Skill Based Baseline Survey - Haryana (Rural) I - Class 1 to 4

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Kaksha Learning Outcome Survey

This survey covered two blocks Rajaund and Babain of Haryana State. A total of 60 Govt. Primary

Schools (30 schools from Rajaund and 30 schools from Babain block) were covered under the survey.

Out of 30 schools per block, 15 schools were selected for experiment whereas, 15 schools were

selected as a control group. Thus a total of 30 schools were selected as experimental group and 30

were selected as a control group. Achievement tests in Hindi, English and Mathematics were prepared

for lower primary level students and administered on standard I-IV students of the selected schools

of Rajaund and Babain blocks.

For Hindi and English languages, Listening, Reading, Vocabulary and Writing skills were covered in the

achievement test whereas for Mathematics, mathematical operations like Shape Recognition,

Number Recognition, Place Value of Numbers, Number Operations like Multiplication, Addition &

Subtraction, Number Patterns (Recognition of Odd/Even Numbers), Word Problems, Measurement

Units and Time (Time, Name of Days, Weeks & Months) were covered in the achievement test.

This analysis report presents the learning level/performance of standard I-IV students of experimental

and control groups in Hindi, English and Mathematics. Standard I-IV section wise report is prepared

with Hindi, English and Mathematics as sub-sections. The first figure of each sub-sections presents

gender wise learning level/performance of students of experimental and control groups of Rajaund

block in achievement test (Figure numbers. 1, 5, 9, 13, 17, 21, 25, 29, 33, 37, 41 & 45), second and

third figures of each sub-section presents gender wise learning level of Babain block students and over

all learning level/performance of experimental and control group students in achievement tests

(Figure numbers. 2, 3, 6, 7, 10, 11, 18, 19, 22, 23, 26, 27, 30, 31, 34, 35, 38, 39, 42, 43, 46 & 47) whereas

the fourth figure of each sub-section presents the question wise mean scores of students in

achievement test (Figure numbers. 4, 8, 12, 16, 20, 24, 28, 32, 36, 40. 44 & 48). Result is presented in

percentage of students who secured 70% and more than 70% of marks from the total marks of each

learning skill.

OVERALL FINDINGS OF THE SURVEY ARE AS BELOW:

1) The proportion of students achieving >50% marks in any of the skills tested across all the three

subjects- Hindi, English and Mathematics, is very low. Effort needs to be made to bring a larger

population of the students into the >50 % bracket for all skills in all subjects.

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2) There was a significant proportion of children that could not answer the test at all. These

children must be drawn into the educative process by making learning more enjoyable and

easily comprehensible.

3) A remedial solution that emphasizes the three skill sets – listening, reading and writing for

Hindi and English must be put in place. Such a program should be flexible to suit the needs of

the individual learner and should be repeatable so that drilling of concepts can be done

amongst students. Also, if the program can teach the same concept in a number of ways, it

will be greatly beneficial as children can learn through the method that is easiest for them.

Furthermore, a holistic re-enforcement strategy that emphasizes on listening, reading and

writing skills simultaneously and makes learning more enjoyable and understandable for

children would greatly benefit in attracting children who are found to be disinterested in

learning. A specialized solution that augments teaching capabilities of teachers while

simultaneously educating students would be very beneficial as it can speed up the

improvement of learning levels of children significantly.

4) Similarly, for Mathematics, it was found that a large majority of students achieved less than

50% marks in the overall mathematics test across all the various skills tested. In order to bring

a larger population of children above the 50% benchmark a remedial program should be

deployed that emphasizes on all topics of mathematics using real world examples, objects,

teaching aids and other engaging strategies which would make learning more enjoyable and

impactful.

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Section I: Standard I 1. Hindi

An achievement test totaling 31 marks was prepared including the questions of Listening (14 marks),

Reading (11 marks) and Writing (6 marks). The Hindi achievement test was administered on a total of

300 standard I students of 60 (30 experimental & 30 control) Govt. Primary Schools of the Rajaund

and Babain blocks. Out of 300 students, 134 students were male whereas 143 students were female

whereas 23 students did not respond. The following figure 1 to figure 4 presents the learning

level/performance of standard I students in Hindi achievement test.

Rajaund: Out of the total 150 (100%) standard I students from Rajaund block, 64 (42.66%) were male

and 77 (51.33%) were female whereas, remaining 9 (6%) students did not respond. Out of total 150

(100%) students, 75 (50%) were from experimental group whereas, 75 (50%) students were from

control group. Out of the 75 (100%) students from experimental group, 27 (36%) were male and 43

(57.33%) were female whereas, the remaining 5 (6.66%) students did not respond. Same as, out of the

75 (100%) students from control group, 37 (49.33%) were male and 34 (45.33%) were female whereas,

the remaining 4 (5.33) students did not respond. The following figure shows gender wise learning level

of standard I students of experimental and control group in Hindi.

Figure 1

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Male Female Male Female

Experimental Control

Rajaund

Listening 12.66% 19.33% 18.00% 17.33%

Reading 6.66% 8.00% 8.66% 11.33%

Writing 1.33% 3.33% 2.00% 2.66%

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Rajaund Intra-Skill Comparison of Class I Hindi

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From the figure 1 it was found that out of the total 150 (100%) students from Rajaund block, only 12-

19% of the students could secure more than 70% of marks in listening skills (listening and recognizing

simple action words and naming words) and 6-11% of students could secure more than 70% of marks

in reading skills (alphabet reading and names of family members). Only 1-3% of the students could

secure more than 70% of marks in writing skills (writing two letter words). This means that more than

80% of both male and female students failed to secure a minimum of 70% in basic skills in Hindi

language. It is seen from the graph that the proficiency in writing skills is very low, however even the

proficiency in listening skills and reading skills is well below acceptable levels as will be demonstrated

in the subsequent graphs.

Babain: Out of the total 150 (100%) standard I students from Babain block, 70 (46.66%) were male

and 66 (44%) were female whereas, remaining 14 (9.33%) students did not respond. Out of total 150


control group. Out of the 75 (100%) students from experimental group, 32 (42.66%) were male and

36 (48%) were female whereas, the remaining 7 (9.33%) students did not respond. Same as, out of the

75 (100%) students from control group, 38 (50.66%) were male and 30 (40%) were female whereas,

the remaining 7 (9.33) students did not respond. The following figure shows gender wise learning level

of standard I students of experimental and control group in Hindi for Babain block.

Figure 2

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Babain

Listening 19.33% 23.33% 15.33% 15.33%

Reading 8.00% 10.00% 4.00% 8.66%

Writing 2.00% 3.33% 1.33% 2.66%

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Babain Intra-Skill Comparison of Class I Hindi

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From the figure 2 it can be observed that out of the total 150 (100%) students from Babain block, 15-

23% of the students could secure more than 70% of marks in listening skills (listening and recognizing

action words and naming words) and 4-10% of the students could secure more than 70% of marks in

reading skills (alphabets and names of family members) of Hindi whereas, only 1-3% of students could

secure more than 70% of marks in writing skill in Hindi (two letter words). This means that more than

75% of both the male and female students failed to achieve a minimum of 70% in basic language skills

in Hindi. The male and female students of both experimental and control group were found very weak

in Hindi writing skills, as more than 96% of the students failed to achieve more than 70% of marks. It

is seen from the graph that the proficiency in writing skills is very low, however even the proficiency

in listening skills and reading skills is well below acceptable levels as will be elucidated in the

subsequent graphs.

Figure 3

From figure 3 it is seen that out of the total 300 (100%) standard I students of Rajaund and Babain

blocks, nearly 14% of experimental and 47% of control group achieved less than 30% of marks in

overall Hindi language learning level whereas 33% of experimental and 30% of control group students

achieved 30-50% marks in overall Hindi language learning test. Nearly 17% of experimental group and

25% of the control group students achieved 51-70% of marks in overall Hindi language learning test

whereas, nearly 29% of both experimental and control group students achieved more than 70% marks

in overall Hindi language learning test. This means that almost 50% of the students achieved less than

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35.00%

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45.00%

50.00%

Experimental

Control Experimental


Control

Rajaund Babain Total

<30% 8.00% 4.00% 6.66% 11.33% 14.66% 46.66%

30-50% 18.66% 14.00% 14.66% 15.33% 33.33% 29.33%

51-70% 11.33% 12.66% 12.00% 12.00% 16.66% 24.66%

>70% 12.00% 17.33% 16.66% 11.33% 28.66% 28.66%

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Comparison of Total Score of Class I Hindi

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50% marks from the experimental group and almost 76% of students achieved less than 50% from the

control group.

It is clear from the graphs above that majority of the children are unable to get more than 50% marks

which is less than acceptable. A holistic re-enforcement strategy that emphasizes on listening, reading

and writing skills simultaneously and makes learning more enjoyable and understandable for children

would greatly benefit the class at large.

Figure 4

From the figure 4 it can be observed that out of the 14 marks of listening skills test, the mean score of

the respondent students of standard I was found 10.41 for experimental group and 10.27 for control

group. Similarly, out of the 11 marks of the reading skill test and 6 marks of the writing skill test for

class I Hindi, the mean score was found as 5.24 and 5.17 for reading and 0.97 and 0.92 for experimental

and control group respectively. It is seen that the mean score for reading is approx. 50% while the

mean score for writing is a meager 16 %. Both these mean scores are less than acceptable and an

effort must be made to increase the mean score to greater than 50% for all the different skills-

listening, reading and writing.

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Listening (14) Reading (11) Writing (6) Total (31)

Standard I Exp 10.41 5.24 0.97 16.58

Standard I Cont 10.27 5.17 0.92 16.4

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Mean Scores of Class I Hindi

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OVERALL INFERENCE:

1) The proportion of students achieving >50% marks in any of the 3 skills is very low. Effort

needs to be made to bring a larger population of the students into the >50 % bracket for

all skills- listening, reading and writing.

2) There was a significant proportion of children who could not answer the test at all. These

children must be drawn into the educative process by making learning more enjoyable

and easily comprehensible.

