
  you	
  receive	
  appropriate	
  support	
  from	
  
the	
  head	
  teacher	
  and	
  colleagues	
  at	
  school? 95% 85% 100% 92% 74%
Do	
  you	
  feel	
  that	
  you	
  receive	
  appropriate	
  support	
  from	
  
the	
  school	
  inspectors	
  in	
  your	
  district?
87% 91% 100% 94% 87%
Do	
  you	
  receive	
  visits	
  from	
  the	
  school	
  inspectors? 92% 97% 100% 92% 77%
Do	
  you	
  get	
  prompt	
  responses	
  from	
  the	
  BridgeIT
helpdesk?
90% 91% 95% 15% 12%
Do	
  you	
  share	
  your	
  BridgeIT	
  resources	
  with	
  teachers	
  
and	
  classes	
  from	
  other	
  schools?
50% 42% 71% 9% 4%
H. Classroom	
  Observations
Prior to administering the math and science tests, the data collectors made the classroom 
observations. The teachers were informed about the observations just before the data collectors 
entered the classroom, and the teachers were asked to carry on normal teaching activities. The 
data collectors sat in the rear of the classroom and did not interfere with any of the activities; the 
observations were made during one full class period17.
The data collectors were also instructed to get the actual class enrollment for both boys and girls 
and then count the actual numbers who were present at the time of the visit. The data were used 
to calculate enrollment ratios of the pre and post-test visits. A score of 1 would be 100% 
attendance and .50 would equal 50%. The purpose was to see if there were any notable changes
either up or down in these enrollment ratios between the first pre-test and the subsequent post￾test visits.
The observation checklist as described below consists of 12 sections that have been divided into 
three groups with four sections each. Each section has a series of statements that the observer has 
to mark as either yes or no. In other words, did the condition exist or a particular behavior take
place during the full class period observation.
For analytical purposes a yes was coded as 1 and no as 0, giving each section a score, and a mean 
score was calculated for the three types of schools. The mean scores for the four sections in each 
of the three groups have been represented graphically with a table of the means. Furthermore, the 
items in each of the 12 sections are presented in tables showing the percent of classrooms that 
displayed the described condition or behavior. In other words, the scores per section is an 
indicator of overall change from the pre to the post-test and the percentages indicate which 
particular items underwent changes during this time period. Four tables for each of the three 
groups are presented first followed by the three figures with the mean overall scores for each of 
the three groups. (The pre and post-test observation schedules can be found in Annex IV).
It should also be noted that, for all tables in this section, the classroom observation data for the 
pre-test are shown as a combination of the BridgeIT schools and the BridgeIT schools with the 
life skills curriculum (ie. BIT + BIT+LS).
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
   17Experience	
  with	
  similar	
  types	
  of	
  observations	
  have	
  found	
  that	
  after	
  about	
  5-­‐10	
  minutes	
  the	
  students	
  generally	
  
ignore	
  the	
  visitors	
  and	
  carry	
  on	
  with	
  their	
  scheduled	
  activities.
BridgeITSummative	
  Evaluation 36
1. Student	
  Attendance
The	
  percentages	
  shown	
  in	
  Table	
  21	
  below	
  do	
  not	
  indicate	
  any	
  significant	
  trend	
  in	
  either	
  
improved	
  or	
  worse	
  attendance.	
  More	
  than	
  two	
  class	
  visits,	
  once	
  a	
  month	
  or	
  even	
  weekly,	
  
would	
  have	
  greatly	
  improved	
  the	
  reliability	
  of	
  this	
  indicator.	
  Making	
  a	
  record	
  of	
  the	
  
attendance	
  when	
  taken	
  by	
  the	
  teacher,	
  if	
  taken	
  at	
  all,	
  tends	
  to	
  be	
  quite	
  unreliable	
  in	
  that	
  
inflation	
  of	
  the	
  numbers	
  is	
  a	
  very	
  common	
  practice,	
  and	
  in	
  the	
  case	
  of	
  this	
  evaluation,	
  more	
  
than	
  two	
  visits	
  were	
  precluded	
  by	
  budget	
  limitations.
Table 21: Student Attendance on Day of Classroom Visit
Total Attendance Boys’ Attendance Girls’ Attendance
Type of School
Pre-test Post-test Pre-test Post-test Pre-test Post-test
BIT 81.7 83.6 81.8 78.0 82.7 83.9
Control 87.0 83.9 85.6 86.2 87.9 85.0
Total 84.8 83.7 84.1 82.0 85.7 84.5
2. Group	
  One:	
  Facilities,	
  Teacher	
  Satisfaction,	
  Classroom	
  Environment	
  and	
  Facilities	
  and	
  
Materials
The	
  following	
  four	
  tables	
  show	
  the	
  percentage	
  of	
  visited	
  classrooms	
  where	
  the	
  described	
  
conditions	
  or	
  behaviors	
  were	
  observed.	
  For	
  example,Table	
  22	
  shows	
  that	
  lunch	
  programs
have	
  increased,	
  and	
  there	
  are	
  more	
  separate	
  toilet	
  facilities	
  for	
  boys	
  and	
  girls,	
  which	
  were	
  
cleaner.	
  On	
  the	
  other	
  hand,	
  there	
  have	
  been	
  decreases	
  in	
  the	
  availability	
  of	
  clean	
  water	
  and	
  
classroom	
  security	
  has	
  also	
  decreased.
Table 22: Available Facilities (5)
Type	
  of	
  school
Facilities 1	
  BIT 1	
  BIT 2	
  BIT+LS 2	
  control 3	
  control
Pre-­‐test Post-­‐test Post-­‐test Pre-­‐test Post-­‐test
C30	
  Lunch	
  program	
  for	
  children	
  (1-­‐from	
  
community	
  2-­‐from	
  outside	
  organization) 40% 46% 71% 28% 38%
C31	
  Separate	
  toilet	
  facilities	
  for	
  boys	
  and	
  
girls. 63% 100% 95% 68% 94%
C32	
  The	
  toilet	
  facilities	
  are	
  clean 61% 84% 91% 45% 68%
C33	
  There	
  is	
  reliable	
  clean	
  water. 87% 72% 81% 62% 57%
C34	
  Classroom	
  is	
  secure	
  (windows,	
  
watchman	
  and	
  doors	
  can	
  be	
  locked). 100% 91% 100% 79% 57%
BridgeITSummative	
  Evaluation 37
Table	
  23	
  shows	
  that	
  teacher	
  job	
  and	
  school	
  facilities	
  satisfaction	
  has	
  decreased.	
  The	
  
satisfaction	
  with	
  the	
  BridgeIT	
  phone	
  and	
  video	
  equipment	
  has	
  gone	
  down	
  slightly	
  while	
  
satisfaction	
  with	
  the	
  BridgeIT	
  education	
  model	
  has	
  increased.	
  
Table 23: Teacher Satisfaction (4)
Type	
  of	
  school
Satisfaction 1	
  BIT 1	
  BIT 2	
  BIT+LS 2	
  control 3	
  control
Pre-­‐test Post-­‐test Post-­‐test Pre-­‐test Post-­‐test
C35	
  Although	
  teaching	
  is	
  challenging,	
  
do	
  you	
  find	
  your	
  job	
  satisfying? 71% 36% 71% 62% 48%
C36	
  Are	
  you	
  satisfied	
  with	
  the	
  school	
  
facilities?	
  (Physical	
  infrastructure,	
  
teaching	
  materials,	
  etc.)?
32% 33% 43% 30% 15%
C37	
  Are	
  you	
  satisfied	
  with	
  the	
  
BridgeIT	
  cell	
  phone	
  and	
  video	
  
equipment?
76% 70% 71% 21% 6%
C38	
  Are	
  you	
  satisfied	
  with	
  the	
  
BridgeIT	
  education	
  model? 74% 82% 76% 23% 4%
Overall,	
  the	
  BridgeIT	
  schools’	
  satisfaction	
  with	
  the	
  10	
  items	
  related	
  to	
  the	
  classroom	
  
environment	
  has	
  increased,	
  but	
  for	
  the	
  control	
  schools	
  the	
  percentage	
  remains	
  generally	
  
low.
Table 24: Classroom Environment (10)
Type	
  of	
  school
Classroom	
  Environment 1	
  BIT 1	
  BIT 2	
  BIT+LS 2	
  control 3	
  control
Pre-­‐test Post-­‐test Post-­‐test Pre-­‐test Post-­‐test
C39	
  There	
  are	
  posters	
  and	
  
illustrations	
  on	
  the	
  wall	
  (either	
  
teacher’s	
  work	
  or	
  commercially	
  
produced)
34% 73% 86% 23% 23%
C40	
  There	
  is	
  a	
  display	
  of	
  children’s
work	
  in	
  the	
  classroom. 11% 67% 81% 9% 19%
C41	
  If	
  there	
  are	
  posters/diagrams	
  on	
  
the	
  walls,	
  do	
  they	
  have	
  a	
  gender	
  
balance?
21% 61% 67% 17% 15%
C42	
  There	
  is	
  a	
  cooperative	
  
atmosphere	
  between	
  students	
  and	
  
teacher.
84% 97% 100% 89% 79%
C43	
  There	
  is	
  adequate	
  light	
  for	
  each	
  
child	
  to	
  be	
  able	
  to	
  see	
  the	
  blackboard	
  
and	
  read	
  their	
  books.
90% 100% 100% 87% 83%
C44	
  The	
  children	
  have	
  an	
  
unobstructed	
  view	
  of	
  the	
  television 84% 70% 33% 32% 19%
BridgeITSummative	
  Evaluation 38
Type	
  of	
  school
Classroom	
  Environment 1	
  BIT 1	
  BIT 2	
  BIT+LS 2	
  control 3	
  control
Pre-­‐test Post-­‐test Post-­‐test Pre-­‐test Post-­‐test
C45	
  External	
  noise	
  does	
  not	
  interfere	
  
with	
  communication	
  and	
  classroom	
  
activities
58% 69% 86% 62% 66%
C46	
  Seating	
  arrangement	
  facilitates	
  
participation	
  by	
  all	
  the	
  students	
  (U-­‐
shape)
61% 76% 81% 34% 32%
C47	
  Seating	
  arrangements	
  can	
  be	
  
altered	
  to	
  encourage	
  group	
  work	
   76% 97% 95% 40% 59%
C48	
  The	
  classroom	
  is	
  clean	
  and	
  tidy.	
  
(floor	
  recently	
  swept,	
  desks	
  orderly,	
  
no	
  rubbish	
  on	
  the	
  floor)
76% 82% 100% 45% 66%
The	
  nine	
  items	
  in	
  the	
  facilities	
  and	
  materials	
  section	
  shows	
  that	
  adequate	
  storage	
  space	
  has	
  
increased,	
  space	
  for	
  children	
  to	
  work	
  has	
  also	
  gone	
  up,	
  and	
  more	
  importantly	
  having	
  a	
  
functional	
  Nokia	
  cell	
  phone	
  and	
  TV	
  has	
  also	
  increased.	
  Materials	
  for	
  enrichment	
  and	
  extra	
  
help	
  continue	
  to	
  be	
  in	
  short	
  supply	
  as	
  do	
  both	
  workbooks	
  and	
  text	
  books;	
  only	
  in	
  about	
  
one-­‐third	
  of	
  the	
  visited	
  classrooms	
  were	
  there	
  enough	
  textbooks	
  available	
  for	
  each	
  child.
Table 25: Facilities and Materials (9)
Type	
  of	
  school
Facilities	
  and	
  Materials 1	
  BIT 1	
  BIT 2	
  BIT+LS 2	
  control 3	
  control
Pre-­‐test Post-­‐test Post-­‐test Pre-­‐test Post-­‐test
C49	
  The	
  school	
  has	
  adequate	
  storage	
  
space	
  for	
  teaching/learning	
  materials 53% 85% 76% 36% 59%
C50	
  Each	
  child	
  has	
  enough	
  space	
  to	
  
work	
  (crowded	
  together	
  or	
  have	
  
some	
  open	
  space	
  for	
  working)
71% 88% 91% 60% 68%
C51	
  The	
  classroom	
  has	
  a	
  working	
  
television	
  to	
  show	
  BridgeIT	
  videos 90% 88% 95% 19% 6%
C52	
  The	
  cell	
  phone	
  has	
  a	
  functional	
  
security	
  cable 92% 91% 91% 15% 6%
C53	
  The	
  classroom	
  has	
  a	
  functional	
  
Nokia	
  cell	
  phone	
  with	
  hookup	
  to	
  TV 79% 88% 91% 19% 6%
C54	
  There	
  are	
  materials	
  available	
  for	
  
enrichment	
  and	
  extra	
  help	
  
(Reference	
  books,	
  maps,	
  globes,	
  
diagrams,	
  etc.)
58% 58% 75% 28% 26%
C55	
  All	
  children	
  have	
  workbooks,	
  
note	
  books	
  or	
  slates 76% 61% 86% 75% 43%
C56	
  There	
  are	
  enough	
  textbooks	
  
available	
  for	
  each	
  child 34% 34% 33% 9% 25%
BridgeITSummative	
  Evaluation 39
Type	
  of	
  school
Facilities	
  and	
  Materials 1	
  BIT 1	
  BIT 2	
  BIT+LS 2	
  control 3	
  control
Pre-­‐test Post-­‐test Post-­‐test Pre-­‐test Post-­‐test
C57	
  There	
  is	
  a	
  useable	
  blackboard	
  
and	
  chalk 87% 100% 95% 94% 98%
As	
  seen	
  in	
  the	
  four	
  tables	
  above,	
  Group	
  1	
  deals	
  with	
  school	
  facilities	
  (lunch	
  program,	
  toilets,	
  
cleanliness	
  of	
  toilets,	
  clean	
  water	
  and	
  classroom	
  security),	
  overall	
  teacher	
  satisfaction	
  (for	
  
BridgeIT	
  satisfaction	
  with	
  equipment	
  and	
  the	
  education	
  model	
  is	
  important),	
  the	
  classroom	
  
environment,	
  general	
  facilities	
  and	
  the	
  availability	
  of	
  materials.
Figure	
  5	
  shows	
  that in	
  the	
  facilities	
  category,	
  the	
  mean	
  scores	
  have	
  not	
  changed	
  
significantly	
  over	
  the	
  year,	
  but	
  the	
  highest	
  mean	
  is	
  for	
  the	
  BIT+LS	
  classrooms.	
  Also,	
  overall	
  
teacher	
  satisfaction	
  has,	
  in	
  fact	
  decreased	
  over	
  the	
  year.	
  The	
  classroom	
  environment	
  scores	
  
for	
  the	
  BIT	
  schools	
  have	
  increased	
  and	
  are	
  relatively	
  high	
  as	
  compared	
  to	
  the	
  control	
  
schools.	
  In	
  the	
  case	
  of	
  facilities	
  and	
  material,	
  these	
  have	
  increased	
  slightly	
  for	
  the	
  BIT	
  
schools	
  but	
  have	
  remained	
  stagnant	
  for	
  the	
  controls.
Figure 5: Group 1—Facilities, Teacher Satisfaction, Classroom Environment and 
Materials
0	
  
1	
  
2	
  
3	
  
4	
  
5	
  
6	
  
7	
  
8	
  
9	
  
pretest	
   posttest	
   pretest	
   posttest	
   pretest	
   posttest	
   pretest	
   posttest	
  
Facilities	
  (5)	
   Teacher	
  
Satisfaction	
  (4)	
  
Classroom	
  
Environment	
  
(10)	
  
Materials	
  (9)	
  
BIT	
   3.5	
   3.8	
   2.5	
   2.2	
   5.9	
   7.8	
   6.4	
   6.9	
  
BIT+LS	
   4.4	
   2.6	
   8.2	
   7.3	
  
control	
   2.8	
   3.1	
   1.4	
   0.7	
   4.4	
   4.6	
   3.5	
   3.4	
  
3.5	
   3.8	
  
2.5	
   2.2	
  
5.9	
  
7.8	
  
6.4	
  
6.9	
  
4.4	
  
2.6	
  
8.2	
  
7.3	
  
2.8	
   3.1	
  
1.4	
  
0.7	
  
4.4	
   4.6	
  
3.5	
   3.4	
  
Mean	
  Scores	
  
BridgeITSummative	
  Evaluation 40
In summary, the graph and table above shows that in all four sections, for both the pre-test and 
post-test observations, the means of the BridgeIT and BridgeIT with the life skills curriculum are 
higher than the corresponding controls. 
3. Group	
  2:	
  Student	
  Observation,	
  Teacher	
  Communication,	
  Lesson	
  Planning	
  and	
  
