A A T Tr i i g g g ger f f or C C h h a a n n g ge i i n n P Pr i ima a r r y y E E d duc a a t t i ion: A An E Ev v a a l lua t t i ion o f f A ABL i in Tami i l l Nadu, 2009 R R. A A k k i i l la Evaluation commissioned by Government of Tamil Nadu and conducted in cooperation with SSA, Tamil Nadu
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Evaluation commissioned by Government of Tamil Naduand conducted in cooperation with SSA, Tamil Nadu
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AAA TTT rrr iiiggggggeeerrr f f f ooorrr CCC hhh aaa nnn gggeee iiinnn PPP rrr iiimmm aaa rrr yyy EEE ddd uuu cccaaa ttt iiiooonnn :::AAA nnn EEE vvvaaa llluuu aaa ttt iiiooonnn ooof f f AAA BBBLLL iiinnn TTT aaa mmm iiilll NNN aaa ddd uuu ,,, 222000000999
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Foreword Written by
M. P. VijayakumarHonorary Advisor, SSA, Tamil Nadu
Evaluation commissioned by Government of Tamil Naduand conducted in cooperation with SSA, Tamil Nadu
* All the photographs used in this Report are downloaded from websites
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Foreword
ABL is a child-centric teaching-learning methodology, and an innovative qualityinitiative that the Sarva Shiksha Abhiyan, Tamil Nadu has been implementing forClasses 1 to 4 across more than 37,000 schools, engaging more than 40,00,000children, and with the cooperation of more than two lakh enthusiastic teachers.
However, there has been no in-depth and thorough evaluation of this programmeuntil the Government of Tamil Nadu by Order (GO Ms 92 School Edn C2 dept dt1.4.2009), commissioned a state-wide evaluation. SSA, Tamil Nadu invitedIndependent Education Consultants, Dr. R. Akila and Mr. Subir Shukla to conductthis Evaluation to provide an objective and analytical understanding of ABL’sstatus, processes and outcomes, so that the lessons learnt from it could help to planthe next steps of ABL. Mr Subir Shukla could not be available until completion, andSSA requested Dr. Akila to present a comprehensive Evaluation Report. UNICEF,Chennai supported this work.
Under the effective leadership of Mr. R. Venkatesan IAS, State Project Director,SSA, TN, the Evaluation was conducted in all the districts in a most well-organisedmanner. Based on the workshops conducted by Mr Subir Shukla on capacitybuilding and tool construction, a core team of select BRTEs from all districts trainedmore of their colleagues in their respective districts to participate in the conduct of the evaluation process. Dr. Akila designed the different tools of evaluation, andselected a systematic sample covering the entire State. The tools were standardisedafter pilot-testing in few schools in Chennai. The district-level SSA staff supervisedthe meticulous data collection process, fed the entire sets of data from the differentevaluation tools into the customised date-entry formats, and sent it in record time. Anumber of meetings were also held with ABL administrators and teachers in thedifferent districts, for gathering information on content, process and relationships inthe ABL implementation. Mr. V. Expedith coordinated the entire evaluation process.Mr. Dharma cleaned the data and prepared the data analysis in consultation with Dr.Akila, who has authored this Report.
The major strength of this large-scale Evaluation is the lesson that the author hasdrawn from Classroom Observation. The observation tool has helped to gather in-depth understanding of what actually happens in more than 3,000 ABL classroomscovered here, and has thereby facilitated in testing the hypothesis that there could bea direct relationship between classroom processes and outcomes of children, interms of their achievements in learning through the activity method. This process-
outcome approach has afforded greater scope to understand Tamil Nadu’s stridestowards better quality of education. It has also helped to characterise a replicablemodel for other States to learn from, as many of them proceed to implement themethod in their own States.
In so far as there has been no such prior evaluation of a quality improvementprogramme to this scale in primary education in the country, with academic rigouras well as engaging all the key stakeholders in it, it is hoped that this EvaluationReport would open up newer directions for enhancing the quality of primaryeducation through further research, elaboration and fruitful improvements for youngchildren.
M.P. VijayakumarHonorary Advisor, SSA, Tamil Nadu
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ContentsTitle Page No.