2. English

An achievement test of a total of 23 marks was prepared including questions of Listening (12 marks),

Reading (6 marks) and Writing (5 marks). The English achievement test was administered on a total of

300 standard I students of 60 Govt. Primary Schools of the Rajaund and Babain blocks. Out of 300

students, 145 (48.33%) students were male and 139 (46.33%) students were female whereas 16

(5.33%) students did not respond. Block-wise, 145 (66 male and 79 female) students were from

Rajaund block and 139 (72 male and 67 female) students were from Babain block. The following figure

5 to figure 8 presents the learning level/performance of standard I students in English achievement

test.

Rajaund: Out of the total 150 (100%) standard I students from Rajaund block, 66 (44%) were male

and 79 (52.66%) were female whereas, remaining 5 (3.33%) students did not respond. Out of total 150



43 (57.33%) were female whereas, the remaining 3 (6.66%) students did not respond. Same as, out of

the 75 (100%) students from control group, 37 (49.33%) were male and 36 (48%) were female

whereas, the remaining 2 (2.66%) students did not respond. The following figure shows gender-wise

learning level of standard I students of experimental and control group in English.

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Figure 5

From figure 5 it can be seen that out of the total 150 (100%) students from Rajaund block, only 5-15%

of both male and female students achieved more than 70% marks in English listening skills (listening

and recognizing action words and naming words) whereas 1-8% of the students achieved more than

70% marks in English reading skills (reading alphabets). Only 1% of the students of Rajaund block

received more than 70% of marks in English writing skills (Writing alphabets). This means that more

than 80% of both male and female students failed to secure a minimum of 70% in basic skills in English

language. It is seen from the graph that the proficiency in writing skills is very low, however even the

proficiency in listening skills and reading skills is well below acceptable levels as will be elucidated in

the subsequent graphs. A re-enforcement strategy that can make listening, reading and writing more

enjoyable and understandable for children would greatly benefit the class at large.

Babain: Out of the total 150 (100%) standard I students from Babain block, 72 (48%) were male and

67 (44.66%) were female whereas, remaining 11 (7.33%) students did not respond. Out of total 150




75 (100%) students from control group, 36 (48%) were male and 32 (42.66%) were female whereas,

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10.00%

12.00%

14.00%

16.00%



Rajaund

Listening 5.33% 14.66% 10.00% 8.66%

Reading 8.00% 6.66% 5.33% 1.33%

Writing 0.00% 1.33% 0.66% 0.00%

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Rajaund Intra-Skill Comparison of Class I English

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the remaining 7 (9.33) students did not respond. The following figure shows gender-wise learning level


Figure 6

From the figure 6 it can be observed that out of the total 150 (100%) students from Babain block, only

11-17% of the students could achieve more than 70% in English listening skills (listening and

recognizing action words and naming words) whereas, only 4-6% and 5-7% of the students could

secure more than 70% in English reading (reading alphabets) and writing skills (writing alphabets).

Once again it is seen that more than 80% of both male and female students failed to secure a minimum

of 70% in basic skills in English language. It is seen from the graph that the proficiency in writing skills

is very low, however even the proficiency in listening skills and reading skills is well below acceptable

levels as will be elucidated in the subsequent graphs.

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6.00%

8.00%

10.00%

12.00%

14.00%

16.00%

18.00%



Babain

Listening 12.00% 16.66% 11.33% 16.66%

Reading 4.66% 6.00% 4.00% 4.00%

Writing 5.33% 5.33% 7.33% 6.00%

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Babain Intra-Skill Comparison of Class I English

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Figure 7

From the figure 7 it was found that out of the total 300 (100%) standard I students of Rajaund and

Babain blocks, approximately 24% of the students achieved less than 30% in the overall English

learning level test whereas 36-38% of the students achieve 30-50%, 24-28% of the students achieved

51-70% whereas only 11-14% of the students could achieve more than 70% in the overall English

language learning test. It is clear that almost 62 % of experimental group students and 60% of control

group students achieved less than 50% marks in the overall test. This is more than majority of the

students who have achieved less than 50%. Effort must be made to bring these children into the >70%

bracket.

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10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

Experimental



Control


<30% 13.33% 14.66% 10.66% 10.00% 24.00% 24.66%

30-50% 26.66% 19.33% 11.33% 16.66% 38.00% 36.00%

51-70% 6.66% 14.00% 17.33% 14.00% 24.00% 28.00%

>70% 3.33% 2.00% 10.66% 9.33% 14.00% 11.33%

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Comparison of Total Scores Class I English

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Figure 8

From the figure 8 it can be observed that out of the 12 marks of the listening skill test, the mean score

of the respondent students of standard I was found 7.55 for experimental group and 7.66 for control

group. Similarly, out of the 6 marks of the reading skill test and 5 marks of the writing skill test for class

I English, the mean score was found as 2.49 and 2.04 for reading and 0.98 and 0.99 for experimental

and control group respectively. It is seen from the graph that the proficiency in writing skills is very

low, however even the proficiency in listening skills and reading skills is well below acceptable levels

as will be elucidated in the subsequent graphs. Furthermore, out of the total 23 mark, the mean score

was found only 10.48 for control group and 10.86 for experimental group, which is less than 50%. This

score also has ample scope for improvement and it can be inferred that children lack proficiency in all

the basic English skills and effort needs to be made to improve listening, reading as well as writing

skills so as to raise the average score of the class to well above 50%.

OVERALL INFERENCE:

1) The proportion of students achieving >50% marks in any of the 3 skills is very low.

Effort needs to be made to bring a larger population of the students into the >50 %

bracket for all skills- listening, reading and writing.

0

2

4

6

8

10

12


Standard I Exp 7.55 2.49 0.98 10.86

Standard I Cont 7.66 2.04 0.99 10.48

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Mean Score of Class I English

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2) There was a significant proportion of children who could not answer the test at all.

These children must be drawn into the educative process by making learning more

enjoyable and easily comprehensible.

3. Mathematics

An achievement test of a total of 30 marks was prepared including questions of Measurement (4

marks), Counting (5 marks), Matching of 2D Shapes (4 marks), Number Operations like Addition (4

marks) & Subtraction (4 marks) and Identification of Numbers (4 marks) & Money (5 marks). The

Mathematics achievement test was administered on a total of 300 standard I students of 60 Govt.

Primary Schools of the Rajaund and Babain blocks. Out of 300 students, 129 (43%) students were male

and 141 (47%) students were female whereas, 20 (6.66) students did not respond. Block-wise, 129 (66

male and 63 female) students were from Rajaund block and 141 (73 male and 68 female) students

were from Babain block. The following figure 9 to figure 12 presents the learning level/performance

of standard I students in the Mathematics achievement test.

Rajaund: Out of the total 150 (100%) standard I students from Rajaund block, 64 (42.66%) were male




(57.33%) were female whereas, the remaining 5 (6.66%) students did not respond. Similarly, out of

the 75 (100%) students from control group, 37 (49.33%) were male and 34 (45.33%) were female

whereas, the remaining 4 (5.33) students did not respond. Figure 10 shows gender wise learning level


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Figure 9

From figure 9 it can be seen that out of the total 150 (100%) standard I students from Rajaund block,

13-23% of the students could achieve more than 70% of marks in measurement whereas only 3-7%

and 15-22% of the students could achieve more than 70% of marks in counting and matching

respectively. Only 3-7% and 2-5% of the students could achieve more than 70% of marks in addition

and subtraction whereas only 6-12% of the students could secure more than 70% of marks in

identification. This shows that more than 80% of both male and female students achieved less than

70 % in the various skills test, exemplifying the observation that basic mathematical skill level is low

amongst these students. An intra-skill comparison shows that both male and female students were

found very weak in addition and subtraction as more than 90% of the students failed to add and

subtract the numbers correctly. Counting (single digits) also posed to be a problem for these students

as more than 90 percent of the students failed to achieve more than 70 % marks in this skill as well.

While, children seemed to fair slightly better on topics such as measurement (big/small, fat/thin,

tall/short etc.), matching (plane figures) and identification (currency matching), number of students

attaining greater than 70% marks even for these topics was very low.

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15.00%

20.00%

25.00%

Measurement

Counting Matching Addition Subtraction

Identification

Rajaund Experimental Male 16.00% 6.66% 15.33% 6.66% 4.66% 12.00%

Rajaund Experimental Female 18.00% 6.66% 22.00% 3.33% 2.00% 8.66%

Rajaund Control Male 13.33% 0.00% 19.33% 7.33% 2.66% 6%

Rajaund Control Female 23.33% 3.33% 22.00% 6.66% 4.00% 7.33%

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Rajaund Intra-Skill Comparison of Class I Maths

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Babain: Out of the total 150 (100%) standard I students from Babain block, 70 (46.66%) were male






the remaining 7 (9.33) students did not respond. The figure 11 shows gender-wise learning level of

standard I students of experimental and control group in Hindi.

Figure 10

From figure 10 it can be observed that out of the total 150 (100%) standard I students from Babain

block, 18-26% of the students could achieve more than 70% marks in measurement (big/small,

fat/thin, tall short etc.) whereas only 7-9% and 15-22% of the students could achieve more than 70%

of marks in counting (single digit numbers) and matching (plane figures) respectively. Only 5-14% and

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5.00%

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15.00%

20.00%

25.00%

30.00%

Measurement

Counting Matching Addition Subtraction

Identification

Babain Experimental Male 22.00% 7.33% 20.00% 4.66% 3.33% 12.00%

Babain Experimental Female 26.00% 8.66% 22.00% 14.00% 8.00% 12.00%

Babain Control Male 18.66% 9.33% 15.33% 8.66% 4.00% 8%

Babain Control Female 18.66% 6.66% 18.00% 7.33% 6.00% 11.33%

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Babain Intra-Skill Comparison of Class I Maths

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3-8% of the students could achieve more than 70% of marks in addition and subtraction whereas 8-

12% of the students could secure more than 70% of marks in identification of currency. Thus it can be

inferred that more than 80% of both male and female students secured less than 70 percent in the

overall Math skills test.