Questioning	
  Skills
In Table 26, all nine items relate to student-teacher behavior. Notable is that children (both boys 
and girls) ask more questions and that there has been an increase in children who need help 
getting that help from both teachers and their peers.
Table 26: Observation of Students (9)
Type	
  of	
  school
1	
  BIT 1	
  BIT 2	
  BIT+LS 2	
  control 3	
  control Observation	
  of	
  students
Pre-­‐test Post-­‐test Post-­‐test Pre-­‐test Post-­‐test
C58	
  Children	
  pay	
  attention	
  when	
  the	
  
teacher	
  gives	
  instructions 97% 100% 100% 98% 91%
C59	
  Children	
  ask	
  questions	
  (both	
  
boys	
  and	
  girls) 29% 76% 81% 30% 47%
C60	
  Boys	
  ask	
  more	
  questions	
  than	
  
girls 8% 3% 14% 19% 13%
C61	
  Girls	
  ask	
  more	
  questions	
  than	
  
boys 13% 12% 10% 13% 17%
C62	
  Boys	
  and	
  girls	
  are	
  given	
  equal	
  
time	
  and	
  attention 92% 79% 91% 87% 76%
C63	
  Most	
  of	
  the	
  children	
  (more	
  than	
  
80%)	
  participate	
  in	
  class	
  activities 95% 88% 91% 87% 67%
C64	
  All	
  children	
  are	
  given	
  the	
  
opportunity	
  to	
  present	
  ideas/answers	
  
to	
  the	
  class
97% 85% 91% 94% 81%
C65	
  Children	
  who	
  need	
  help	
  get	
  that	
  
help	
  from	
  the	
  teacher	
  or	
  their	
  peers 84% 100% 91% 64% 91%
C66	
  The	
  children	
  are	
  given
responsibility	
  for	
  tasks	
  within	
  the	
  
classroom
97% 91% 100% 85% 85%
BridgeITSummative	
  Evaluation 41
Table	
  27	
  shows	
  that	
  very	
  few	
  teachers	
  communicate	
  in	
  a	
  local	
  language	
  other	
  than	
  Swahili	
  
and	
  that	
  there	
  has	
  been	
  a	
  large	
  increase	
  in	
  teachers	
  encouraging	
  silent	
  students	
  to	
  
participate	
  in	
  the	
  class	
  by	
  calling	
  on	
  them	
  more	
  often.	
  Also,	
  there	
  has	
  been	
  an	
  increase	
  in
the	
  number	
  of	
  teachers	
  who	
  know	
  their	
  students	
  by	
  name.
BridgeITSummative	
  Evaluation 42
Table 27: Teacher Communication (9)
Type	
  of	
  school
Teacher	
  Communication 1	
  BIT 1	
  BIT 2	
  BIT+LS 2	
  control 3	
  control
Pre-­‐test Post-­‐test Post-­‐test Pre-­‐test Post-­‐test
C67	
  The	
  teacher	
  speaks	
  so	
  that	
  all	
  
children	
  in	
  the	
  class	
  or	
  group	
  can	
  
hear
100% 97% 100% 98% 98%
C68	
  The	
  teacher	
  maintains	
  eye-­‐
contact	
  with	
  class	
  or	
  group
100% 97% 95% 98% 87%
C69	
  The	
  teacher	
  speaks	
  to	
  children	
  in	
  
a	
  motivating	
  manner
97% 100% 100% 96% 81%
C70	
  The	
  teacher	
  talks	
  to	
  the	
  children	
  
using	
  normal	
  vocabulary	
  that	
  most	
  
students	
  can	
  understand
100% 97% 100% 96% 93%
C71	
  The	
  teacher	
  communicates	
  in	
  the	
  
local	
  language.	
  (in	
  addition	
  to	
  Swahili) 3% 6% 0% 2% 4%
C72	
  The	
  teacher	
  knows	
  and	
  uses	
  
students’	
  names
79% 85% 91% 66% 75%
C73	
  The	
  teacher	
  writes	
  legibly	
  on	
  the	
  
blackboard	
  so	
  that	
  all	
  of	
  the	
  students	
  
can	
  see	
  and	
  understand
97% 94% 100% 94% 87%
C74	
  The	
  teacher	
  listens	
  carefully	
  to	
  all	
  
students 97% 85% 91% 96% 87%
C75	
  The	
  teacher	
  encourages	
  silent	
  
students	
  to	
  participate	
  by	
  calling	
  on	
  
them
45% 76% 81% 34% 47%
The	
  most	
  important	
  finding	
  in	
  Table	
  28	
  was	
  that	
  in	
  the	
  pre-­‐test	
  a	
  little	
  over	
  half	
  the	
  
teachers	
  used	
  the	
  video	
  lessons	
  during	
  the	
  data	
  collectors’	
  visit	
  and	
  this	
  increased	
  to	
  
almost	
  three-­‐quarters	
  for	
  the	
  post-­‐test	
  in	
  the	
  BIT	
  and	
  to	
  four-­‐fifths	
  in	
  the	
  BIT+LS	
  
classrooms.
In	
  the	
  classrooms	
  where	
  the	
  videos	
  were	
  shown,	
  a	
  little	
  more	
  than	
  half	
  of	
  the	
  pre-­‐test	
  
teachers	
  prepared	
  the	
  students	
  for	
  the	
  lesson;	
  this	
  increased	
  to	
  two-­‐thirds	
  for	
  the	
  post-­‐test	
  
BIT	
  classes	
  and	
  80%	
  for	
  the	
  BIT+LS.
When	
  the	
  video	
  lessons	
  were	
  done,	
  60%	
  of	
  the	
  pre-­‐test	
  teachers	
  carried	
  out	
  video	
  lesson	
  
related	
  activities,	
  and	
  this	
  increased	
  to	
  three-­‐quarters	
  for	
  the	
  post-­‐test	
  BIT	
  and	
  81%	
  for	
  the	
  
BIT+LS	
  classes.
BridgeITSummative	
  Evaluation 43
Table 28: Lesson Planning and Implementation (6)
Type	
  of	
  school
Lesson	
  Planning 1	
  BIT 1	
  BIT 2	
  BIT+LS 2	
  control 3	
  control
Pre-­‐test Post-­‐test Post-­‐test Pre-­‐test Post-­‐test
C76	
  The	
  teacher	
  has	
  materials,	
  supplies,	
  
and	
  equipment	
  for	
  the	
  lesson	
  ready	
  at	
  
the	
  start	
  of	
  the	
  lesson
90% 94% 100% 79% 79%
C77	
  The	
  teacher	
  enters	
  the	
  class	
  with	
  a	
  
written	
  plan 87% 91% 95% 57% 62%
C78	
  While	
  teaching,	
  the	
  teacher	
  makes	
  
use	
  of	
  the	
  available	
  space	
  in	
  the	
  
classroom	
  instead	
  of	
  remaining	
  in	
  front
87% 94% 91% 64% 71%
C79	
  A	
  BridgeIT	
  video	
  was	
  shown	
  during	
  
the	
  observation 58% 70% 81% 11% 9%
C80	
  If	
  yes,	
  the	
  teacher	
  prepared	
  the	
  
students	
  for	
  the	
  video	
  lesson 55% 67% 81% 13% 6%
C81	
  Upon	
  completion	
  of	
  the	
  video,	
  the	
  
teacher	
  carried	
  out	
  related	
  activities 61% 76% 81% 11% 8%
The	
  teachers’	
  questioning	
  skills	
  in	
  the	
  BIT	
  schools	
  showed	
  no	
  major	
  changes	
  in	
  the	
  six	
  
categories	
  in	
  Table	
  29.	
  The	
  most	
  notable	
  exception	
  is	
  that	
  the	
  teachers	
  give	
  students	
  
additional	
  time	
  to	
  respond	
  to	
  questions.
Table 29: Questioning Skills (6)
Type	
  of	
  school
Questioning	
  Skills 1	
  BIT 1	
  BIT 2	
  BIT+LS 2	
  control 3	
  control
Pre-­‐test Post-­‐test Post-­‐test Pre-­‐test Post-­‐test
C82	
  The	
  teacher	
  gives	
  opportunity	
  to	
  
all	
  students,	
  boys	
  and	
  girls,	
  to	
  present	
  
individual	
  and	
  group	
  work	
  to	
  the	
  class
92% 97% 91% 83% 64%
C83	
  The	
  teacher	
  poses	
  questions	
  
clearly	
  and	
  one	
  at	
  a	
  time 95% 94% 100% 92% 77%
C84	
  The	
  teacher	
  provides	
  specific	
  
useful	
  feedback	
  after	
  an	
  incorrect,	
  
incomplete,	
  or	
  non-­‐response	
  in	
  a	
  
helpful	
  way	
  (praise,	
  further	
  probing)
92% 88% 95% 68% 70%
C85	
  The	
  teacher	
  asks	
  questions	
  that	
  
require	
  more	
  than	
  a	
  simple	
  answer 82% 85% 81% 75% 57%
C86	
  The	
  teacher	
  affirms	
  a	
  correct	
  oral	
  
response,	
  probing	
  as	
  necessary	
  to	
  
enhance	
  learning
71% 73% 95% 57% 62%
C87	
  The	
  teacher	
  waits	
  sufficient	
  time	
  
for	
  students	
  to	
  respond 68% 79% 91% 60% 70%
BridgeITSummative	
  Evaluation 44
In the cases of observing student behavior, the scores have improved in both the BIT and the 
control schools with a slightly higher increase for the BIT schools in relation to the controls. 
However, the behavior and communication of the teachers has not changed much over the year 
but the BIT+LS classrooms continue to have the highest mean scores. Lesson planning has gone 
up marginally in the BIT schools but remained stagnant for the controls. The same has been the 
case for the teachers’ questioning skills (Figure	
  6).
Figure 6: Group 2—Student Observation, Teacher Communication, Lesson 
Planning and Questioning Skills
4. Group	
  3—Practice/Feedback,	
  Grouping,	
  Teaching	
  Methods	
  and	
  Classroom	
  
Atmosphere
Of	
  note	
  in	
  table	
  Table	
  30	
  is	
  that	
  the	
  teachers’	
  movement	
  around	
  the	
  classroom	
  to	
  check	
  
students’	
  work	
  decreased	
  in	
  BIT	
  but	
  increased	
  in	
  the	
  BIT+LS	
  classrooms.	
  The	
  very	
  same	
  
pattern	
  can	
  be	
  observed	
  on	
  whether	
  or	
  not	
  the	
  teachers	
  check	
  for	
  understanding	
  before	
  
assigning	
  practice	
  activities,	
  and	
  a	
  similar	
  pattern	
  can	
  also	
  be	
  observed	
  in	
  whether	
  or	
  not	
  
0	
  
1	
  
2	
  
3	
  
4	
  
5	
  
6	
  
7	
  
8	
  
pretest	
   posttest	
   pretest	
   posttest	
   pretest	
   posttest	
   pretest	
   posttest	
  
Student	
  Obs.	
  (9)	
   Teacher	
  Comm.	
  
(9)	
  
Lesson	
  Plans	
  (6)	
   Question	
  Skills	
  
(6)	
  
BIT	
   4.1	
   6.2	
   7.2	
   7.3	
   4.4	
   4.8	
   5	
   5.1	
  
BIT+LS	
   6.4	
   7.6	
   5.2	
   5.5	
  
control	
   4	
   5.3	
   6.8	
   6.5	
   2.3	
   2.3	
   4.3	
   4	
  
4.1	
  
6.2	
  
7.2	
   7.3	
  
4.4	
  
4.8	
  
5	
   5.1	
  
6.4	
  
7.6	
  
5.2	
  
5.5	
  
4	
  
5.3	
  
6.8	
  
6.5	
  
2.3	
   2.3	
  
4.3	
  
4	
  
Mean	
  Scores	
  
BridgeITSummative	
  Evaluation 45
the	
  teacher	
  marks	
  student	
  work	
  and	
  provides	
  feedback.	
  The	
  last	
  item	
  on	
  the	
  preparation	
  of	
  
activities	
  based	
  on	
  children’s	
  abilities	
  increased	
  from	
  the	
  pre	
  to	
  the	
  post-­‐test,	
  but	
  the	
  
increase	
  was	
  largest	
  in	
  the	
  BIT+LS	
  classrooms.	
  The	
  patterns	
  were	
  similar	
  but	
  generally	
  
much	
  lower	
  in	
  the	
  control	
  schools.
Table 30: Teachers Practice Feedback and Remediation
Type	
  of	
  school
Practice,	
  Feedback,	
  Remediation 1	
  BIT 1	
  BIT 2	
  BIT+LS 2	
  control 3	
  control
Pre-­‐test Post-­‐test Post-­‐test Pre-­‐test Post-­‐test
C88	
  The	
  teacher	
  moves	
  about	
  the	
  
classroom	
  during	
  class	
  work	
  to	
  check	
  
performance	
  of	
  all	
  students,	
  and	
  
reduce	
  the	
  psychological	
  distance
87% 79% 91% 75% 68%
C89	
  The	
  teacher	
  checks	
  for	
  
understanding	
  before	
  assigning	
  
practice
82% 64% 95% 70% 60%
C90	
  The	
  teacher	
  regularly	
  marks	
  and	
  
provides	
  feedback,	
  written	
  or	
  verbal,	
  
on	
  students’	
  work
84% 73% 100% 79% 70%
C91	
  The	
  teacher	
  can	
  prepare	
  
activities	
  for	
  children	
  of	
  different	
  
abilities
8% 46% 76% 2% 30%
Group	
  work	
  and	
  related	
  activities	
  have	
  increased	
  in	
  all	
  five	
  categories	
  with	
  the	
  largest	
  
increases	
  in	
  the	
  BIT+LS	
  and	
  the	
  lowest	
  in	
  the	
  control	
  classrooms.
Table 31: Grouping and Group Work (5)
Type	
  of	
  school
Grouping 1	
  BIT 1	
  BIT 2	
  BIT+LS 2	
  control 3	
  control
Pre-­‐test Post-­‐test Post-­‐test Pre-­‐test Post-­‐test
C92	
  The	
  teacher	
  sometimes	
  works	
  
with	
  particular	
  subgroups	
  of	
  students 66% 72% 91% 40% 42%
C93	
  Students	
  sometimes	
  work	
  
independently	
  in	
  groups	
  on	
  activities 66% 75% 91% 38% 52%
C94	
  The	
  teacher	
  circulates	
  among	
  the	
  
groups	
  to	
  help	
  and	
  monitor	
  activities 74% 76% 95% 40% 45%
C95	
  Students	
  sometimes	
  work	
  in	
  a	
  
co-­‐operative	
  learning	
  group	
  situation	
  	
  
(This	
  is	
  distinct	
  from	
  working	
  
individually	
  in	
  small	
  groups)
79% 79% 95% 45% 53%
C96	
  Generally,	
  there	
  is	
  gender	
  
balance	
  in	
  the	
  groups	
  organized	
  by	
  
the	
  teacher
63% 88% 95% 32% 57%
BridgeITSummative	
  Evaluation 46
Using	
  verbal	
  teaching	
  methods	
  appears	
  to	
  have	
  increased	
  for	
  BIT+LS	
  classrooms	
  and	
  
decreased	
  slightly	
  for	
  BIT.	
  Math	
  related	
  methods	
  have	
  increased	
  in	
  both	
  types	
  of	
  BIT	
  
classrooms	
  and	
  decreased	
  in	
  the	
  controls.	
  The	
  use	
  of	
  spatial/visual	
  methods	
  have	
  gone	
  up	
  
for	
  BIT	
  and	
  down	
  in	
  BIT+LS	
  as	
  well	
  as	
  in	
  the	
  control	
  classrooms.	
  The	
  use	
  of	
  music	
  went	
  up	
  
in	
  BIT	
  and	
  BIT+LS	
  and	
  remained	
  at	
  a	
  low	
  level	
  in	
  the	
  control	
  classrooms.	
  Physical	
  activities	
  
went	
  up	
  in	
  both	
  type	
  of	
  BIT	
  classrooms,	
  and	
  down	
  in	
  the	
  controls.	
  People	
  skills	
  have	
  
improved	
  in	
  the	
  BIT	
  schools	
  but	
  a	
  decrease	
  was	
  observed	
  for	
  the	
  controls.
Table 32: General Teaching Methods (6)
Type	
  of	
  school
Teaching	
  Methods 1	
  BIT 1	
  BIT 2	
  BIT+LS 2	
  control 3	
  control
Pre-­‐test Post-­‐test Post-­‐test Pre-­‐test Post-­‐test
C97	
  Verbal—linguistic	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(Using	
  written	
  and	
  spoken	
  words) 90% 82% 95% 72% 70%
C98	
  Logical—mathematical	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(Using	
  numbers/abstract	
  patterns	
  
problem	
  solving)
53% 76% 67% 51% 49%
C99	
  Spatial—visual	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(Using	
  visual	
  imageries/graphic	
  
diagrams)
53% 70% 52% 36% 26%
C100	
  Musical—rhythmic	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(Using	
  rhyme/rhythm/repetition) 42% 50% 48% 13% 13%
C101	
  Body	
  Kinesthetic-­‐movement	
  	
  	
  	
  
(Using	
  physical	
  movement/games) 45% 55% 62% 21% 15%
C102	
  Interpersonal—people	
  skills	
  	
  	
  	
  	
  	
