Mauritania

Preliminary Data Analysis MindLeaps

Prepared by: Janelle Junkin, Drexel University & Rebecca Davis, MindLeaps

OVERVIEW:

This report captures the results of the data collection from February 27, 2017 April 1, 2017 in
Nouakchott, Mauritania.

This represents 30 days of teaching and approximately 180 teaching hours.

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

Group A (SOS) 17 students enrolled (9 males, 8 females), out-of-school, with a total of 1254 data points

Group B (SOS) 23 students enrolled (all males), out-of-school, with a total of 345 data points

Group C (SOS) 24 students enrolled (17 males, 7 females), out-of-school, with a total of 360 data
points

Group D (SOS) 30 students enrolled (20 males, 10 females), in-school, with a total of 450 data points

Group E (Centre) 11 students enrolled (all males), juvenile offenders, with a total of 155 data points

Group F (Centre) 12 students enrolled (all males), juvenile offenders, with a total of 168 data points

Each group of children studies three days per week. Each class is two hours. All skills are scored
between 1 and 7 with 7 representing the highest possible performance.

1
Data points vary according to attendance
FINDINGS:

Graph Summation

The below graphs show how each group is doing from the first class to the 15th class. Group B appears to
be the most consistent of all groups and Groups D, E, and F are showing a mix of consistency in scoring
with a general increase. Groups A and C tend to score the lowest and appear inconsistent in their
scoring.

Gender

The table below shows the mean (average) score for each skill according to gender. Here we can see
that Memorization, Grit and Teamwork are even in how males and females are scoring. The males score
higher in Discipline, Self Esteem and Language while females score higher in Creativity.

All Groups

SKILL Memorization Grit Teamwork Discipline Self- Creativity Language

Esteem
GENDER
Male 2.04 3.21 3.00 3.25 2.33 1.83 2.08
Female 2.00 3.27 3.03 2.61 2.23 2.01 1.69

Paired Sample T Test

There are no statistically significant results when running a Paired Samples T Test (comparison of scores
from Lesson 1 to Lesson 15) meaning that any improvement in scores is not enough to generate a
statistically significant result more data is needed for this. It is anticipated that we will reach statistical
significance as the program continues and before the conclusion of the three-month pilot.

Independent T Test

The comparative results, however, are statistically significant. This means that we can say with certainty
how some groups are performing relative to other groups in the program. In other words, the results of
an independent T test inform us that there are statistically significant differences in how the groups are
achieving in comparison to one another.

Group C and Group D are achieving equally when comparing Grit and Teamwork scores.

Groups C and E are achieving equally when comparing Memorization and Grit scores.

Group B and F are achieving equally when comparing Memorization, Teamwork, Discipline, Self Esteem,
Creativity and Language

Groups A D

All of the following graphs measure time (# of lessons) on the x-axis and the skill score (between 1 and
7) on the y-axis for each of the seven cognitive and non-cognitive skills taught in the MindLeaps
program.

The different colored lines represent the six different groups defined in the Overview.

These are the summarized findings for the groups that participate at SOS Pairs Educateurs:

Memorization

Group D had a dramatic increase in this skill. Average scores started near 1 and reached over 3
within 15 lessons.
Group A also showed improvement in Memorization.
Neither Group B nor Group C show consistent changes in this skill yet.

Grit

Group B had a dramatic increase in this skill. Average scores started near 3 and reached nearly 6
within 15 lessons.
Groups A, C and D showed minimal improvement.

Teamwork

All groups show inconsistent changes in Teamwork so far. This means that some days the
students perform well and sometimes they do not in this skill. More time is needed for this skill
to improve consistently in the students.

Discipline

Group B had an increase in this skill.

Groups A, C and D show inconsistent changes in Discipline so far. Like Teamwork, more time is
needed for this skill to improve consistently in the students.

Self-Esteem

Group B and Group D had an increase in this skill. Scores moved from about 2 to 4 over 15
lessons.
Groups A and C how inconsistent changes in Self-Esteem so far.

Creativity

All groups show a dramatic increase in Creativity.

Language

Groups B, C and D had an increase in this skill.

Skill Graphs for Groups A D

Groups E F

All of the following graphs measure time (# of lessons) on the x-axis and the skill score (between 1 and
7) on the y-axis for each of the seven cognitive and non-cognitive skills taught in the MindLeaps
program.

The different colored lines represent the two different groups of juvenile offenders defined in the
Overview.

These are the summarized findings for the groups that participate at the juvenile detention facility:

Memorization

Both Groups E & F increased in Memorization.

Grit

Both Groups E & F increased in Grit.

Teamwork

Both Groups show some change, but it is inconsistent. More time is needed to improve this
skill.

Discipline

Like Teamwork, there is a change but improvement is not yet consistent in Discipline.

Self-Esteem

Both groups show an increase Self-Esteem, but Group F is more consistent in their improvement
than Group E.

Creativity

Both groups show an improvement in Creativity, but Group F shows more of an increase than
Group E.

Language

Like Creativity, both groups show an improvement in Language, but Group F shows more of an
increase than Group E.

Skill Graphs for Groups E F