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RESEARCH AND STUDIES Research is seen as an integral part of
the qualitative educational process. Following has been done in this area:
·
State
level and district level research committees have been formed. ·
Capacity
building of State Resource Group in Research methodology (25 Persons) and
action research
(20 Persons) through training organized by Rajya Shiksha
Kendra. ·
Capacity
building, program for DIET faculty was organized by Rajya Shiksha Kendra
with the expertise
from RIE, 60 persons were trained. ·
Outsourcing
of research studies has been done, by NGO's. RESEARCH STUDIES Research Studies conducted in 2009-10 : Outsourced to NGOs /
External
Agencies Long-Term
Study 1.
A study of the effectiveness of ABL programme in terms of multi-rade,
multi-level teaching in comparison with non-ABL schools. 2.
A study of the status of teachers training at elementary level in
Madhya Pradesh. Mid-Term
Study 1.
A study of the difficulties in achieving A grade norms by schools
under Dakshta Samvardhan Programme. 2.
A comparative study of the effect on life skills and professional
skills of girls studying in Kasturba Gandhi Schools and normal schools. 3.
A comparative study of facilities provided in hostels for CWSN run
by Government and Non-Government organizations under Sarva Shiksha Abhiyan. 4.
A study of the role of PTA in school development and providing
quality education to students. Short
term Study 1.
A study of the effectiveness of BALA on teaching learning in
schools. 2.
A study of the effect of hostel atmosphere on the personality and
social development of girls studying in Kasturba Gandhi Schools. 3.
A comparative study of baseline education and final evaluation in
Dakshta Samvardhan Programme. 4.
A study of the retention of urban working children. Research Studies conducted in 2009-10: In house Studies Long Term Studies (through
IASEs) 1.
A study of the
effectiveness of ABL programme in terms of multi-grade, multi-level
teaching in comparison with non ABL schools. 2.
A study of the status of
teacher training at elementary level in Madhya Pradesh. Mid Term Studies (through CTEs) 1.
A study of the difficulties in achieving A grade norms to schools
under Dakshta Samvardhan Programme. 2. A study of the role of PTA in school development and
providing quality education to students. 3.
An assessment of the time lapse between funds allotted from RSK and
their reaching PTA and the non use of funds. 4.
An analytical study of the language and social science curricula at
upper-primary level in Madhya Pradesh. 5.
A comparison study of the facilities provided in hostels for CWSN
run by government and non-government organizations under Sarva Shiksha
Abhiyan. 6.
An analytical study of mathematics and science curricula at
upper-primary level in Madhya Pradesh. 7.
A comparative study of the effect on life-skills and professional
skills of girls studying in Kasturba Gandhi schools and normal schools. 8.
A study of the perception of trained teachers and implementation of
Activity Based Learning. Short
Term Studies (through DIETs) 1.
A study of the
effectiveness of tri monthly textbooks launched in the session at primary
level in District Sehore. 2.
A study of availability
and usage of Room to Read Programme in District Betul. 3.
A study of the status of
punishment inflicted upon students in schools. 4.
A study of the effect of
hostel atmosphere on the personality and social development of girls
studying in Kasturba Gandhi Schools. 5.
A study of the
effectiveness of BALA on teaching learning in schools. 6.
A study of the measures to
curb unfair means in examinations at different levels. 7.
A comparative study of the
attendance and achievement of ST children enrolled after through Anganbadi
Centers and enrolled directly in schools. 8.
A study of the
availability and use of toilet for girls. 9.