An intra-skill comparison shows that both male and female students were found very weak in addition

and subtraction as more than 90% of the students failed to add and subtract the numbers correctly.

Counting (single digits) also posed to be a problem for these students as more than 90 percent of the

students failed to achieve more than 70 % marks in this skill as well. While, children seemed to fair

slightly better on topics such as measurement (big/small, fat/thin, tall/short etc.), matching (plane

figures) and identification (currency matching), number of students attaining greater than 70% marks

even for these topics was very low.

Figure 11

From the figure 11 it was found that out of the total 300 (100%) standard I students of Rajaund and

Babain blocks, only 19-20% of the students achieved more than 70% of the marks in overall

Mathematics learning level test whereas, 14-35% of the students could achieve less than 30% of

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40.00%

Experimental



Control


<30% 10.00% 18.00% 4.00% 17.33% 14.00% 35.33%

30-50% 16.66% 12.00% 14.66% 8.00% 31.33% 20.00%

51-70% 17.33% 12.00% 17.33% 13.33% 34.66% 25.33%

>70% 6.00% 8.00% 14.00% 11.33% 20.00% 19.33%

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Comparison of Total Scores of Class I Maths

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marks. 20-31% achieved 30-50%, 25-34% of the students achieved 51-70% of marks in the overall

Mathematics learning level test.

Thus it can be seen that 45-55% of students are still attaining an overall score of less than 50%. This is

a large proportion of students who need to be brought into the above 50 % bracket.

Figure 12

From the figure 12 it can be observed that out of the 5 marks of counting, the mean score of the

respondent students of standard I was found 2.01 for experimental group and 1.93 for control group

whereas out of 4 marks of matching the mean score was found 3.3 for experimental and 3.05 for

control group. Out of total 4 marks of addition, the mean score was found 1.38 and 1.16 for

experimental and control group respectively whereas out of 4 marks of subtraction, the means score

was found only 0.8 and 0.77 for experimental and control group respectively. The mean score was

found nearly half in the identification of currency as the mean score was found 5.47 for experimental

and 4.17 for control group students. From this result it can be inferred that the total mean score of

the students of class I was approximately 50%. While, children seemed to fair slightly better on topics

such as measurement (big/small, fat/thin, tall/short etc.), matching (plane figures) and identification

(currency matching), number of students attaining greater than 70% marks even for these topics was

very low. Thus it is seen that a holistic re-enforcement strategy that emphasizes on all topics of

0

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4

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8

10

12

14

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Counting (5)

Matching (4)

Addition(4)

Subtraction (4)

Measurement

(4)

Identification (9)

Total(30)

Standard I Exp 2.01 3.3 1.38 0.8 3.35 5.47 16.1

Standard I Cont 1.93 3.05 1.16 0.77 2.97 4.17 14.08

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Mean Score of Class I Maths

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mathematics using real world examples, objects, teaching aids and other engaging strategies would

make learning more enjoyable and understandable for children.

OVERALL INFERENCE:

1) The proportion of students achieving >50% marks in any of the mathematical skills is very

low. Effort needs to be made to bring a larger population of the students into the >50 %

bracket for all skills- counting, matching, addition, subtraction, measurement and

identification.

2) Even though children seemed to be struggling with certain concepts like addition,

subtraction and currency identification, it was also seen that a very small proportion of

children achieved >70% scores even on the other concepts tested. Thus it is seen that a

holistic re-enforcement strategy that emphasizes on all topics of mathematics using real

world examples, objects, teaching aids and other engaging strategies would make learning

more enjoyable and understandable for children.




18 | P a g e

Section II: Standard II 1. Hindi



300 standard III students of 60 Govt. Primary Schools of Rajaund and Babain blocks. Out of 300

students, 131 (43.66%) students were male and 150 (50%) students were female whereas 19 (6.33%)

students did not respond. Block wise, 142 (65 male and 77 female) students were from Rajaund block

and 139 (66 male and 73 female) students were from Babain block. The following figure 13 to figure

16 presents the learning level/performance of standard II students in Hindi achievement test.

Rajaund: Out of the total 150 (100%) standard II students from Rajaund block, 65 (43.33%) were male






the remaining 3 (4%) students did not respond. The following figure shows gender wise learning level

of standard II students of experimental and control group in Hindi.

Figure 13

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

16.00%

18.00%

20.00%



Rajaund

Listening 10.00% 10.00% 5.33% 9.33%

Reading 10.00% 18.66% 14.66% 12.00%

Writing 2.00% 5.33% 0.66% 2.66%

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Rajaund Intra-Skill Comparison of Class II Hindi

19 | P a g e

From figure 13 it can be seen that out of the total 150 (100%) students from Rajaund block, only 5-

10% of the students could secure more than 70% of marks in listening skills (four lines riddles) and 10-

18% of students could secure more than 70% of marks in reading skill (body parts, family members,

community workers and naming words). Only 1-5% of the students could secure more than 70% of

marks in writing skills (three letter words). This means that more than 80% of both male and female

students failed to secure >70% in the overall Hindi test. Both the experimental and control group

students were found very weak in Hindi writing skill as nearly 95% of both male and female students

could not achieve more than 70% of marks in Hindi writing test. . It is seen from the graph that the

proficiency in writing skills is very low, however even the proficiency in listening skills and reading skills

is well below acceptable levels as will be elucidated in the subsequent graphs.

Babain: Out of the total 150 (100%) standard II students from Babain block, 66 (44%) were male and





the 75 (100%) students from control group, 27 (36%) were male and 38 (50.66%) were female

whereas, the remaining 10 (13.33%) students did not respond. The following figure shows gender wise

learning level of standard II students of experimental and control group in Hindi.

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%



Babain

Listening 10.00% 6.66% 7.33% 7.33%

Reading 12.00% 12.66% 9.33% 12.66%

Writing 0.66% 3.33% 1.33% 3.33%

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Babain Intra-Skill Comparison of Class II Hindi

20 | P a g e

From figure 14 it can be observed that out of the total 150 (100%) students from Babain block, only 6-

10% of the students could secure more than 70% in the listening skill test (four line riddles) and 9-13%

of the students could secure more than 70% in the reading skill test (body parts, family members,

community workers and naming words), only 1-3% of students could secure more than 70% in the

writing skill test (three letter words) in Hindi. This means that more than 90% of both male and female

students failed to secure a minimum of 70% in basic skills in Hindi language. It is also seen through the

graph that both male and female students of experimental and control group seem to be struggling

much more with writing and listening skills in Hindi as compared to reading skills. This could be

because the listening test on this exam involved four lined riddles and not just words. Children might

have been unable to follow four lined riddles. A re-enforcement strategy that can make listening to

longer sentences and writing more enjoyable and understandable for children would greatly benefit

the class at large.

Figure 15

From figure 15 it can be seen that out of the total 300 (100%) standard I students of Rajaund and

Babain blocks, 18-29% of both experimental and control group students achieved less than 30% of

marks in overall Hindi language learning test whereas 15% of experimental and 37% of control group

students achieved 30-50% in overall Hindi language learning test. 22% of experimental group and 24%

of the control group students achieved 51-70% of marks in overall Hindi language learning test

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

Experimental



Control


<30% 12.00% 6.66% 17.33% 12.00% 29.33% 18.66%

30-50% 8.00% 12.66% 6.66% 24.66% 14.66% 37.33%

51-70% 13.33% 19.33% 8.66% 4.66% 22.00% 24.00%

>70% 16.66% 11.33% 17.33% 8.66% 34.00% 20.00%

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Comparison of Total Scores of Class II Hindi

21 | P a g e

whereas, 34% of the experimental and 20% of control group students achieved more than 70% in

overall Hindi language learning test.

This means that almost 45-% of the students achieved less than 50% marks from the experimental

group and almost 50% of students achieved less than 50% marks from the control group.


and that the proficiency in writing skills is very low, however even the proficiency in listening skills and

reading skills is well below acceptable levels as will be elucidated in the subsequent graphs.

Figure 16

From figure 16 it can be observed that out of the 7 marks of listening skill the mean score of the

respondent students of standard II was found only 0.97 for experimental group and 1.05 for control

group. Same as out of the 17 marks of reading skill and 7 marks of writing skill in class II Hindi, the

mean score was found as 11.01 and 10.4 for reading and 1.81 and 1.87 for experimental and control

group respectively. From this result it can be inferred that the total mean score of the students of class

II was approximately 50%. Furthermore, the particular problem areas seems to be listening and

comprehension of longer sentences such as in riddles. This problem can be addressed by exposing

children to riddles, games, puzzles etc. which can help them in developing concentration to

understand longer sentences.

0

2

4

6

8

10

12

14


Standard II Exp 1.05 11.01 1.81 13.04

Standard II Cont 0.97 10.46 1.87 13.35

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Mean Scores of Class II Hindi

22 | P a g e

OVERALL INFERENCE:

1) The proportion of students achieving >50% marks in any of the 3 skills is very low. Effort needs

to be made to bring a larger population of the students into the >50 % bracket for all skills-





2. English


Reading (6 marks) and Writing (4 marks). The English achievement test was administered on a total of

300 standard II students of 60 Govt. Primary Schools of the Rajaund and Babain blocks. Out of 300

students, 131 (43.66%) students were male and 156 (52%) students were female whereas the

remaining 13 (4.33%) students did not respond. Block-wise, 147 (67 male and 80 female) students

were from Rajaund block and 140 (64 male and 76 female) students were from Babain block. The

following figure 17 to figure 20 presents the learning level/performance of standard II students in

English achievement test.

Rajaund: Out of the total 150 (100%) standard II students from Rajaund block, 67 (44.66%) were male

and 80 (53.33%) were female whereas, remaining 3 (2 %) students did not respond. Out of total 150



35 (46.66%) were female. Similarly, out of the 75 (100%) students from control group, 27 (36%) were

male and 45 (60%) were female whereas, the remaining 3 (4%) students did not respond. The following

figure shows gender wise learning level of standard II students of experimental and control group in

English.

