Evaluation Report - IRI (Interactive Radio Instruction) Program

7/31/2019 Evaluation Report - IRI (Interactive Radio Instruction) Program

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EvaluationReport

Of

IRI(InteractiveRadioInstruction)Program

(EnglishIsFun,Level1)

(20072008)

In

BIHAR

Submittedto:EducationDevelopmentCenter,Bangaluru

Submittedby:GrihiniKendra


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ExecutiveSummarySince its ince ption in Ind ia in 2002, Educ at ion Deve lopm ent Center (EDC) has

introduced an Interactive Radio Instruction Program in five states including Bihar in

collaborat ion with the Educ ation Dep artment in the flagship of Sarva Shiksha Abhiyan. It

aims at developing the skills of teachers for an interactive activity based teaching

lea rning p roc ess using a n experiential ped ag og y ba sed on technology.

The IRI prog ramme Eng lish is Fun, Level-1 wa s launc hed in Bihar on November 20, 2007

ac ross a ll 56,000 Prima ry Schools throughout the sta te . The programme covers 3500516

students in class 1 and 2672876 class 2. Hence, a total of 61,73,392 students as per

academic year 2007-2008 are benefiting through this programme in Bihar in classes 1

and 2.

A pre and post baseline survey was proposed by EDC to BEP to be conducted across 6

selected districts Nawada, Kishanganj, Bhojpur, East Champaran, Banka and

Ma dhub ani. A third pa rty Grihini Kend ra wa s assigned with the ta sk of c ond uc ting the

survey. A total of 2158 students of classes 1 and 2 from 117 schools (approximately 20

schoo ls ea ch in 6 distric ts) were rand om ly selec ted to c ond uc t the survey tests.

The impac t a ssessme nt o f IRI program me wa s me asured through va rious va riab les

gender-wise, grade-wise, caste-wise, parents literacy wise and socio-economic status

wise.

The tests we re d ivided into two categ ories, Prod uc tion and Rec ep tion.

Prod uc tion a nd Rec ep tion c omprised of 7 a nd 10 que stions respe c tively.

1088 no of students participated in reception and 1070 in production during Pre

test in a ll the d istric ts. Wherea s, 1094 stud ents participa ted in rec ep tion a nd 1056

in prod uc tion during Post test in a ll six d istric ts.

72.6% stud ents have performed with fa ir and 18.8% stud ents a re w ith go od

rec ep tion ab ility: whe rea s 38.9% stud ents have fa ir p rod uc tion ab ility and 2.4%

with goo d produc tion ab ility. Grad e 2 stude nts are ma stered m ore in produc tion

ability.

Performance of boys is slightly better than girls in both reception and production

tests.

There is large pe rcenta ge inc rea se in performanc e o f stude nts in rec ep tion than

production.

There is a sligh t d ifferenc e (a pprox. 1%-3%) in performanc e on both recep tionand produc tion tests for different c aste groups.

Performance of general caste in both reception and production is better than

(approx 5%) OBC and ST/ SC. But in one d istric t, Kishanganj, pe rforma nc e of ST/ SC

and OBC is enc ourag ing. Wherea s the performanc e leve l of OBC a nd ST/ SC in

bo th rec ep tion and produc tion is nea rly sam e.

There is less cove rage o f excellent and good mo thers in terms of literac y levels; it

indicates number of illiterate mothers is very high. Meanwhile Mothers literacy

levels effec ts the pe rforma nce o f stude nts in b oth rec ep tion and produc tion. This

effect is low in case of fathers literacy levels. In Kishanganj performance of

stud ents with illite ra te father and mo ther is sat isfac to ry.

There is sizea b le variat ion in pe rforma nc es on b oth rec ep tion and p rod uc tion in the

d istric ts. The performanc e of Nawa da (in rec ep tion) and Kishanganj and Banka d istric t

(in p rod uc tion) is high, whe rea s performance o f Bhojpur d istric t is poo r.


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AcknowledgementGrihini Kendra expresses its deep gratitude to Education Development Center for

extend ing this op po rtunity of c ond uc ting Pre a nd po st te st survey o f its programme. We

are a lso grateful to the Sta te Projec t Direc to r-Bihar Educ ation Projec t, Mr. Rajesh

Bhushan a nd a ll the offic ials of Bihar Educ at ion Projec t b oth a t Sta te and Distric ts level

for their untiring support to accomplish the survey successfully. We also thank Dr. Phala

chand ra for his invaluab le guida nce and o rienta tion.


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Abbreviations

IRI Interac tive Rad io Instruc tions

EDC - Educ ation Develop me nt Center

BEP Biha r Educ a tion Projec t

AIR All Ind ia Rad io


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Contents

1. INTRODUCTION ................................................................................................................................. 8

1.1. BACKGROUND................................................................................................................................ 81.2. OBJECTIVES.................................................................................................................................... 8

2. METHODOLOGY ............................................................................................................................... 8

2.1. FRAMEWORK OFBASELINE STUDY ...................................................................................................... 82.2. PROJECTDESCRIPTION ..................................................................................................................... 92.3. TEST............................................................................................................................................... 92.4. SAMPLING ...................................................................................................................................... 92.5. TESTSCORING ............................................................................................................................... 10

3. TABULATED A ND GRAPHICAL ASSESSMENT OF THE STUDIES........................................................ 10

3.1. COVERAGE OF STUDENTS ACCORDING TO DISTRICT AND GENDER....................................................... 103.2. COVERAGE OF STUDENTS ACCORDING TO GRADE............................................................................ 11

3.3. ASSESSMENT OF KNO WLEDGE OFGRADE1 BOYS AND GIRLS ACCORDING TO THEIR CASTE..................... 143.4. ASSESSMENT OF KNO WLEDGE OFGRADE2 BOYS AND GIRLS ACCORDING TO THEIR CASTE..................... 153.5. PRE-POSTCOMPARATIVE ASSESSMENTOF KNOWLEDGE OF ALL BOYS AND GIRLS ACCORDING TO THEIRCASTE 163.6. PRE-POSTCOMPARATIVE ASSESSMENTOF KNOWLEDGE OF ALL BOYS AND GIRLS ACCORDING TO THEIRMOTHERSEDUCATION ............................................................................................................................... 17

3.6.1. Assessment of know ledg e of Grad e 1 bo ys and g irls acc ording to the ir mo therseduc ation ...................................................................................................................................... 183.6.2. Assessment of know ledg e of Grade 2 boys and g irls acc ording to their mo therseduc ation ...................................................................................................................................... 193.6.3. Pre-Post Compara tive a ssessment o f a ll bo ys and girls ac c ording to their motherseduc ation ...................................................................................................................................... 20

3.7. PRE-POSTCOMPARATIVE ASSESSMENTOF KNOWLEDGE OF ALL BOYS AND GIRLS ACCORDING TO THEIRFATHERSEDUCATION ................................................................................................................................. 21

3.7.1. Assessment of know ledg e of Grad e 1 bo ys and g irls ac c ording to the ir fat herseduc ation ...................................................................................................................................... 213.7.2. Assessment of know ledg e of Grad e 2 bo ys and g irls acc ording to the ir fatherseduc ation ...................................................................................................................................... 233.7.3. Pre-Post a ssessment o f a ll boys and girls ac c ording t o their father s ed uc at ion....... 24

