Baseline Survey Report March 2013 - Nidannidan.in/nidanwp/Documents/Status of 15 MCD schools... ·...

Learning Enhancement Program for Students of

MCD Schools

Through Innovative Supportive Learning Tools

Baseline Survey Report

March 2013

Facilitated by Nidan, Delhi

D-308(IInd floor), West

Vinod Nagar

New Delhi-110092

Tel:011 22473746, 22473749

Website: www.nidan.in

Tel:011

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Learning Enhancement Program for Students of

MCD Schools

Through Innovative Supportive Learning Tools

Baseline Survey Report

March 2013

Director

Mr. Arbind Singh

Study conducted by

Monika Dahiya

D-308(IInd floor) West Vinod Nagar

New Delhi-110092

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Content

I. Preface

II. Acknowledgements

III. Executive summary

Chapters- Page No.

IV. Chapter-1(Introduction ) 8

V. Chapter-2 (Question wise performance, Language –Cumulative) 11

VI. Chapter-3 (Question wise performance, mathematics –Cumulative) 14

VII. Chapter-4 (School wise performance) 18

VIII. Chapter-5 (Overall school performance-Language and Mathematics) 29

IX. Chapter-6 (Tables related data) 31

X. Chapter-8 (Annexure) 33

» Base line tool

» School list

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Preface

Nidan, Delhi is committed to provide equitable and quality education to the students especially to the students in the slum areas. In order to promote institutional delivery of education services amongst vulnerable sections, Nidan initiated education program in Delhi in the month of September, 2012. Nidan signed an agreement with the Director of Education, East Delhi, for intervention in 15 schools of Municipal Corporation of Delhi, East. The program has been designed to enhance the learning level of learning deficit Students in those schools studying in the 3rd to 5th grade. The present evaluation aims at reviewing the present status of the schools by analyzing the existing learning level of students, so that the operational barriers could be identified and addressed. The evaluation has come out with specific suggestions which include introduction of innovative learning tool, enhancement of capacity of the teachers, special training session for facilitators and coordinators, special attention and classes for slow learners, community involvement and awareness to create a conducive learning atmosphere at home and surroundings and involvement of other NGOs, etc. The findings of the evaluation are interesting and provided various facilitating factors and impediments in the utilization of education services. Given adequate support and guidance, especially in programmatic, systematic and community participation and involvement issues, the design program can become a forerunner for many interventions under public- private partnership in the proposed intervening areas. I am confident that findings of the evaluation will be useful for the Government of Delhi in strengthening the teaching method and help in modifying the conventional approach to make it more attractive and joyful to the students and teachers. I take this opportunity to express my gratitude to Mr.Chattar Singh, Assistance Director, Education, Government of Delhi for his guidance and support. I am also grateful to Mr. Rajeev Kumar who is currently heading the position for his valuable guidance and support in this evaluation. Arbind Singh Director, Nidan

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Acknowledgement

We sincerely thank Shri Rajveev Kumar and Shri Chater Singh, Assistant Director, Education Department, Government of Delhi, with gratitude for providing guidance and support for conducting this evaluation. Our special appreciation and thanks to Head teachers and class teachers at MCD schools, particularly class teachers of 3rd and 4th class for their valuable guidance and support. We are grateful to all staff members of the MCD schools and other officers at the education department who have provided information and support for conducting the evaluation. We are particularly grateful to the students for providing valuable time and sharing the relevant information to make this evaluation meaningful. The evaluation could not be successfully carried out with the active support and involvement of Nidan members and college students from Delhi University during the process of field data collection.

We would like to express our special thanks to Mr. Mukut for the technical

assistance and Mr. Ajay and Mr.Sunil for providing the database assistance. The

report would not have been in the present shape without their support.

Last but not the least; we appreciate the efforts of the transport, accounts and

administrative sections of Nidan, who actively supported for timely logistic

arrangements.

