Post on 30-Jul-2015
School Success Among Bastar Tribals in India:
Does Home Language make any difference
Stanley V. JohnSchool Education,
Chhattisgarh State, Indiadr.stanjohn@gmail.com
Outline
• Background• Objective• Population & Sample• Sample details• Tool• Results & Findings• What do findings infer?• A step to ignite• Hurdles on the way-
Challenges
Background
Chhattisgarh StateChhattisgarh StateLiteracy: 71.04%
Male Literacy: 81.45%
Female Literacy: 60.59%
Sex Ratio: 991
Tribal population:>30%
Sample District: BastarSample District: BastarTribal population: >70%
Objective
To compare the high school academic performance of students with their home language same as school language (HL=SL) and those with home language different
from school language (HL≠SL)
Population & Sample
• Target group (tribal students.. )
• School levels & academic setup
• The sample: selection
• Features of the sample: two language
groups [School Language same as Home
Language (SL=HL) & SL ≠ HL]
Sample details(mean age 17.4 yrs)
Gender
Language Groups
TotalHL ≠
SLHL = SL
Boys 57 115 172Girls 38 69 107Total 95 184 279
Tool used
• High School Achievement Test (standardized) with 74 items (multiple choice)
Subjectno. of items
Hindi 22English 12Maths 16Science 14Social Science 10
Results & Findings
What do findings infer?
If home language is made a carrier signal for classroom delivery processes, tribal students are found to perform better
a step to ignite
Adaptation of two Meena flip chart stories (UNICEF) into tribal language-culture domain:1. count your chickens (मु�र्गि��यों� की गि�नती�)2. dividing the mango (आमु की� बटवा�रा�)
Hurdles on the way- challenges
● reluctance of community● english medium “affinity”● mind set of teachers● few mother tongue culture teachers
धन्योंवा�दThanks