3.8. ASSESSMENT OF KNO WLEDG E AS PER PARENT S OCCUPATION ............................................................. 253.8.1. Assessment of knowled ge of bo ys as per mothe rs oc c upa tion ................................. 25

3.9. ASSESSMENT OF KNOWLEDG E OF GIRLS AS PER MOTHER S OCCUPATION............................................... 263.10. ASSESSMENT OF KNOWLEDG E OF BOYS AS PER FATHERS OC CUPATION................................................. 273.11. ASSESSMENT OF KNOWLEDG E OF GIRLS AS PER FATHERS OCCUPATION ................................................ 283.12. PRE-POSTCOMPARATIVE ASSESSMENTOF MEAN KNOWLEDGE OF ALL BOYS AND GIRLS......................... 29

3.12.1. Assessme nt o f mea n know led ge o f g rad e 1 stud ent s.............................................. 293.13. ASSESSMENT OF MEAN KNOWLEDGE OF GRADE2 STUDENTS ............................................................... 293.14. ASSESSMENT OF MEAN KNOWLEDGE OF ALL BOYS AND G IRLS.............................................................. 30

4. TEACHERS FEEDBACK.................................................................................................................... 30

5. LOWLIGHTS AND SUGGESTED RECOMMENDATIONS.................................................................... 33

6. KEY INDICA TORS............................................................................................................................ 33

7. CONCLUSION ................................................................................................................................. 33


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Tables

TABLE1-PRETEST........................................................................................................................................... 10TABLE2-POSTTEST......................................................................................................................................... 10TABLE3(%CHANGE REFERS TO THE DIFFERENCE IN PERFORMANCE IN PRE AND POST) ............................................. 11TABLE4 ......................................................................................................................................................... 14

TABLE5 ......................................................................................................................................................... 15TABLE6 ......................................................................................................................................................... 16TABLE7 ......................................................................................................................................................... 18TABLE8 ......................................................................................................................................................... 19TABLE9 ......................................................................................................................................................... 20TABLE10 ....................................................................................................................................................... 22TABLE11 ....................................................................................................................................................... 23TABLE12 ....................................................................................................................................................... 24TABLE13 ....................................................................................................................................................... 29TABLE14 ....................................................................................................................................................... 29TABLE15 ....................................................................................................................................................... 30

Graphs

GRAPH 1....................................................................................................................................................... 12GRAPH 2....................................................................................................................................................... 12GRAPH 3....................................................................................................................................................... 12GRAPH 4....................................................................................................................................................... 13GRAPH 5....................................................................................................................................................... 13GRAPH 6....................................................................................................................................................... 13GRAPH 7....................................................................................................................................................... 15GRAPH 8....................................................................................................................................................... 15GRAPH 9....................................................................................................................................................... 16

GRAPH 10..................................................................................................................................................... 16GRAPH 11..................................................................................................................................................... 17GRAPH 12..................................................................................................................................................... 17GRAPH 13..................................................................................................................................................... 18GRAPH 14..................................................................................................................................................... 18GRAPH 15..................................................................................................................................................... 19GRAPH 16..................................................................................................................................................... 20GRAPH 17..................................................................................................................................................... 21GRAPH 18..................................................................................................................................................... 21GRAPH 19..................................................................................................................................................... 22GRAPH 20..................................................................................................................................................... 22GRAPH 21..................................................................................................................................................... 23GRAPH 22..................................................................................................................................................... 23GRAPH 23..................................................................................................................................................... 24GRAPH 24..................................................................................................................................................... 25

ANNEXURES:

Distric t w ise c ove rag e o f Schoo ls

Distric t w ise Pre te st tab les

Distric t w ise Post Test Tables

Pre a nd Post Test c om para tive ta bles of Banka


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Pre a nd Post Test c om parat ive ta b les of Bhojpur

Pre a nd Post Test c om para tive ta bles of East Cha mp aran

Pre a nd Post Test c om para tive ta bles of Kishangan j

Pre a nd Post Test c om pa rat ive tab les of M ad huba ni

Pre and Post Test c om para tive ta b les of Naw ad a

Pre and Post com parat ive grap hs of Banka

Pre and Post comparative graphs of Bhojpur Pre a nd Post c om pa rat ive g rap hs of East Cha mp aran

Pre and Post com pa rative graphs of Kishanganj

Pre and Post com pa rat ive g rap hs of Madhub ani

Pre and Post c ompa rat ive g rap hs of Nawa da

Distric t w ise c ompa rat ive grap hs of te ac hers qua lific at ions and experienc e

Forma ts of IRI Surve y


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1. Introduction1.1.Background

IRI (Interactive Radio Instruction) Program ENGLISH IS FUN Level - 1 is

implemented across all 56,000 primary schools in all 38 districts of Bihar in

collab oration w ith EDC a nd Bihar Educat ion Projec t. The programme wa s

initiated from November 20, 2007 from all AIR stations Patna, Bhagalpur,

Darbha nga and Purnea . The p rog ram em phasizes on improving English

com pe tenc ies am ong grad e 1 a nd grad e 2 stude nts, as English is introd uced

as a second language from the academic year 2007-08 in Bihar for classes 1

and 2.

It was decided to conduct a Pre and Post study of IRI program in Bihar, which

aims to determine the competencies of students of classes 1 and 2 in English

Languag e a nd rec eiving Interac tive Rad io Instruct ion (IRI).

1.2.ObjectivesThe ma jor objec tives of this study a re:

1. To a ssess how familiar the stud ents a re with Eng lish language a t the first

and sec ond grade ac ross the state and collec t a sam ple da ta

2. To assess the impac t o f IRI Eng lish lang uage prog ramm e in d eve loping

English langua ge com pe tenc ies.

The evaluation effo rts involved an examination o f pe rformanc e on a test tha t

measured two forms of English Language competencies: the ability to

comprehend a concept and ability to comprehend and express as and

when a sked to do so.

The report explains the a c tivities assoc iated w ith develop ing and

administrating the tests and it expresses the learning outcom es of the testswith a p articular emphasis on a ddressing the q uestion whe ther stud ents

expo sed to IRI bene fits from tha t exposure.

2. Methodology2.1.FrameworkofBaselineStudy

In the study rec eption and produc tion c omp etenc ies of grade 1 and g rad e 2

stud ents a re tested . The stud y c overs Pre-Test and Post-Test within a time

period of one mo nth of the broa dc ast.

Under reception, following four co mp etenc ies of stude nts are tested :

Vocabulary

Numbers

Actions

Colours

Reception test included 10 questions each having 1 mark. Each question

com prised of 3 item s out o f which the stude nts had to c hoose one.

Whereas six com pete nc ies of stud ents are tested under production:

Expression ac tions in sentenc es.


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Ident ifying a n ob jec t and sta ting it in full sentenc es.

Simple c om ma nds.

Introd uc ing Oneself, identifying the pa rts of b od y

Identifying objects and stating it in full sentences, with particular

reference to number.

Prepositions.

Production test comprises of 7 questions. Question 1 to 4 having 1 mark each

and question 5 to 7 having 2 marks ea ch.

2.2.ProjectdescriptionThe IRI intervent ion in Bihar provide s aud io input, expo sures and instruc tion

in English langua ge to Grade 1 and 2 stude nts ta rge ted at imp roving in

Eng lish lang uage .