A comparative study
of baseline evaluation and final evaluation in Dakshta Samvardhan
Programme. The above mentioned studies which have
been outsourced to NGOs/ External Agencies are under progress and are to
be expected to be completed by the next quarter, whereas field work of the
studies being conducted through In-house agencies/institutions has been
completed; data of the same is being compiled and analysed. It is expected
that this work shall be through within this quarter. Major Findings of studies on Teacher
& Student Attendance conducted in the year 2009-10 Study
on Teacher & Student Attendance
has not been conducted in 2009-10. But the study on Teacher &
Student Attendance was conducted in the years 2007-08 and 2008-09. The
findings of these studies have been given as under: Major Findings of studies on Teacher
& Student Attendance conducted in the year 2007-08 Teacher and Student Attendance In 2007-08 study on Teachers &
Student Attendance by IASE Bhopal. Districts
where study was conducted were from Bhopal, Gwalior, Rewa and Chattarpur
zone. The findings of studies conducted in the year 2007-08 brought to
light the following facts: 1. In the study following Teacher and
Student Attendance Rates were found: Teacher and Student Attendance Rates (In Percentage)
Main reasons for low student attendance
were found to be Migration and Sibling Care. Main reasons for low Teachers
attendance were found to be health and family problems as also distance of
school from the residence of the teachers. Major Findings of studies on Teacher
& Student Attendance conducted in the year 2008-09 Study
No 1 Topic: Presence of Teachers in schools and
utilization of their time of availability in academic work" was
conducted in 2008-09. Main Finding and Conclusion 1.
75% teacher were found
regularly present in the school 25% teachers were irregular. 2.
54% teachers spend five
hours every day in teaching activities in the school. 3.
46% teachers only spare 2
to 3 hours for teaching activities. 4.
66% teachers teach four or
more than four subjects. 5.
34% teachers teach three
or ten than three subjects. 6.
50% school time in a year
is given by teachers in non teaching activities which include various
tasks executed by teachers. 7.
Only 50% of school time is
used by teachers totally for teaching work. 8.
85% students are of the
opinion that presence of teachers helps the children in their studies. 9.
15% are of the opinion
that presence or absence of teachers hardly affects their studies, because
teachers remain busy carrying out other school activities. 10.
84% teacher teach the
students with the help of TLM. 11.
16% teachers do not use
TLM for teaching. 12.
66% academic activities of
students are noted in the diary by teachers. 13.
24% academic activities of students are not written in the diary by
teachers. 14.
50% Head masters examine the academic work prepared by teachers. 15.
0% do not engage themselves for the above. 16.
50% teachers only spend 5-7 minutes daily to examine home work /
class work out of the total 35 minutes of time period allotted for it. 17.
In 35% schools students of
two or three standards were found sitting combined in one class. Study No 2 Topic:
A critical
assessment of absenteeism of students in government primary and upper
primary schools of Madhya Pradesh. Main Finding and Conclusion. 1.
Absenteeism is more
serious in rural areas, primary sections, and boys compared to other
counterparts 2.
Main reasons for
absenteeism in order of their importance are – going for earning with
parents, looking after younger children/ elders/ cattle, not liking the
school, etc. 3.
The official measures to
check the absenteeism have definitely improved attendance in the schools.
They are very effective. 4.
Absenteeism has adversely
affected the academic achievement of the students. 5.
School complex should be
made more attractive, the teachers should establish good rapport and be
cautious for the problem of absenteeism and facilities of bringing
students in schools may be arranged. Major findings of study on Time on
Task Study
on Time on Task has not been conducted in 2009-10. Major findings of study on
“Effectiveness of various quality related interventions” 29
Studies and 430 Action research on “Effectiveness of various quality
related interventions” are under progress in 2009-10. The findings of
the same will be made available by the research agencies in the next
quarter. However 25 studies on “Effectiveness of various quality related
interventions” were conducted in 2008-09. Major findings of some of
these studies have been discussed as follows: Study No 1 Topic of the Study: A study to assess
the effectiveness of the role of Mobile Resource Co-ordinators in main
streaming the Children With Special Needs. Main
Findings and Conclusions ·
Children with special need
students understand the teaching taking place in the
·
schools. They are
motivated by the teachers and their difficulties in learning are ·
removed. ·
Medical check-ups of the
disabled children in schools generally take place once in a month. ·
Mostly the Mobile Resource
Coordinator is the source of information for facilities and equipments. ·
Boys are normally more
than the girls in the strength of learners with special needs. ·
The disabilities were
found in the order of orthopedic and disabilities at the maximum followed
by visual, hearing & speech and at the last the mentally retarded. ·
Although boys are more
than girls in the school but as far as the attendance is concerned the
girls are better than boys. ·
The performance in half
yearly examinations of general and CWSN students is good. ·
CWSN students are at the
level of the general students in academic achievement. Study No 2 Topic of the Study: Opinion of Teacher’s on Implementation of Dakshata Improvement
Program in MP Main Findings and Conclusions Opinion
on object of capacity building program: 1.