Monika

Nidan,Delhi

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Executive summary

Introduction

Nidan is supporting 15 MCD Primary Schools of Shahdara north Zone, Delhi during the

financial year 2013-14 as per the MoU with Education Department, Shahdra Zone, Delhi.

Objective of the project is to improve the quality of education being imparted in the Govt.

primary schools and to develop a model of education that could be replicated in other

schools within and outside State. It is in this context, the base line survey has been carried

out with the view to understand the current status of the learning level of students so that

appropriate steps are taken to enhance their learning level.

Methodology The base line survey was conducted in 15 MCD schools of Shahdara, East Delhi of Delhi

from December to January 2012. Total 2115 Students of 3rd and 4th grade were covered

from these 15 schools. A test was carried out among the Students in order to assess the

current learning level. Nidan prepared elaborate questionnaire to fetch desired data and to

conduct data analysis. The paper was designed by the Nidan education team which

reflected the students’ current learning level in language and mathematics.

In order to avoid biasness and have genuine results from the test, a third party was hired to

check the test paper of all the students. A batch of student of psychology from Bhimrao

Ambedkar College, Delhi University extended their help in carrying out the test and checking

the papers, School wise data was compiled and a comparative analysis was carried out on

the basis of the following standard and learning level of children.

Major Findings

Learning level Marks

A 50 - 40

B 39 - 30

C 29 - 22.5

D 22 Below

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Nidan conducted the test among 2115 students in Mathematics and Language. The results

from the test found not to be very encouraging. In Language test, It has been seen that out

of total 2115 students, only 79 students qualified for the grade A. 216 students qualified

graded B, 269 students qualified grade C and as many as total 1551 students qualified for

grade D category indicating that there are huge learning gap in the language among the

students of these schools.

Table-1

In the Mathematic test, It has been found that out of total 2115 student, only 295 students

qualified for the grade A, 418 students qualified for graded B, 290 students qualified for

grade C and as many as total 1112 students qualified for grade D category indicating that

there are huge learning gap in Mathematics too among the Students of these schools. But in

comparison with Language, Mathematics has shown better results in terms of learning

levels of students.

Table-2

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Introduction

Nidan is a non-governmental organisation. It was registered under Societies Registration

Act,1860 in the year 1996. Nidan’s work is being guided by its vision of establishing a just,

democratic, non-violent society where the citizens enjoy their rights (of education, health,

and livelihood) without any discrimination (on the basis of gender or class), live in mutual co-

operation and perform their optimum responsibility without any hindrance. Since 2006 Nidan

have been working closely working with the informal workers and their children to improve

the quality of learning or students living in East Delhi area. Nidan has worked with children

of age group 8-10 years through various interventions. Learning support to students through

pre-primary lasses and their enrolment in government schools has been an important part of

the intervention.

Nidan endeavour is to facilitate empowerment of the poor and marginalized sections through

appropriate community based and pro-poor participative interventions. We feel it is

important to evolve and facilitate a broad based movement for recognition and

implementation of rights of unorganized labourers- whether it is education, health or

livelihood of poor women and men or protection of children involved in the informal sector.

Nidan’s mission is to facilitate non-violent and peaceful collective action, directly as well as

through networks and to create, replicate and activate structures and systems which cater

needs of poor and deprived so as to eliminate exploitation and provide opportunities for

maximum growth.

Background Note

Recently, Prime Minister Manmohan Singh declared 2012 as the National Mathematical

Year and in same year survey report affirms another side of coin - about three-fourths of

class 3 students in rural India can’t solve two – digits subtractions problems. The scenario is

also very bleak among the children of urban poor families. More than half of class 5 students

in rural India can’t read class 2- level textbook.

Three recent reports – Annual Status of Education Report (ASER), the Programme for

International students Assessment (PISA) and the Quality Education Study (QES) by

WIPRO and Education Initiative are giving a very gloomy picture about the current level of

learning of children. The PISA report, which conducted an extensive study among 4,800 15-

year-olds in the high-literacy states of Tamil Nadu and Himachal Pradesh, is even grimmer.

