General notes From these results, we can build pictures of both the schools and the students.

From the strong results, we also generate a series of statements that must be explained some simply (Siphosethu students are much more likely to think they had pervious knowledge, probably because they are from an urban environment with few active gardeners in their home environment this is known as the Dunning Kruger effect). The teachers also rolled the project out differently; doing so in all aspects at MLS and garden-first (with little of the academic material) at Siphosethu. A summary of the academic results is also included at the end. Universal results (those things all students at both did) are omitted (statistical data cannot be accurately or easily generated in discrete single-factor distributions). Technical notes All results generated from the data analysis Toolpak add-in in Excel 2010, using standard formulae. Given results here are trimmed for interest; full data, including all sets and additional calculations, is available on request. Negligible results (up to +/- 10%) have been omitted from grids for clarity. All results rounded to the closest integer. Key low variance indicates high probability of result, high correlation indicates co-dependance. Interesting/ problematic results highlighted in bold, with explanatory notes below. All results are self reported form anonymous surveys; ideally, follow up surveys would be given a while after the end of the project, and the results would be correlated with academic performance.

Side-by-side schools summary & comparison

Both schools averaged Av. 95% 93% 90% 64% 61% 58% 56% 47% Var. 5% 6% 9% 23% 24% 25% 25% 25% min 90% 87% 81% 41% 37% 33% 31% 22% max 100% 100% 99% 88% 85% 82% 81% 73% Groups Previous knowledge? started a garden? Is the garden well? given out seeds? intend to give out seeds? interested in the project? continue gardening? noticing wildlife more? MLS Av. 24% 94% 100% 100% 100% 100% 53% 47% Var. 19% 6% 0% 0% 0% 0% 26% 26% min 4% max 43% Av. 81% 95% 86% 90% 45% 38% 60% 48% Siphosethu Var. 16% 5% 13% 9% 25% 24% 25% 26% min 65% 91% 73% 82% 20% 14% 35% 22% max 97% 100% 98% 99% 71% 62% 84% 73%

100% 100% 100% 100% 100% 26% 21% 79% 74%

Inferences & notes In all cases, significant variation indicates that the effect of the course could be better. This overlaps with low minimal success rates; that is, the worst results are those with a low minimum and a high variation and the best are those with high minimal results and low variation Weak results: likelihood of continuing gardening (in all cases), interest in the project (at siphosethu) Median results: intention to give out seeds, noticing wildlife more Strong results: having previous knowledge, starting a garden at home, gardens growing well, giving out seeds.

Correlations (Both schools average)

Correlation started a garden? Is the garden well? given out seeds? intend to give out seeds? interested in the project? continue gardening? noticing wildlife more? -17% -25% -10% Previous knowledge? -52% -45% started a garden? Is the garden well? given out seeds? intend to give out seeds? interested in the project?

90% 37% -15% -19%

34% -70% -21% -20% -29% -23% 22% 32% -15% 18%

Inferences & notes If youve given out seeds, youre much less likely to intend to give them out, be interested, continue gardening, or be noticing wildlife more. Interest is strongly negatively correlated across the board; if you are interested, you are less likely to have previous knowledge, have started a garden, think your garden is well, or have given out seeds (but more likely to intended to give out seeds). Previous knowledge makes you much less likely to have started a garden or think its going well. Having started a garden makes you more likely to have given out seeds and much more likely to think its going well (90%). Weak correlation between continuation and interest.

Correlations (Siphosethu, MLS in bold)

Correlation started a garden? Is the garden well? intend to give out seeds? interested in the project? continue gardening? noticing wildlife more? Previous knowledge? -11%/ -45% -20% -41% -24% -28%/ 52% 34%/ -52% 23% -25% -29% -18%/ -24% 21%/ 24% -18% -24% -34% 39% -13% -19% -25% -27% -18% 86% 55% -20% 55% -57%/ 100% started a garden? Is the garden well? given out seeds? intend to give out seeds? interested in the project? continue gardening?

Inferences & notes Previous correlates differently between schools with continuation Starting reduces prob of continuing in both Being interested correlates strongly with intending to give out seeds, but negatively with everything else. Having previous knowledge makes you less likely to have started a garden at Sip, and much less likely at MLS. Differences: previous knowledge makes you more likely to be noticing wildlife more at Sip, but not at MLS. If youre noticing wildlife more, you are much less likely to continue gardening (at sip) or much more likely (MLS)

General results
(see FTS academic & garden results document for details)

School Description Student # Project Garden taught in Average change term 1 -> term 2 Best result Worst result Initial size Additional gardens dug in project period Final size (approx.) Student survey summary (excluded from analysis above; see general notes for reasons)

MLS Rural school in sugar cane fields. 17 Fully in class and garden Natural Science From 58% to 92 (+34% average, a 64% improvement) From 40->95% (+55%, or a 138% improvement) From 72->85% (+15%, or an 18% improvement) 6 learner beds (24m ) Produce garden (20m ) dug by FTS 8 additional learner beds (24m ) dug by school 64 m
2 2 2 2

Siphosethu Under-resourced school in suburban area 44 In garden (minimal integration in class) Life Orientation From 64 to 61 (-3% average, -3% change) From 55->76% (+21%, or a 39% improvement) From 80->59% (-21%, or a -27% change) 10 learner beds (40 m ) 14 additional learner beds (56m ) dug by school 96 m
2 2 2

All students have spoken to parents, other family members, and adults in their community about their gardens. are enjoying working in their group and in the garden feel better after working in the garden find it has helped with their Natural Science work have been using their log books. 17/17 8/17 have not given seeds out, but intend to.

All students have spoken to community members about their gardens enjoying working in their group and in the garden feel better after working in the garden find it has helped with their Natural Science work have been using their log books. 22/44 29/44

Gardens outside school planted Dissemination into community