The eva luat ion d esign allowed an examinat ion o f the lea rning

performance of participating children as a function of the following

factors:

Gend er of student Grade

Caste

Mothers literacy

Fathers literacy

Geog rap hical area

Parents Occupation

Mother and father are considered excellent if they have education of 10 th

c lass and ab ove , go od if their ed ucat ion is (7th to 10th), fair if educ ation is (4th to 6th)

and po or if ed ucat ion is (0 to 3rd) standa rd.

2.3.Test

The te sts we re d esigned to m ea sure the mastery of g rade 1 and 2 stud ents

in Eng lish lang uage. The tests a re age spec ific and based on English

langua ge c om pe tenc y. These w ere designed by experts and finalized

after field t esting. Test d esign m ea sures 11 comp ete nc ies, 6 measured

Eng lish c omprehension skills, whereas 5 me asured Eng lish speaking skills.

Eac h co mp etency was measured by 3 item s.

The spea king c om pone nts we re scored as, 0 (if no a nswe r or inc orrec t

answer), 1 (Single word answe r), or 2 (if com plete sentenc e a nswe r). It is

as, if, a q uestion is Are you a bo y or girl?, a stud ent respond ed girl

correctly, scored mark was 1, whereas, if a student responded, I am a

girl, scored as 2.

2.4.SamplingSam pling p roc ess is based on to b alanc e out the d emog rap hic and

trea tme nt fa c tors in the eva luation d esign. Selec ted 6 districts as

suggested by BEP,

Nawada

East Cham pa ran

Madhubani


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Banka

Kishanganj

Bhojpur

20 schools are randomly selected from one district each totaling to 120

schools and covered 2158 students in the exerc ise. In a schoo l co mp leted

exercise with 18 stud ents as,

Grade 1: Rec ep tion: 3 g irls & 2 Boys Prod uc tion: 2 Boys & 2 g irls

Grade 2: Rec ep tion 2 g irls & 3 boys Produc tion: 2 g irls & 2 boys

This is reve rsed in the next sc hool, i.e.

Grade 1: Rec ep tion: 2 g irls & 2 boys Produc tion: 2 g irls & 3 boys

Grade 2: Rec ep tion: 2 g irls & 2 boys Produc tion: 3 g irls & 2 boys

The numb er of grade 1 and grad e 2 stude nts tested are ab out sam e, as

sam e num be r of students tested in eac h of the geog rap hica l reg ions. In

the same time the num ber of b oys and girls tested are ve ry simila r.

2.5.TestScoringThe scoring in recep tion te st is d ifferent from scoring in produc tion a b ility

tests. The items are scored either as 1 for c orrec t o r 0 for inc orrec t.

Whereas in speaking ability, complete correct answer is marked as 2 and

ha lf correc t answer as 1 and absolute inc orrec t answe r is ma rked as

0. The answers are further transformed into percent correc t score,

which have be en repo rted in the result sec tion. Three categ ories of p oo r

(Sc oring 0 30%), fa ir (Scoring 31-60%) and good (Scoring 61% and

ab ove ) we re allotte d to the score of t he stude nts. This rang e has be en

kept to com pa re the know led ge levels and to assess the

c om parative va lue shift in the Pre- post stud y.

3. TabulatedandGraphicalAssessmentoftheStudies3.1.CoverageofstudentsaccordingtodistrictandGender

Table 1 - Pre TestBoys Girls All

Distric t

n Rec ep tion Produc tion n Rec eption Produc tion n Rec eption Produc tion

Nawada 182 87 47.8 95 52.2 176 91 51.7 85 48.3 358 178 49.7 180 50.3

East

Champaran190 98 51.6 92 48.4 188 90 47.9 98 52.1 378 188 49.7 190 50.3

Madhubani 182 95 52.2 87 47.8 178 85 47.8 93 52.2 360 180 50.0 180 50.0

Banka 164 82 50.0 82 50.0 177 98 55.4 79 44.6 341 180 52.8 161 47.2

Kishanganj 180 86 47.8 94 52.2 181 93 51.4 88 48.6 361 179 49.6 182 50.4

Bhojpur 181 91 50.3 90 49.7 179 92 51.4 87 48.6 360 183 50.8 177 49.2

Tota l Distric t 1079 539 50.0 540 50.0 1079 549 50.9 530 49.1 2158 1088 50.4 1070 49.6

Table 2 - Post Test


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Boy s Girls AllDistric t

N Rec eption Produc tion n Rec ep tion Produc tion n Rec eption Produc tion

Nawada 175 86 49.1 89 50.9 176 88 50.0 88 50.0 351 174 49.6 177 50.4

East

Champaran179 96 53.6 83 46.4 180 91 50.6 89 49.4 359 187 52.1 172 47.9

Madhubani 183 100 54.6 83 45.4 177 85 48.0 92 52.0 360 185 51.4 175 48.6

Banka 179 93 52.0 86 48.0 181 92 50.8 89 49.2 360 185 51.4 175 48.6

Kishanganj 180 89 49.4 91 50.6 180 92 51.1 88 48.9 360 181 50.3 179 49.7

Bhojpur 179 91 50.8 88 49.2 181 91 50.3 90 49.7 360 182 50.6 178 49.4

Tota l Distric t 1075 555 51.6 520 48.4 1075 539 50.1 536 49.9 2150 1094 50.9 1056 49.1

Table 1 and Table 2, show s numbe r of g rade 1 and grade 2 stud ents (bo ys

and g irls) pa rtic ipa ted in rec ep tion a nd prod uc tion Pre Test a nd Post Test

exercises from d ifferent samp le d istric ts. There is a lmost equitab le c ove rage of

stud ents from e very d istric t ranging from (340 to 380) in Pre test and (350 to

360) in Post test. The range of c ove rage of stud ents is muc h c onsta nt in PostTest. wherea s percenta ge c overage o f boys and g irls in Pre Test is a lmost

same as in Post Test. In the sam e time cove rage of m a le and fem ale in

Rec ep tion a nd Produc tion in both Pre Test a nd Post Test is a lso a lmost the

same.

3.2.CoverageofstudentsaccordingtoGrade

Tab le 3 (% cha nge refers to the difference in performanc e in pre and po st)Grade I Grade II All

Pre Test Post Test Pre Test Post Test Pre Test Post TestKnowledge

levelNo. % No. %

%

ChangeNo. % No. %

%

ChangeNo. % No. %

%

Change

Rec eption

Poor 263 47.0 66 11.3 -76.0 202 38.3 28 5.5 -85.6 465 42.7 94 8.6 -79.9

Fair 258 46.0 435 74.2 61.1 263 49.8 359 70.7 41.9 521 47.9 794 72.6 51.6

Good 39 7.0 85 14.5 108.3 63 11.9 121 23.8 99.6 102 9.4 206 18.8 100.9

Total 560 100.0 586 100.0 528 100.0 508 100.0 1088 100.0 1094 100.0

Production

Poor 443 85.5 319 62.3 -27.1 465 84.2 301 55.3 -34.3 908 84.9 620 58.7 -30.8

Fair 68 13.1 184 35.9 173.8 79 14.3 227 41.8 191.6 147 13.7 411 38.9 183.3

Good 7 1.4 9 1.8 30.1 8 1.5 16 2.9 102.9 15 1.4 25 2.4 68.9

Total 518 100.0 512 100.0 552 100.0 544 100.0 1070 100.0 1056 100.0


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Graph 1

Graph 2

Graph 3

Pre & post test of Grade I Boys and GirlsKnowledge distribution of reception test