23 | P a g e

Figure 17

From figure 17 it can be seen that out of the total 150 (100%) students from Rajaund block,

Only 4-7% of students achieved more than 70% of marks in English listening skills (listening and

recognizing action words and seasons) whereas only 8-9% of the students achieved more than 70% of

marks in English reading skill (number names). Only 2-7% of the students of Rajaund block could

achieve more than 70% of marks in English writing skills (writing 3 letter rhyming words). From the

graph it is clear that more than 90% of both the male and female students of Rajaund block were weak

in all the three basic skills of English language- listening, reading and writing skills, with a specific

problem area being writing skills.

Babain: Out of the total 150 (100%) standard II students from Babain block, 64 (42.66%) were male

and 76 (50.66%) were female whereas, remaining 10 (6.66%) students did not respond. Out of total

150 (100%) students, 75 (50%) were from experimental group whereas, 75 (50%) students were from


37 (49.33%) were female. Similarly, out of the 75 (100%) students from control group, 26 (34.66%)

were male and 39 (52%) were female whereas, the remaining 10 (13.33) students did not respond.

The following figure shows gender wise learning level of standard II students of experimental and

control group in English.

0.00%1.00%2.00%3.00%4.00%5.00%6.00%7.00%8.00%9.00%

10.00%



Rajaund

Listening 6.66% 7.33% 7.33% 4.00%

Reading 8.00% 8.66% 9.33% 8.00%

Writing 2.00% 7.33% 4.66% 2.66%

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Rajaund Intra-Skill Comparison of Class II English

24 | P a g e

Figure 18

From figure 18 it can be observed that out of the total 150 (100%) students from Babain block,

Only 9-12% of the students could achieve more than 70% of marks in English listening skills (action

words and seasons) whereas, only 3-9% (number names) and 1-7% (three letter rhyming words) of

the students could secure more than 70% of marks in English reading and writing skills. It can thus be

inferred that more than 85% of both male and female students secured less than 70 % marks in the

basic language skills in English.

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%



Babain

Listening 8.66% 13.33% 11.33% 12.00%

Reading 3.33% 7.33% 5.33% 9.33%

Writing 1.33% 5.33% 2.00% 7.33%

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Babain Intra-Skill Comparison of Class II English

25 | P a g e

Figure 19

From figure 19 it can be seen that out of the total 300 (100%) standard II students of Rajaund and

Babain blocks, 25-27% of the students achieved less than 30% marks whereas, 23-30% of the students

achieved 30-50% marks in overall English learning test. 23-27% of the students achieved 51-70% marks

whereas 22-23% of the students achieved more than 70% marks in overall English language learning

test.

This means that almost 50% of the students achieved less than 50% marks from the experimental

group and almost 55% of students achieved less than 50% marks from the control group.


and that the proficiency in writing skills is very low, however even the proficiency in listening skills and

reading skills is well below acceptable levels.

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

Experimental



Control


<30% 12.66% 10.00% 14.66% 14.66% 27.33% 24.66%

30-50% 16.66% 13.33% 5.33% 16.66% 23.66% 30.00%

51-70% 13.33% 16.66% 13.33% 6.00% 26.66% 22.66%

>70% 7.33% 10.00% 14.66% 12.66% 22.00% 22.66%

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Comparison of Total Scores of Class II English

26 | P a g e

Figure 20

From the figure 20 it can be observed that out of the 10 marks of listening skill the mean score of the

respondent students of standard II was found 5.48 for experimental group and 5.33 for control group.

Same as out of the 6 marks of reading skill and 4 marks of writing skill in class II English, the mean

score was found as 3.25 and 2.89 for reading and 1.61 and 1.58 for experimental and control group

respectively. From this result it can be inferred that the total mean score of the students of class II was

approximately 50%. Furthermore, the particular problem areas seems to be listening and

comprehension of longer sentences such as in riddles. This problem can be addressed by exposing

children to more Audio-visual programs that include riddles, games, puzzles etc. which can help them

in developing concentration to understand longer sentences. Enhanced listening, reading and

comprehension skills will automatically percolate into writing skills thereby lifting the overall scores

of the class significantly.

OVERALL INFERENCE:




0

2

4

6

8

10

12

Listening (10) Reading (6) Writing (4) Total

Standard II Exp 5.48 3.25 1.61 10.37

Standard II Cont 5.53 2.89 1.58 9.98

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Mean Score of Class II English

27 | P a g e




3. Mathematics

An achievement test of a total of 50 marks was prepared including questions of Shape

Recognition/Matching of 2D & 3D Shapes (9 marks), Counting & Number Recognition (4 marks),

Comparison of Ascending Order (4 marks) & Descending Order (4 marks), Number Operations like

Addition (6 marks) & Subtraction (6 marks), Measurement Units (8 marks) and Time-name of days and

months (9 marks). The Mathematics achievement test was administered on a total of 300 standard II

students of 60 Govt. Primary Schools of the Rajaund and Babain blocks. Out of 300 students, 126 (43%)

students were male and 153 (51%) students were female whereas the remaining 21 (7%) students did

not respond. Block-wise, 145 (63 male and 80 female) students were from Rajaund block and 134 (63

male and 71 female) students were from Babain block. The following figure 21 to figure 24 presents

the learning level/performance of standard II students in Mathematics achievement test.

Rajaund: Out of the total 150 (100%) standard II students from Rajaund block, 63 (42 %) were male






the remaining 3 (4%) students did not respond. The figure 10 shows gender wise learning level of

standard II students of experimental and control group in Mathematics.

28 | P a g e

Figure 21

From figure 21 it was found that out of the total 150 (100%) students from Rajaund block, only 3-7%

of the students could secure more than 70% of marks in shape recognition whereas 10-19% of the

students could achieve more than 70% of marks in number recognition. In comparison, only 3-7%

could secure more than 70% marks in arranging numbers in ascending and descending order, and

only 4-11% of the students could secure more than 70% of marks in addition and 2-5% students could

achieve more than 70% marks in subtraction. Only 1% students could achieve greater than 70% marks

in identification for measurement units. And only 2-11% of the students could achieve more than 70%

marks in time related skills respectively. It can this be inferred that more than 85% of both male and

female students secured less than 70 % marks across the various skills tested in the mathematical test.

Even though the particular problem areas seemed to be shape recognition, comparison of ascending-

descending order, addition - subtraction and identification of measurement units as more than 90%

of male and female students of both experimental and control group failed to answer these questions

correctly, performance on other skills was also well below acceptable levels and hence a cogent effort

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

16.00%

18.00%

20.00%

ShapeRecogni

tion

Number

Recognition

Comparison ofAscendi

ngOrder

Comparison ofDescen

dingOrder

Addition

Subtraction

Identification

Time

Rajaund Experimental Male 6.66% 10.00% 6.66% 4.66% 10.00% 5.33% 0.00% 5.33%

Rajaund Experimental Female 5.33% 14.66% 5.33% 6.66% 9.33% 2.00% 0.00% 1.33%

Rajaund Control Male 3.33% 10.00% 2.66% 2.66% 4.66% 5% 0.66% 4.66%

Rajaund Control Female 0.00% 18.66% 5.33% 0.66% 10.66% 5.33% 0.00% 11.33%

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Rajaund Intra-Skill Comparison of Class II Maths

29 | P a g e

must be made to enhance all the skills so that the overall performance in the test improves

significantly.

Babain: Out of the total 150 (100%) standard II students from Babain block, 63 (42%) were male and




37 (49.33%) were female whereas, the remaining 1 (1.33%) students did not respond. Similarly, out of


whereas, the remaining 15 (20) students did not respond. The figure 23 shows gender wise learning

level of standard II students of experimental and control group in Mathematics.

Figure 22 (Babain Intra-Skill Comparison of Class II Math)

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

ShapeRecogn

ition

Number

Recognition

Comparison ofAscend

ingOrder

Comparison ofDescen

dingOrder

Addition

Subtraction

Identification

Time

Babain Experimental Male 5.33% 6.66% 4.66% 7.33% 8.66% 11.33% 2.66% 4.66%

Babain Experimental Female 6.00% 8.00% 9.33% 11.33% 12.66% 10.66% 4.00% 9.33%

Babain Control Male 4.66% 6.66% 8.66% 8.00% 6.66% 7% 2.66% 3.33%

Babain Control Female 8.00% 12.00% 8.00% 7.33% 9.33% 5.33% 6.00% 6.00%

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30 | P a g e

From figure 22 it can be seen that out of the total 150 (100%) students from Babain block, only 5-8%

of the students could secure more than 70% of marks in shape recognition whereas 7-12% of the

students could achieve more than 70% of marks in number recognition. In comparison, only 5-10%

children could secure >70% marks in arranging numbers in ascending order, only 7-11% of the students

could secure more than 70% of marks in arranging numbers in descending order, 7-13% children could

secure >70% marks in addition while 5-11% students achieved >70% in subtraction related questions.

Only 3-6% students achieved greater than 70% marks in identifying measurement units and only 3-9%

of the students could achieve more than 70% marks in time (days months etc.) related skills

respectively. It can this be inferred that more than 86% of both male and female students secured less

than 70 % marks across the various skills tested in the mathematical test. Even though the particular

problem areas seemed to be shape recognition, comparison of ascending-descending order, addition

- subtraction and identification of measurement units as more than 90% of male and female students

of both experimental and control group failed to answer these questions correctly, performance on

other skills was also well below acceptable levels and hence a cogent effort must be made to enhance

all the skills so that the overall performance in the test improves significantly.

31 | P a g e

Figure 23

From figure 23 it can be seen that out of the total 300 (100%) standard II students of Rajaund and

Babain blocks, only 10-12% of the students could achieve more than 70% of the marks and 14% of the

students could achieve 50-70% of marks in overall Mathematics learning level test whereas more than

70% of the students achieved less than 50% marks in the mathematics test.