  
(Using	
  group,	
  leadership,	
  co-­‐
operative	
  skills)
68% 79% 76% 45% 37%
The	
  classroom	
  atmosphere	
  items	
  listed	
  in	
  
BridgeITSummative	
  Evaluation 47
Table	
  33	
  are	
  all	
  more	
  than	
  90%	
  for	
  the	
  BIT	
  schools,	
  but	
  with	
  one	
  exception—a	
  decrease	
  in	
  
the	
  teachers	
  talking	
  in	
  a	
  friendly	
  way	
  to	
  the	
  children	
  in	
  the	
  BIT	
  classrooms.	
  The	
  
percentages	
  for	
  the	
  control	
  schools	
  were	
  generally	
  lower	
  and	
  there	
  were	
  decreases	
  in	
  five	
  
of	
  the	
  eight	
  categories.
BridgeITSummative	
  Evaluation 48
Table 33: Classroom Atmosphere (8)
Type	
  of	
  school
Classroom	
  Atmosphere 1	
  BIT 1	
  BIT 2	
  BIT+LS 2	
  control 3	
  control
Pre-­‐test Post-­‐test Post-­‐test Pre-­‐test Post-­‐test
C103	
  The	
  teacher	
  talks	
  to	
  the	
  children	
  
in	
  a	
  positive	
  and	
  friendly	
  way 95% 88% 95% 89% 66%
C104	
  There	
  appears	
  to	
  be	
  a	
  
supportive	
  learning	
  environment	
  in	
  
the	
  classroom
100% 97% 100% 87% 74%
C105	
  The	
  children	
  seem	
  to	
  respect	
  
the	
  teacher 97% 97% 100% 96% 91%
C106	
  The	
  children	
  seem	
  to	
  respect	
  
their	
  peers
95% 97% 95% 94% 94%
C107	
  The	
  teacher	
  uses	
  positive	
  verbal	
  
and	
  non-­‐verbal	
  communication 90% 97% 95% 64% 83%
C108	
  The	
  children	
  appear	
  to	
  enjoy	
  
being	
  at	
  school 97% 100% 100% 92% 81%
C109	
  In	
  general,	
  boys	
  and	
  girls	
  appear	
  
to	
  be	
  treated	
  equally 95% 100% 100% 92% 85%
C110	
  Generally	
  the	
  teacher	
  uses	
  
participative	
  teaching	
  methods 92% 100% 95% 75% 77%
As	
  for	
  the	
  amount	
  of	
  practice	
  and	
  feedback	
  provided	
  to	
  students,	
  the	
  scores	
  are	
  generally	
  
low	
  and	
  unchanged	
  over	
  the	
  year.	
  The	
  BIT+LS	
  classrooms	
  score	
  higher	
  but	
  there	
  is	
  no	
  basis	
  
for	
  comparison.	
  The	
  observation	
  of	
  students	
  working	
  in	
  groups	
  has	
  increased	
  somewhat,	
  
the	
  variety	
  of	
  teaching	
  methods	
  have	
  also	
  increased	
  for	
  the	
  BIT	
  schools	
  but	
  have	
  
experienced	
  a	
  decrease	
  for	
  the	
  controls.	
  The	
  overall	
  classroom	
  atmosphere	
  appears	
  to	
  have	
  
improved	
  and	
  was	
  near	
  the	
  maximum	
  of	
  the	
  index	
  for	
  the	
  BIT	
  schools	
  but	
  has decreased	
  
for	
  the	
  controls	
  (Figure	
  7).
BridgeITSummative	
  Evaluation 49
Figure 7: Group 3—Practice/Feedback, Student Groups, Teaching Methods and 
Classroom Atmosphere
0	
  
1	
  
2	
  
3	
  
4	
  
5	
  
6	
  
7	
  
8	
  
pretest	
   posttest	
   pretest	
   posttest	
   pretest	
   posttest	
   pretest	
   posttest	
  
Pract/Feedback	
  
(4)	
  
Stud.	
  Groups	
  (5)	
   Teach.	
  Mtds.	
  (6)	
   Cl.	
  Atmosphere	
  
(8)	
  
BIT	
   2.6	
   2.6	
   3.5	
   3.8	
   3.5	
   4.1	
   7.6	
   7.8	
  
BIT+LS	
   3.6	
   4.7	
   4	
   7.8	
  
control	
   2.3	
   2.3	
   2	
   2.5	
   2.4	
   2.1	
   6.9	
   6.5	
  
2.6	
   2.6	
  
3.5	
  
3.8	
  
3.5	
  
4.1	
  
7.6	
   7.8	
  
3.6	
  
4.7	
  
4	
  
7.8	
  
2.3	
   2.3	
  
2	
  
2.5	
   2.4	
  
2.1	
  
6.9	
  
6.5	
  
Mean	
  Scores	
  
BridgeITSummative	
  Evaluation 50
V. Summary	
  and	
  Conclusions
This	
  section	
  summarizes	
  and	
  highlights	
  the	
  most	
  important	
  findings	
  of	
  this	
  evaluation.	
  The	
  
figures	
  and	
  data	
  tables	
  can	
  be	
  interpreted	
  from	
  a	
  number	
  of	
  different	
  perspectives,	
  and	
  
these	
  findings	
  are	
  what	
  the	
  evaluator	
  considers	
  to	
  be	
  the	
  most	
  salient.
• The	
  test	
  scores	
  in	
  both	
  math	
  and	
  science	
  showed	
  significant	
  gains	
  over	
  the	
  pre-­‐tests	
  
given	
  at	
  the	
  beginning	
  of	
  2010.	
  However,	
  the	
  distributions	
  of	
  the	
  mean	
  scores	
  show	
  
that	
  many	
  students	
  were	
  left	
  behind	
  and	
  the	
  increases	
  in	
  the	
  means	
  were	
  due	
  to	
  
groups	
  of	
  students	
  who	
  excelled	
  while	
  others	
  showed	
  more	
  modest	
  gains	
  or	
  no	
  
gains	
  at	
  all.	
  This	
  can	
  be	
  seen	
  in	
  the	
  quartile	
  differences	
  between	
  the	
  pre	
  and	
  the	
  
post-­‐tests	
  and	
  in	
  the	
  histograms	
  where	
  in	
  some	
  cases	
  the	
  post-­‐test	
  distributions	
  are	
  
bimodal;	
  this	
  has	
  especially	
  been	
  the	
  case	
  for	
  the	
  BridgeIT	
  schools	
  with	
  the	
  added	
  
life	
  skills	
  curriculum.	
  This	
  indicates	
  that	
  one	
  group	
  of	
  students	
  have	
  advanced	
  
considerably	
  while	
  others	
  have	
  not,	
  leaving	
  the	
  mean	
  scores	
  between	
  the	
  two	
  modal	
  
peaks.
• No	
  significant	
  gender	
  differences	
  were	
  found	
  in	
  the	
  test	
  scores.	
  Overall,	
  girls’	
  scores	
  
were	
  somewhat	
  lower	
  but	
  these	
  were	
  not	
  statistically	
  significant	
  differences.
• Teachers’	
  attitudes	
  towards	
  the	
  video	
  science	
  and	
  math	
  lessons	
  were	
  that	
  in	
  the	
  
pre-­‐test,	
  they	
  felt	
  that	
  boys	
  understood	
  the	
  lessons	
  best;	
  but	
  after	
  a	
  year	
  of	
  using	
  the	
  
lessons,	
  this	
  gap	
  was	
  greatly	
  reduced.	
  Initially	
  the	
  teachers	
  were	
  skeptical	
  about	
  
whether	
  or	
  not	
  the	
  videos	
  would	
  help	
  students	
  learn	
  math	
  and	
  science,	
  but	
  this	
  
skepticism	
  was	
  drastically	
  diminished.	
  Also,	
  initially	
  few	
  teachers	
  thought	
  the	
  video	
  
lessons	
  would	
  integrate	
  well	
  with	
  their	
  lesson	
  plans	
  but	
  the	
  post-­‐test	
  results	
  show	
  
that	
  nearly	
  all	
  the	
  teachers	
  felt	
  the	
  lessons	
  integrated	
  quite	
  well	
  with	
  the	
  videos.
• Initially,	
  most	
  of	
  both	
  the	
  5th	
  and	
  6th	
  graders	
  felt	
  that	
  the	
  video	
  lessons	
  were	
  boring;	
  
both	
  groups	
  of	
  students	
  drastically	
  changed	
  their	
  attitudes	
  after	
  nearly	
  a	
  year	
  of	
  
using	
  the	
  lessons.	
  The	
  same	
  tendency	
  was	
  apparent	
  in	
  that	
  many	
  students	
  felt	
  the	
  
videos	
  were	
  confusing,	
  but	
  less	
  than	
  one-­‐fifth	
  still	
  felt	
  the	
  videos	
  were	
  confusing	
  
after	
  watching	
  them	
  for	
  almost	
  a	
  year.	
  Overall,	
  the	
  percentage	
  of	
  students	
  who	
  felt	
  
that	
  the	
  videos	
  made	
  math	
  and	
  science	
  easier	
  to	
  understand	
  increased	
  by	
  about	
  10-­‐
20%	
  in	
  the	
  period	
  of	
  time	
  between	
  the	
  pre	
  and	
  the	
  post-­‐tests.
• When	
  the	
  students	
  considered	
  the	
  statement	
  that	
  going	
  to	
  work	
  after	
  completing	
  
primary	
  school	
  was	
  a	
  good	
  idea,	
  about	
  one-­‐third	
  of	
  the	
  BIT	
  and	
  control	
  school	
  
students	
  thought	
  this	
  was	
  a	
  good	
  idea;	
  less	
  than	
  19%	
  of	
  the	
  BIT+LS	
  felt	
  this	
  way	
  in	
  
the	
  pre-­‐test.	
  In	
  the	
  post-­‐test,	
  this	
  dropped	
  to	
  11%	
  for	
  the	
  BIT	
  students	
  and	
  14%	
  for	
  
the	
  controls,	
  but	
  again,	
  the	
  BIT+LS	
  student	
  were	
  the	
  lowest	
  at	
  under	
  10%.
BridgeITSummative	
  Evaluation 51
• Early	
  marriage	
  continues	
  to	
  be	
  a	
  persistent	
  problem	
  in	
  many	
  parts	
  of	
  Africa	
  and	
  
Tanzania	
  is	
  no	
  exception.	
  On	
  the	
  pre-­‐test	
  about	
  16%	
  of	
  the	
  BIT	
  and	
  the	
  control	
  
students	
  though	
  it	
  was	
  a	
  good	
  idea	
  to	
  get	
  married	
  right	
  after	
  primary	
  school.	
  Less	
  
than	
  10%	
  of	
  the	
  BIT+LS	
  felt	
  this	
  way.	
  In	
  the	
  post-­‐test,	
  the	
  BIT	
  attitude	
  on	
  early	
  
marriage	
  actually	
  increased	
  to	
  nearly	
  20%.	
  For	
  the	
  control	
  student,	
  this	
  feeling	
  
decreased	
  slightly	
  while	
  for	
  the	
  BIT+LS	
  it	
  dropped	
  by	
  a	
  little	
  more	
  than	
  2%	
  to	
  7.6%.	
  
These	
  results	
  show	
  that	
  the	
  percentages	
  overall	
  are	
  quite	
  low	
  but	
  in	
  the	
  case	
  of	
  the	
  
Life	
  Skills	
  Curriculum,	
  they	
  could	
  go	
  even	
  lower.
• Well	
  over	
  90%	
  of	
  the	
  teachers	
  said	
  that	
  they	
  received	
  appropriate	
  support	
  from	
  
head	
  teachers	
  and	
  colleagues	
  in	
  their	
  schools; a	
  large	
  majority	
  said	
  they	
  received	
  
adequate	
  support	
  from	
  the	
  school	
  inspectors	
  in	
  their	
  districts,	
  and	
  that	
  they	
  
received	
  visits	
  from	
  the	
  school	
  inspectors.	
  Nearly	
  all	
  of	
  the	
  teachers	
  said	
  they	
  got	
  
adequate	
  support	
  from	
  the	
  BridgeIT	
  helpdesk.
• An	
  interesting	
  finding	
  was	
  that	
  half	
  the	
  teachers	
  shared	
  their	
  BridgeIT	
  resources	
  
with	
  teachers	
  and	
  classes	
  at	
  other	
  schools.	
  This	
  is	
  probably	
  an	
  indication	
  of	
  a	
  degree	
  
of	
  contamination	
  of	
  the	
  control	
  schools	
  by	
  BridgeIT	
  technology	
  and	
  actual	
  use.
• After	
  taking	
  attendance	
  during	
  the	
  pre	
  and	
  post-­‐test	
  administration,	
  there	
  was	
  no	
  
indication	
  of	
  any	
  significant	
  trend	
  in	
  either	
  improved	
  or	
  worse	
  attendance.	
  More	
  
than	
  two	
  class	
  visits,	
  once	
  a	
  month	
  or	
  even	
  weekly,	
  would	
  have	
  greatly	
  improved	
  the	
  
reliability	
  of	
  this	
  indicator.	
  Making	
  a	
  record	
  of	
  the	
  attendance	
  taken	
  by	
  the	
  teachers,	
  
if	
  taken	
  at	
  all,	
  tends	
  to	
  be	
  quite	
  unreliable	
  in	
  that	
  inflation	
  of	
  the	
  numbers	
  is	
  a	
  very	
  
common	
  practice,	
  and	
  in	
  the	
  case	
  of	
  this	
  evaluation,	
  more	
  than	
  two	
  visits	
  to	
  check	
  
attendance	
  were	
  precluded	
  by	
  budget	
  limitations.
• The	
  teacher	
  interviews	
  that	
  went	
  along	
  with	
  the	
  classroom	
  observations	
  found	
  that	
  
teacher	
  job	
  and	
  school	
  facilities	
  satisfaction	
  has	
  decreased.	
  The	
  satisfaction	
  with	
  the	
  
BridgeIT	
  phone	
  and	
  video	
  equipment	
  has	
  gone	
  down	
  slightly	
  while	
  satisfaction	
  with	
  
the	
  BridgeIT	
  education	
  model	
  has	
  increased.	
  
• The	
  observations	
  of	
  the	
  facilities	
  and	
  materials	
  availability	
  shows	
  that	
  adequate	
  
storage	
  space	
  has	
  increased,	
  space	
  for	
  children	
  to	
  work	
  has	
  also	
  gone	
  up,	
  and	
  more	
  
importantly	
  having	
  a	
  functional	
  Nokia	
  cell	
  phone	
  and	
  TV	
  has	
  also	
  increased.	
  
Materials	
  for	
  enrichment	
  and	
  extra	
  help	
  continue	
  to	
  be	
  in	
  short	
  supply	
  as	
  do	
  both	
  
workbooks	
  and	
  text	
  books;	
  only	
  in	
  about	
  one-­‐third	
  of	
  the	
  visited	
  classrooms	
  were	
  
there	
  enough	
  textbooks	
  available	
  for	
  each	
  child.
• Of the items relate to student-teacher behavior. It is notable that children (both boys and 
girls) ask more questions and that there has been an increase in children who need help 
getting that help from both teachers and their peers.
BridgeITSummative	
  Evaluation 52
• An	
  important	
  finding	
  is	
  that	
  very	
  few	
  teachers	
  were	
  observed	
  to	
  communicate	
  in	
  a	
  
local	
  language	
  other	
  than	
  Swahili	
  and	
  that	
  there	
  has	
  been	
  a	
  large	
  increase	
  in	
  
teachers	
  encouraging	
  silent	
  students	
  to	
  participate	
  in	
  the	
  class	
  by	
  calling	
  on	
  them	
  
more	
  often.	
  Also,	
  there	
  has	
  been	
  an	
  increase	
  in	
  the	
  number	
  of	
  teachers	
  who	
  know	
  
their	
  students	
  by	
  name.
• An	
  important	
  finding	
  was	
  that	
  in	
  the	
  pre-­‐test,	
  a	
  little	
  more	
  than	
  half	
  the	
  teachers	
  
used	
  the	
  video	
  lessons	
  during	
  the	
  observation	
  visit	
  and	
  this	
  increased	
  to	
  almost	
  
three-­‐quarters	
  for	
  the	
  post-­‐test	
  in	
  the	
  BIT	
  and	
  to	
  four-­‐fifths	
  in	
  the	
  BIT+LS	
  
classrooms.	
  In	
  the	
  classrooms	
  where	
  the	
  videos	
  were	
  shown,	
  a	
  little	
  more	
  than	
  half	
  
of	
  the	
  pre-­‐test	
  teachers	
  prepared	
  the	
  students	
  for	
  the	
  lesson;	
  this	
  increased	
  to	
  two-­‐
thirds	
  for	
  the	
  post-­‐test	
  BIT	
  classes	
  and	
  80%	
  for	
  the	
  BIT+LS.When	
  the	
  video	
  lessons	
  
were	
  done,	
  60%	
  of	
  the	
  pre-­‐test	
  teachers	
  conducted	
  video	
  lesson	
  related	
  activities,
and	
  this	
  increased	
  to	
  three-­‐quarters	
  for	
  the	
  post-­‐test	
  BIT	
  and	
  81%	
  for	
  the	
  BIT+LS	
  
classes.
• The	
  teachers’	
  movement	
  around	
  the	
  classroom	
  to	
  check	
  students’	
  work	
  decreased	
  in	
  
BIT	
  but	
  increased	
  in	
  the	
  BIT+LS	
  classrooms.	
  The	
  very	
  same	
  pattern	
  was	
  observed	
  on	
  
whether	
  or	
  not	
  the	
  teachers’	
  check	
  for	
  students’	
  understanding	
  before	
  assigning	
  
practice	
  work,	
  and	
  a	
  similar	
  pattern	
  was	
  observed	
  in	
  whether	
  or	
  not	
  the	
  teacher	
  
marks	
  the	
  students’	
  work	
  and	
  provides	
  feedback.	
  Also,	
  the	
  preparation	
  of	
  activities	
  
based	
  on	
  children’s	
  abilities	
  increased	
  from	
  the	
  pre	
  to	
  the	
  post-­‐test,	
  but	
  the	
  increase	
  
was	
  largest	
  in	
  the	
  BIT+LS	
  classrooms.	
  