47.0 46.0

7.011.3

74.2

14.5

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Poor Fair Good

Knowledge level

Percen

tage

Pre-testPost-test

Pre - post test of Grade II Boys and Girlsknowledge distribution of reception test

38.3

49.8

11.9

5.5

70.7

23.8

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Poor Fair Good

Knowledge level

Percentage

Pre-test

Post-test

Pre-post test of all boys and girlsknowledge distribution of reception test

42.747.9

9.48.6

72.6

18.8

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Poor Fair GoodKnowledge level

Percentage

Pre-testPost-test


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Graph 4

Graph 5

Graph 6

Pre-post of Grade I boys and girlsknowledge distribution of Production test

85.5

13.1

1.4

62.3

35.9

1.8

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Poor Fair Good

Knowledge level

Percen

tage

Pre-testPost-test

Pre-post test of all boys and girlsknowledge distribution of Production test

84.9

13.7

1.4

58.7

38.9

2.4

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Poor Fair GoodKnowledge level

Percentage

Pre-testPost-test

Pre-post test of grade II boys and girlsknowledge distribution of Production test

84.2

14.3

1.5

55.3

41.8

2.9

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Poor Fair Good

Knowledge level

Percentage

Pre-testPost-test


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The ta bles and grap hs are the exam inat ion of overall pe rformanc e of the grade

1 and g rad e 2 students on rece pt ion a nd p rod uc tion tests. It d ep ic ts the p ercent

of ob jec tives ma stered a s a funct ion o f grade. As pe r the ta ble, grade 2 stud ents

mastered a higher percentage of objectives in comparison to grade 1 students

and the stude nts pe rformed b ette r in Rec ep tion than produc tion.

3.3.Assessmentof

knowledge

of

Grade

1boys

and

girls

according

to

their

caste

The a nalyses examined stude nt p erformanc e a s a funct ion o f c aste

me mb ership. Ca ste mem bership is cod ed in the files in the fo llow ing wa y:

SC: Sc heduled Caste . This c lassifica tion refers to c aste group s tha t have

rec eived fo rma l leg al protec tion in the c onstitution

ST: Sc heduled Tribe. This c lassifica tion refe rs to t riba l groups tha t have

rec eived fo rma l leg al protec tion in the c onstitution

OBC: Other Backwa rd Classes. This c lassifica tion co nta ins me mbers of

lower ca stes tha t have not received fo rma l protec tion in the c onstitution.

General: These are mem bers of c aste g roup s tha t typ ica lly are more

ad vanta ged than lower c astes groupsTable 4

SC/ ST OBC General


levelNo. % No. % No. % No. % No. % No. %

Rec ep tionPoor 70 52.2 17 12.1 158 45.4 41 11.6 35 44.9 8 8.7

Fair 56 41.8 106 75.2 164 47.1 259 73.4 38 48.7 70 76.1

Good 8 6.0 18 12.8 26 7.5 53 15.0 5 6.4 14 15.2

Tota l 134 100.0 141 100.0 348 100.0 353 100.0 78 100.0 92 100.0Production

Poor 104 87.4 77 56.2 289 86.3 201 68.4 50 78.1 41 50.6

Fair 14 11.8 59 43.1 41 12.2 88 29.9 13 20.3 37 45.7

Good 1 0.8 1 0.7 5 1.5 5 1.7 1 1.6 3 3.7

Tota l 119 100.0 137 100.0 335 100.0 294 100.0 64 100.0 81 100.0

Pre and post assessment of knowledge level of Grade I boys and

girls according to their caste in Reception test

0

10

20

30

40

50

60

70

80

90

100

PreSC/ST

Post Pre

OBC

Post Pre

General

Post

PercentagePoorFairGood


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Graph 7

Graph 8

This ana lysis exam ines the performance of g rade 1 b oys and girls onreception and production by caste. As can be seen in the table, the

performance of the students on both reception and production vary by

c aste . The g eneral is highest a nd ST/ SC is lowest in both comp rehension as

well as spea king ab ility tests.

3.4.AssessmentofknowledgeofGrade2boysandgirlsaccordingtotheircaste

Table 5

SC/ ST OBC General


level

No. % No. % No. % No. % No. % No. %Rec ep tion

Poor 28 28.3 7 7.8 137 39.6 16 4.7 37 44.6 5 6.8

Fair 63 63.6 65 72.2 161 46.5 248 72.1 39 47.0 46 62.2

Good 8 8.1 18 20.0 48 13.9 80 23.3 7 8.4 23 31.1

Tota l 99 100.0 90 100.0 346 100.0 344 100.0 83 100.0 74 100.0

Production

Poor 100 87.7 59 57.3 296 84.1 202 58.0 69 80.2 40 43.0

Fair 13 11.4 41 39.8 50 14.2 137 39.4 16 18.6 49 52.7

Good 1 0.9 3 2.9 6 1.7 9 2.6 1 1.2 4 4.3

Tota l 114 100.0 103 100.0 352 100.0 348 100.0 86 100.0 93 100.0


Girls according to their caste in Production test

0

10

20

30

40

50

60

70

80

90

100

Pre

SC/STPost Pre

OBC

Post Pre

General

Post

Percentage

Poor

Fair

Good


16/33

16

Graph 9

Graph 10

The ta bles and graphs ana lyze the pe rformanc e o f grad e 2 boys and girls

on reception and production by caste. As can be seen in the table, the

pe rforma nce on b oth recep tion a nd p rod uction vary by c aste. The

genera l is highest in both Rec ep tion a nd prod uc tion, whe rea s ST/ SC is

lowest in Rec ep tion and OBC in Prod uc tion. Performanc e of ST/ SC and

OBC in bo th p rod uc tion and rec ep tion is very close.

3.5.PrePostComparativeAssessmentofknowledgeofallboysandgirlsaccording

totheirCaste

Table 6

SC/ ST OBC General


levelNo. % No. % No. % No. % No. % No. %

Rec ep tion

Poor 98 42.1 24 10.4 295 42.5 57 8.2 72 44.7 13 7.8

Fair 119 51.1 171 74.0 325 46.8 507 72.7 77 47.8 116 69.9

Good 16 6.9 36 15.6 74 10.7 133 19.1 12 7.5 37 22.3

Pre and post assessment of knowledge level of Grade II boys and

Girls according to their caste in reception test

0

10

20

30

40

5060

70

80

90

100

Pre

SC/ST

Post Pre

OBC

Post Pre

General

Post

Percentage

Poor

Fair

Good


Girls according to their caste in production test

0

1020

30

40

5060

70

8090

100

PreSC/ST

Post Pre

OBC

Post Pre

General

Post

Percentage

Poor

Fair

Good


17/33

17

Tota l 233 100.0 231 100.0 694 100.0 697 100.0 161 100.0 166 100.0

Production

Poor 204 87.6 136 56.7 585 85.2 403 62.8 119 79.3 81 46.6

Fair 27 11.6 100 41.7 91 13.2 225 35.0 29 19.3 86 49.4

Good 2 0.9 4 1.7 11 1.6 14 2.2 2 1.3 7 4.0

Tota l 233 100.0 240 100.0 687 100.0 642 100.0 150 100.0 174 100.0

Graph 11

Graph 12

The tab les and graphs de pic t the eva luat ion b y c aste. Tab le 6 shows the

performa nce of the c aste g roups as a function of grad e. As can b e

seen in the tab le, the ca ste groups do va ry in pe rformanc e. The general

is highest a nd ST/ SC is lowest in both c om prehension te st a s we ll as

speaking ability tests. In the same time competency gap is higher

betw een ge neral and ST/ SC c astes.