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Experimental



Control


<30% 28.66% 26.66% 24.00% 28.66% 53.33% 55.33%

30-50% 11.33% 13.00% 10.00% 6.66% 20.66% 20.66%

51-70% 8.00% 8.00% 6.00% 6.00% 14.00% 14.00%

>70% 2.00% 1.33% 10.00% 8.66% 12.00% 10.00%

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Comparison of Total Scores of Class II Maths

32 | P a g e

Figure 24

From the figure 24 it can be observed that out of the 9 marks of shape recognition, the mean score of

the respondent students of standard II was found 3.12 for experimental group and 2.6 for control

group whereas out of 4 marks of number recognition, the mean score was found 1.78 for experimental

and 1.98 for control group. Out of total 4 marks of comparison of ascending order, the mean score

was found only 1.51 and 1.33 for experimental and control group respectively whereas out of 4 marks

of comparison of descending order, the means score was found 1.42 and 0.95 for experimental and

control group respectively. Out of total 6 marks of addition, the mean score was found 2.63 and 2.07

for experimental and control group respectively whereas out of 6 marks of subtraction, the means

score was found only 2.72 and 1.62 for experimental and control group respectively. The mean score

for identification of measurement units was 1.79 for experimental and 1.92 for control group students.

From this result it can be inferred that the mean score for the mathematical test across all the skills

tested was as low as 30%. It is seen that performance on all skills was below acceptable levels and

efforts need to be made to improve understanding across all mathematical concepts.

0

2

4

6

8

10

12

14

16

18

ShapeRecognition (9)

Number

Recognition (4)

Comparison ofAscendi

ngOrder

(4)

Comparison ofDescen

dingOrder

(4)

Addition (6)

Subtraction (6)

Identification

(8)

Time(9)

Total(50)

Standard II Exp 3.12 1.78 1.51 1.42 2.63 2.22 1.79 2.26 16.55

Standard II Cont 2.6 1.98 1.33 0.95 2.07 1.62 1.92 2.48 15.05

Me

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Mean Scores of Class II Maths

33 | P a g e

OVERALL INFERENCE:




identification.

2) . Even though the particular problem areas seemed to be shape recognition, comparison

of ascending-descending order, addition - subtraction and identification of measurement

units, performance on other skills was also well below acceptable levels and hence a

coherent effort must be made to enhance all the skills so that the overall performance in

the test improves significantly.




34 | P a g e

Section III: Standard III 1. Hindi


Reading (13 marks) and Writing (13 marks). The Hindi achievement test was administered on a total

of 300 standard III students of 60 Govt. Primary Schools of the Rajaund and Babain blocks. Out of 300

students, 128 (42.66%) students were male and 148 (49.33%) students were female whereas the

remaining 24 (7.66%) students did not respond. Block-wise, 145 (69 male and 76 female) students


following figure 25 to figure 28 presents the learning level/performance of standard III students in

Hindi achievement test.

Rajaund: Out of the total 150 (100%) standard III students from Rajaund block, 69 (46%) were male




37 (49.33%) were female. Similarly, out of the 75 (100%) students from control group, 31 (41.33%)

were male and 39 (52%) were female whereas, the remaining 5 (6.66%) students did not respond. The

following figure shows gender wise learning level of standard III students of experimental and control

group in Hindi.

0.00%2.00%4.00%6.00%8.00%

10.00%12.00%14.00%16.00%18.00%20.00%



Rajaund

Listening 12.66% 19.33% 18.00% 17.33%

Reading 6.66% 8.00% 8.66% 11.33%

Writing 1.33% 3.33% 2.00% 2.66%

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Figure 25: Rajaund Intra-Skill Comparison of Class III Hindi

35 | P a g e

From the figure 25 it was found that out of the total 150 (100%) students from Rajaund block, only 13-

19% of the students could secure more than 70% of marks in the listening skill test (short sentences)

and only 7-11% of students could secure more than 70% of marks in the reading skill (opposite words,

synonyms and short sentences) test. Only 1-3% of the students could secure more than 70% of marks

in the writing skills test (four lines on a balloon). This means that more than 80% of both male and

female students secured less than 70 % marks in all the skills tested i.e. listening, reading and writing.

It is seen from the graph that the proficiency in writing skills is very low, however even the proficiency

in listening skills and reading skills is well below acceptable levels as will be demonstrated in the

subsequent graphs.

Babain: Out of the total 150 (100%) standard III students from Babain block, 59 (39.33%) were male






whereas, the remaining 17 (22.66) students did not respond. The following figure shows gender wise

learning level of standard III students of experimental and control group in Hindi.

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%



Babain

Listening 19.33% 23.33% 15.33% 15.33%

Reading 8.00% 10.00% 4.00% 8.66%

Writing 2.00% 3.33% 1.33% 2.66%

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Figure 26: Babain Intra-Skill Comparison of Class III Hindi

36 | P a g e

From figure 26 it can be seen that out of the total 150 (100%) students from Babain block, only 15-

23% of the students could secure more than 70% of marks in the listening skill test (short sentences)

and only 4-10% of the students could secure more than 70% of marks in the reading skill test

(opposites, synonyms, short sentences) whereas, only 1-3% of students could secure more than 70%

of marks in the writing skill test (four lines on a balloon). Thus it can be inferred that more than 80%

of both male and female students secured less than 70% marks in all the skills tested i.e. listening,

reading and writing skills. It is seen from the graph that the proficiency in writing skills is very low,

however even the proficiency in listening skills and reading skills is well below acceptable levels as will

be demonstrated in the subsequent graphs.

Figure 27

From figure 27 it was found that out of the total 300 (100%) standard III students of Rajaund and

Babain blocks, 35% of experimental and 40% of control group achieved less than 30% marks in overall

Hindi language learning test whereas nearly 13% of experimental and 7% of control group students

achieved 30-50% of marks in overall Hindi language learning test. 23% of experimental group and

nearly 25% of the control group students achieved 51-70% of marks in overall Hindi language learning

test whereas, nearly 29% of both experimental and control group students could achieve more than

70% of marks in overall Hindi language learning test. This shows that almost 47% children secured less

than 50 % marks in the overall test. This is a rather large proportion of students that could not even

reach the half way mark and it would be important to bring them into the >50% bracket.

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

Experimental



Control


<30% 18.00% 18.66% 17.33% 21.33% 35.33% 40.00%

30-50% 8.66% 1.33% 4.00% 5.33% 12.66% 6.66%

51-70% 11.33% 12.66% 12.00% 12.00% 23.33% 24.66%

>70% 12.00% 17.33% 16.66% 11.33% 28.66% 28.66%

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Comparison of Total Score of Class III Hindi

37 | P a g e

Figure 28

From the figure 28 it can be observed that out of the 6 marks of the listening skill test, the mean score

of the respondent students of standard III was found 4.63 for experimental group and 3.93 for control

group. Similarly, out of the 13 marks of the reading skill test and 13 marks of writing skill test in class

III Hindi, the mean score was found as 7.43 and 6.66 for reading and 2.69 and 2.49 for experimental

and control group respectively. Out of the total 32 marks of Hindi achievement test, overall mean

score was found 14.71 for experimental group and 13.07 for control group students. It can be inferred

from the graph above that the overall mean score is less than 50%. It is seen from the graph that the

proficiency in writing skills is very low, however even the proficiency in listening skills and reading skills

is well below acceptable levels as will be demonstrated in the subsequent graphs.

OVERALL INFERENCE:







2. English

An achievement test of 23 marks was prepared including questions of Listening (4 marks), Vocabulary

(4 marks), Reading (11 marks) and Writing (4 marks). The English achievement test was administered

on a total of 300 standard III students of 60 Govt. Primary Schools of the Rajaund and Babain blocks.

0

2

4

6

8

10

12

14

16


Standard III Exp 4.63 7.43 2.69 14.71

Standard III Cont 3.97 6.66 2.49 13.07

Me

an S

core

of

Stu

de

nts

Mean Score of Class III Hindi

38 | P a g e

Out of 300 students, 129 (43%) students were male and 151 (50.33%) students were female whereas

the remaining 20 (6.66%) students did not respond. Block-wise, 150 (72 male and 78 female) students


following figure 29 to figure 32 presents the learning level/performance of standard III students in

English achievement test.

Rajaund: Out of the total 150 (100%) standard III students from Rajaund block, 72 (48%) were male

and 78 (52%) were female. Out of total 150 (100%) students, 75 (50%) were from experimental group

whereas, 75 (50%) students were from control group. Out of the 75 (100%) students from

experimental group, 39 (52%) were male and 36 (48%) were female. Similarly, out of the 75 (100%)

students from control group, 33 (44%) were male and 42 (56%) were female. The following figure

shows gender wise learning level of standard III students of experimental and control group in English.

Figure 29

From figure 29 it can be seen that out of the total 150 (100%) students from Rajaund block, only 5-

15% of both male and female students achieved more than 70% marks in the English listening skill test

(feelings, instructions on he/she/it/they) whereas 1-8% of the students achieved more than 70%

marks in the English reading skill test (action words, position words and short sentences). Only 1% of

the students of Rajaund block achieved more than 70% of marks in the English writing skill test (fill in

the blanks with one word). It can thus be inferred that more than 85% of both experimental and

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

16.00%



Rajaund

Listening 5.33% 14.66% 10.00% 8.66%

Reading 8.00% 6.66% 5.33% 1.33%

Writing 0.00% 1.33% 0.66% 0.00%

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Rajaund Intra-Skill Comparison of Class III English

39 | P a g e

control group failed secure >70% marks in all the three skill sets tested – listening, reading and writing

skills.

Babain: Out of the total 150 (100%) standard I students from Babain block, 57 (38%) were male and




37 (49.33%) were female whereas, the remaining 3 (4%) students did not respond. Same as, out of the


the remaining 17 (22.66%) students did not respond. The following figure shows gender-wise learning

level of standard III students of experimental and control group in English.