• Cooperative	
  learning	
  in	
  the	
  form	
  of	
  group	
  work	
  with	
  the	
  teacher	
  circulating	
  among	
  
the	
  groups	
  and	
  related	
  activities	
  have	
  all	
  increased	
  from	
  the	
  beginning	
  to	
  the	
  end	
  of	
  
the	
  evaluation	
  period	
  of	
  a	
  little	
  less	
  than	
  one	
  year.
• Using	
  verbal	
  teaching	
  methods	
  appear	
  to	
  have	
  increased	
  for	
  BIT+LS	
  classrooms	
  and	
  
decreased	
  slightly	
  for	
  BIT.	
  Math	
  related	
  methods	
  have	
  increased	
  in	
  both	
  types	
  of	
  BIT	
  
classrooms	
  and	
  decreased	
  in	
  the	
  controls.	
  The	
  uses	
  of	
  spatial/visual	
  teaching	
  
methods	
  have	
  gone	
  up	
  for	
  BIT	
  and	
  down	
  in	
  BIT+LS	
  as	
  well	
  as	
  in	
  the	
  control	
  
classrooms.	
  The	
  use	
  of	
  music	
  went	
  up	
  in	
  BIT	
  and	
  BIT+LS	
  and	
  remained	
  at	
  a	
  low	
  level	
  
in	
  the	
  control	
  classrooms.	
  Physical	
  activities	
  went	
  up	
  in	
  both	
  types	
  of	
  BIT	
  
classrooms,	
  and	
  down	
  in	
  the	
  controls.	
  People	
  skills	
  have	
  improved	
  in	
  the	
  BIT	
  
schools	
  but	
  a	
  decrease	
  was	
  observed	
  for	
  the	
  controls.
• SCORES:	
  The	
  mean	
  scores	
  described	
  here	
  are	
  based	
  on	
  assigning	
  1	
  if	
  the	
  condition	
  
or	
  behavior	
  was	
  observed	
  and	
  0	
  if	
  not;	
  each	
  section	
  of	
  the	
  observation	
  protocol	
  had	
  
different	
  numbers	
  of	
  conditions	
  or	
  behaviors	
  to	
  be	
  observed,	
  and	
  the	
  means	
  
described	
  here	
  are	
  for	
  each	
  section,	
  comparing	
  pre	
  and	
  post-­‐test	
  classroom	
  visits.	
  
The	
  facilities	
  mean	
  scores	
  have	
  not	
  changed	
  significantly	
  over	
  the	
  year,	
  but	
  the	
  
highest	
  mean	
  is	
  for	
  the	
  BIT+LS	
  classrooms.	
  Also,	
  overall	
  teacher	
  satisfaction	
  has,	
  in	
  
fact	
  decreased	
  over	
  the	
  year.	
  The	
  classroom	
  environment	
  scores	
  for	
  the	
  BIT	
  schools	
  
have	
  increased	
  and	
  are	
  relatively	
  high	
  as	
  compared	
  to	
  the	
  control	
  schools.	
  In	
  the	
  
BridgeITSummative	
  Evaluation 53
case	
  of	
  facilities	
  and	
  material,	
  these	
  have	
  increased	
  slightly	
  for	
  the	
  BIT	
  schools	
  but	
  
have	
  remained	
  stagnant	
  for	
  the	
  controls	
  (Figure	
  5).
• SCORES:In the observations of student behavior, the scores have improved in both the 
BIT and the control schools with a slightly higher increase for the BIT schools in relation 
to the controls. However, the behavior and communication of the teachers has not 
changed much over the year but the BIT+LS classrooms continue to have the highest 
mean scores. Lesson planning has gone up marginally in the BIT schools but remained 
stagnant for the controls. The same has been the case for the teachers’ questioning skills
(Figure 6).
• SCORES:	
  As	
  for	
  the	
  amount	
  of	
  practice	
  and	
  feedback	
  provided	
  to	
  students,	
  the	
  
scores	
  are	
  generally	
  low	
  and	
  unchanged	
  over	
  the	
  year.	
  The	
  BIT+LS	
  classrooms	
  score	
  
higher	
  but	
  there	
  is	
  no	
  basis	
  for	
  comparison.	
  The	
  observation	
  of	
  students	
  working	
  in	
  
groups	
  has	
  increased	
  somewhat,	
  the	
  variety	
  of	
  teaching	
  methods	
  have	
  also	
  
increased	
  for	
  the	
  BIT	
  schools	
  but	
  have	
  experienced	
  a	
  decrease	
  for	
  the	
  controls.	
  The	
  
overall	
  classroom	
  atmosphere	
  appears	
  to	
  have	
  improved	
  and	
  was	
  near	
  the	
  
maximum	
  of	
  the	
  index	
  for	
  the	
  BIT	
  schools	
  but	
  has	
  decreased	
  for	
  the	
  controls	
  (Figure	
  
7).
BridgeITSummative	
  Evaluation 54
Annex	
  I:	
  Test	
  Scores—Distribution	
  of	
  Means
A. Pre-­‐Tests
Figure 8: STD 5 Math—Distribution of Means—BridgeIT
BridgeITSummative	
  Evaluation 55
Figure 9: STD 5 Math—Distribution of Means—BridgeIT+LS
BridgeITSummative	
  Evaluation 56
Figure 10: STD 5 Math—Distribution of Means—Control
BridgeITSummative	
  Evaluation 57
Figure 11: STD 5 Science—Distribution of Means--BridgeIT
Figure 12:STD 5 Science—Distribution of Means—BridgeIT+LS
BridgeITSummative	
  Evaluation 58
Figure 13: STD 5 Science—Distribution of Means—Controls
Figure 14: STD 6 Math—Distribution of Means—BridgeIT
BridgeITSummative	
  Evaluation 59
Figure 15: STD 6 Math—Distribution of Means—BridgeIT+LS
Figure 16: STD 6 Math—Distribution of Means—Control
BridgeITSummative	
  Evaluation 60
Figure 17: STD 6 Science—Distribution of Means—BridgeIT
Figure 18: STD 6 Science—Distribution of Means—BridgeIT+LS
BridgeITSummative	
  Evaluation 61
Figure 19: STD 6 Science—Distribution of Means—Control
BridgeITSummative	
  Evaluation 62
B. Post-­‐Test
Figure 20: STD 5 Math—Distribution of Means—BridgeIT
Figure 21: STD 5 Science—Distribution of Means—BridgeIT
BridgeITSummative	
  Evaluation 63
Figure 22: STD 5 Math—Distribution of Means—BridgeIT+LS
Figure 23: STD 5 Science—Distribution of Means—BridgeIT+LS
BridgeITSummative	
  Evaluation 64
Figure 24: STD 5 Math—Distribution of Means—Control
Figure 25: STD 5 Science—Distribution of Means—Control
BridgeITSummative	
  Evaluation 65
Figure 26: STD 6 Math—Distribution of Means—BridgeIT
Figure 27: STD 6 Science—Distribution of Means—BridgeIT
BridgeITSummative	
  Evaluation 66
Figure 28: STD 5 Science—Distribution of Means—BridgeIT+LS
Figure 29: STD 6 Math—Distribution of Means—BridgeIT+LS
BridgeITSummative	
  Evaluation 67
Figure 30: STD 6 Math—Distribution of Means—Control
Figure 31: STD 6 Science—Distribution of Means—Control
BridgeITSummative	
  Evaluation 68
Annex	
  II:	
  Tests	
  Administered	
  to	
  Students
MTIHANI	
  WA	
  HISABATI	
  DARASA	
  LA	
  V	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  18/01/2010
1. 5634	
  +	
  2245	
  =
(A)	
  7879	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  7778
(C)	
  8797	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  7877
2. 649462
+	
  3749
(A)	
  211356	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  787400
(C)	
  6352	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  653211
3. 889	
  –	
  726	
  =
(A)	
  208	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  163
(C)	
  137	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  108
4. 	
  7865
-­‐4363
(A)	
  3502	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  3005
(C)	
  5033	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  1503
5. 376
x	
  3
(A)	
  2127	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  1128
BridgeITSummative	
  Evaluation 69
(C)	
  4316	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  526
6. 1985	
  x	
  9	
  =	
  
(A)	
  2007	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  8765
(C)	
  17865	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  2151
7. 3069	
  ÷	
  99	
  =
(A)	
  99	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  48
(C)	
  31	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  51
8. Gawanya	
  kipeuo	
  cha	
  pili	
  cha	
  144	
  kwa	
  kipeuo	
  cha	
  pili	
  cha	
  16
(A)	
  	
  9	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  27
(C)	
  	
  3	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  313
9. 7	
  +	
  2	
  =
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  12	
  	
  	
  3
(A)	
  1	
  1	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  3
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  4	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  4
(C)	
  	
  8	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  2
	
  	
  	
  	
  	
  	
  	
  9	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  3	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
10. 41/2 –	
  3	
  3/4	
  =
(A)	
  	
  1/4	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  3/6
(C)	
  	
  -­‐2/5	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  3/4
BridgeITSummative	
  Evaluation 70
11. 1	
  3/4	
  x	
  2	
  4/7	
  =
(A)	
  2	
  1/4	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  3	
  1/2
(C)	
  4	
  1/2	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  5	
  3/4
12. 1/5	
  ÷	
  10	
  =
(A)	
  1/20	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  1/5
(C)	
  1/8	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  1/50
13. 0.9	
  +	
  0.1	
  =
(A)	
  0	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  1
(C)	
  2	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  4
14. 0.13
-­‐0.07
(A)	
  0.6	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  0.06
(C)	
  0.8	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  0.02
15. 	
  2.2
x	
  	
  8
(A)	
  12.6	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  13.8
(C)	
  17.6	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  21.8
16. 6.5	
  ÷	
  13
(A)	
  0.4	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  2.5
(C)	
  1.5	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  0.5
BridgeITSummative	
  Evaluation 71
17. Orodhesha	
  namba	
  shufwa	
  iliyopo	
  kati	
  ya	
  19	
  na	
  21
(A)	
  20	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  18
(C)	
  22	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  17
18. Andika	
  namba	
  witiri	
  inayokosekana	
  katika	
  mfululizo	
  huu	
  1,	
  3,	
  _____,	
  7,	
  9.
(A)	
  7	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  9
(C)	
  5	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  10
19. Andika	
  namba	
  tasa	
  inayofuata	
  2,	
  3,35,7,	
  _____.	
  
(A)	
  9	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  11	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(C)	
  13	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  15	
  
20. Andika	
  XCIX	
  kwa	
  namba	
  ya	
  kawaida
	
  	
  	
  	
  	
  (A)	
  54	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  99
	
  	
  	
  	
  	
  (C)	
  79	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  89
21. Tafuta	
  kipeuo	
  cha	
  pili	
  cha	
  25.	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(A)	
  625	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  500
(C)	
  225	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  5
22. Tafuta	
  thamani	
  ya	
  7	
  +	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  225
(A)	
  52	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  42	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(C)	
  32	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  22	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
23. Tafuta	
  namba	
  mraba	
  ya	
  18
(A)	
  324	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  248
(C)	
  524	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  369
24. Tafuta	
  wastani	
  wa	
  85,	
  25,	
  46
(A)	
  52	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  24
(C)	
  72	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  102
BridgeITSummative	
  Evaluation 72
25. Tafuta	
  KKS	
  cha	
  8	
  na	
  12
(A)	
  8	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  4
(C)	
  12	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  24
26. Tafuta	
  KDS	
  cha	
  16	
  na	
  24
(A)	
  48	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  36
(C)	
  24	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  72
27. Mjomba	
  aliuza	
  machungwa	
  kwa	
  siku	
  mbili,	
  siku	
  ya	
  kwanza	
  alipata	
  shilingi	
  
3500/-­‐,	
  siku	
  ya	
  pili	
  alipata	
  shikingi	
  4000/-­‐,	
  Jumla	
  alipata	
  shilingi	
  ngapi?	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(A)	
  8500/-­‐	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  4500/-­‐	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(C)	
  7500/-­‐	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  5500/-­‐	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
28. Kijiji	
  kimoja	
  kilivuna	
  magunia	
  25670	
  ya	
  mahindi,	
  kiliuza	
  magunia	
  13872,	
  Je,	
  
kilibakiwa	
  na	
  magunia	
  mangapi?
(A)	
  10700	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  14283
(C)	
  9798	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  11798
29. Sophia	
  huchapa	
  maneno	
  hamsini	
  kwa	
  dakika,	
  Je	
  atachapa	
  maneno	
  mangapi	
  kwa	
  saa	
  
moja?
(A)	
  58	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  3000
(C)	
  2850	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  3001
30. Wanafunzi	
  4464	
  walipangwa	
  idadi	
  sawa	
  katika	
  vikosi	
  24,	
  kila	
  kikosi	
  kilikuwa	
  na	
  
wanafunzi	
  wangapi?
(A)	
  1680	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  864
(C)	
  414	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  186
31. Ng’ombe	
  watano	
  walikuwa	
  na	
  uzito	
  wa	
  kilogramu	
  350,	
  415,	
  375,	
  421,	
  na	
  389	
  kwa	
  
wastani	
  wa	
  ng’ombe	
  mmoj	
  alikuwa	
  na	
  uzito	
  kiasi	
  gani?
(A)	
  380	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  425
BridgeITSummative	
  Evaluation 73
(C)	
  257	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  390
32. Namba	
  ambayo	
  ni	
  tsa	
  na	
  pia	
  shufwa	
  ni;
(A)	
  2	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  3
(C)	
  5	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  7
33. 2	
  1/3	
  +	
  3	
  3/8	
  =	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(A)	
  3	
  2/5	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  5	
  17/24
(C)	
  2	
  1/13	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  3	
  1/4
34. Namba	
  ipi	
  kati	
  ya	
  hizi	
  zifuatazo	
  imeandikwa	
  katika	
  asilimia?
(A)	
  3.5	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  45%
(C)	
  4.67	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  46
35. Badili	
  3/4	
  kuwa	
  asilimia
(A)	
  25%	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  45%
(C)	
  75%	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  65%
36. Badili	
  0.05	
  kuwa	
  asilimia
(A)	
  10%	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  50%
(C)	
  5%	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  500%
37. 52	
  	
  x	
  42	
  =
(A)	
  400	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  401
(C)	
  346	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  225
BridgeITSummative	
  Evaluation 74
38. Tafuta	
  b;	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  30
(A)	
  4	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  12	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(C)	
  6	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  8	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
39. Andika	
  49	
  kwa	
  namba	
  za	
  kirumi
(A)	
  XLIV	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  CMIX
(C)	
  LLIV	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  XLIX
40. Andika	
  namba	
  zifuatazo	
  kwa	
  tarakimu;	
  Elfu	
  Nane	
  Mia	
  Saba	
  Sitini	
  na	
  Mbili
(A)	
  8762	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  8672
(C)	
  8267	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  5762
41. ¼	
  ya	
  	
  meta	
  1000,	
  ni	
  meta	
  ngapi?
(A)	
  140	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  280
(C)	
  500	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  250
	
  	
  5
b
	
  	
  2
	
  	
  3
BridgeITSummative	
  Evaluation 75
42. Badili	
  20%	
  kuwa	
  sehemu;
(A)	
  1/4	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  1/2
(C)	
  1/5	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  3/8
43. Tafuta	
  eneo	
  la	
  mstatili	
  ufuatao;
Sm	
  14
Sm	
  	
  28
(A)	
  Sm	
  84	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sm	
  42
(C)	
  Sm	
  252	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sm	
  126
44. Eneo	
  la	
  mraba	
  ni	
  sm2	
  256,	
  nini	
  urefu	
  wa	
  upande	
  mmoja?
(A)	
  Sm	
  24	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sm	
  16
(C)	
  Sm	
  18	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sm	
  14.
45. Tafuta	
  eneo	
  la	
  pembetatu	
  hii;
Sm	
  9	
  	
  	
  	
  
BridgeITSummative	
  Evaluation 76
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Sm	
  70	
  	
  
(A)	
  Sm2	
  817	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sm2	
  504	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(C)	
  Sm2	
  315	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sm2	
  218	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
46. Katika	
  umbo	
  lifuatalo	
  ,	
  ipi	
  ni	
  pembe	
  mraba	
  ?
S
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  N	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  T
(A)	
  NT	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  TSN	
  
	
  	
  	
  	
  	
  	
  (C)	
  STN	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  SNT	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
47. Barabara	
  ina	
  urefu	
  wa	
  meta	
  7800	
  na	
  upana	
  wa	
  meta	
  8.	
  Nini	
  eneo	
  la	
  barabara	
  hiyo?
(A)	
  m2	
  7808	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  m2	
  808	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(C)	
  m2	
  62400	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  m2	
  40065	
  	
  	
  	
  	
  	
  	
  
48. Gramu	
  8000	
  ni	
  sawa	
  na	
  kilogramu	
  ngapi?
(A)	
  Kilogramu	
  80000	
  	
  	
  	
  	
  	
  (B)	
  Kilogramu	
  80
(C)	
  Gramu	
  800	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kilogramu	
  8
49. m	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  sm	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  mm
	
  	
  8	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  3	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  1
-­‐	
  2	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  4	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  8
BridgeITSummative	
  Evaluation 77
(A)	
  m	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  sm	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  mm	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)m	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  sm	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  mm	
  	
  	
  	
  	
  	
  	
  	
  
	
  	
  	
  	
  	
  	
  	
  5	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  108	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  3	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  10	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  7	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  9
(C)	
  m	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  sm	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  mm	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)m	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  sm	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  mm	
  
	
  	
  	
  	
  	
  	
  	
  6	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  1	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  7	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  16	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  12	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  8
50. Mfaume	
  alinunua	
  vitu	
  hivi;
Matofali	
  1500@170/=	
  ,	
  mifuko	
  10	
  ya	
  saruji@1800/=	
  na	
  mabati	
  10@shilingi	
  2900/=.	
  