Learning quality of
students has improved due to capacity building program for Dakshata
Samwardhan. 2.
Learning capacities of
students have also developed as a result of capacity building programmes
for Dakshata Samwardhan. 3.
Attendance percentage has
also increased as a result of capacity building programmes for Dakshata
Samwardhan. 4.
Teachers got knowledge of
basics of education. 5.
This program has also
helped in the problem of dropout’s. This means now less number of
students are leaving the school. 6.
After the capacity
building program training, teachers have developed capability to convince
the students to attend the school daily. 7.
This program got success
in improving the level of education. The trend which is found after the
survey says .their is qualitative effect in improvement in student’s
standard. 8.
The over all development
was possible due to this program. 9.
Overall it can be said
that teachers have taken this program positively as a result the outcomes
have been satisfactory. The programme has impacted on overall students’
performance and development of teachers’ in a positive way. Master trainers gave suggestions regarding this
program which have been enumerated as under: 1.
There has been improvement
in grading but was less than expected. 2.
Teachers should not be
deployed on non-teaching tasks. 3.
Teacher Vacancies need to
be fulfilled. 4.
Trainers should not be
less than the stature of DIET and BRC personnels otherwise the quality of
training would not be up to the mark. DIET lecturers gave the following suggestions: 1.
TLM should be prepared
according to activities and used thereof. 2.
Program should be
continued to next sessions. 3.
To make this programme a
success, their can be different teachers to teach in all class up to grade
two. 4.
Regular monitoring should
be done. 5.
To activate PTA, training
should be given by DIET lecturer, so there will be improvement in
attendance of students. 6.
Teachers should be
motivated to use TLM in their use Opinion on implementation of capacity building
program: 1.
Education should be given
according to the standard of base line training. 2.
Teachers have developed
understanding towards Mathematics and language. 3.
Teachers got proper
guidance to make teaching aid’s for Mathematics after the capacity
building training. 4.
Teachers are now able to
do follow grading system and apply it after capacity building training. 5.
Teachers are using
techniques to teach maths and Hindi language, which were taught during the
training. 6.
After the training
teachers are getting help in making TLM. 7.
Teachers are using
different activities in class and school to give quality education; this
is possible only after the capacity building training. 8.
Question papers should be
framed by teachers independently will be a better option. Opinion on PTA monitoring of capacity building
program: 1.
Due to capacity building program teachers has developed capacity to
find out the problems which they use to face while teaching. 2.
Teachers have developed a quality to design improvement program for
students who are week in Mathematics. 3.
After capacity building program, teachers has developed the ability
to talk to parents on main topics of Mathematics on monthly basis. 4.
After capacity building program, teachers has developed the ability
to ask their students to read Hindi in front of parents. Opinion on Monitoring Of Capacity
Building Program 1.
There is improvement in level of achievement in monthly analysis,
2.
Due to base line analysis. 3.
There is improvement in grading due to data received from base line
survey. 4.
Improvement in grading not cent percent but, is at maximum level.
Reason behind this is the teachers are being busy in other activities.
Some teachers are not able to understand the thinking behind the program. 5.
All conclusions suggest that the program has got success. Study No 3 Topic of the Study:
The records maintained in schools, their
status and utility. Main Findings of
the Study Out of the required 16 records to maintain in the schools for
educational and office propose and mentioned in the J.S.A. – ·
A total of 12 records were
available. ·
A total of 4 records were
found unavailable. ·
From the available records
89% records were found maintained properly 11% records were found not
maintained properly. ·
Only records used in the
last two years were included for research study. Maintenance of records in
the last two years in regular and proper. 1.
Each type of record was not found maintained on daily basis in some
schools. This practice was not seen in all the schools because some
records are maintained on monthly, tri monthly, quarterly, half yearly and
yearly basis. 2.