Figure 30

From figure 30 it is seen that out of the total 150 (100%) standard III students from Babain block, 11-

17% of the students achieved more than 70% of marks in the English listening skill test (feelings,

instructions on he/she/it/they) whereas, only 5-6% and 5-7% of the students secured more than 70%

of marks in English reading (action words, position words and short sentences) and writing skills (fill

in the blanks with one word). It can once again be inferred that more than 80% of both experimental

and control group students failed to secure >70% marks in the basic English language skills tested-

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

16.00%

18.00%



Babain

Listening 12.00% 16.66% 11.33% 16.66%

Reading 4.66% 6.00% 4.00% 4.00%

Writing 5.33% 5.33% 7.33% 6.00%

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Babain Intra-skill Comparison of Class III English

40 | P a g e

listening, reading and writing. However, the anomaly in this graph is that children found reading more

difficult than listening and writing. This could perhaps be because the reading test tested concepts

such as position words, action words and short sentences which children may not have been

comfortable with. The writing skills test consisted of ‘fill in the blanks with one word’ which children

could have found easier than the listening and reading test.

Figure 31

From figure 31 it can be seen that out of the total 300 (100%) standard III students of Rajaund and

Babain blocks, only 11-14% of the students achieved more than 70% marks. 24-28% of the students

achieved 51-70% of marks in overall English learning level test, 21-27% of the students secured 30-

50% marks and almost 35-40% students achieved less than 30% marks. It can thus be inferred that

almost 61% students achieved less than 50% marks in the overall test. Even though the particular

problem areas seems to be reading and understanding of grammar concepts such as position words

and action words, it is clear that overall skills including listening and writing are also lacking in the

children.

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

Experimental



Control


<30% 18.00% 18.66% 17.33% 21.33% 35.33% 40.00%

30-50% 22.00% 15.33% 4.66% 5.33% 26.66% 20.66%

51-70% 6.66% 14.00% 17.33% 14.00% 24.00% 28.00%

>70% 3.33% 2.00% 10.66% 9.33% 14.00% 11.33%

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Comparison of Total Scores of Class III English

41 | P a g e

Figure 32

From figure 32 it can be observed that out of the 4 marks of listening skill the mean score of the

respondent students of standard III was found 2.69 for experimental group and 2.39 for control group

out of the 4 marks of class III English vocabulary the mean score of experimental and control group

was found as 2.05 and 1.69 respectively. Similarly, out of 11 marks of reading skill and 4 marks of

writing skill in class III English, the mean score was found as 5.74 and 4.59 for reading and 2.37 and

2.19 for experimental and control group respectively.

The overall mean score was 12.91 for experimental group and 11.32 for control group which is

approximately 50%. It is seen from the graph that the proficiency in reading skills is very low, however

even the proficiency in listening skills and writing skills is well below acceptable levels and need to be

improved through a re-enforcement strategy.

OVERALL INFERENCE:




0

2

4

6

8

10

12

14

Listening(4)

Vocabulary(4)

Reading(11)

Writing (4) Total (23)

Standard III Exp 2.69 2.05 5.74 2.37 12.91

Standard III Cont 2.39 1.69 4.59 2.19 11.32

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Mean Score of Class III English

42 | P a g e




3. Mathematics

An achievement test of a total of 37 marks was prepared including questions of Shape Recognition &

Drawing of Shapes (5 marks), Counting & Number Recognition (3 marks), Place Value (4 marks),

Number Operations like Multiplication (8 marks), Addition (4 marks) & Subtraction (2 marks), Number

Patterns-Recognition of Odd/Even Numbers (2 marks), Word Problem (2 marks), Measurement Units

(3 marks) and Time-reading time to the hour (4 marks). The Mathematics achievement test was

administered on a total of 300 standard III students of 60 Govt. Primary Schools of the Rajaund and

Babain blocks. Out of 300 (100%) students, 119 (39.66%) students were male and 153 (51%) students

were female whereas the remaining 28 (8.66%) students did not respond. Block-wise, 145 (60 male

and 85 female) students were from Rajaund block and 127 (59 male and 68 female) students were

from Babain block. The following figure 33 to figure 36 presents the learning level/performance of

standard III students in Mathematics achievement test.

Rajaund: Out of the total 150 (100%) standard III students from Rajaund block, 64 (42.66%) were male






whereas, the remaining 4 (5.33) students did not respond. The figure 10 shows gender-wise learning

level of standard I students of experimental and control group in Hindi.

43 | P a g e

Figure 33

From figure 33 it can be seen that out of the total 150 (100%) students from Rajaund block, more than

75% of both male and female students could not secure more than 70% marks in all the mathematical

skills tested. The particular problem areas seemed to be identification and naming of 3D shapes, place

value and reading time to the hour. One interesting observation is that the females of the Rajound

experimental group seemed considerably more adept at the skills tested compared to all other groups.

However it still stands a fact that majority of the children secured less than 70% marks and the male

and female students of Rajaund block were found very weak in shape recognition, place value of

numbers and writing time in hour as more than 90% of both the male and female students failed to

answer correctly. Even though the children fared slightly better on topics such as addition, subtraction,

multiplication etc. as compare to the problem areas mentioned above, the percentage of children

attaining >70% score even in these topics was very low showing that there is a need for a

reinforcement strategy that can make these concepts more understandable for children.

Babain: Out of the total 150 (100%) standard III students from Babain block, 59 (39.33%) were male

and 68 (45.33%) were female whereas, remaining 23 (15.33%) students did not respond. Out of total

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

Shape

Recognition

Number

Recognition

PlaceValu

e

Multiplicat

ion

Addition

Subtractio

n

Pattern

Word

Problem

Measurement

Time

Rajaund Experimental Male 0.00% 8.66% 0.66% 8.00% 10.66% 6.00% 6.66% 5.33% 3.33% 2.66%

Rajaund Experimental Female 3.33% 16.66% 2.00% 16.66%21.33%11.33%14.00%12.00%11.33% 3.33%

Rajaund Control Male 1.66% 8.00% 1.66% 10.00%11.33% 6% 9.33% 12.00% 7.33% 0.66%

Rajaund Control Female 2.00% 7.33% 2.00% 8.00% 10.00% 7.33% 8.66% 4.66% 6.00% 0.66%

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Rajaund Intra-Skill Comparison of Class III Maths

44 | P a g e

150 (100%) students, 75 (50%) were from experimental group whereas, 75 (50%) students were from




whereas, the remaining 21 (28) students did not respond. The figure 35 shows gender wise learning

level of standard III students of experimental and control group in Hindi.

Figure 34

From the figure 34 it can be observed that out of the total 150 (100%) students from Babain block,

more than 85% of both male and female students failed to secure >70% marks in the basic Math skills

tested. Once again, both the male and female students of Babain block were found very weak in shape

recognition, place value and recognising number patterns as more than 90% of the students failed to

answer correctly of the said mathematical problems.

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

16.00%

Shape

Recognitio

n

Number

Recognitio

n

PlaceValue

Multiplicat

ion

Addition

Subtractio

n

Pattern

WordProblem

Measurement

Time

Babain Experimental Male 2.00% 4.66% 3.33% 12.66% 13.33% 13.33% 6.00% 6.66% 7.33% 8.00%

Babain Experimental Female 0.66% 10.66% 2.00% 10.00% 14.00% 14.66% 6.00% 10.66% 4.00% 7.33%

Babain Control Male 2.66% 7.33% 2.00% 6.00% 9.33% 9% 5.33% 4.66% 4% 6.66%

Babain Control Female 2.00% 6.66% 1.66% 8.66% 12.00% 8.66% 3.33% 3.33% 2.66% 6.66%

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Babain Intra-Skill Coparison of Class III Maths

45 | P a g e

Figure 35

From figure 35 it can be seen that out of the total 300 (100%) standard III students of Rajaund and

Babain blocks, only 13-16% of the standard III students of both experimental and control groups could

achieve 70% of marks in overall Mathematics learning level test whereas. It can be seen that almost

60% students achieved less than 50% marks in the overall test further exemplifying the need for

reinforcement strategies to help children in understanding the basic mathematical concepts.

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

Experimental



Control


<30% 10.66% 21.33% 13.33% 24.00% 24.00% 45.33%

30-50% 19.33% 13.33% 18.00% 14.00% 37.33% 27.33%

51-70% 14.66% 8.66% 8.00% 5.33% 22.66% 14.00%

>70% 5.33% 6.66% 10.66% 6.66% 16.00% 13.33%

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Comparison of Total Scores of Class III Maths

46 | P a g e

Figure 36

From figure 36 it can be observed that out of the 5 marks of shape recognition, the mean score of the

respondent students of standard III was found only 0.46 for experimental group and 0.64 for control

group whereas out of 3 marks of number recognition, the mean score was found 1.93 for experimental

and 1.65 for control group. Out of total 4 marks of addition, the mean score was found 2.53 and 1.85

for experimental and control group respectively whereas out of 2 marks of subtraction, the means

score was found 1.1 and 0.69 for experimental and control group respectively. Out of 2 marks of

number pattern, the mean score was found 0.77 and 0.53 for experimental and control group

respectively whereas out of 4 marks of time related question, the mean score was found 1.51 for

experimental and 1.18 for control group. Out of 3 marks of measurement, the mean score was found

1.31 and 1.03 for experimental and control group respectively whereas out of 2 marks of word

problem, the mean score was found 0.77 for experimental and 0.53 for control group. It can be

0

2

4

6

8

10

12

14

16

18

ShapeRecognition

(5)

Number

Recognition

(3)

PlaceValue

(4)

Multiplication (8)

Addition (4)

Subtraction

(2)

Pattern (2)

WordProblem (2)

Measurement (3)

Time(4)

Total(37)

Standard III Exp 0.46 1.93 0.98 4.99 2.53 1.01 0.91 0.77 1.31 1.51 16.37

Standard III Cont 0.64 1.65 0.91 3.82 1.85 0.69 0.72 0.53 1.03 1.18 13.05

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Mean Score of Class III Maths

47 | P a g e

inferred that the overall mean score of 16.37 and 13.05 is less than 50% showing that there is ample

scope for improvement in the basic mathematical skills so that the overall mean score for the class

can rise significantly.

OVERALL INFERENCE:




identification.