Je,	
  alilipa	
  kiasi	
  gani?
(A)	
  344,500/=	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  272,000/=
(C)	
  182,600/=	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  225,000/=
BridgeITSummative	
  Evaluation 78
HISABATI	
  STD	
  VI	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  18/01/2010
1. 456	
  +	
  7954	
  =
(A)	
  8410	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  8510
(C)	
  7410	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  8634
2. 5475	
  –	
  6000	
  =
(A)	
  11576	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  12753
(C)	
  -­‐525	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  11475
3. 175	
  X	
  14	
  =
(A)	
  2451	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  2450
(C)	
  2575	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  2452
4. 7575	
  ÷	
  25	
  =
(A)	
  33	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  330
(C)	
  303	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  75
5. 200	
  –	
  41.86	
  	
  =
(A)	
  241.86	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  158.14
(C)	
  341.8	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  241.96
6. 861.4	
  –	
  159.21	
  =	
  
(A)	
  702.19	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  1200
(C)	
  1020	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  1020.61
7. 115.6	
  X	
  2.4	
  =
(A)	
  672.4	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  276.44
(C)	
  277.44	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  276.14
BridgeITSummative	
  Evaluation 79
8. 1.44	
  ÷	
  0.12	
  =
(A)	
  12	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  6.6
(C)	
  6	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  1.2
9. 31/2	
  +	
  13/4	
  =
(A)	
  	
  61/4	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  51/4
(C)	
  	
  61/2	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  41/4
10. 7 – 3	
  =
8	
  	
  	
  	
  4
(A)	
  	
  1/8	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  3/6	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(C)	
  	
  	
  	
  7/8	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  4/4	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
11. 15	
  ÷	
  3/4	
  =
(A)	
  	
  5/4	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  11/4
(C)	
  	
  20	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  60
12.(-­‐12)	
  X	
  (-­‐6)	
  =
(A)	
  +72	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  -­‐72
(C)	
  -­‐27	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  +124
13.(+75)	
  ÷	
  (+25)	
  =
(A)	
  100	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  75
(C)	
  +3	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  -­‐90
14.(-­‐112)	
  –	
  (-­‐125)	
  =
(A)	
  31	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  -­‐13
(C)	
  +13	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  +14
15. 4	
  a –	
  3	
  =	
  13
5
BridgeITSummative	
  Evaluation 80
(A)	
  20	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  0.2
(C) -­‐20	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  21
16. 5n	
  –	
  6	
  =	
  4	
  
(A)	
  5	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  4
(C)	
  3	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  2
17. Badili	
  3/8	
  kuwa	
  desimali
(A)	
  	
  0.3	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  0.075
(C)	
  	
  0.375	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  0.8
18. Tafuta	
  KDS	
  cha	
  12,	
  24	
  na	
  36
(A)	
  24	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  96
(C)	
  144	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  72
19. Tafuta	
  KKS	
  cha	
  18,	
  32	
  na	
  25
(A)	
  3	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  5
(C)	
  2	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  1
20. Tafuta	
  eneo	
  la	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Sm	
  12
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Sm	
  16	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
Sm	
  	
  8
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Sm	
  	
  	
  14
BridgeITSummative	
  Evaluation 81
(A)	
  sm2124	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  sm2	
  	
  223	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(C)	
  sm2232	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  sm2	
  	
  212	
  
21. Papaa	
  alitumwa	
  sokoni	
  akiwa	
  na	
  shilingi	
  6000/=	
  kununua	
  yafuatayo	
  ,	
  Nazi	
  6	
  @	
  Shs	
  
120/=	
  ,	
  Karoti	
  mafungu	
  4	
  @	
  Shs	
  150/=,	
  nyanya	
  5	
  @	
  Shs	
  240/=,	
  vitunguu	
  mafungu	
  6	
  
@	
  mafungu	
  2	
  Shs	
  200/=,	
  Je	
  manunuzi	
  hayo	
  alirudisha	
  Shs	
  ngapi?
	
  	
  	
  	
  	
  (A)	
  Shs	
  3860	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Shs	
  2880
	
  	
  	
  	
  	
  (C)	
  Shs	
  1741.60	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Shs	
  4121
22. Eneo	
  la	
  umbo	
  hili	
  ni	
  Sm2	
  120,	
  tafuta	
  urefu	
  wa	
  CD
A
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Sm	
  24
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  D	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  C	
  	
  
(A)	
  Sm	
  14	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sm	
  6
(C)	
  Sm	
  10	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sm	
  8
23. Tafuta	
  eneo	
  la	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Sm	
  (6a	
  +	
  4)
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Sm	
  (4a)
BridgeITSummative	
  Evaluation 82
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Sm	
  (2a	
  +	
  20)
(A)	
  Sm	
  2	
  448	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sm	
  2	
  360	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(C)	
  	
  Sm2136	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sm	
  2	
  128	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
24. Tafuta	
  kipeuo	
  cha	
  pili	
  	
  cha	
  1089
(A)	
  14	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  17
(C)	
  33	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  26
25. Halima	
  alikuwa	
  na	
  kuku	
  600	
  aliuza	
  1/3	
  yake	
  je	
  walibakia	
  wangapi?
(A)	
  Kuku	
  200	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kuku	
  250
(C)	
  Kuku	
  400	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kuku	
  175
26. Jumlisha	
  1/3	
  ya	
  sh	
  9000/=	
  	
  na1/5	
  ya	
  sh	
  4000/=
(A)	
  Sh	
  13000/=	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sh	
  8000/=
(C)	
  Sh	
  3000/=	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sh	
  3800/=
27. Bei	
  ya	
  redio	
  ni	
  sh.	
  488/=	
  ikiwa	
  kipunyuzi	
  cha	
  20%kitatolewa,	
  nini	
  bei	
  mpya?
(A)	
  Sh	
  1500	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sh	
  960
(C)	
  Sh	
  3840	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sh	
  390.40
28. Tafuta	
  eneo	
  la	
  umbo	
  hili
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Sm	
  6	
  	
  	
  	
  	
  	
  	
  	
  
BridgeITSummative	
  Evaluation 83
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Sm	
  3
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Sm	
  4
(A)	
  Sm2	
  60	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sm2	
  25	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(C)	
  Sm2	
  15	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sm2	
  72	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
29. Tafuta	
  namba	
  mraba	
  ya	
  (3)3	
  =
(A)	
  169	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  196
(C)	
  729	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  289
30. Andika	
  namba	
  inayofuata	
  1,8,	
  27,	
  64	
  ______
(A)	
  81	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  125
(C)	
  169	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  100
31. Andika	
  kwa	
  kirumi	
  1725
(A)	
  MDCLX	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  MDXXV
(C)	
  MDLX	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  MDCCXXV
32. Andika	
  katika	
  vipeo	
  256
(A)	
  28	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  26
(C)	
  24	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  27
33. Eneo	
  la	
  mraba	
  ni	
  Sm2	
  49,	
  tafuta	
  mzingo	
  wake
(A)	
  Sm	
  28	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sm	
  30
(C)	
  Sm	
  60	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sm	
  70
BridgeITSummative	
  Evaluation 84
34. Tafuta	
  mzingo	
  wa	
  
(A)	
  Sm	
  44	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sm	
  88
(C)	
  Sm	
  22	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sm	
  154
35. Ashura	
  aliweka	
  Shs	
  3600/=	
  kwenye	
  benki	
  inayotoa	
  riba	
  10%,	
  baada	
  ya	
  miaka	
  2	
  nini	
  
fida	
  yake?
(A)	
  Sh	
  560	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sh	
  144
(C)	
  Sh	
  720	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sh	
  840
36. Bei	
  ya	
  ng’ombe	
  w	
  3	
  ni	
  shilingi	
  1800/=,	
  tafuta	
  bei	
  ya	
  ng’ombe	
  wa	
  5;
(A)	
  Sh	
  1500	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sh	
  4500
(C)	
  Sh	
  6000	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sh	
  3000
37. Kuna	
  1/3	
  ngapi	
  katika	
  27
(A)	
  9	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  81
Sm	
  	
  14.
BridgeITSummative	
  Evaluation 85
(C)	
  1/9	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  27
38. Wastani	
  wa	
  namba	
  4	
  ni	
  18,	
  ikiwa	
  namba	
  tatu	
  ni	
  26,	
  18,	
  12.	
  Tafuta	
  namba	
  ya	
  nne;
(A)	
  15	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  16
(C)	
  12	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  10
39. Tafuta	
  eneo	
  lenye	
  kivuli;
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Sm	
  	
  	
  28
(A)	
  Sm2	
  68	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sm2	
  168	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(C)	
  Sm2	
  42	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sm2	
  140	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
40. Andika	
  namba	
  tasa	
  zote	
  kati	
  ya	
  56	
  na	
  60
(A)	
  59	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  57,	
  59
(C)	
  58,	
  56	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  57
41. Tafuta	
  jumla	
  ya	
  namba	
  witiri	
  kati	
  ya	
  71	
  na	
  77
(A)	
  152	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  148
(C)	
  75,	
  73	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  72,	
  74
BridgeITSummative	
  Evaluation 86
42. Tafuta	
  urefu	
  wa	
  CN
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  C	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  D
dm	
  	
  12
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Y	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  N
dm	
  	
  9
(A)	
  Sm	
  25	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sm	
  20
(C)	
  Sm	
  9	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sm	
  15
43. Duara	
  lina	
  mistari	
  mingapi	
  ya	
  picha;
(A)	
  Mmoja	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Mitatu
(C)	
  Hakuna	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Mingi
44. 4a	
  =	
  12	
  ,	
  Tafuta	
  ‘a’
	
  	
  	
  	
  	
  	
  3
(A)	
  a	
  =	
  36	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  a	
  =	
  4
(C)	
  a	
  =	
  9	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  a	
  =	
  12
45. Kuku	
  hutaga	
  mayai	
  125	
  kwa	
  siku,	
  Je	
  kwa	
  wiki	
  3	
  atataga	
  mayai	
  mangapi?
(A)	
  Mayai	
  37	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Mayai	
  2000
(C)	
  Mayai	
  112	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Mayai	
  2625.
46. Rubani	
  aliondoka	
  Entebe	
  saa	
  1645	
  kuelekea	
  Nairobi,	
  akafika	
  baada	
  ya	
  dk	
  30.	
  Andika	
  
muda	
  aliofika	
  kwa	
  mpango	
  wa	
  saa	
  ya	
  kawaida
(A)	
  5:15	
  AM	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  0500	
  PM	
  
BridgeITSummative	
  Evaluation 87
(C)	
  11:15	
  Jioni	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  1715
47. Zidisha	
  tani	
  2,	
  kilogramu	
  30	
  na	
  gramu	
  120	
  kwa	
  10.
(A)	
  Tani	
  21,	
  Kg	
  30,	
  g	
  200	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Tani	
  200,	
  Kg	
  70,	
  g	
  310
(C)	
  Tani	
  120,	
  Kg	
  40,	
  g	
  200	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Tani	
  20,Kg	
  301,	
  g	
  200
48.
E	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  G
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  F
EFG	
  ni	
  aina	
  gani	
  ya	
  pembe?
(A)	
  Pembe	
  butu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Pembe	
  kuu
(C)	
  Pembe	
  kali	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Pembe	
  mraba
49.
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  M	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
BridgeITSummative	
  Evaluation 88
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  O	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  N	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
	
  	
  	
  	
  	
  	
  	
  Taja	
  majira	
  ya	
  nukta	
  M
	
  (A)	
  (3,6)	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  (6,3)
	
  (C)	
  (4,5)	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  (5,4)
50. Kijiji	
  cha	
  Bugulola	
  kina	
  watu	
  15,000,	
  Je	
  watoto	
  ni	
  wangapi?
Vijana
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  132º
	
  	
  	
  	
  120º	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  xº
BridgeITSummative	
  Evaluation 89
watoto
	
  	
  	
  	
  	
  	
  	
  	
  	
  Wazee
(A)	
  45,000	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  15000
(C)	
  9500	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  4500
BridgeITSummative	
  Evaluation 90
SAYANSI	
  STD	
  V	
  	
  	
  	
  18/01/2010
A.	
  CHAGUA	
  JIBU	
  SAHIHI
1. Yafuatayo	
  ni	
  mambo	
  yanayofanaya	
  mfumo	
  wa	
  mzunguko	
  wa	
  damu	
  isipokuwa;
(A)	
  Damu	
  yenyewe	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Moyo
(C)	
  Mate	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Mishipa	
  ya	
  damu
2. Ogani	
  ipi	
  inayohusika	
  na	
  kutoa	
  na	
  kuingiza	
  hewa;
(A)	
  Mapafu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Figo
(C)	
  Ngozi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Ini
3. Kazi	
  ya	
  vyakula	
  vifuatavyo	
  mwilini	
  matunda	
  na	
  mboga	
  za	
  majani	
  ni;
(A)	
  Kujenga	
  mwili	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kutia	
  joto
(C)	
  Kulinda	
  mwili	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kuupa	
  mwili	
  nguvu	
  
4. Njia	
  nzuri	
  ya	
  kuepuka	
  maambukizi	
  ya	
  Ukimwi	
  ___________;
(A)	
  Kutumia	
  kondom	
  kila	
  unapofanya	
  	
  	
  	