Chapter 1 Introduction 1
Chapter 2 Summary of Evaluation Method and Findings 11
Tables
District-wise sample distribution of schools 13
Sample schools based on size of enrolment 14
Distribution of children across different milestones in M3, T3, E3 22
Proportionate distribution of low, middle and high scorersamong children who took the tests in M3, T3 23
District-wise performance of students in MTE3 24
Chapter 3 Achievement Tests – Analysis of Children’sPerformance in Mathematics 23
Tables
Children in M3 by their Completed Milestone Position 29
Community-wise completed milestone position of children in M3 30
Completed milestone position of children in M3 by type of school 32
Completed milestone position of children in M3 by size of school 33
Distribution of children by the number of correct answers
by girls and boys in M3 35Distribution of children by number of correct answers in M3by community status of children 36
Status of performance by correct answers in M3 by type of school 37
Proportional distribution of correct answers in M3 by size of school 38
Proportional distribution of number of correct answers inM3 by class of the children 38
Children’s performance in general question in Ladder 2 math 40
Children with correct answers to general question in Ladder 3 math 43
Distribution of children by scores and ranking of districts
based on high performance in M3 46Distribution of high performance schools by proportionof children scoring high in them in M3 49
Distribution of high, middle and low performance schoolsby proportion of children’s scores in M3 50
Proportionate distribution of schools and children in M3 52
Completed milestones Vs total scores in M3 55
Completed milestones vs scores among SC-ST children in M3 56
Diagrams
Completed Milestone Position of Girls and Boys in M3 30
Community status of children by completedmilestones in M3 31
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Title Page No.
Completed milestone position of children inM3 by type of school 32
Proportion of High, Middle and Low scorers in M3 34
Children by the number of correct answers by girls and boys in M3 35
Scores among children in M3 36
Children’s scores in M3 by type of school 37
District-wise performance status in M3 47
Proportioal distribution of high, middle and scorers in M3across Tamil Nadu 47
Proportional distribution of high scorers in different schools 49
High, middle and low performance schools by proportion
of children’s scores in M3 51Distribution of high, middle and low performance schoolsby proportion of children’s scores in M3 53
LLB usage in high performance and low performanceMath classrooms 59
Status of binding wire displays in high and lowperformance classrooms 60
Teacher-child interactions in Math classrooms(High vs Low performance classrooms) 62
Group 6 Activity in Math classrooms(High vs Low performance classrooms) 64
Achievement chart marked by teachers in high and lowperformance Math classrooms 65
Chapter 4 Achievement Tests – Analysis of Children’sPerformance in Tamil 67
Tables
Sex-wise completed milestone position of children in T3 68
Community-wise completed milestone position of children in T3 69
Completed milestone position of children in T3 by type of school 70
Completed milestone position of children in T3 by size of school 71
Distribution of children by the number of correct answersby girls and boys in T3 72
Distribution of children by the number of correctanswers by girls and boys in T3 73
Distribution of children by number of correct answers inT3 by community status of children 73
Proportional distribution of number of correct answersin T3 by the Class in which the children studied 74
Children in T3 by their ability to form a meaningfulsentence with 4 given words 77
Children in T3 who could complete a given Tirukkural
from memory 78
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Title Page No.
District-wise performance of children in T3 (Districts rankedby proportion of high scorers to total) 80
Distribution of high, middle and low performance schoolsby the proportion of children’s scores in them in T3 84
District-wise distribution of schools with low scoringchildren in T3 85
District-wise distribution of schools with middle scoringchildren in T3 86
District-wise distribution of schools with high scoringchildren in T3 88
Distribution of high, middle and low performanceschools by number of children in them in T3 89
Completed milestones Vs Total correct answers in T3 92
Diagrams
Sex-wise completed milestone position of children in T3 68
Community-wise completed milestone position of children in T3 69
Completed milestone position of children in T3 by type of school 70
Distribution of children by the number of correctanswers by girls and boys in T3 72
Distribution of children by number of correct answersin T3 by community status of children 74
Proportional distribution of correct answers inT3 by the class of children 75
District-wise performance of children in T3 81
State performance of children in T3 81
State picture of children’s scores in T3 89
High, Middle and Low performance schools andnumber of children in them in T3 90
Proportionate distribution of children within low,middle and high performance schools in T3 91
Comparative effectiveness of LLBs in high andlow performance classrooms in T3 94
High and low performance in T3 by availability of graded reading material in classrooms 95
Children engaged in drawing, colouring etc., in high vs lowT3 classrooms 95
Use of binding wires in high and low performanceclassrooms in T3 96
Group 6 activity in high vs low classrooms in T3 98
Teacher attention in high vs low performance classrooms in T3 99
Achievement chart marked by teachers in high vs lowclassrooms in T3 100
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Title Page No.