Among 74 countries—including the US, UK, Canada, China, Korea, South Africa—Indian

students ranked second to last, at 73rd position, just above Kyrgyzstan. This, despite a high

enrolment rate of nearly 97 per cent, the Right to Education being in place since 2010 and

propped up by a wave of progressive schools and teaching tools.

Our schools teaching approach still lacks student’s participation and child friendly

environment. The learning of students as reflected in various studies and even in

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government reports is below par and not up to the expected mark. This results into deficit in

learning, and slowly creep into lack of interest in studies among students, could not pay

attention in class room activity, lack confidence, lose interest and finally drop out from the

school. Nidan intervention is to cover the gap moulded learning deficiency in our classroom.

So that students can enjoy learning experience and grow as responsible citizen who can

contribute in her/his society in productive form.

A significant number of children are living in the slums of Delhi. Slums as a whole is

deprived of basic facilities but the most ignored is the education of the students who are

either going school or in the school going age. These students not only deprived of quality

education school but also a conducive environment at their home. They also need

motivation and support in learning enrichment since they lack even basic of literacy and

numeracy.

Nidan quality education

Nidan Learning Enrichment Program covers the complete schooling cycle from the pre-

school to High School stage, and goes on to cover adolescents and youth, providing them

important skills like computers and English.

Nidan has successfully mainstreamed around 10,000 of students in Government schools,

with a strong support program for the Government teachers. From 2011 onwards we are

significantly enriching and expanding. Our program includes a component of Quality of

Learning as well as a Component on Right to Education. Nidan is reaching out to nearly

9,000 slum students of the 3 – 16 years age group in the three largest slum wards of Patna

Bihar.

Learning Enrichment program has been conceived in the rights framework, and with the

advent of RTE, we are systematically working to put our work in the RTE framework. We

have mobilised and involved slum communities for the education of their students, and now

that is being taken forward to constitute SMCs and facilitation in preparation of SDPs. Thus

we are on track to evolving model of implementing RTE effectively in the urban slum

context.

The key interventions of Nidan are:

1. 3-6 years – Pre-primary centres with a full-fledged curriculum. We are running thirty

such centres in urban slums in Patna

2. 6-8 years (grades I-II) – Support government schools with methods and materials to

ensure effective learning outcomes, so that deficit is not created in higher classes.

3. 8-11 years (grades III-V) – This is our most important program. It is directed at

removing learning deficits in students who have gone to higher classes but still

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cannot read and write and cannot do basic mathematics. The program runs in the

after school hours, and has enabled huge increase in school attendance as well as

performance of students.

4. 11-16 years (grades VI-X) – This is a learning support program that runs in the after

school hours. Students of VI – X receive tutorial support in subject areas (Math,

Science, and English) in which they are most susceptible to failure and drop out.

Studying together in a group also prevents drop out, as opposed to struggling alone

with course work, as home support is totally lacking with these students.

Overall Goal of this base line study

The baseline assessment was carried out in 15 MCD schools of Shahdara, Delhi to analyze

the current learning level of students. It was expected that a picture of the actual situation

will be clear before the inception of the programme, and results can then be compared with

a follow-up assessment towards the end of the Programme, in order to understand the

effects that the programme will create among the target population. The basic objective of

this base line was to provide bench mark data base on learner achievement of class 3

and class 4 students in language and Mathematics.

The achievement levels of students were obtained through administering achievement

test to class II students and dropouts.

The language and mathematics achievement tests used in the study were based on the

curriculum of class 1/2 respectively developed by Nidan.

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Question wise performance, Language –Cumulative

Question No 1a, 1b, 1c & 1d

This question was designed to understand student’s ability to relate pictures with words.