Whereas Performance o f OBC and ST/ SC o n p rod uc tion in Banka, OBC in

Ma dhub ani is go od and in recep tion pe rformanc e o f ST/ SC in E.

Champ aran, ST/ SC a nd OBC in Kishanganj and ST/ SC a nd OBC in

Nawad a is good . Refer d istric t tables


totheirMothersEducation

Pre and post assessment of knowledge level of all boys and girls

according to their caste in reception test

0

102030405060708090

100

PreSC/ST

Post Pre

OBC

Post Pre

General

Post

Percentage

PoorFairGood


according to their caste in production test

0

10

2030

40

50

60

70

80

90

100

Pre Post Pre Post Pre Post

Percentage

Poor

FairGood

SC/ST OBC General


18/33

18

3.6.1. Assessme nt of know ledge of Grade 1 bo ys and g irls ac c ording to

their mo thers ed uc ation

Table 7

Exc ellent Good Literate Illiterate NAKnowledgelevel Pre Post Pre Post Pre Post Pre Post Pre Post

Rec ep tion

Poor 62.5 0.0 36.1 18.8 38.7 9.0 44.8 10.9 58.5 13.8

Fair 37.5 100.0 61.1 68.8 48.4 76.4 48.4 72.3 36.6 86.2

Good 0.0 0.0 2.8 12.5 12.9 14.6 6.8 16.8 4.9 0.0

Tota l 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Production

Poor 100.0 66.7 80.0 64.5 68.5 61.0 85.7 58.8 100.0 94.9

Fair 0.0 33.3 17.5 35.5 27.2 36.4 13.5 39.2 0.0 5.1

Good 0.0 0.0 2.5 0.0 4.3 2.6 0.8 1.9 0.0 0.0

Tota l 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Graph 13

Graph 14


girls according to their Mother education in Reception test

0102030

405060708090

100

PreExcellent

Pre

Good

Pre

Literate

Pre

Illiterate

Pre

NA

Percentage

PoorFairGood

Post Post Post Post Post


girls according to their Mother education in production test

0102030405060

708090

100

PreExcellent

Pre

Good

Pre

Literate

Pre

Illiterate

Pre

NA

Percentage

PoorFairGood



19/33

19

The ta bles and grap hs ana lyze the pe rformanc e o f grad e 1 boys and girls

on recep tion a nd produc tion b y their mothers ed uca tion. As c an b e seen

in the table, the performance of students on both reception and

production increases with their mothers competency. In the meanwhile

numbe r of stud ents with illiterate and literate mo ther is very high. There is

significant imp ac t of mo thers e duc ation on the performanc e of students.


their mo thers ed uca tion

Table 8

Exc ellent Good Literate Illiterate NAKnowledge

level Pre Post Pre Post Pre Post Pre Post Pre Post

Rec ep tion

Poor 0.0 0.0 44.4 15.8 40.0 3.5 36.4 4.9 41.1 9.1

Fair 100.0 66.7 51.9 68.4 52.9 67.1 51.0 69.1 43.0 87.3

Good 0.0 33.3 3.7 15.8 7.1 29.4 12.7 26.0 15.9 3.6

Tota l 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Production

Poor 100.0 66.7 87.5 45.5 64.0 51.1 86.0 52.4 94.1 95.5

Fair 0.0 33.3 10.0 42.4 30.3 45.7 13.4 45.1 5.9 4.5

Good 0.0 0.0 2.5 12.1 5.6 3.2 0.6 2.4 0.0 0.0

Tota l 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Graph 15


girls according to their Mother education in Reception test

0102030405060708090

100

PreExcellent

Pre

Good

Pre

Literate

Pre

Illiterate

Pre

NA

Percentage

PoorFairGood



20/33

20

Graph 16

The ta bles and grap hs ana lyze o f the p erforma nce o f grad e 2 boys and girls on

reception and production test according to their mothers education. As per the

table, the performance of students on both comprehension and speaking ability

inc rea ses with their mo thers compe tenc y. In the meanw hile number of stude nts

with illiterate and literate mo ther is very high. The imp ac t o f mo thers ed ucat ionon the p erforma nce o f student is very high.

3.6.3. Pre-Post C om parative a ssessme nt o f a ll boys and girls ac c ording to

their mo thers ed ucat ion

Table 9



Rec ep tion

Poor 55.6 0.0 39.7 17.6 39.3 6.3 40.4 8.1 51.0 11.5

Fair 44.4 80.0 57.1 68.6 50.6 71.8 49.7 70.8 39.4 86.7

Good 0.0 20.0 3.2 13.7 10.1 21.8 9.8 21.0 9.6 1.8

Tota l 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Production

Poor 100.0 66.7 83.8 54.7 66.3 55.6 85.9 55.6 97.2 95.2

Fair 0.0 33.3 13.8 39.1 28.7 41.5 13.4 42.2 2.8 4.8

Good 0.0 0.0 2.5 6.3 5.0 2.9 0.7 2.2 0.0 0.0

Tota l 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0


girls according to their Mother education in production test

0102030405060708090

100

PreExcellent

Pre

Good

Pre

Literate

Pre

Illiterate

Pre

NA

Percentage

PoorFairGood



21/33

21

Graph 17

Graph 18

The ta bles and grap hs eva luate the p erformanc e o f all students by their

mo thers ed ucat ion. Tab le 9 shows the p erforma nce o f the groups as a

funct ion of mo thers ed ucat ion. As c an be seen in the tab le, the

performance of students on both reception and production tests

inc rea ses with their mo thers ed ucat ion. The imp ac t of mo ther

ed ucat ion on performa nce o f students is high.

Whereas performance of student with illiterate mothers on reception in

Madhubani and Banka districts and on production in Nawada district is

appreciable. (Refer district tables).


totheirFathersEducation


their fathe r s ed uc a tion


according to their Mother education in Reception test

0

10

20

30

40

50

6070

80

90

100

Pre

ExcellentPre

Good

Pre

Literate

Pre

Illiterate

Pre

NA

Percentage

Poor

Fair

Good


Pre and post assessment of knowledge level of all boys and girlsaccording to their Mother education In production test

0

10

20

30

40

50

60

70

80

90

100

Pre

Excellent

Pre

Good

Pre

Literate

Pre

Illiterate

Pre

NA

Percentage

Poor

Fair

Good



22/33

22

Table 10



Rec ep tion

Poor 50.0 7.7 45.7 11.8 40.6 11.2 44.6 10.5 62.4 20.8

Fair 50.0 69.2 48.0 72.5 52.4 77.2 47.3 72.4 30.7 79.2

Good 0.0 23.1 6.3 15.7 7.1 11.7 8.1 17.1 6.9 0.0

Tota l 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Production

Poor 92.3 50.0 88.6 64.0 76.8 65.6 87.1 55.6 96.1 100.0

Fair 7.7 38.9 8.6 31.4 21.4 33.9 12.3 43.4 3.9 0.0

Good 0.0 11.1 2.9 4.7 1.8 0.5 0.6 1.0 0.0 0.0

Tota l 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Graph 19

Graph 20

It is the analysis of the performance of grade 1 boys and girls on reception and

production by their fathers education. As can be seen in the table, the

pe rformanc e of stude nts on bo th rec ep tion and produc tion inc rea ses with


girls according to their father education in Reception test

0102030405060708090

100

PreExcellent

Pre

Good

Pre

Literate

Pre

Illiterate

Pre

NA

Percentage

PoorFairGood



girls according to their father education in Production Test

0

10

20

30

40

50

60

70

80

90

100

Pre

ExcellentPre

Good

Pre

Literate

Pre

Illiterate

Pre

NA

Percentage

Poor

Fair

Good



23/33

23

their fathe rs ed ucat ion. In the meanw hile numb er of students with illiterate and

literate fat her is very high.


