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Mauritania

Data Analysis MindLeaps


3-Month Program in Nouakchott with SOS Pairs Educateurs


OVERVIEW

This report captures the results of the data collection from February 27, 2017 May 16, 2017 in
Nouakchott, Mauritania.

The program is a three-month collaboration between international NGO MindLeaps and local
Mauritanian NGO SOS Pairs Educateurs. Throughout the three-months, a team of three international
MindLeaps instructors worked with 117 youth between the ages of 7 and 18 years. Of these, 94 youth
attended classes at SOS Pairs Educateurs Centre in Nouakchott (El Mina), and 23 youth were served at
Nouakchotts juvenile detention facility.

The report documents the impact of the dance intervention on six different groups of children and
youth.

Table 1: Demographics
Group Number of Gender School Total Possible
Students Enrolled Enrollment Data Points
Male Female
A (SOS) 17 9 8 Out of- school 577
B (SOS) 23 23 Out of school 782
C (S0S) 24 17 7 Out of school 816
D (SOS) 30 20 10 In School 1020
E (CENTRE) 11 11 Juvenile offenders 331
F (CENTRE) 12 12 Juvenile offenders 360

Each group of children takes a two-hour dance class, three days per week.

GRAPHS
The graphs pictured below show how each group scored from the first day in the program until the last
day of the program. Groups A, B, C and D had 34 days of classes (across three months), while Groups E
and F had 29 days of classes. The graphs are orientated according to skill with Groups A, B, C and D
beside Groups E and F.

Each x-axis is marked Days and represents the number of lessons (classes). Since there are three
classes per week, the total time in the program is approximately three months per child.

Each y-axis is marked between 1 and 7, which corresponds to the M&E system used by MindLeaps. Each
of the seven skills is graded between 1 and 7 according to the movement-based rubric.


Groups A, B and C demonstrate consistent learning in Memorization
while Group D shows some erratic peaks and falls between Day 16 Group F shows the most consistent increase in Memorization.
and Day 34. Group E shows a dramatic decrease in scores from Day 25 Day 28
before returning to their previous score.







Group E shows consistently high scores from Day 13 to Day 29,
Groups C and D show a consistent, parallel scoring through while Group F shows consistent scores until Day 23. From Day 23
participation in the program in Grit. Group B shows the highest Day 29, Group F scores trend downward.
scores in this skill. Group A shows improvement but lower scores
than the other groups.

All groups appear to have the same trend in their scores, though Group E shows erratic scoring throughout with Group F remaining
Group C demonstrates consistently higher scores. the most consistent, though their scores are lower than Group E.




Group F scores are lower than Group E whose scores track high with
Groups A, B, C and D seem to share similar trends in their scoring, a dip in scores at Day 26 Day 29 before reversing to previous
most remaining in the 3-4 range, without noticeable improvement scores. Of all groups, only Group E shows noticeable improvement
in Discipline. in Discipline.




Group E once again scores higher than Group F and demonstrates
Groups A, B, C and D all show an upward trend and improvement in an increase in Self-Esteem.
Self-Esteem.


All groups have a steady rise in scores from Day 1 to Day 15, with
Group B demonstrating the most consistently high scores in Group E consistently trends upward from Day 9 20 before dipping
Creativity. However, from Day 15 Day 34, Groups A, B and D in their scores. However, as of Day 26, they resume their high
remain constant while Group C increases and decreases their scores scoring before dropping again. Group F shows a more constant
more noticeably. increase in scores until Day 24.





Both groups demonstrate upward trend in Language. Group E
All groups demonstrate a consistent upward trend with Group D seems to have the most constant upward trend.
showing the most consistent and high scores in Language.






Table 2: Means by Skill by Group and Day in Program


Group Memorization Grit Teamwork Discipline Self-Esteem Creativity Language
Day First Last First Last First Last First Last First Last First Last First Last
A 1.50 3.80 2.83 4.40 2.67 4.60 4.00 3.40 2.00 3.80 1.33 3.40 1.83 4.40
B 1.75 3.40 3.00 5.40 2.88 4.60 2.00 3.80 1.88 3.80 2.00 3.80 2.00 4.60
C 2.30 4.30 3.30 5.00 3.10 4.90 3.40 5.00 2.00 4.20 1.60 4.40 1.20 3.50
D 1.06 3.53 3.00 5.20 2.94 4.13 3.47 3.60 2.00 3.60 1.12 3.73 1.12 5.00
E 1.00 5.57 2.36 6.00 2.64 6.00 2.91 6.29 2.18 5.43 2.09 5.71 2.00 4.86
F 1.00 4.00 1.92 2.29 2.58 4.00 2.50 3.67 2.33 3.33 2.00 3.67 2.00 4.00

This table shows the increase in scores for each group from their first day in the program until their last day in the program. These numbers
correspond to the graphs above.

The Cross-Tabulation Tables presented below provide the frequency of scores for the graphs pictured above where 1 represents the lowest skill
development and 7 represents the highest possible grade per child per class.

Means by Gender

Here you can see how the males scored in comparison to the females. Females only scored higher in Memorization.

SKILL Memorization Grit Teamwork Discipline Self-Esteem Creativity Language


GENDER Start Finish Start Finish Start Finish Start Finish Start Finish Start Finish Start Finish
Male 2.19 2.72 3.88 4.34 3.29 3.73 3.00 3.42 2.56 3.09 2.31 2.93 2.47 3.09
Female 2.10 2.81 3.37 3.90 2.99 3.49 2.76 3.25 2.29 2.96 1.85 2.70 1.93 2.87


Paired Sample T test

A paired samples T test shows that all skills except for Discipline had a statistically significant increase
from Day 1 to Day 34.

There was almost a statistical significance between Memorization Day 1 and Memorization Day 34 t(5) =
-3.42, p = 0.19

There was a statistical significance between Grit Day 1 and Grit Day 34 t(5) = -4.03, p = 0.010

There was a statistical significance between Teamwork Day 1 and Teamwork Day 34 t(5) = -5.39, p =
0.003

There was no statistical significance between Discipline Day 1 and Discipline Day 34 t(5) = -0.85, p =
0.433

There was statistical significance between Self-Esteem Day 1 and Self-Esteem Day 34 t(5) = -8.45, p <
0.001

There was statistical significance between Creativity Day 1 and Creativity Day 34 t(5) = -7.77, p < 0.001

There was statistical significance between Language Day 1 and Language Day 34 t(5) = -5.68, p = 0.002

Conclusions

MindLeaps and SOS Pairs Educateurs worked with 117 youth over the course of three months. On
average, each youth received 72 hours of instruction. Seven skills were measured in each class and
scores were given between 1 and 7 for each skill, in each class and for each child. The seven skills
measured were Memorization , Grit , Teamwork, Discipline (Respect and Tolerance), Creativity, Self-
Esteem and Language.

A total of 10,287 scores were recorded. All skills except Discipline showed a statistically significant
increase in the six participating groups across the three months. Language showed a particularly strong
improvement across all groups. In general, the two groups at the juvenile detention facility showed
more erratic performance than the out-of-school and one in-school group at SOS Pairs Educateurs
Centre.

Going forward, it is expected that the participating youth will continue to reach higher scores and
demonstrate improvement in the non-cognitive skills if the program is sustained under the newly
trained Maurtanian teachers of SOS Pairs Educateurs.