  (B)	
  Kuwa	
  mwaminifu	
  kwa	
  mpenzi
tendo	
  la	
  ndoa	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  mmoja	
  tu	
  asiyeambukiswa.
(C)	
  Kuacha	
  kabisa	
  kujamiiana	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Majibu	
  yote	
  (A),	
  (B)	
  na	
  (C)	
  ni	
  sahihi
5. Msaada	
  apewao	
  mtu	
  kabla	
  ya	
  kufikishwa	
  hospitalini	
  huitwa;
(A)	
  Usamaria	
  mwema	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Huduma	
  ya	
  kwanza
(C)	
  Uungwana	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Msaada
6. Ugonjwa	
  upi	
  hautolewi	
  chanjo	
  kati	
  ya	
  haya;-­‐
(A)	
  Kisukari	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Surua
(C)	
  Pepopunda	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kifua	
  Kikuu
BridgeITSummative	
  Evaluation 91
7. Tunafanya	
  majaribio	
  ya	
  kisayansi	
  ili	
  ___________:-­‐
(A)	
  Kutatua	
  tatizo	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kujifurahisha
(C)	
  Kujichangamsha	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Majibu	
  yote	
  ni	
  sahihi
8. Viumbe	
  hai	
  vimeundwa	
  kwa:-­‐
(A)	
  Chembe	
  sahani.	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Tungamo
(C)	
  Damu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Seli
9. Chombo	
  chenye	
  uwezo	
  wa	
  kurahisisha	
  kazi:-­‐
(A)	
  Gari	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kukojoa
(C)	
  Mashine	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Roda
10. Sumaku	
  ina	
  ncha	
  mbili	
  nazo	
  ni;-­‐
(A)	
  Kusini	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kaskazini
(C)	
  Kusini	
  na	
  Mashariki	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kusini	
  na	
  Kaskazini
B.	
  CHAGUA	
  JIBU	
  SAHIHI	
  KWA	
  KUANDIKA	
  HERUFI	
  KATIKA	
  KISANDUKU
11. Chakula	
  kikitoka	
  kwenye	
  tumbo	
  huingia	
  kwenye:-­‐
(A)	
  Utumbo	
  mdogo	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Utumbo	
  mkubwa
(C)	
  Utumbo	
  mrefu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Maji
12. Chakula	
  ambacho	
  kinaweza	
  kuupatia	
  mwili	
  virutubisho	
  vyote	
  muhimu	
  huitwa	
  :-­‐
(A)	
  Vitamini	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Protini
(C)	
  Wanga	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Mlo	
  kamili
13. ___________	
  ni	
  ugonjwa	
  unaotokana	
  na	
  zinaa	
  na	
  hushambulia	
  sehemu	
  za	
  siri?
(A)	
  Kichocho	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Malaria
(C)	
  Kisonono	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kifua	
  kikuu
BridgeITSummative	
  Evaluation 92
14. Trakoma	
  ni	
  ugonjwa	
  wa	
  _____________	
  unaotokana	
  na	
  virusi:-­‐
(A)	
  Macho	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Masikio
(C)	
  Miguu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Fangas
15. Ugonjwa	
  ambao	
  unaoitikisa	
  dunia	
  na	
  mpaka	
  sasa	
  hauna	
  chanjo	
  ni.
(A)	
  Malaria	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Ukimwi
(C)	
  Trakoma	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Homa	
  ya	
  matumbo
16. Mishipa	
  inayotoa	
  damu	
  kutoka	
  kwenye	
  moyo	
  huitwa;
(A)	
  Ateri	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kapilari
(C)	
  Vena	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Vena	
  Kava
17. Mapigo	
  ya	
  Moyo	
  husababishwa	
  na	
  kusinyaa	
  na	
  kutanuka	
  kwa;
(A)	
  Vena	
  Kava	
  na	
  Ateri	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Auriko	
  na	
  Ventriko
(C)	
  Kapilari	
  na	
  Ventriko	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Auriko	
  na	
  Kapilari
18. Njia	
  rahisi	
  ya	
  kupika	
  chakula	
  kwa	
  haraka	
  katika	
  mafuta	
  ya	
  moto	
  ni;
(A)	
  Kuchemsha	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kukaanga
(C)	
  Kuoka	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kupika	
  na	
  mvuke
19. Hali	
  ya	
  kumtenga	
  na	
  kumnyanyasa	
  mgonjwa	
  wa	
  Ukimwi	
  inajulikana	
  kama;
(A)	
  Kumtunza	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kumnyanyapaa
(C)	
  Kumsema	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kumfariji
20. Maji	
  safi	
  na	
  salama	
  ni	
  yale	
  ambayo;
(A)Yamechemshwa	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Yamewekwa	
  kwenye	
  chombo	
  kisafi
(C)	
  Hayajachotwa	
  kisimani	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Yamechemshwa	
  na	
  kuchujwa	
  
kwa	
  kitambaa	
  safi.	
  	
  	
  
21. Metamofosisi	
  ni;
(A)	
  Hatua	
  za	
  kufa	
  kwa	
  mdudu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Hatua	
  za	
  kuzeeka	
  kwa	
  mdudu
BridgeITSummative	
  Evaluation 93
(C)	
  Hatua	
  za	
  kukua	
  kwa	
  mdudu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Hatua	
  za	
  kutembea	
  kwa	
  mdudu
22. __________	
  ni	
  kiasi	
  cha	
  vitu	
  kinachounda	
  maada;
(A)	
  Tungamo	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Ukinzani
(C)	
  Chocheo	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Kani
23. Kazi	
  ya	
  lenzi	
  mbonyeo	
  ni;
(A)	
  Kukusanya	
  mwanga	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Kutawanya	
  mwanga
(C)	
  Kuzuia	
  mwanga	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Kurekebisha	
  mwanga
24. Nishati	
  ya	
  umeme	
  huambatana	
  na	
  nguvu	
  ya;
(A)	
  Radi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Mitambo
(C)	
  Unene	
  wa	
  waya	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Sumaku
25. Chombo	
  chenye	
  uwezo	
  wa	
  kuongeza	
  na	
  kupunguza	
  kiasi	
  cha	
  umeme	
  ni;
(A)	
  Transimita	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Betri
(C)	
  Transfoma	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Sumaku
26. Kazi	
  ya	
  kulinda	
  miili	
  yetu	
  isishambuliwe	
  na	
  magonjwa	
  ovyo	
  hufanywa	
  na________;
(A)	
  Chembe	
  hai	
  nyekundu	
  za	
  damu.	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Chembe	
  hai	
  nyeupe	
  za	
  damu.
(C)	
  Chembe	
  hai	
  sahani	
  za	
  damu.
BridgeITSummative	
  Evaluation 94
(D)	
  Ute	
  mzito	
  wa	
  damu.
27. V.V.U	
  ni	
  kifupi	
  cha;
(A)	
  Virusi	
  vinavyozuia	
  Ukimwi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Virusi	
  vya	
  Ukimwi
(C)	
  Viini	
  vya	
  magonjwa	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Hakuna	
  jibu	
  sahihi
28. Aina	
  kuu	
  mbili	
  za	
  maji	
  ni	
  __________;
(A)	
  Maji	
  ya	
  kisima	
  na	
  maji	
  ya	
  bomba	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Maji	
  ya	
  mvua	
  na	
  maji	
  ya	
  bahari
(C)	
  Maji	
  ya	
  mtoni	
  na	
  maji	
  ya	
  kisima	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Maji	
  magumu	
  na	
  maji	
  malaini
29. Vifaa	
  vya	
  kupima	
  umeme	
  ni;
(A)	
  Amita,	
  vihisi	
  umeme	
  na	
  voltamita	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Swichi	
  na	
  transifoma	
  
(C)	
  Betri,swichi	
  na	
  transifoma	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Majibu	
  (B)	
  na	
  (C)	
  ni	
  sahihi
30. Aina	
  kuu	
  za	
  umeme	
  ni;
(A)	
  Mbili	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Moja
(C)	
  Tatu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Nne
BridgeITSummative	
  Evaluation 95
31. Dalili	
  mojawapo	
  ya	
  kupunguza	
  uzito	
  kwa	
  10%	
  bila	
  sababu	
  maalamu	
  ni	
  mojawapo	
  kati	
  
ya	
  dalili	
  kuu	
  ya	
  ugonjwa	
  wa;
(A)	
  Kaswende	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Kwashiakoo
(C)	
  Ukimwi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Kisonono
32. Umeme	
  huamishwa	
  kwa	
  njia	
  ya	
  kutiririka,	
  njia	
  hiyo	
  huitwa	
  _______;
(A)	
  Amiti	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Sakiti
(C)	
  Volti	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Transfoma
33. Sayari	
  iliyo	
  karibu	
  sana	
  na	
  jua	
  ni;
(A)	
  Pluto	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Zuhura
(C)	
  Zebaki	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Dunia
34. Sauti	
  husafiri	
  kwa	
  njia	
  ya;
(A)	
  Mwangwi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Mawimbi
(C)	
  Msitari	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Kwa	
  kupiga	
  simu
35. Joto	
  la	
  ndege	
  lina	
  nyuzi	
  ngapi?
(A)	
  37.5	
  ºC	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  40.5	
  ºC	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(C)	
  86	
  ºF	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
BridgeITSummative	
  Evaluation 96
(D)	
  25	
  ºC	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
36. Kizingiti	
  cha	
  maji	
  kuchemka	
  ni	
  nyuzi;
(A)	
  37.5	
  ºC	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  90	
  ºF	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(C)	
  100	
  ºC	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Maji	
  hayachemki	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
37. Popo	
  yuko	
  kundi	
  gani	
  la	
  	
  viumbe	
  hai_____?
(A)	
  Ndege	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Wadudu
(C)	
  Mamalia	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Reptilia
38. Kazi	
  ya	
  maji	
  mwilini	
  ni;	
  ____
(A)	
  Kuharibu	
  chakula	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Kusaga	
  chakula
(C)	
  Kufanya	
  chakula	
  kiwe	
  kigumu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Kusafirisha	
  chakula	
  mwilini
39. Chakula	
  cha	
  mtoto	
  mdogo	
  chafaa	
  kiwe	
  na__;
(A)	
  Wingi	
  wa	
  wanga	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Wingi	
  wa	
  protini
(C)	
  Wingi	
  wa	
  vitamini
(D)	
  Wingi	
  wa	
  mafuta
BridgeITSummative	
  Evaluation 97
40. Chombo	
  kinachorahisisha	
  kazi	
  ni;
(A)	
  Makaa	
  ya	
  mawe	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Mashine
(C)	
  Gari	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Kuni
41. Sehemu	
  kubwa	
  ya	
  mwili	
  wa	
  binadamu	
  ni;
(A)	
  Mifupa	
  	
  	
  	
  	
  
(B)	
  Nyama
(C)	
  Maji	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Ngozi
42. Mtu	
  anayenaswa	
  na	
  umeme	
  tutamsaidiaje;
(A)	
  Kumsukuma	
  kwa	
  mti	
  mbichi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Kumtoa	
  kwa	
  mikono
(C)	
  Kuwaita	
  watu	
  wa	
  Tanesko	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Kumsukuma	
  kwa	
  mti	
  mkavu
43. Vitu	
  vyote	
  vinavyomzunguka	
  mwanadamu	
  ni;
(A)	
  Nyumba	
  	
  	
  	
  	
  
(B)	
  Mazingira
(C)	
  Wanyama	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Ndege
44. Kiini	
  cha	
  mfumo	
  wa	
  sayari	
  zote	
  ni;
(A)	
  Jua	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
BridgeITSummative	
  Evaluation 98
(B)	
  Mwezi
(C)	
  Dunia	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
	
  	
  	
  	
  	
  	
  (D)	
  Anga
45. Kuwepo	
  kwa	
  chumvichumvi	
  baharini	
  husababishwa	
  na;
(A)	
  Chumvi	
  nyingi	
  iliyopo	
  katikati	
  ya	
  bahari	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Madini	
  ya	
  chumvi	
  yanayobebwa	
  na	
  mito	
  na	
  kuingia	
  baharini
(C)	
  Chumvi	
  nyingi	
  zinazotupwa	
  baharini	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Vinyesi	
  vya	
  wanayama	
  na	
  binadamu
46. Kundi	
  la	
  viumbe	
  hai	
  linalotengeneza	
  chakula	
  chake	
  ni	
  ___;
(A)	
  Wanyama	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Bakteria
(C)	
  Mimea	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Wadudu
47. Baadhi	
  ya	
  vielekezo	
  vya	
  sehemu	
  za	
  jangwa	
  ni_____;
(A)	
  Uhaba	
  wa	
  vyanzo	
  vya	
  maji	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Udongo	
  wenye	
  rutuba
(C)	
  Misitu	
  minene	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Mvua	
  nyingi
48. Kipimo	
  cha	
  kani	
  inayotumika	
  kufanya	
  kazi	
  ni;
(A)	
  Juli	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Kazi
(C)	
  Nyutoni	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Kizio
49. Watu	
  gani	
  hasa	
  hutumia	
  dira	
  katika	
  shughuli	
  zao	
  za	
  kila	
  siku?
(A)	
  Wafugaji	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
BridgeITSummative	
  Evaluation 99
(B)	
  Manahodha	
  na	
  Marubani
(C)	
  Fundi	
  umeme	
  na	
  Waashi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Madaktari
50. Kizio	
  cha	
  ukinzani	
  ni	
  _______;
(A)	
  Waya	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(B)	
  Volti
(C)	
  Ampea	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
(D)	
  Ohm
BridgeITSummative	
  Evaluation 100
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  18/01/2010
MTIHANI	
  WA	
  SAYANSI	
  STD	
  VI
CHAGUA	
  HERUFI	
  ILIYO	
  SAHIHI
1. Binadamu	
  anahitaji	
  hewa	
  ya	
  Oksijeni	
  ili	
  aweze	
  kuishi	
  je	
  anatoa	
  hewa	
  gani?
(A)	
  Oksijeni	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Hidrojeni
(C)	
  Naitrojeni	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kabonidayoksaidi
2. Kazi	
  muhimu	
  za	
  damu	
  kati	
  ya	
  hizi	
  ni;
(A)	
  Kuyeyusha	
  Kabondioxide	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kuyeyusha	
  Oksijeni
(C)	
  Kusafirisha	
  chakula	
  na	
  oksijeni	
  katika	
  sehemu	
  zote	
  za	
  mwili
(D)	
  Kutupa	
  joto
3. Katika	
  hali	
  tatu	
  za	
  maada	
  ______	
  ina	
  uwezo	
  wa	
  kubadilika	
  katika	
  hali	
  zote.
(A)	
  Maada	
  ya	
  gesi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Maada	
  ya	
  yabisi
(C)	
  Maada	
  ya	
  vimiminiko
(D)	
  Majibu	
  yote	
  (A),	
  (B)	
  ,	
  (C)	
  na	
  (D)	
  ni	
  sawa
4. Mimea	
  inayotoa	
  maua	
  imegawanyika	
  katika	
  makundi	
  ____;
(A)	
  Moja	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Mawili
(C)	
  Matatu
(D)	
  Sita
5. Yafuatayo	
  ni	
  baadhi	
  ya	
  magonjwa	
  ya	
  kuambukiza	
  yanayotibika;
(A)	
  Kisonono,Ukimwi	
  na	
  Malaria	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kisonono,	
  Kaswende,	
  Trikonomia
(C)	
  Kipindupindu,	
  Taifodi,Kisukari	
  	
  	
  	
  	
  (D)	
  Athma	
  ,	
  Ukimwi	
  na	
  Kisukari
BridgeITSummative	
  Evaluation 101
6. Kazi	
  ya	
  chembe	
  hai	
  sahani	
  yadamu	
  ni;-­‐
(A)	
  Kuyeyusha	
  damu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kusafisha	
  damu
(C)	
  Kulainisha	
  damu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kugandisha	
  damu	
  sehemu	
  iliyopata	
  jeraha
7. Mabadiliko	
  yanayotokea	
  kutoka	
  lava	
  hadi	
  insekta	
  kamili	
  huitwa:-­‐
(A)	
  Metabolizimu	
  	
  	
  	
  (B)	
  Metamofiki
(C)	
  Metamofosisi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Metropoli
8. Mnyama	
  anayezaliana	
  bila	
  viungovya	
  uzazi	
  kukutana	
  kati	
  ya	
  hawa	
  ni:-­‐
(A)	
  Kuku	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Binadamu
(C)	
  Amiba	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kabonidayoksaidi
9. Mojawapo	
  katika	
  njia	
  zifuatazo	
  si	
  ya	
  kutoa	
  uchafu	
  mwilini:-­‐
(A)	
  Kutema	
  mate	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kukojoa
(C)	
  Kupumua	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kutoa	
  jasho
10. Mrija	
  unaotoka	
  kwenye	
  figo	
  na	
  kuelekea	
  kwenye	
  kibofu	
  huitwa;-­‐
(A)	
  Ureta	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Urethra
(C)	
  Kibofu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Vena
11. Hewa	
  inayotumika	
  kuzima	
  moto:-­‐
(A)	
  Kabon	
  dioksaidi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Oksijeni
(C)	
  Naitrojeni	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Haidrojeni
12. Unaweza	
  kutambua	
  kuwa	
  hewa	
  unayopumua	
  ni	
  Kabondioksdaidi	
  kwa	
  kupumulia	
  
katika:-­‐
(A)	
  Maji	
  yaliyochemshwa	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Maji	
  ya	
  laimu(Maji	
  ya	
  chokaa)
(C)	
  Pombe	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Maji
13. Kizingiti	
  cha	
  maji	
  kuchemka	
  ni	
  :-­‐
(A)	
  0	
  ºC	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  100	
  ºC
(C)	
  100	
  	
  	
  ºF	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  108	
  ºC
BridgeITSummative	
  Evaluation 102
14. Si	
  vizuri	
  kuweka	
  mimea	
  inayokuwa	
  chumbani	
  wakati	
  wa	
  usiku	
  kwa	
  sababu
(A)	
  Harufu	
  ya	
  maua	
  huleta	
  maumivu	
  ya	
  tumbo	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Hutoa	
  unyevu
(C)	
  Oksijeni	
  hutolewa	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kabomdioksaidi	
  hutolewa
15. Ogani	
  ya	
  mwili	
  iliyomuhimu	
  katika	
  kuondoa	
  chumvi	
  ya	
  ziada,	
  urea	
  na	
  maji	
  katika	
  mwili	
  
ni:-­‐
(A)	
  Ini	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Figo
(C)	
  Moyo	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Mapafu
16. Damu	
  inayotoka	
  sehemu	
  mbalimbali	
  za	
  mwili	
  kwenda	
  kwenye	
  mapafu	
  huwa	
  na	
  