their fathe r s ed uc a tion

Table 11Exc ellent Good Literate Illiterate NAKnowledge


Rec ep tion

Poor 30.0 8.3 42.9 7.7 31.1 4.6 41.7 3.3 41.5 14.7

Fair 70.0 45.8 42.0 69.2 54.7 73.7 50.9 69.0 43.1 85.3

Good 0.0 45.8 15.1 23.1 14.3 21.7 7.4 27.7 15.4 0.0

Tota l 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Production

Poor 93.3 30.8 79.5 57.1 80.4 61.1 86.0 47.8 95.7 88.9

Fair 6.7 46.2 16.4 39.8 19.6 38.4 12.4 49.3 4.3 11.1

Good 0.0 23.1 4.1 3.1 0.0 0.5 1.7 3.0 0.0 0.0Tota l 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Graph 21

Graph 22

The va riab le examines the p erformanc e o f grad e 2 boys and girls on recep tion

and produc tion test on the b asis of the ir fathe rs ed ucation. As pe r the tab le, the


girls according to their father education in Reception test

0

102030405060708090

100

Pre

ExcellentPre

Good

Pre

Literate

Pre

Illiterate

Pre

NA

Percentage

PoorFairGood



girls according to their father education in Production test

01020

30405060708090

100

Pre

ExcellentPre

Good

Pre

Literate

Pre

Illiterate

Pre

NA

Percentage

PoorFairGood



24/33

24

performance of students on both comprehension and speaking ability increases

with their fathe r ed uc at ion.

3.7.3. Pre-Post a ssessment o f a ll boys and girls ac c ording to the ir fa the r s

education

Table 12Exc ellent Good Literate Illiterate NAKnowledge


Rec ep tion

Poor 38.2 8.0 44.3 9.8 36.0 8.1 43.1 7.3 54.2 17.2

Fair 61.8 58.0 45.1 71.0 53.5 75.6 49.2 70.9 35.5 82.8

Good 0.0 34.0 10.6 19.2 10.6 16.3 7.7 21.8 10.2 0.0

Tota l 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

ProductionPoor 92.9 38.6 83.7 60.3 78.6 63.3 86.5 51.6 95.9 93.8

Fair 7.1 43.2 12.8 35.9 20.5 36.1 12.3 46.4 4.1 6.3

Good 0.0 18.2 3.5 3.8 0.9 0.5 1.2 2.0 0.0 0.0

Tota l 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Graph 23


according to their father education in reception test

01020

30405060708090

100

PreExcellent

Pre

Good

Pre

Literate

Pre

Illiterate

Pre

NA

Percentage

PoorFairGood



according to their father education In Production test

0

10

20

30

40

50

60

70

80

90

100

Pre

Excellent

Pre

Good

Pre

Literate

Pre

Illiterate

Pre

NA

PercentagePoor

Fair

Good



25/33

25

Graph 24

The tab les and grap hs ana lyze the pe rformanc e o f a ll students on the

ba sis of the ir father educ at ion. Table shows the pe rformanc e o f the groups

as a funct ion of fathe rs educ at ion. As can be seen in the tab le, the

pe rformanc e o f students inc rea ses on b oth c om prehension a nd spe aking

ability with their father education. But the impact of mothers educationon p erforma nce o f students is highe r than fathers ed ucat ion. At the sam e

time num ber of illiterate a nd literate is high amo ng m others tha n fathers.

Whereas performance of students with illiterate fathers on

produc tion in Naw ad a and E. Champ aran d istric ts and on

production Kishanganj and Madhubani districts is of high-quality.Refer district tables.

3.8.Assessmentofknowledgeasperparentsoccupation

3.8.1. Assessme nt of know led ge o f bo ys as per mothers oc c upa tion

Reception Production

GenderMother's

OccupationData Pre Post Pre Post

N 7 5 7 6

Mean 7.29 7.20 1.43 4.33

Std .

Dev. 2.31 2.04 1.18 1.37

Marks

Ob t. 51 36 10 26

Out of 70 50 70 60

Agriculture

% 72.86 72.00 14.29 43.33

N 2 2 2 1Mean 3.00 8.00 2.00 1.00

Std .

Dev. 1.00 0.00 2.00 0.00

Marks

Ob t. 6 16 4 1

Out of 20 20 20 10

Self

Employed

% 30.00 80.00 20.00 10.00

N 6 2 5 6

Mean 4.17 6.50 2.60 5.00

Std .

Dev. 2.73 1.50 2.06 1.53

MarksOb t. 25 13 13 30

Out of 60 20 50 60

Skilled

% 41.67 65.00 26.00 50.00

N 45 32 40 31

Mean 3.42 5.56 1.15 2.65

Std .

Dev. 2.17 1.69 1.22 1.49

Boy

Unskilled

Marks154 178 46 82


26/33

26

Obt.

Out of 450 320 400 310

% 34.22 55.63 11.50 26.45

N 479 514 486 476

Mean 4.41 5.95 1.29 3.31

Std .

Dev. 2.27 1.79 1.60 2.00Marks

Obt. 2112 3060 628 1576

Out of 4790 5140 4860 4760

Unemployed

% 44.09 59.53 12.92 33.11

3.9.Assessmentofknowledgeofgirlsaspermothersoccupation


GenderMother's


N 7 6 4 3

Mean 6.29 6.83 1.75 4.67

Std.

Dev. 1.91 2.54 1.09 1.70

Marks

Ob t. 44 41 7 14

Out of 70 60 40 30

Agriculture

% 62.86 68.33 17.50 46.67

N 2 3 4 1

Mean 4.50 5.33 0.75 2.00

Std.

Dev. 0.50 0.47 1.30 0.00

Marks

Ob t. 9 16 3 2Out of 20 30 40 10

Self

Emp loyed

% 45.00 53.33 7.50 20.00

N 3 5 6 4

Mean 3.33 5.00 1.50 2.50

Std.

Dev. 1.25 2.00 1.80 1.80

Marks

Ob t. 10 25 9 10

Out of 30 50 60 40

Skilled

% 33.33 50.00 15.00 25.00

N 32 27 32 29

Mean 2.75 5.63 1.00 2.72Std.

Dev. 2.09 1.95 1.30 1.55

Marks

Obt. 88 152 32 79

Out of 320 270 320 290

Unskilled

% 27.50 56.30 10.00 27.24

N 505 498 484 499

Girl

Unemployed

Mean 4.37 5.75 1.34 3.16


27/33

27

Std.

Dev. 2.38 1.89 1.63 1.97

Marks

Obt. 2206 2863 649 1578

Out of 5050 4980 4840 4990

% 43.68 57.49 13.41 31.62

The ta bles de pic t tha t more than 90% of m othe rs are unem ployed which

reflects negligible result when assessed according to occupation wise.