2) Even though children seemed to be struggling with certain concepts like shape

recognition, patterns, word problems, place value etc., it was also seen that a very small

proportion of children achieved >70% scores even on the other concepts tested. Thus it is

seen that a holistic re-enforcement strategy that emphasizes on all topics of mathematics

using real world examples, objects, teaching aids and other engaging strategies would

make learning more enjoyable and understandable for children.




48 | P a g e

Section IV: Standard IV 1. Hindi



281 standard IV students of 60 Govt. Primary Schools of Rajaund and Babain blocks. Out of 300

students, 121 students were male and 159 students were female whereas the remaining 20 students

did not respond. Block-wise, 150 (70 male and 80 female) students were from Rajaund block and 130

(51 male and 79 female) students were from Babain block. The following figure 37 to figure 40

presents the learning level/performance of standard IV students in Hindi achievement test.

Rajaund: Out of the total 150 (100%) standard IV students from Rajaund block, 70 (46.66%) were

male and 80 (52.33%) were female. Out of the total 150 (100%) students, 75 (50%) were from

experimental group whereas, 75 (50%) students were from control group. Out of the 75 (100%)

students from experimental group, 32 (42.66%) were male and 43 (56.33%) were female. Similarly,

out of the 75 (100%) students from control group, 38 (50.66%) were male and 37 (49.33%) were

female. The following figure shows gender-wise learning level of standard I students of experimental

and control group in Hindi.

Figure 37

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%



Rajaund

Listening 4.00% 4.66% 3.33% 8.00%

Reading 10.66% 11.33% 8.66% 24.00%

Vocabulary 12.66% 16.00% 23.33% 20.00%

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Rajaund Intra-Skill Comparison of Class IV Hindi

49 | P a g e

From figure 37 it can be seen that out of the total 150 (100%) students from Rajaund block, only 3-8%

of the students could secure more than 70% of marks in the listening skill test (dictation + listening +

writing) and 8-24% of students could secure more than 70% marks in the reading skill test (reading a

para and answering questions). 12-23% of the students could secure more than 70% of marks in the

vocabulary test (naming words and action words). From the graph above, it can be inferred that more

than 75% of the experimental and control group students failed to secure >70 % marks in the skills

tested in the Hindi language test- listening + writing, reading and vocabulary. It can also be inferred

that children had more trouble with the dictation (listening +writing test) which included writing of

words as compared to the reading and vocabulary test. Furthermore reading of a paragraph and

answering the questions proved to be more difficult than testing the vocabulary based on naming

words and action words. However, it is also seen that very small proportion of children could achieve

>70% score even in the reading segment showing that a strategy needs to be developed that addresses

all the three skills-listening , reading and writing.

Babain: Out of the total 150 (100%) standard IV students from Babain block, 51 (34%) were male and




42 (56%) were female whereas, the remaining 5 (6.66%) students did not respond. Similarly, out of


whereas, the remaining 15 (20) students did not respond. The following figure shows gender-wise

learning level of standard I students of experimental and control group in Hindi.

50 | P a g e

Figure 38

From figure 38 it can be observed that out of the total 150 (100%) students from Babain block,

Only 7-13% of the students could secure more than 70% of marks in listening skill test (dictation

(listening +writing) , only 7-11% of students could secure more than 70% of marks in reading skill test

(reading a para and answering the questions) and only 14-23% of students could secure more than

70% of marks in vocabulary in Hindi. This means that more than 75% of the experimental and control

group students failed to secure >70 % marks in the basic Hindi language skills tested. Furthermore, it

can be seen that children had more trouble with the dictation (listening +writing test) which included

writing of words as compared to the reading and vocabulary test. Furthermore reading of a paragraph

and answering the questions proved to be more difficult than testing the vocabulary based on naming

words and action words. However, it is also seen that very small proportion of children could achieve

>70% score even in the reading segment showing that a strategy needs to be developed that addresses

all the three skills-listening , reading and writing.

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%



Babain

Listening 6.66% 7.33% 6.00% 12.66%

Reading 9.33% 10.00% 7.33% 10.66%

Vocabulary 15.33% 23.33% 14.00% 18.00%

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Babain Intra-Skill Comparison of Class IV Hindi

51 | P a g e

Figure 39

From figure 40 it is seen that out of the total 300 (100%) standard IV students of Rajaund and Babain

blocks, 22% of experimental and 17% of control group achieved less than 30% marks in overall Hindi

language learning level, 19% of experimental and 24% of control group students achieved 30-50%

marks in overall Hindi language learning test. Nearly 39% of experimental group and 31% of the control

group students achieved 51-70% of marks in overall Hindi language learning test whereas, only 20%

experimental and 28% of control group students could achieve more than 70% of marks in overall

Hindi language learning test. Thus it can be inferred that almost 40-42% children attained a score of

less than 50% and most children could not perform well on the dictation given to them. A

reinforcement strategy that aims at building listening, comprehension and writing skills together

would help in improving the listening and writing skills amongst the children. Nevertheless, the

children fared poorly on all the skills tested in the test and a remedial system to strengthen all these

skills would greatly benefit the children.

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

Experimental



Control


<30% 11.33% 1.33% 10.66% 15.33% 22.00% 16.66%

30-50% 6.66% 16.00% 12.66% 8.00% 19.33% 24.00%

51-70% 24.00% 18.66% 14.66% 12.66% 38.66% 31.33%

>70% 8.00% 14.00% 12.00% 14.00% 20.00% 28.00%

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Comparison of Total Score of Class IV Hindi

52 | P a g e

Figure 40

From figure 40 it can be observed that out of the 6 marks of listening skill (which includes writing as it

was a dictation) the mean score of the respondent students of standard IV was found only 2.23 for

experimental group and 2.52 for control group. Similarly, out of the 10 marks of reading skill and 4

marks of vocabulary skill in class IV Hindi, the mean score was found as 2.89 and 3.08 for reading and

2.19 and 2.4 for experimental and control group respectively. From this result it was found that the

students of class I were found very weak in Hindi dictation (listening + writing) skill compared to

reading and simple vocabulary skills. Furthermore, it can be seen that the total overall mean score is

less than 50 %. Remedial action to improve all skills-listening, reading and writing would improve the

overall mean score would greatly help the students.

OVERALL INFERENCE:







0

2

4

6

8

10

12

Listening (6) Reading (10) Vocabulty (4) Total (20)

Standard IV Exp 2.23 2.89 2.19 10.33

Standard IV Cont 2.52 3.08 2.4 11.05

2.232.89

2.19

10.33

2.523.08

2.4

11.05

Me

an S

core

of

Stu

de

nts

Mean Scores of Class IV Hindi

53 | P a g e

2. English


Vocabulary (8 marks), Reading (10 marks) and Writing (10 marks). The English achievement test was

administered on a total of 281 standard IV students of 60 Govt. Primary Schools of the Rajaund and

Babain blocks. Out of 300 students, 125 students were male and 156 students were female whereas

the remaining 19 students did not respond. Block-wise, 150 (69 male and 81 female) students were

from Rajaund block and 131 (56 male and 75 female) students were from Babain block. The following

figure 41 to figure 44 presents the learning level/performance of standard IV students in English

achievement test.

Rajaund: Out of the total 150 (100%) standard IV students from Rajaund block, 69 (46%) were male

and 81 (54%) were female. Out of total 150 (100%) students, 75 (50%) were from experimental group

whereas, 75 (50%) students were from control group. Out of the 75 (100%) students from

experimental group, 33 (44%) were male and 42 (56%) were female. Similarly, out of the 75 (100%)

students from control group, 36 (48%) were male and 39 (52%) were female. The following figure

shows gender-wise learning level of standard I students of experimental and control group in English.

Figure 41

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

Listening Vocabulary Reading Writing

Rajaund Experimental Male 12.00% 18.00% 12.66% 6.66%

Rajaund Experimental Female 18.66% 18.66% 18.00% 4.66%

Rajaund Control Male 17.33% 12.66% 15.33% 1.33%

Rajaund Control Female 21.33% 15.33% 16.66% 0.66%

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Rajaund Intra-Skill Comparison of Class IV English

54 | P a g e

From figure 41 it is clear that out of the total 150 (100%) students from Rajaund block, only 12-21% of

the students could achieve more than 70% of marks in English listening skill (riddles), only 13-19% of

the students achieved more than 70% of marks in English vocabulary (singular/plural), only 13-17% of

the students achieved more than 70% of marks in English reading skill whereas only 7% of the students

could secure more than 70% of marks in English writing skills (body parts). Once again the same trend

is seen that more than 80 percent of children secured less than 70% marks in the English test and

while writing seemed to be the problem area for majority of children it was seen that a very small

proportion of children attained >70% marks even on the other skills tested, making it evident that a

holistic reinforcement strategy is required to strengthen all the skills-listening, reading, writing and

vocabulary.

Babain: Out of the total 150 (100%) standard IV students from Babain block, 56 (37.33%) were male




41 (54.66%) were female whereas, the remaining 5 (6.66%) students did not respond. Similarly, out of

the 75 (100%) students from control group, 27 (36%) were male and 34 (45.33%) were female

whereas, the remaining 14 (18.66%) students did not respond. The following figure shows gender-

wise learning level of standard IV students of experimental and control group in English.

Figure 42

0.00%2.00%4.00%6.00%8.00%

10.00%12.00%14.00%16.00%18.00%20.00%

Listening Vocabulary Reading Writing

Babain Experimental Male 7.33% 13.33% 8.66% 2.00%

Babain Experimental Female 10.66% 18.00% 8.00% 0.00%

Babain Control Male 6.00% 13.33% 8.00% 4.00%

Babain Control Female 10.66% 19.33% 15.33% 6.66%

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Babain Intra-skill Comparison of Class IV English

55 | P a g e

From figure 42 it can be observed that out of the total 150 (100%) students from Babain block, only 7-

11% of the students achieved more than 70% of marks in English listening skill (riddles), 11-20% of the

students achieved more than 70% of marks in English vocabulary (singular/plural), 8-15% of the

students achieved more than 70% of marks in English reading whereas only 7% of the students could

secure more than 70% of marks in English writing skills. Once again the same trend is seen that more

than 85 percent of children secured less than 70% marks in the English test and while writing seemed

to be a big problem area for majority of children, it was also observed that students in Babain found

the comprehension of riddles (listening) was also found to be a problem area.