____________nyingi.
(A)	
  Oksijeni	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Nitrojeni
(C)	
  Kabonidayoksaidi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Monoksaidi
17. Maada	
  yoyote	
  ikipata	
  joto;
(A)	
  Husinyaa	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Hukua
(C)	
  Hulegea	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Hutanuka
18. Kitendo	
  cha	
  mimea	
  yenye	
  rangi	
  ya	
  kijani	
  kujitengenezea	
  chakuala	
  chake	
  yenyewe	
  
huitwa;
(A)	
  Osmosisi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Fotosinthesisi
(C)	
  Kujongea	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Ukuaji
19. Zipo	
  aina	
  ngapi	
  za	
  mashine	
  
(A)	
  Sita	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Nne
(C)	
  Mbili	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kumi	
  na	
  sita
20. Ni	
  udongo	
  gani	
  unaopitisgha	
  maji	
  kwa	
  haraka	
  zaidi?
(A)	
  Mfinyanzi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Tifutifu
(C)	
  Kichanga	
  na	
  Mfinyanzi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Mfinyanzi
BridgeITSummative	
  Evaluation 103
21. Tafuta	
  n.
sm	
  5	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  sm	
  n	
  	
  	
  	
  	
  
	
  	
  	
  	
  	
  (A)	
  Sm	
  15	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sm	
  10
	
  	
  	
  	
  	
  (C)	
  Sm	
  50	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sm	
  25
22. Mwanasayansi	
  anapaswa	
  kuwa	
  na	
  tabia	
  gani	
  ya	
  ____;
(A)	
  Kuongea	
  sana	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Uvivu
(C)	
  Udadisi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Uongo
23. Zipo	
  sayari	
  ngapi	
  ambazo	
  zinajulikana?
(A)	
  Kumi	
  na	
  mbili	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Haijulikani
(C)	
  Tisa	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Hakuna	
  jibu
24. Mtu	
  mwenye	
  tatizo	
  la	
  kutoona	
  mbali	
  inashauriwa	
  kutumia	
  miwani	
  yenye	
  lenzi;
(A)	
  Mbonyeo	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Mbinuko
(C)	
  Mbonyeo	
  na	
  Mbinuko	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Hakuna	
  jibu
25. Katika	
  sakiti	
  mfuatano	
  glopu	
  moja	
  ikiungua;
(A)	
  Umeme	
  uingia	
  katika	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Umeme	
  huwaka	
  kidogo	
  katika	
  	
  
	
  	
  	
  	
  	
  	
  glopu	
  nyingine	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  glopu	
  nyingine	
  
(C)	
  Glopu	
  zote	
  huzimika	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Glopu	
  zote	
  huwaka
26. Jinsia	
  ya	
  mtoto	
  hufanyika	
  wakati	
  wa	
  _____;
	
  	
  	
  	
  	
  Kg	
  	
  	
  	
  50 	
  	
  	
  	
  Kg	
  	
  	
  	
  	
  25
BridgeITSummative	
  Evaluation 104
(A)	
  Uchavushaji	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Urutubishaji
(C)	
  Ukuaji	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kuzaliwa
27. Maji	
  ni	
  muunganiko	
  wa	
  ____;
(A)	
  Haidrojeni	
  na	
  Oksijeni(B)	
  Kabonidayoksaidi	
  na	
  Oksijeni
(C)	
  Mbili	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kumi	
  na	
  sita
28. Tunavuta	
  hewa	
  ya	
  _____na	
  kutoa	
  hewa	
  ya	
  ____;
(A)	
  Kabonidayoksaidi	
  na	
  Oksijeni	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Laini	
  na	
  ngumu
(C)	
  Oksijeni	
  na	
  Naitrojeni	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Oksijeni	
  na	
  Kabonidayoksaidi
29. Viini	
  vya	
  magonjwa	
  huingia	
  mwilini	
  kupitia	
  ;
(A)	
  Mdomoni	
  tu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kwenye	
  ngozi
(C)	
  Kwenye	
  damu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Sehemu	
  mbalimbali	
  za	
  mwili
30. Ukimwi	
  huambukizwa	
  kwa;
(A)	
  Zinaa	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Damu
(C)	
  Mama	
  kwa	
  mtoto	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Yote	
  sawa
31. Mazingira	
  ni;
(A)	
  Kupanda	
  miti	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Jumla	
  ya	
  mambo	
  yote	
  yanayomzunguka	
  kiumbe	
  hai	
  
(C)	
  Mama	
  kwa	
  mtoto	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kukata	
  miti
32. Mama	
  mjamzito	
  anashauriwa;
(A)	
  Kuvaa	
  nguo	
  zisizobana	
  ili	
  aweze	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kula	
  vyakula	
  vyenye	
  lishe	
  
kupumua	
  bila	
  shida
(C)	
  Kutofanya	
  kazi	
  ngumu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Majibu	
  yote	
  ni	
  sahihi
33. Ubongo	
  umegawanyika	
  sehemu	
  kuu	
  ngapi?
(A)	
  Moja	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Sita
(C)	
  Tatu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Mbili
BridgeITSummative	
  Evaluation 105
34. Taarifa	
  kuhusu	
  harufu	
  hutafsiriwa	
  na	
  sehemu	
  ya	
  ubongo	
  wa	
  	
  mbele	
  inayoitwa;
(A)	
  Pua	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Olfektori
(C)	
  Selebramu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Neva	
  za	
  kunusa
35. Ni	
  madini	
  gani	
  yanayoruhusu	
  mwanga	
  kupenya;
(A)	
  Almasi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Dhahabu
(C)	
  Ulanga	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Shaba
36. Uzito	
  wa	
  maji	
  yanayochukuliwa	
  na	
  kitu	
  kinapoelea	
  unakuwaje?
(A)	
  Unalingana	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Haulingani
(C)	
  Ni	
  mrefu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kitu	
  kinazama
37. Kuna	
  aina	
  ngapi	
  za	
  Transfoma;
(A)	
  Mbili	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Tatu
(C)	
  Nne	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Moja
38. Seli	
  kavu	
  moja	
  ina	
  volti	
  ngapi?
(A)	
  Volti	
  3.0	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Volti	
  3
(C)	
  Volti	
  1.5	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Volti	
  2.5
39. Sumaku	
  ina	
  pande	
  mbili	
  ambazo	
  ni;
(A)	
  Kusini	
  ma	
  Mashariki	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kusini	
  na	
  Kaskazini
(C)	
  Kaskazini	
  na	
  Magharibi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Magharibi	
  na	
  Mashariki
40. Mwale	
  unaoelekea	
  katika	
  uso	
  wa	
  kioo	
  huitwa____:
(A)	
  Mwale	
  akisi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Mwale	
  mtuo
(C)	
  Pembe	
  akisi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Pembe	
  mtuo
41. Ni	
  nini	
  kinachopambana	
  na	
  sumu	
  zinazoingia	
  mwilini;
(A)	
  Figo	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Mapafu
(C)	
  Nyongo	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Ini
BridgeITSummative	
  Evaluation 106
42. Kabonidayoksaidi	
  na	
  maji	
  ni;
(A)	
  Gesi	
  na	
  kimiminika	
  zinazotolewa	
  moyoni	
  	
  (B)	
  Taka	
  zinazotolewa	
  na	
  mapafu
(C)	
  Taka	
  mwili	
  zinazotolewa	
  na	
  mwili	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Taka	
  mwili	
  zinazotolewa	
  na	
  ngozi
43. Ugonjwa	
  utokanao	
  na	
  mabadiliko	
  yaliyo	
  ya	
  kawaida	
  ya	
  mawimbi	
  ya	
  umeme	
  ya	
  neva	
  za	
  
ubongo	
  ni;
(A)	
  Kifua	
  kikuu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kifafa
(C)	
  Kikohozi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Kisukari
44. Taka	
  zinazotolewa	
  na	
  ngozi	
  ni;
(A)	
  Urea,	
  chumvichumvi	
  na	
  maji	
  ya	
  ziada	
  	
  	
  	
  	
  (B)	
  Kabonidayoksaidi	
  na	
  chumvichumvi
(C)	
  Maji	
  ya	
  ziada	
  na	
  Oksijeni	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Haidrojeni	
  na	
  Oksijeni
45. Ni	
  zao	
  gani	
  kati	
  ya	
  yafuatayo	
  huifadhi	
  rutuba;
(A)	
  Korosho	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Minazi
(C)	
  Miembe	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Mimea	
  jamii	
  ya	
  kunde
46. Katika	
  nyenzo	
  daraja	
  la	
  kwanza	
  ___;
(A)	
  Mzigo	
  huwa	
  katikati	
  ya	
  daraja	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Egemeo	
  huwa	
  katikati	
  ya	
  mzigo
	
  	
  	
  	
  	
  	
  	
  na	
  egemeo	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  na	
  jitihada
(C)	
  Jitihada	
  huwa	
  katikati	
  ya	
  mzigo	
  (D)	
  Majibu	
  yote	
  ni	
  sahihi
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  na	
  egemeo
47. Ukitaka	
  kutambua	
  chakula	
  chenye	
  wanga	
  utatumia;
(A)	
  Ayodini	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Litimasi
(C)	
  Mihogo	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Maji
48. Mtoto	
  mdogo	
  huhitaji	
  chakula	
  chenye	
  ______	
  kwa	
  wingi;
(A)	
  Kabohaidreti	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Protini
BridgeITSummative	
  Evaluation 107
(C)	
  Fati	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Chumvi	
  za	
  madini
49. Kati	
  ya	
  wadudu	
  wafuatao	
  anayetaga	
  mayai	
  yake	
  chini	
  ya	
  ardhi	
  ni;
(A)	
  Panzi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Kipepeo
(C)	
  Inzi	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Mmbu
50. Katika	
  makundi	
  ya	
  wanyam,a	
  wafuatao	
  kundi	
  mojawapo	
  halin	
  auti	
  wa	
  mgongo;
(A)	
  Wadudu	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (B)	
  Mamalia
(C)	
  Ndege	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (D)	
  Amfibia
BridgeITSummative	
  Evaluation 108
Annex	
  III:	
  Classroom	
  Observation	
  Instrument
Classroom Observation (post-test)
Instructions:
• Prior to doing the observation of a complete math class and a science class, complete 
items 1 through 41. 
• For item 13, get the enrollment figures from the teacher’s class list, and then 
determine the number of boys and girls present for item 14; count the number of 
students yourself. Do not depend on what the teachers may tell you.
• For items 13 and 14, ask the teacher to show you the attendance records, so you can 
see if it is kept on a daily basis and mark in item 15.
• For items 15-41, ask the teacher the questions and record the answers yourself. 
Do not give the teacher this form to fill out.
• For item 22, fill in the date as day/month/year—ddmmyy
• If you do not see a particular behavior, it did not occur, so mark it as NO. In other 
words do not leave anything blank.
School _____________number
1. Name of observer:obsname
2. Date of observation: C2.1 Day C2.2 month C 2.3 year
3. Name of school: C3—SchNum
4. Name of district: C4—DistNum 
5. Location of school—rural/urban: 1=rural 2=urban (circle location)
6. Type of school 1=BIT 2=BIT+LS 3=control
7. What time did you begin the observation? C6.1 Hour C6.2 Min
8. What time did you end the observation? C7.1 Hour C7.2 Min
9. What grade level(s) are being taught? 5=Standard 6=Standard (circle standard)
10. Teacher’s Name
11. Interviewed for baseline 1=yes 2=no
12. 3What subject(s) are being taught? 1=math 2=science (circle subject)
Class Enrollment Total Boys Girls
13. How many children are enrolled in the class? (just for stream 
observed)
C10T C10B C10G
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  Evaluation 109
14. How many children are present today? (the actual number 
present)
C11T C11T C11G
15. Is a register of attendance updated on a daily basis 1. yes 2. no
Teacher Background and Qualifications
16. Is this teacher male or female? 1. M 2. F
17. The teacher lives in the community. (within 1 hours walk of the 
school)
1=yes 2=No
18. The teacher has another job, or runs a business 1. yes 2. no
19. How long has the teacher been teaching? Years
20. What level of academic qualification has the teacher 
achieved? 
Degree
Diploma in Education
Grade A
Grade B
Grade C
1. Deg
2. Dip
3. A
4. B
5. C
 Training and Support
21. Did you receive BridgeIT Training? yes no
22. When did you receive the BridgeIT training?22.1dd 22.2 mm 22.3 yy Date
23. Were you trained by BridgeIT to be a master teacher? 1. yes 2 no
24. Were you trained in BridgeIT by master teachers? yes no
25. Were you trained in BridgeIT by a fellow teacher? (not a master teacher) yes no
26. Have you trained other teachers in how to use BridgeIT? yes no
27. Do you feel that the training to use BridgeIT was appropriate? yes No
28. Do you feel that you receive appropriate support from the head teacher
and colleagues at school?
yes no
29. Do you feel that you receive appropriate support from the school 
inspectors in your district?
yes no
30. Do you receive visits from the school inspectors? yes no
31. Do you get prompt responses from the BridgeIT helpdesk? yes no
BridgeITSummative	
  Evaluation 110
32. Do you share your BridgeIT resources with teachers and classes from 
other schools?
yes no
Available Facilities
33. Lunch program for children (1-from community 2-from outside 
organization)
yes no
34. Separate toilet facilities for boys and girls. yes no
35. The toilet facilities are clean (Go take a careful look!). yes no
36. There is reliable clean water. yes no
37. Classroom is secure (windows, watchman and doors can be locked). yes no
General Satisfaction
38. Although teaching is challenging, do you find your job satisfying? yes no
39. Are you satisfied with the school facilities?
(Physical infrastructure, teaching materials, etc.)?
yes no
40. Are you satisfied with the BridgeIT cell phone and video equipment? yes no
41. Are you satisfied with the BridgeIT education model? yes no
Classroom Environment
42. There are posters and illustrations on the wall.
(either teacher’s work or commercially produced)
yes no
43. There is a display of children’s work in the classroom. yes no
44. If there are posters/diagrams on the walls, do they have a gender 
balance?
yes no
45. There is a cooperative atmosphere between students and teacher. yes no
46. There is adequate light for each child to be able to see the blackboard 
and read their books.
yes no
47. The children have an unobstructed view of the television yes no
48. External noise does not interfere with communication and classroom 
activities
yes no
49. Seating arrangement facilitates participation by all the students (U￾shape)
yes no
50. Seating arrangements can be altered to encourage group work yes no
51. The classroom is clean and tidy.
(floor recently swept, desks orderly, no rubbish on the floor)
yes no
Facilities and Materials
BridgeITSummative	
  Evaluation 111
52. The school has adequate storage space for teaching/learning materials. yes no
53. Each child has enough space to work (crowded together or have some 
open space for working).
yes no
54. The classroom has a working television to show BridgeIT videos yes no
55. The cell phone has a functional security cable yes no
56. The classroom has a functional Nokia cell phone with hookup to TV yes no
57. There are materials available for enrichment and extra help
(Reference books, maps, globes, diagrams, etc.)
yes no
58. All children have workbooks, note books or slates yes no
59. There are enough textbooks available for each child yes no
60. There is a useable blackboard and chalk yes no
Observation of Students
61. Children pay attention when the teacher gives instructions. yes no
62. Children ask questions (both boys and girls) yes no
63. Boys ask more questions than girls. yes no
64. Girls ask more questions than boys. yes no
65. Boys and girls are given equal time and attention. yes no
66. Most of the children (more than 80%) participate in class activities. yes no
67. All children are given the opportunity to present ideas/answers to the 
class.
yes no
68. Children who need help get that help from the teacher or their peers. yes no
69. The children are given responsibility for tasks within the classroom. yes no
Teacher Communication yes no
70. The teacher speaks so that all children in the class or group can hear. yes no
71. The teacher maintains eye-contact with class or group. yes no
72. The teacher speaks to children in a motivating manner. yes no
73. The teacher talks to the children using normal vocabulary that most 
students can understand.
yes no
74. The teacher communicates in the local language. (in addition to Swahili) yes no
75. The teacher knows and uses students’ names. yes no
76. The teacher writes legibly on the blackboard so that all of the students 
can see and understand.
yes no
BridgeITSummative	
  Evaluation 112
77. The teacher listens carefully to all students. yes no
78. The teacher encourages silent students to participate by calling on them. yes no
Lesson Planning and Implementation yes no
79. The teacher has materials, supplies, and equipment for the lesson ready 
at the start of the lesson.
yes no
80. The teacher enters the class with a written plan. yes no
81. While teaching, the teacher makes use of the available space in the 
classroom instead of remaining in front.
yes no
82. A BridgeIT video was shown during the observation. yes no
83. If yes, the teacher prepared the students for the video lesson. yes no
84. Upon completion of the video, the teacher carried out related activities. yes no
Questioning Skills
85. The teacher gives opportunity to all students, boys and girls, to present 
individual and group work to the class.
yes no
86. The teacher poses questions clearly and one at a time. yes no
87. The teacher provides specific useful feedback after an incorrect, 
incomplete, or non-response in a helpful way (praise, further probing).
yes no
88. The teacher asks questions that require more than a simple answer. 
(more than yes/no or a single word or number)
yes no
89. The teacher affirms a correct oral response, probing as necessary to 
enhance learning.
yes no
90. The teacher waits sufficient time for students to respond. (A rule of 
thumb—count 1 to 5.)
yes no
Practice, Feedback and Remediation
91. The teacher moves about the classroom during class work to check 
performance of all students, and reduce the psychological distance.
yes no
92. The teacher checks for understanding before assigning practice. yes no
93. The teacher regularly marks and provides feedback, written or verbal, on 
students’ work.
yes no
94. The teacher can prepare activities for children of different abilities. yes no
Grouping yes no
95. The teacher sometimes works with particular subgroups of students. yes no
96. Students sometimes work independently in groups on activities. yes no
97. The teacher circulates among the groups to help and monitor activities. yes no
BridgeITSummative	
  Evaluation 113
98. Students sometimes work in a co-operative learning group situation. 
(This is distinct from working individually in small groups.)
yes no
99. Generally, there is gender balance in the groups organized by the 
teacher
yes no
General Teaching Methods
Children experience a variety of activities in the different learning styles 
so they can actively involve at least six of their intelligences.
yes no
100. Verbal – linguistic (Using written and spoken words) yes no
101. Logical – mathematical (Using numbers/abstract patterns problem 
solving)
yes no
102. Spatial – visual (Using visual imageries/graphic diagrams) yes no
103. Musical – rhythmic (Using rhyme/rhythm/repetition) yes no
104. Body Kinesthetic-movement (Using physical movement/games) yes no
105. Interpersonal – people skills (Using group, leadership, co-operative skills) yes no
Classroom Atmosphere
106. The teacher talks to the children in a positive and friendly way. yes no
107. There appears to be a supportive learning environment in the classroom. yes no
108. The children seem to respect the teacher. yes no
109. The children seem to respect their peers. yes no
110. The teacher uses positive verbal and non-verbal communication. yes no
111. The children appear to enjoy being at school. yes no
112. In general, boys and girls appear to be treated equally. yes no
113. Generally the teacher uses participative teaching methods. yes no
BridgeITSummative	
  Evaluation 114
Below write a brief narrative about the class you just observed (include teachers’ 
comments if any):
BridgeITSummative	
  Evaluation 115
Annex	
  IV:	
  Student	
  and	
  Teacher	
  Attitude	
  Instruments
Teacher	
  Interview
Instructions:
1. Carefully	
  read	
  each	
  statement
2. Circle	
  your	
  answer
3. Make	
  sure	
  to	
  circle	
  only	
  one	
  answer
4. When	
  finished,	
  check	
  to	
  make	
  sure	
  you	
  have	
  answered	
  all	
  the	
  questions
5. Enumerator	
  will	
  fill	
  items	
  1-­‐6	
  and	
  then	
  hand	
  the	
  questionnaire	
  to	
  the	
  teacher
1. School	
  Name
2. School	
  Number	
  (from	
  List)
3. District
4. Type	
  of	
  School 1-­‐BIT	
  	