It has been seen that for question 1a of the baseline tool, 57% students were able to answer

the question correctly while 14% did it partially correct and 29% students could not solve it.

In question 1b, 66% students answered it correctly while 11% did it partially and 23%

students could not solve it. 51% students answered correctly the 1c while 17% did it partially

and 32% students could not solve it. 57% students answered the 1d correctly while 14% did

it partially and 30% students could not solve it. This indicates that more than half of the total

students in these schools were able to relate pictorials with words.


This question was designed to understand student’s ability to frame sentences and

correlating words with each other.

In question 2a it can be seen that 47% students were able to answer the question correctly

while 4% did it partially and 48% students could not solve it. In question 2b only 5% students

answered it correctly while 36% did it partially and 59% students could not solve it. 36%

students answered correctly the 1c and 4% did it partially and 59% students could not solve

it. 4% students answered the 1d correctly while 27% did it partially and 69% students could

not solve it, this is indicating that special attention is required for good numbers of students

to improve their ability in framing sentences and correlating words.

Question No 3a, 3b, 3c, 3d, 3e

This question was designed to understand student’s ability to identifying correct words in

contextual situation.

In question 3a it was seen that 57% of the students could answer the question correctly and

3% made it partially and 40% could not answer it correctly. In question 3b only 50%

students answered it correctly while 3% did it partially and 47% students could not solve it.

43% students answered correctly the 3c and 3% did it partially and 54% students could not

solve it. 34% students answered the 3d correctly while 18% did it partially and 58% students

could not solve it. 37% students answered the 3e correctly while 3% did it partially and 60%

students could not solve it. This indicates that there is a need to focus on the improvement

of student’s capacity in identifying correct words in contextual situations.

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This question was designed to understand student’s ability to reading, comprehension and

writing skills.

In question 4a it has been seen that 33% students were able to answer the question

correctly while 6% did it partially and 61% students could not solve it. In question 4b only 4%

students answered it correctly while 28% did it partially correct and 68% students could not

solve it.10% students answered correctly the 4c and 14% did it partially and 77% students

could not solve it . 9% students answered the 4d correctly while 10% did it partially and 81%

students could not solve it. This indicates that there are huge learning gap in students ability

in reading, comprehension and writing skills.

In these question students has done relatively bad than the 3rd question which was obvious

as students has not developed the capacity of correlating and framing sentences.

Question No 5

This question was designed to understand student’s ability to their thinking process and

power of imagination and writing skill.

In question 5 it can be seen that 1% students were able to answer the question correctly

while 23% did it partially and 75% students could not solve it. It has been observed that on

average 1% students have been able to answer correctly. This indeed is highly alarming

because it indicates that there is huge scope of improvement in students in all aspect of

language skills.

It also has been observed while taking the test that student are slow in writing, poor

in right/left orientation, Inability to maintain line and have awkward pencil grip.

Table-3 (% wise performance)

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Table-4 (Number wise performance)

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Question wise performance, Mathematics –Cumulative

Question No 1

This question was designed to understand student’s ability of counting and creating shapes.

It has been seen that for question 1 of the baseline tool, 44% students were able to answer

the question correctly while 4% did it partially correct and 52% students could not solve it.

This indicates that more than half of the students are not able to count and create shapes

properly.

Question No 2a, 2b

This question was designed to understand student’s ability to indentifying /understand the

shapes and counting.


while 27% did it partially correct and 66% students could not solve it. In question 2b only 5%

Students answered it correctly while 28% did it partially correct and 67% students could not

solve it. This clearly shows that there are huge gap in identifying, understand and count

properly.

Question No 3a, 3b

This question was designed to understand student’s ability in counting objects and

differentiating odd and even numbers.

.

In question 3a it was seen that 59% of the students could answer the question correctly and

1% made it partially correct and 40% could not answer it correctly. In question 3b only 35%


solve it. On an average on this part it has been observed more than half of the students are

able to count objects properly but not able to differentiate between odd and even numbers.