Figure 43

From figure 43 it can be seen that out of the total 300 (100%) standard IV students of Rajaund and

Babain blocks, only 13-20% of the students achieved more than 70% of the marks. 15-20% of the

students achieved 51-70% of marks, 29% of the students achieved 30-50% marks in overall English

learning level test whereas almost 36-37% of the students achieved less than 30% marks. It can be

seen that almost 60-70% children scored below 50% marks in the overall test.

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

Experimental



Control


<30% 14.00% 14.66% 22.66% 21.33% 36.66% 36.00%

30-50% 13.33% 16.00% 16.00% 12.66% 29.33% 28.66%

51-70% 12.00% 11.33% 8.66% 4.00% 20.66% 15.33%

>70% 10.66% 8.00% 2.66% 12.00% 13.33% 20.00%

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Comparison of Total Scores of Class IV English

56 | P a g e

Figure 44

From figure 44 it can be observed that out of the 7 marks of listening skill test, the mean score of the

respondent students of standard IV was found 1.28 for experimental group and 1.36 for control group

whereas out of 8 marks of vocabulary, the mean score was found 5.87 and 5.42 for experimental and

control group respectively. Similarly, out of the 4 marks of reading skill and 14 marks of writing skill in

class IV English, the mean score was found as 2.1 and 2.33 for reading and only 3.16 and 3.61 for

writing for both experimental and control group respectively. It can be seen from the graph above

that the total overall mean score is less than 50 %, with writing and comprehension of riddles

(listening) being the particular troublesome areas. Even though listening and writing were slightly

more problematic than reading, it is seen that the mean score for reading is also only about 50% which

shows that all 3 skills-listening, reading and writing need to be strengthened for the students.

OVERALL INFERENCE:

1) The proportion of students achieving >50% marks in any of the 3 skills is very low. Effort

needs to be made to bring a larger population of the students into the >50 % bracket for

all skills- listening, reading and writing.

0

2

4

6

8

10

12

14

Listening(2)

Vocabulary(8)

Reading (4) Writing(16)

Total (30)

Standard IV Exp 1.28 5.87 2.1 3.16 12.38

Standard IV Cont 1.36 5.42 2.33 3.61 12.79

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3. Mathematics

An achievement test of a total of 25 marks was prepared including questions of Geometry-drawing

circle & identifying centre, radius & perimeter (3 marks), Multiplication (4 marks), Division (2 marks),

Understanding & Identification of Fraction (4 marks), Word Problem (2 marks), Measurement Units (5

marks) and Time-reading time to the hour (5 marks). The Mathematics achievement test was

administered on a total of 300 standard IV students of 60 Govt. Primary Schools of the Rajaund and

Babain blocks. Out of 300 students, 105 students were male and 159 students were female whereas

the remaining 26 students did not respond. Block-wise, 149 (67 male and 82 female) students were

from Rajaund block and 125 (48 male and 67 female) students were from Babain block. The following

figure 45 to figure 48 presents the learning level/performance of standard IV students in Mathematics

achievement test.

Rajaund: Out of the total 150 (100%) standard IV students from Rajaund block, 64 (42.66%) were male






whereas, the remaining 4 (5.33) students did not respond. The figure 46 shows gender-wise learning

level of standard IV students of experimental and control group In Math.

58 | P a g e

Figure 45

From figure 45, it can be observed that more than 70% of the standard IV students of both

experimental and control group secured less than 70% marks across the different skills in the

mathematical test. While children seemed more comfortable with number operation like

multiplication and division and time related questions (this might be because these are not new

concepts), it is evident that children found geometry (drawing a circle and identifying its parts),

fractions and word problems more difficult (this might be because these are new concepts generally

introduced in grade 4) The students of both the groups were found very weak in fraction and word

problem as more than 90% of the experimental and control group students failed to achieve 70% or

more than 70% of marks. Even though fractions and word problems were slightly more difficult than

the other concepts tested, it is clear that a very small proportion of children attained >70% marks even

on the other concepts such as multiplication, division, measurement etc., making it amply clear that a

strengthening of all the concepts is required through a fun and easily understandable program.

Babain: Out of the total 150 (100%) standard IV students from Babain block, 48 (32%) were male and


0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

Geometry

Multiplication

Division Fraction

WordProble

m

Measurement

Time

Rajaund Experimental Male 9.33% 6.66% 11.33% 1.33% 0.00% 9.33% 8.66%

Rajaund Experimental Female 8.00% 6.00% 8.66% 2.00% 0.66% 5.33% 6.00%

Rajaund Control Male 2.00% 6.66% 8.00% 0.66% 4.66% 1% 5.33%

Rajaund Control Female 4.00% 5.33% 8.66% 1.33% 4.66% 2.00% 4.66%

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Rajaund Intra-Skill Comparison of Class IV Math

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40 (53.33%) were female whereas, the remaining 6 (8%) students did not respond. Same as, out of the


the remaining 19 (25.33) students did not respond. The figure 47 shows gender wise learning level of

standard IV students of experimental and control group in Mathematics

Figure 46

From figure 46 it can be observed that out of the total 150 (100%) standard IV male students of both

experimental and control group, only 5-9% of the students could secure more than 70% of marks in

time related skill whereas, only 2-12% of the students could secure more than 70% of marks in

geometry question. Only 5-6% of the students could secure more than 70% of marks in multiplication

whereas only 8-11% of the students could achieve more than 70% of marks in division. The students

were found very weak in fraction and word problems as only 1-2% of the students achieved >70% in

0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

6.00%

7.00%

8.00%

9.00%

10.00%

Geometry

Multiplication

Division Fraction

WordProble

m

Measurement

Time

Babain Experimental Male 1.33% 4.00% 4.66% 0.66% 0.00% 4.00% 4.66%

Babain Experimental Female 0.00% 3.33% 6.00% 2.66% 0.00% 6.00% 6.00%

Babain Control Male 1.33% 3.33% 2.66% 2.00% 2.00% 3% 1.33%

Babain Control Female 2.00% 6.00% 5.33% 1.33% 6.66% 10.00% 7.33%

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Babain Intra-Skill Comparison of Class IV Maths

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the fractions related questions and only 1-5% of the students achieved >70% in the word problem. It

can thus be inferred that more than 80% of both male and female students secured less than 70% in

the overall skills tested in the mathematical test with the main problem areas being fractions, word

problems and geometry. Even though fractions and word problems were slightly more difficult than

the other concepts tested, it is clear that a very small proportion of children attained >70% marks even

on the other concepts such as multiplication, division, measurement etc., making it amply clear that a

strengthening of all the concepts is required through a fun and easily understandable program.

Figure 47

From figure 47 it can be seen that out of the total 300 (100%) standard IV students of Rajaund and

Babain blocks, 50-54% of the students achieved less than 30% marks in overall mathematics learning

level test, 16-23% of the students secured 30-50% of marks, 11-22% of the students achieved 51-70%

of marks whereas, only 12% of the students of both experimental and control groups could achieve

70% of marks in overall Mathematics learning level test whereas. Thus it can be inferred that almost

88% of the students achieved less than 70% in the Math test

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Experimental



Control


<30% 18.66% 20.33% 31.33% 34.66% 50.00% 54.00%

30-50% 12.00% 19.00% 4.00% 4.33% 16.00% 23.33%

51-70% 14.00% 9.33% 8.00% 1.33% 22.00% 10.66%

>70% 5.33% 1.33% 6.66% 10.66% 12.00% 12.00%

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Comparison of Total Scores of Class IV Maths

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Figure 48

From the figure 48 it can be observed that out of the 4 marks of multiplication, the mean score of the

respondent students of standard IV was found 2.03 for experimental group and 1.93 for control group

whereas out of 5 marks of time related skill, the mean score was found 1.85 for experimental and 1.68

for control group. Out of total 3 marks of geometry question, the mean score was found only 0.8 and

0.51 for experimental and control group respectively whereas out of 2 marks of division, the means

score was found 0.79 and 0.76 for experimental and control group respectively. Out of 5 marks of

measurement, the mean score was found 1.71 and 1.27 for experimental and control group

respectively whereas out of 2 marks of word problem, the mean score was found 0.73 for

experimental and 0.72 for control group. The mean score in fraction was found very low as out of 4

marks the means score was measured only 0.91 for experimental and 1.03 for control group students.

From this result it can be conjectured that the students of class IV were very weak in time, geometry

and fraction related skills of mathematics. The overall mean score was also found very low as out of

total 25 marks, the mean score was measured only 8.77 for experimental and 7.92 for control group

which is 32-35%. This is a very dismal mean score and efforts must be taken to raise the class average

0

2

4

6

8

10

Multiplication(4)

Time(5)

Geometry (3)

Division(2)

Measurement (5)

Word

Problem(2)

Fraction(4)

Total(25)

Standard IV Exp 2.03 1.85 0.8 0.79 1.71 0.73 0.91 8.77

Standard IV Cont 1.93 1.68 0.51 0.76 1.27 0.72 1.03 7.92

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Mean Score of Class IV Maths

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to higher than 50% at least which will only be achieved if a holistic effort is made to strengthen all the

concepts being taught to the students through an enjoyable and effective strategy.

OVERALL INFERENCE:



bracket for all the skills tested above.

2) It is clear that both the male and female students are struggling with geometry, fractions

and word problems. Even though fractions and word problems were slightly more difficult

than the other concepts tested, it is clear that a very small proportion of children attained

>70% marks even on the other concepts such as multiplication, division, measurement

etc., making it amply clear that a strengthening of all the concepts is required through a

fun and easily understandable program.




Skill Based Baseline Survey - Haryana (Rural) I - Class 1 to 4

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