SSA MP

Grip n Flip

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)  

 

2007-08 (with source)

Teacher attendance (primary)

 

85.8%

Teacher attendance (up.pry.)

 

94.97%

Student attendance (pry.)

 

80%

Student attendance (up pry.)

 

82%

 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 :

    • Because of heavy workload, task of competing records remained incomplete.
    • The language of the format was not understandable.
    • Due to the absence of the officer-in-charge.
    •  Absence of proper cooperation
    • Lack of time and knowledge.    

·         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

No.

Type of Activity

Responsible Institution

Target Group

Time Frame and Duration

Mode of Activity

1.

Long term/ Mid term /Short term studies and Action  research study

Govt. and Private Research Institute and NGOs

Schools and Educational Institute of M.P.

Dec. 10

Outsourcing and In house

2.

Capacity Building Training Programme(Case study ,manual formation , paper presentation etc.) 

RIE/TISS//BANI /NCERT any other Institute

Members of Rajya Shiksha Kendra, CTEs, DIET, BRC Total 200 (SRG&DRG) in four groups

April-June 10

Face to face

3.

Workshop for Tools Development

RSK, Bhopal

Research-in-charge CTEs, DIET research experts panel

June-July 10 (16 days)

Group work

4.

Follow up

RSK, Bhopal

CTEs, SISE, PPTI, PSM, DIETs, ZSK, BRC, Jan Shiksha Kendra and schools

May 10 to Feb. 11

Monitoring,Face to face and Video conferencing

5.

Sharing Workshop

RSK, Bhopal

Research-in-charge DIET and PGBT Total 144

Dec.10- Jan. 11 (2 days)

Group Discussions Presentation

6.

Documentation

RSK, Bhopal

Studies of Year 08-09& 09-10

May-June 10

Group work

7.

Dissemination of Findings

RSK, Bhopal

NCERT, MHRD, All states, CTEs, DIETs, different sections of RSK

Through out the year

Providing documents, Sharing workshops/meetings and actions taken.

8.

Interaction with other state

RSK, Bhopal

Staff of RSK and Institute under RSK

July 10 to Feb. 11

Through visit Workshop and Seminar

9.

Evaluation of studies

RSK, Bhopal

Completed studies of 2009-10

April –May10

Evaluation by research expert panel

10

Research Fellow-02

RSK, Bhopal

DISE data, Examination data, Raw data of Studies

Through out the year

Selection of fellows. Analysis and reporting of data.

 

 Activities sanctioned  in 2010-11

S. No

Activities

Financial(Rs. In lakhs)

 

Research

 

1.1

2 Long Term, 

16.00

1.2

3 Short Term, Cohort Study

15.00

1.3

1 Mid Term

7.00

1.4

12 action research

6.00

1.5

 Documentation, Outcome Dessimination, Capacity building

5.00

1.6

Research Expert Panel

2.00

1.7

Research Document printing

1.33

1.8

 Prof.Fees, Compilation & Analysis of Data etc.)

5.00

 

Printing of results

5.00

 Break-up of REMS proposed for 2010-11

 

State level @ Rs. ___ per school

District level @ Rs. ___ per school

Total proposed funds

Research & Evaluation

Rs. 268.33 lakh @

Rs. 234  per school

Rs. 1009 lakh @

Rs.  880 per school

Rs.  1277.33 lakh

Supervision & Monitoring

Rs. 75.66 lakh @ 

Rs.  66 per school

Rs.481.68 lakh @

Rs. 420 per school

Rs. 557.34 lakh

   
     

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