Chapter 5 Achievement tests – Commonality inChildren’s Performance in Math, Tamil and English 101
Tables
Status of children who commonly took M3, T3 and E3by their completed milestones in M3, T3, E3 103
Proportionate distribution of low, middle and highscorers among children who took the tests inM3, T3 and E3 105
District-wise performance of schools and students inMTE High and MTE Low 110
Consistently high performing and low performing districtsby schools and students 114
Total variance explained for ABL material and use inhigh performance classrooms 141
Rotated component matrix for ABL material and use inhigh performance classrooms 141
Total variance explained for student activity in classrooms 142
Rotated component matrix for student activity in classrooms 143
Total variance explained for teacher activity in highperformance classrooms 144
Rotated component matrix for teacher activity inhigh performance classrooms 145
Diagrams
Status of children by completed milestones in Math,Tamil and English 104
Status of children by completed milestones in M3, T3, E3 104
Proportionate distribution of low, middle and high scorersamong children in M3, T3 and E3 106
Distribution of low, middle and high scorers in M3, T3, E3 108
Children who commonly wrote M3, T3 and E3 108
Performance of students in MTE in Tamil Nadu 109
MTE high and low students and their schoolsacross Tamil Nadu 111
MTE low schools and students across districts 112Status of logos not pasted on the ABL-tray in MTEhigh vs low classrooms 119
Status of ABL cards arranged in the tray accordingto class-wise in MTE high vs low 120
Status regarding whether the same ABL card is usedby 2 or more than 2 students in MTE high vs low classrooms 121
LLB not in usage in MTE high vs low classrooms 122
Inaccessibility of LLB material to students in MTEhigh vs low classrooms 123
Inadequate LLB space for children in MTE high vs low
classrooms (Are LLB divided according to class strength) 123
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Title Page No.
No evidence of using LLB interestingly in MTE high vslow classrooms 124
Status of availability of graded reading books inMTE High vs Low Classrooms 124
Status of students moving from one group to another inMTE high vs low classrooms 125
Status of students writing as the words are in theABL cards without understanding in MTEhigh vs low classrooms 126
Status of students writing without understanding inMTE high vs low classrooms 127
Status of students writing in their note books work books after using the low level board – MTE High vs Low 127
Children engaged in drawing, colouring and otheractivities in MTE high vs low classrooms 128
Students approach the teacher without fear inMTE high vs low classrooms 128
Children’s participation in peer group work inMTE high vs low classrooms 129
Students’ peer activities inMTE high vs low classrooms 130
Status of students in the higher ladder helping those in lowerladder - MTE high vs low Classrooms 130
Students seeking teachers’ help whenever they
require in MTE high vs low classrooms 132
Children showing their work voluntarily to the teacher inMTE high vs low classrooms 132
Students not afraid to approach the evaluation/test cardsin MTE high vs low classrooms 133
Status of teacher sitting in groups to help children inMTE high vs low classrooms 135
Teacher moves across to all groups and givesindividual attention – MTE high vs low classrooms 135
Teacher gives special attention to late bloomers(slow learners) in MTE high vs low classrooms 136
Teacher maintains eye contact while talking to thestudents in MTE high vs low classrooms 137
Teacher encourages students to interact freely inMTE high vs low classrooms 137
Teacher does not threaten the students to obey inMTE high vs low classrooms 138
Teacher maintains files for every student – status inMTE high vs low classrooms 139
Teacher marks the achievement chart in MTEhigh vs low classrooms 139
Chapter 6 Lessons and Next Steps 147