Question No 4

This question was designed to understand student’s ability to scaling and measuring

capacity.

In question 4 it can be seen that 4% students were able to answer the question correctly

while 36% did it partially correct and 60% students could not solve it. This indicates that

students’ capacity in scaling and measuring is very poor which needs special attention.

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Question No 5a, 5b

This question was designed to understand student’s ability to write and identifying numeric.


while 3% did it partially correct and 39% students could not solve it. In question 5b only 37%


solve it. This indicates that on an average half of the students do not have the ability to write

and identifying numeric.

Question No 6a, 6b

This question was designed to understand student’s knowledge of number system (in

ascending and descending order)


while 4% did it partially and 51% students could not solve it. In question 6b only 37%


In this question almost half of the students were found to be having knowledge of the

number system but special effort is required to improve for the rest of the students.

Question No 7a, 7b, 7c, 7d, 7e, 7f

This question was designed to understand student’s ability to concept of addition and

subtraction


while 7% did it partially and 15% students could not solve it. In question 7b -60% students

answered it correctly while 9% did it partially and 31% students could not solve it. 56%

students answered correctly the 7c and 10% did it partially and 35% students could not

solve it. 65% students answered the 7d correctly while 7% did it partially and 27% students

could not solve it. 56% students answered the 7e correctly while 7% did it partially and 37%

students could not solve it. 41% students answered the 7f correctly while 6% did it partially

and 53% students could not solve it. In addition and subtraction, it has been observed in all

the questions that more than half of the students have been able to answer the questions

correctly. But as a basic skill of mathematics little less the half of the total students is not is

position to answer correctly.

Question No 8a, 8b, 8c

This question was designed to understand student’s ability to reasoning and memorizing.


while 4% did it partially and 70% students could not solve it. In question 8b only 43%


In question 8c only 30% students answered it correctly while 6% did it partially and 65%

students could not solve it. On an average it has been found that almost 67% of total

students do not have the ability to properly do reasoning and memorizing.

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Question No 9a, 9b

This question was designed to understand student’s ability to apply computing and counting

skill.

In question 9a it can be seen that only 4% students were able to answer the question

correctly while 35% did it partially correct and 62% students could not solve it. In question

9b only 2% Students answered it correctly while 35% did it partially correct and 63%

students could not solve it. This indicates that almost 65% of students do not have the ability

to apply computing and counting.

Table-5 (% wise performance)

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Table-6 (Number wise performance)

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School wise performance

1. Arvind Nagar-II

We have conducted a test of 245 students of MCD Arbind Nagar-II School and results are

as follows-

67 students in Grade-A

62 students in Grade-B

35 students in Grade-C

81 students in Grade-D

We have shown below this data through pie chart -

2. Ashok Nagar-II

We have conducted a test of 73 students of MCD Ashok Nagar-II School and results are as

follows-






Grade-A

Grade-B

Grade-C

Grade-D

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3. Brahmpuri X-II

We have conducted a test of 167 students of MCD Brahmpuri X-II School and results are

as follows-






Grade-A

Grade-B

Grade-C

Grade-D

Grade-A

Grade-B

Grade-C

Grade-D

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4. Chauhan Bangar Hindi-II

We have conducted a test of 54 students of MCD Chauhan Bangar Hindi -II School and

results are as follows-

09students in Grade-A





5. Gautam Vihar-I

We have conducted a test of 74 students of MCD Gautam Vihar-I School and results are as

follows-





Grade-A

Grade-B

Grade-C

Grade-D

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6. Gautam Vihar-II

We have conducted a test of 180 students of MCD Gautam Vihar-II School and results are

as follows-






Grade-A

Grade-B

Grade-C

Grade-D

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7. Nand Nagri F2-I

We have conducted a test of 187 students of MCD Nand Nagri-F2-I School and results are