3.10. Assessmentofknowledgeofboysasperfathersoccupation


GenderFather's


N 147 148 137 134

Mean 5.07 6.24 1.32 3.69Std .

Dev. 2.32 1.78 1.48 1.96

Marks

Ob t. 746 924 181 494

Out of 1470 1480 1370 1340

Agriculture

% 50.75 62.43 13.21 36.87

N 64 63 72 67

Mean 4.36 6.25 1.49 3.37

Std .

Dev. 2.56 1.92 1.81 2.05

Marks

Ob t. 279 394 107 226

Out of 640 630 720 670

Self

Emp loyed

% 43.59 62.54 14.86 33.73

N 36 28 47 16

Mean 4.08 6.18 1.23 4.69

Std .

Dev. 1.92 1.95 1.81 2.23

Marks

Ob t. 147 173 58 75

Out of 360 280 470 160

Skilled

% 40.83 61.79 12.34 46.88

N 285 305 273 295

Mean 4.02 5.73 1.27 3.02

Std .

Dev. 2.18 1.74 1.54 1.91

Marks

Ob t. 1147 1747 348 892

Out of 2850 3050 2730 2950

Unskilled

% 40.25 57.28 12.75 30.24

N 7 11 11 8

Mean 4.14 5.91 0.64 3.50

Boy

Unemployed

Std .2.80 1.50 0.77 1.32


28/33

28

Dev.

Marks

Ob t. 29 65 7 28

Out of 70 110 110 80

% 41.43 59.09 6.36 35.00

3.11. Assessmentof

knowledge

of

girls

as

per

fathers

occupation


GenderFather's


N 150 127 132 141

Mean 4.78 5.91 1.27 3.59

Std.

Dev. 2.32 1.93 1.50 2.06

Marks

Obt. 717 750 167 506

Out of 1500 1270 1320 1410

Agriculture

% 47.80 59.06 12.65 35.89

N 72 80 84 69

Mean 4.81 6.23 1.67 3.38

Std.

Dev. 2.23 2.12 2.05 2.00

Marks

Obt. 346 498 140 233

Out of 720 800 840 690

Self

Emp loyed

% 48.06 62.25 16.67 33.77

N 49 27 62 19

Mean 3.92 5.44 1.35 3.26

Std.

Dev. 2.19 1.50 1.64 2.53

Marks

Obt. 192 147 84 62

Out of 490 270 620 190

Skilled

% 39.18 54.44 13.55 32.63

N 273 300 249 302

Mean 3.95 5.58 1.24 2.88

Std.

Dev. 2.40 1.84 1.48 1.81

Marks

Obt. 1079 1675 308 869

Out of 2730 3000 2490 3020

Unskilled

% 39.52 55.83 12.37 28.77

N 5 5 3 5

Mean 4.60 5.40 0.33 2.60

Std.

Dev. 3.67 0.80 0.47 1.36

Marks

Obt. 23 27 1 13

Out of 50 50 30 50

Girl

Unemployed

% 46.00 54.00 3.33 26.00


29/33

29

The ta bles de pic ts that t he ec onom ic sta tus of the fa ther does not a ffec t the

mean knowledge o f their children.

3.12. PrePostComparativeAssessmentofmeanknowledgeofallboysand

girls

3.12.1. Assessme nt o f mea n knowled ge of g rad e 1 stude nts

Table 13

This table a nalyzes the me an knowledg e of g rad e 1 stude nts as per pe rformanc eon b oth recep tion and produc tion. As can b e seen in the ta ble, there is inc rea se

in mea n knowledg e o f bo ys and girls in bo th rec ep tion a nd p rod uction and theincreasing ra te is abo ut same in boys and g irls.

The p ercentag e c hang es of 126, 119, and 122 are the p ercent increase in mean

differenc e in p ercentag e betw een po st a nd pre scores. (Post Me an score/ Pre Me an

Score) * 100 - 100

3.13. AssessmentofmeanKnowledgeofgrade2students

Table 14

Boys Girls All

TypeN Mean

Std.

Deviation

Std.Error

of

Mean

N MeanStd.

Deviation

Std.Error

of

Mean

N MeanStd.

Deviation

Std.Error

of

Mean

Pre

test287 3.94 2.30 0.14 273 3.99 2.34 0.14 560 3.96 2.32 0.10

ReceptionPost

test293 5.64 1.80 0.11 293 5.56 1.87 0.11 586 5.60 1.84 0.08

% Cha nge 43.1 39.4 41.3

Pre

test267 1.06 1.45 0.09 251 1.14 1.57 0.10 518 1.09 1.51 0.07

ProductionPost

test254 3.06 1.97 0.12 258 3.01 1.90 0.12 512 3.04 1.93 0.09

% Cha nge 190.0 165.2 177.5

Pre

test554 2.55 2.41 0.10 524 2.62 2.46 0.11 1078 2.58 2.44 0.07

TotalPost

test547 4.44 2.28 0.10 551 4.36 2.27 0.10 1098 4.40 2.27 0.07

% Cha nge 74.2 66.6 70.4

Boys Girls All

TypeN Mean

Std.

Deviation

Std.Error

of

Mean

N MeanStd.

Deviation

Std.Error

of

Mean

N MeanStd.

Deviation

Std.Error

of

Mean

Pre test

252 4.83 2.23 0.14 276 4.60 2.41 0.15 528 4.71 2.33 0.10Reception

Post

test262 6.30 1.73 0.11 246 5.97 1.91 0.12 508 6.14 1.83 0.08

% Cha nge 30.5 29.9 30.4

ProductionPre

test273 1.55 1.69 0.10 279 1.49 1.64 0.10 552 1.52 1.66 0.07

Post

test266 3.52 1.97 0.12 278 3.26 2.00 0.12 544 3.39 1.99 0.09

% Cha nge 126.8 119.1 122.9Pre

test525 3.13 2.56 0.11 555 3.03 2.58 0.11 1080 3.08 2.57 0.08

TotalPost

test528 4.90 2.32 0.10 524 4.53 2.38 0.10 1052 4.72 2.36 0.07

% Cha nge 56.8 49.4 53.2


30/33

30

This table a nalyzes the m ea n knowledg e o f grad e 2 students on b oth recep tion and

production performances. As can be seen in the table, there is increase in mean

knowledg e o f boys and girls in bo th rec ep tion and produc tion and the increasing rate is

ab out sam e a mong bo ys and girls.

3.14. Assessmentof

mean

knowledge

of

all

boys

and

girls

Table 15

This ta b le ana lyzes the performanc e o f a ll stud ents in mea n know ledge . Table show s the

performance of the groups as a function of mean knowledge as can be seen in the

table, there is increase in mean knowledge of students in both reception as well as

prod uc tion tests and the increa sing trend is almost same amo ng b oys and g irls.

4. Teachersfeedback

Tea chers from 117 sc hoo ls (ap prox. 20 schoo ls from ea ch d istric t) c ond uc ting IRI in

their respective schools were handed over a questionnaire to receive their

feedb ac k abo ut the program me and its imp leme ntation. The ava ilab le d ata of

teac hers q ualifica tions rang ed from:

Matriculatio

n

14%

Intermediat

e

23%

Graduate 38.5

%

B.Ed. 4.4%

Post

Graduate

13%

14%

23%

4%

13%

5% 1%1%

Matric

Intermediate

Graduate

B.Ed.