  	
  	
  2	
  BIT+LS	
  	
  	
  	
  	
  	
  3=Con
5. Grade Std.5 Std.6 56	
  
both
6. Gender Male Female
7. Have	
  you	
  shown	
  BridgeIT	
  videos	
  in	
  your	
  class? yes no
8. How	
  many	
  days	
  ago	
  did	
  you	
  show	
  the	
  last	
  video? No.	
  days
9. A	
  teacher	
  should	
  be	
  serious	
  and	
  not	
  joke	
  too	
  much yes no
10. Students	
  should	
  be	
  encouraged	
  to	
  speak	
  as	
  much	
  as	
  possible yes no
11. Only	
  teachers	
  should	
  use	
  tools	
  and	
  resources	
  for	
  demonstrations yes no
12. Teaching	
  boys	
  and	
  girls	
  sometimes	
  requires	
  different	
  strategies. yes no
13. Students	
  should	
  only	
  speak	
  when	
  called	
  upon yes no
14. Videos	
  can	
  be	
  distracting yes no
15. Boys	
  understand	
  videos	
  better	
  than	
  girls yes no
16. Students	
  should	
  do	
  independent	
  group	
  work	
  at	
  least	
  twice	
  a	
  week yes no
17. Students	
  should	
  learn	
  how	
  to	
  use	
  tools	
  and	
  resources yes no
18. It	
  is	
  better	
  to	
  teach	
  without	
  videos yes no
19. Boys	
  and	
  girls	
  understand	
  the	
  videos	
  equally	
  well yes no
BridgeITSummative	
  Evaluation 116
20. Use	
  of	
  technology	
  can	
  enhance	
  learning	
  among	
  students. yes no
21. Videos	
  help	
  both	
  girls	
  and	
  boys	
  learn yes no
22. Students	
  frequently	
  break	
  or	
  destroy	
  resources yes no
23. Videos	
  work	
  well	
  together	
  with	
  other	
  teaching	
  aids. yes no
24. Girls	
  are	
  more	
  reluctant	
  to	
  participate	
  in	
  class	
  than	
  boys yes no
25. Cell	
  phones	
  are	
  unreliable	
  for	
  showing	
  videos yes no
26. The	
  videos	
  integrate	
  well	
  into	
  the	
  lesson	
  plans yes no
27. Videos	
  are	
  just	
  for	
  entertainment	
  and	
  not	
  for	
  learning	
   yes no
28. Girls	
  understand	
  the	
  videos	
  better	
  than	
  boys yes no
29. Students	
  learn	
  better	
  and	
  faster	
  with	
  the	
  video	
  lessons yes no
30. Students	
  learn	
  better	
  when	
  they	
  work	
  together	
  in	
  groups	
   yes no
31. Boys	
  and	
  girls	
  should	
  be	
  encouraged	
  to	
  participate	
  equally	
  in	
  class yes no
BridgeITSummative	
  Evaluation 117
Student	
  Interview
Instructions:
1. Carefully	
  read	
  each	
  statement
2. Circle	
  your	
  answer
3. Make	
  sure	
  to	
  circle	
  only	
  one	
  answer
4. When	
  finished,	
  check	
  to	
  make	
  sure	
  you	
  have	
  answered	
  all	
  the	
  questions
5. Enumerator	
  will	
  fill	
  items	
  1-­‐6	
  and	
  then	
  hand	
  questionnaire	
  to	
  the	
  student
1. School	
  Name
2. School	
  Number	
  from	
  List
3. District
4. Type	
  of	
  School 1-­‐BIT	
  	
  	
  	
  	
  	
  2BIT+LS	
  	
  	
  	
  	
  	
  	
  	
  3=CT
5. Grade	
  level Std.	
  5 Std.	
  6
6. Are	
  you	
  a	
  boy	
  or	
  a	
  girl? boy girl
7. Have	
  you	
  seen	
  a	
  video	
  lesson	
  in	
  class? yes no
8. If	
  yes,	
  how	
  many	
  have	
  you	
  seen? No.
9. If	
  yes,	
  how	
  many	
  days	
  ago	
  was	
  the	
  last	
  one	
  shown? No.	
  days
10. Parents	
  should	
  make	
  children	
  go	
  to	
  school	
  even	
  if	
  do	
  not	
  want	
  to. yes no
11. It	
  is	
  important	
  to	
  have	
  time	
  to	
  play	
  games	
  in	
  school. yes no
12. Videos	
  lessons	
  in	
  class	
  are	
  boring. yes no
13. Working	
  with	
  other	
  students	
  in	
  a	
  group	
  improves	
  understanding. yes no
14. Videos	
  lessons	
  are	
  confusing. yes no
15. The	
  teacher	
  helps	
  students	
  understand	
  the	
  video	
  lessons. yes no
16. Students	
  should	
  put	
  up	
  their	
  hands	
  to	
  ask	
  questions	
  often. yes no
17. Itis	
  important	
  to	
  listen	
  carefully	
  to	
  what	
  others	
  have	
  to	
  say. yes no
18. It	
  is	
  important	
  to	
  go	
  on	
  to	
  secondary	
  school. yes no
19. Videos	
  lessons	
  make	
  learning	
  math	
  easier. yes no
20. Working	
  in	
  groups	
  is	
  really	
  a	
  waste	
  of	
  time. yes no
21. The	
  videos	
  make	
  science	
  easier	
  to	
  understand. yes no
BridgeITSummative	
  Evaluation 118
22. The	
  teacher	
  should	
  callequally	
  on	
  boys	
  and	
  girls. yes no
23. As	
  soon	
  asstudents	
  finish	
  primary	
  school,	
  they	
  should	
  go	
  to	
  work. yes no
24. A	
  good	
  time	
  to	
  get	
  married	
  is	
  right	
  after	
  finishing	
  primary	
  school. yes no
25. The	
  teacher	
  should	
  do	
  most	
  of	
  the	
  talking. yes no
BridgeITSummative	
  Evaluation 119
Mtazamo	
  wa	
  Mwalimu.
Soma	
  maelezo	
  yafuatayo	
  kwa	
  makini	
  na	
  kisha	
  chagua	
  jibu	
  lililo	
  sahihi	
  kwa	
  kuzungushia	
  neno	
  Ndiyo	
  au	
  
Hapana	
  au	
  kuandika	
  idadi	
  ya	
  siku.
1. Mwalimu	
  anapaswa	
  kuwa	
  makini	
  na	
  kuepuka	
  utani	
  kupita	
  kiasi. Ndiyo Hapana
2. Wanafunzi	
  ni	
  muhimu	
  kuhamasishwa	
  kuongea	
  darasani	
  kadri	
  
inavyowezekana.
Ndiyo Hapana
3. Umeshawahi	
  kutumia	
  video	
  za	
  Elimu	
  kwa	
  Teknolojia	
  darasani	
  kwako? Ndiyo Hapana
4. Kwa	
  mara	
  ya	
  mwisho	
  ulitumia	
  video	
  lini? Idadi	
  ya	
  
siku
5. Walimu	
  tu	
  wanahitaji	
  kutumia	
  vifaa	
  na	
  zana	
  kwa	
  kuonesha. Ndiyo Hapana
6. Wanafunzi	
  wanatakiwa	
  kuongea	
  pale	
  tu	
  wanapotajwa	
  kwa	
  jina. Ndiyo Hapana
7. Filamu	
  (video)	
  zinaweza	
  kuharibu	
  wanafunzi. Ndiyo Hapana
8. Wavulana	
  huelewa	
  filamu	
  (video)	
  zaidi	
  kuliko	
  wasichana. Hapana
9. Wanafunzi	
  katika	
  darasa	
  langu	
  hufanya	
  kazi	
  za	
  makundi	
  walau	
  mara	
  mbili	
  
kwa	
  juma.
Ndiyo Hapana
10. Wanafunzi	
  wanahitaji	
  kujifunza	
  jinsi	
  ya	
  kutumia	
  vifaa	
  na	
  zana. Ndiyo Hapana
11. Njia	
  zangu	
  za	
  kufundishia	
  ni	
  bora	
  kuliko	
  ninapotumia	
  filamu	
  (video). Ndiyo Hapana
12. Uelewaji	
  wa	
  filamu	
  (video)	
  kwa	
  wasichana	
  na	
  wavulana	
  huwa	
  ni	
  sawa. Ndiyo Hapana
13. Filamu	
  (video)	
  huwasaidia	
  wasichana	
  na	
  wavulana	
  kujifunza. Ndiyo Hapana
14. Wanafunzi	
  mara	
  kwa	
  mara	
  huvunja	
  au	
  kuharibu	
  zana. Ndiyo Hapana
15. Filamu	
  (video)	
  hutumika	
  vizuri	
  zinapotumika	
  pamoja	
  na	
  zana	
  zingine	
  za	
  
kufundishia.
Ndiyo Hapana
16. Wasichana	
  ni	
  wazito	
  kushiriki	
  darasani	
  kuliko	
  wavulana. Ndiyo Hapana
17. Simu	
  ya	
  mkononi	
  tunayotumia	
  haina	
  uhakika	
  katika	
  kuonesha	
  filamu
(video).
Ndiyo Hapana
BridgeITSummative	
  Evaluation 120
18. Filamu	
  (video)	
  hutumika	
  vizuri	
  katika	
  somo	
  langu. Ndiyo Hapana
19. Filamu	
  (video)	
  ni	
  kwa	
  ajili	
  tu	
  ya	
  burudani	
  na	
  sio	
  kujifunzia. Ndiyo Hapana
20. Wasichana	
  huelewa	
  filamu(video)	
  zaidi	
  kuliko	
  wavulana. Ndiyo Hapana
21. Wanafunzi	
  wangu	
  hujifunza	
  vizuri	
  na	
  haraka	
  kwa	
  kutumia	
  filamu	
  (video). Ndiyo Hapana
22. Wanafunzi	
  hujifunza	
  vizuri	
  wanapokuwa	
  katika	
  makundi. Ndiyo Hapana
23. Katika	
  darasa	
  langu	
  wavulana	
  na	
  wasichana	
  hushiriki	
  sawasawa	
  katika	
  
kujifunza.
Ndiyo Hapana
BridgeITSummative	
  Evaluation 121
Mtazamo	
  wa	
  Mwanafunzi.
Soma	
  maelezo	
  yafuatayo	
  kwa	
  makini	
  na	
  kisha	
  chagua	
  jibu	
  sahihi	
  kwa	
  kuzungushia	
  neno	
  Ndiyo	
  au	
  
Hapana	
  au	
  kuandika	
  idadi	
  ya	
  siku	
  ama	
  filamu	
  (video)
1.Darasa DRS.	
  5 DRS.	
  6
1.Je,	
  wewe	
  ni	
  mvulana	
  au	
  msichana? Mvulana Msichana
2. Umeshawahi	
  kuona	
  filamu	
  (video)	
  ikitumika	
  darasani? Ndiyo Hapana
3. Kama	
  ni	
  ndiyo,	
  umeshawahi	
  kuona	
  filamu	
  (video)	
  ngapi? Idadi
4. Kama	
  ni	
  ndiyo,	
  ni	
  siku	
  ngapi	
  zimepita	
  tangu	
  uone	
  filamu(video)	
  
ya	
  mwisho?
Idadi	
  ya	
  
siku
5. Wazazi	
  wangu	
  ndio	
  husababisha	
  niende	
  shuleni	
  lakini	
  mimi	
  
sipendi	
  kwenda.
Ndiyo Hapana
6. Napenda	
  kucheza	
  michezo	
  shuleni Ndiyo Hapana
7. Filamu(video)	
  zinazotumika	
  darasani	
  hunichosha. Ndiyo Hapana
8. Kufanya	
  kazi	
  na	
  wanafunzi	
  wenzangu	
  hunisaidia	
  kuelewa	
  vizuri	
  
zaidi.
Ndiyo Hapana
9. Ni	
  mara	
  chache	
  sana	
  mwalimu	
  hunitaja	
  jina	
  darasani. Ndiyo Hapana
10. Filamu	
  (video)	
  hizi	
  hunichanganya	
  zaidi. Ndiyo Hapana
11. Mwalimu	
  hutusaidia	
  kuelewa	
  vema	
  somo	
  linalotumia	
  filamu	
  
(video).
Ndiyo Hapana
12. Napenda	
  kufanya	
  kazi	
  na	
  wanafunzi	
  wenzangu	
  katika	
  vikundi.	
   Ndiyo Hapana
13. Kwa	
  kawaida	
  hunyosha	
  mkono	
  kujibu	
  maswali	
  darasani. Ndiyo Hapana
14. Ningependa	
  kuendelea	
  na	
  masomo	
  ya	
  sekondari. Ndiyo Hapana
15. Filamu	
  (video)	
  hufanya	
  somo	
  la	
  Hisabati	
  kuwa	
  rahisi. Ndiyo Hapana
16. Filamu	
  (video)	
  hunisaidia	
  kuielewa	
  somo	
  la	
  Sayansi	
  kirahisi. Ndiyo Hapana
17. Ninafurahia	
  kwenda	
  shuleni. Ndiyo Hapana
18. Mwalimu	
  huwashirikisha	
  wavulana	
  zaidi	
  kuliko	
  wasichana. Ndiyo Hapana
19. Baada	
  ya	
  kumaliza	
  elimu	
  ya	
  msingi	
  ningependa	
  kufanya	
  kazi. Ndiyo Hapana
BridgeITSummative	
  Evaluation 122
20. Baada	
  ya	
  kumaliza	
  elimu	
  ya	
  msingi	
  ningependa	
  kuoa/kuolewa. Ndiyo Hapana
21. Mwalimu	
  ndiye	
  hutawala	
  maongezi	
  yote	
  darasani. Ndiyo Hapana