The authentication of records by concerned officials was found done
on an average of 60% 3.
The conditions for incomplete records have been mentioned in the
table. 4.
Main reasons found for incomplete records :
·
100% Headmasters and
teachers were found to know fully well the usefulness of maintaining
records. Out of the sixteen records. Study No 4 Topic of the Study:
Utility of Residential and
Non-Residential Bridge Course Centers Main Finding and Conclusion 1.
No. of students registered
as studying in 25 RBCs: 1296 2.
No. of students present
during appraisal : 826 (nearly 64%) 3.
No. of students registered
as studying in 25 NRBCs: 466 4.
No. of students present
during appraisal : 295 (nearly 69%) 5.
Appraisal of level of
learning of students studying in RBC ·
5% Excellent, ·
13% Good, ·
7% Average, ·
45% below average/
unsuccessful. 6.
Evaluation of learning
level of students studying in
NRBC ·
0% Excellent ·
15% Good ·
20% Average ·
65% Below average/
unsuccessful. 7.
The follow-up position of
mainstreamed of RBCs was 30% and NRBCs was found to be 24% 8.
60% of RBC students were
found to have joined mainstream and 10% NRBC students joined the
mainstream of education. 9.
Those students who join
main stream education their standard of education in comparison to general
students are found to be weaker. 10.
70% of those students of RBC who were actually mainstreamed were
found to be weaker in studies as compared to general students. 11.
90% of those students of NRBC who were actually mainstreamed were
found to be weaker in studies as compared to general students. No proper records are maintained in NRBC follow up too is not done
properly. All the facts were gathered from responses during research study
in NRBC. As no written records were found. It was difficult to trace
details of students passed out from NRBC. Study No 4 Topic of the Study:
A critical study of availability and use of library facilities in
government primary and upper primary schools of Madhya Pradesh. Main Finding and Conclusion. 1.
Libraries are available in
about 95% of the schools in the state. 2.
On an average 1388 books
are available in the libraries but there is no separate building, post of librarian and attendant in the school. 3.
About 94% students read
books and 78% borrow books from library for reading at home. Students
mostly get books of their choice in library. 4.
Students grade the
library books as nice and library users are increasing at
increasing rates. 5.
Library records are
maintained as the accession register, issue register and the visitors’ entry register. All students make entry in
the register while entering. 6.
Library hours should be
fixed in the schools. 7.
More story and cartoon
books should be purchased in libraries. 8.
There should be sufficient
racks and almirahs to keep the books in safe condition. Research studies on
following areas will conducted in the year 2010-11. Studies have been proposed in 2010-11 on the following areas: 1.
Platform schools Why were these
topics chosen – The topic was chosen for
impact assessment of existing platform schools How will they
contribute for improving quality - 2.
Edusat Why were these
topics chosen – The topic was chosen for
impact assessment of Edusat programmes How will they
contribute for improving quality – it is expected
that the positive and negative aspects emerging from the study will help
in better organistion of programme and improvement in classroom processes. 3.
Girls education Why were these
topics chosen – To understand the problems
of quality education with a gender perspective. To understand the problems
leading to dropout of girls. Factors to deal with for increase in
retention of girls. How will they
contribute for improving quality – it is expected
that the positive and negative aspects emerging from the study will help
in better organistion of programme and improvement in classroom processes. 4.
Training Why were these
topics chosen – For Impact assessment of teachers
training. How will they
contribute for improving quality – it is expected
that the findings of studies will help in the development of need based
modules and programmes for teacher training. 5.
Quality Education Studies proposed:
i.
Effectiveness of various
quality related intervention
ii.
Time on Tasks
iii.
Teacher and Student
Attendance Why were these
topics chosen – these topics are expected
to ascertain problems hindering quality of education as a whole and doing
away with these will help in improvement of classroom management and
classroom processes. Study of Teacher and Student attendance will help in
planning for increasin Time on task and Opportunity period of learning. Detailed Activity
and Time Frame for 2010-11
Activities sanctioned in 2010-11
Break-up of REMS proposed for 2010-11
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2006 Rajya Shiksha Kendra, All rights reserved |