Post Graduate

Boys Girls All

Typ e

N MeanStd.

Deviation

Std.

Error

of

Mean

N MeanStd.

Deviation

Std.

Error

of

Mean

N MeanStd .

Deviation

Std.

Error

of

Mean

Pre

test539 4.36 2.31 0.10 549 4.29 2.39 0.10 1088 4.32 2.35 0.07

Rec eptionPost

test555 5.95 1.80 0.08 539 5.75 1.90 0.08 1094 5.85 1.85 0.06

% Change 36.6 33.8 35.3

Pre

test 540 1.31 1.59 0.07 530 1.32 1.61 0.07 1070 1.31 1.60 0.05Production

Post

test520 3.30 1.98 0.09 536 3.14 1.95 0.08 1056 3.22 1.97 0.06

% Change 152.3 137.7 144.9

Pre

test1079 2.83 2.50 0.08 1079 2.83 2.53 0.08 2158 2.83 2.51 0.05

Tota lPost

test1075 4.67 2.31 0.07 1075 4.45 2.33 0.07 2150 4.56 2.32 0.05

% Change 64.9 56.9 60.9


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31

Post

graduate +

B.Ed.

5.1%

M.Ed. 1%

Grad uate +

LLB

1%

Yea rs of exp erienc e in tea c hing of the se teac hers is exp ressed as follows:

0-3

years

25.8

%

4-7years

11.2%

8-11 7.8%

12-15

years

13.8

%

Abov

e 15

years

41.4

%

26%

11%

8%

14%

41%0-3 years

4-7 years

8-11 years

12-15 years

Above 15 years

The teachers a lso shared the prob lems, advanta ges, limita tions and sugg estions of IRI.

Problems

1. Refresher trainings are not p lanned .

2. Too ma ny c hild ren in one c lassroom restrict the reac h of the vo ice o f rad io to up to

the last benc hers.

3. There is no p re informa tion about next broa dcast if tha t day's prog ramm e is not

broad casted due to some other national programme

4. Poo r broadc ast (p a rticu larly in Kishanganj)

Advantages

1. Activity based with games and use of simple language enables the child to pick up

words and sentenc es with great ea se.

2. Wider accessibility of radio reaches the programme to the remotest areas.

3. Improvement in quality education is observed as the lessons move ahead.

4. Will be useful for the child lifelong as it is observed that the children have started

practicing the functional English (like they have started wishing Good Morning).


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32

5. Children a re interested be c ause it is in bo th d ialec ts-Hindi & Eng lish a nd a lso ea sier for

the tea chers to express in the ir reg iona l lang uag e to the children.

6. Children try to implement the learnings not only in school but also in their day-to-day

life.

7. Both the teachers and students actively participate when the programme is

conducted

8. Attend anc e o f the stud ents is now sat isfac to ry in the c lassroo ms.

Limitations

1. Lesser time is allotte d for prac ticing pronunc iations.

2. Due to broadcast on Friday Muslim schools are closed and their children are unable

to b ene fit throug h the d ay's lesson.

3. The broad cast timing c lashes with the mid d ay meal.

Suggestions

1. Guideb ook should be m ad e a va ilable to prepa re for next da ys lesson.2. More time is req uired for training to ga in c onfidenc e to c ond uc t the lessons with the

children.

3. Programme should be extended for upper classes also so that the students learn andexcel in Eng lish.

4. Regular monitoring of the programme and instruments is imperative for smooth and

uninterrupted implementation of the programme.

5. A simultaneous introduction of similar simple text book also should be done for the

students to p rac tice on non-broa dcast da ys.

6. Pictorial representation of some lessons like animal identification will make the

students comprehend the lessons better.

7. The prog ramm e should be susta ined since there is an obvious improvem ent in Eng lish

Lang uag e c om prehension a nd e xpression a mong the children.

8. Broadcast schedule should be provided so that teachers are ready with prior

preparations.

9. Need for more than one radio/sound box is necessary for classes having too manychildren.

10. More time should be allotted for per day lesson since IRI catches attention of both

teachers and students immensely.

Spo ts teachers like the mo st

The teachers a lso sha red the spots the y like most in the lessons:

1. Good mo rning song

2. Act ivities and song s

3. Conversa tions of Raju & Cha nda

4. Sit d ow n/ stand up ac tivity

5. Spea king skill of the na rrato rs

6. Identification of the animals' names through their Voices7. Counting a c tivity

8. Lea rning names of p arts of bod y

9. Goo dbye song

10. Reinfo rce ments of previous lessons

11. Drill ac tivities

12. Lessons (1, 2, 7, 12, 21)

13. Pre broa dcast instruct ions


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5. LowlightsandsuggestedrecommendationsLowlights in prog ramm e

implem entation in schools

Suggested recomm enda tions

Absence of the teac her conduc ting

the programm e on the broad ca st d ay

dep rives the stud ents to learn the

particu lar da ys lesson.

Overcrowd ing o f stude nts of both

c lasses 1 and 2 tog ether is d ifficult for

one teacher to manag e.

Training o f ad d itional tea cher per

school

Child ren o f Urdu Sc hoo ls cannot stud y

the lessons broa dcasted on Frida ys

due to c losure of the ir schoo ls on tha t

day.

Broa dc ast to be run on othe r working

da ys exce pt Fridays

Broadcast at Kishanganj is from Purnea

FM sta tion that has po or rec ep tion.

Discussions with A IR

The t iming o f the broadc ast c lashes

with midda y mea l in the schoo lsleaving the teac hers in a d ilem ma to

cond uc t the sessions.

Direc tives to schoo ls to shift the timings

of mid da y meal

6. KeyIndicatorsThe IRI p rog ramm e is an ac tivity b ased with g ame s and drills and use o f simple

language . This ena b les the child to p ick up wo rds and sentenc es in Eng lish with g rea t

ea se: the d ialec ts are b oth in Hindi as well as in Eng lish; it be com es ea sier for the

tea c hers to follow the instruc tions of the rad io and de liver to the stude nts effec tively.

Rad io is the most ac cessible and a fforda ble me ans of c om munica tion and reaches the

remote st and most unrea ched areas.

The lessons in the prog ramm e are reinforced c ont inuously; as for insta nc e if in o ne lesson

sit do wn/ sta nd up sessions are prac tice d , in the next lesson som e another d rill is donedirec ting the students to p rac tice o nce by sitting down and then by standing up a nd so

on. These reinforcem ents fac ilitate the c hild to p rac tice func tiona l Eng lish even during

off hours.

The fa sc inat ion o f this innova tive ped ag og y me thod has also imp roved the c lassroom

atte nda nce and hence m ore and more children are now b enefiting.

Observing the pace of know ledg e enrichm ent among students through IRI, similar

programmes for children of upper grades can also be implemented to maintain the

continuity of interac tive and pa rticipa tory mode of teac hing and learning.

7. Conclusion

The IRI program me is a land ma rk in the e duc ation system of Biha r for enhanc ing Eng lish

Lang uag e c om pe tenc ies am ong c hildren. A large m ajority of the schoo ls are follow ing

classroom practices that are consistent with positive learning environments. When

strongly supported with monitoring and assessments, the programme can go miles

reflec ting susta inab le results in the ye ars to come . This will definite ly benefit the first

generation learners of English in our state.

Evaluation Report - IRI (Interactive Radio Instruction) Program

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