as follows-






Grade-A

Grade-B

Grade-C

Grade-D

Grade-A

Grade-B

Grade-C

Grade-D

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8. Nand nagri-O- II

We have conducted a test of 29 students of MCD Nand Nagri-O II School and results are as

follows-






9. Nand nagri L-II

We have conducted a test of 98 students of MCD Nand Nagri L-II School and results are as

follows-






Grade-A

Grade-B

Grade-C

Grade-D

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10. Tahir Pur-I

We have conducted a test of 151 students of MCD Tahir Pur-I School and results are as

follows-






Grade-A

Grade-B

Grade-C

Grade-D

Grade-A

Grade-B

Grade-C

Grade-D

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11. Tahir pur-II

We have conducted a test of 74 students of MCD Tahir Pur-II School and results are as

follows-





We have shown below this data through pie chart

12. New Seema Puri-I

We have conducted a test of 123 students of MCD New Seema Puri-I School and results

are as follows-





We have shown below this data through pie chart-

Grade-A

Grade-B

Grade-C

Grade-D

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13. New Seema puri-II

We have conducted a test of 314 students of MCD New Seema Puri-II School and results

are as follows-






Grade-A

Grade-B

Grade-C

Grade-D

Grade-A

Grade-B

Grade-C

Grade-D

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14. Old seema puri Hindi-I

We have conducted a test of 165 students of MCD Old Seema Puri Hindi -I School and







15. Old seema puri Hindi -II

We have conducted a test of 181 students of MCD Old Seema Puri Hindi -II School and


19students in Grade-A




Grade-A

Grade-B

Grade-C

Grade-D

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We have shown below this data through pie chart-

Grade-A

Grade-B

Grade-C

Grade-D

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Overall school performance-Language

Table-7

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Overall school performance –Mathematic

Table-8

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Table-9:- Following chart shows the spread out of the total

number of surveyed students in 15 schools

Table 10:- Following table shows the students without learning

deficit in L&M (both)

School Name and total number of student

Students without learning deficit in L&M (both)

ARVIND NAGAR =245 18 7%

ASHOK NAGAR= 73 0 0%

BrahamPri X 2=167 1 1%

CHAUHAN BANGAR=54

2 4%

Gautam Vihar I=74 4 5%

GAUTAM VIHAR-ii=180 11 6%

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Nand Nagari F2-I=187 2 1%

NAND NAGARI –O-II=29

1 3%

NAND NAGARI L II=98 1 1%

NEW SEEMA PURI-I=123

8 7%

NEW SEEMA PURI-II=314

2 1%

OLD SEEMA PURI HINDI-I=165

12 7%

OLD SEEMA PURI HINDI-II=181

2 1%

Tahirpur I=151 11 7%

Tahirpur II=74 4 5%

2115 79 3%

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List of 15 MCD schools

S.NO. District Zone Ward Name of schools

1. East Shahdara north 240 MCD School old Seema puri Hindi-I

2. East Shahdara north 240 MCD School old Seema puri Hindi-II

3. East Shahdara north 242 MCD School New Seema puri –I

4. East Shahdara north 242 MCD School New Seema puri –II

5. East Shahdara north 242 MCD School Tahir pur No-I

6. East Shahdara north 242 MCD School Tahir pur No-II

7. East Shahdara north 244 MCD School Nand nagri F2-I

8. East Shahdara north 244 MCD School Nand Nagri L-II

9. East Shahdara north 244 MCD School nand Nagri O-II

10. East Shahdara north 246 MCD School Ashok nagar-II

11. East Shahdara north 249 MCD School chouhan Bagar Hindi –II

12. East Shahdara north 254 MCD School Brahmpuri X-II

13. East Shahdara north 255 MCD School Arvind Nagar-II

14. East Shahdara north 255 MCD School Gautam Vihar-I

15. East Shahdara north 255 MCD School Gautam Vihar-II

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The base line tool

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Base Line – student sheet

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