Impact of RMSA on School Improvement at Secondary Level in Jharkhand

title_page-PDF.pdf

Chapter-1-PDF.pdf

Chapter-2 PDF.pdf

Chapter_3-PDF.pdf

Chapter-4-PDF.pdf

Chapter-5.pdf

A-list of schools.pdf

B-school information questionnaire.pdf

C-observation schedule.pdf

D-List of experts.pdf

E_Achivement_Appendix.pdf

IMPACT OF RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN

(RMSA) ON SCHOOL IMPROVEMENT AT SECONDARY LEVEL

IN JHARKHAND

Coordinator

Ramakanta Mohalik

Rasmirekha Sethy

REGIONAL INSTITUTE OF EDUCATION

(National Council of Educational Research and Training)

BHUBANESWAR-751022

March 2017

ii

TEAM MEMBERS

1. Prof. B. N. Panda, Professor, Department of Education, Regional

Institute of Education, Bhubaneswar-751022

2. Dr. Sakti Prasad Mishra, Head, Department of Education, Regional

Institute of Education, Bhubaneswar-751022.

3. Prof. A. K. Mohapatra, Professor, Department of Education in Science

and Mathematics, Regional Institute of Education, Bhubaneswar-

751022

4. Dr. Rasmirekha Sethy, Assistant Professor in Education, Regional

Institute of Education, Bhubaneswar-751022, Mobile-8763666527,

[email protected]

5. Mr. Dhaneswar Behera, Junior Project Fellow, Regional Institute of

Education, Bhubaneswar-751022.

6. Mr. Raviranjan Kumar, UGC-Junior Research Fellow, Regional

Insititute of Education, Bhubaneswar-751022

7. Dr. Ramakanta Mohalik, Associate Professor in Education, Regional

Institute of Education, Bhubaneswar-751022, Mobile-09938103595,

[email protected]

mailto:[email protected]

mailto:[email protected]

iii

PREFACE

Secondary education plays a pivotal role in the learning path of individual and in

the development of societies. The Secondary Education Commission (1952-53) stressed

on secondary education with its aim as development of democratic citizenship,

improvement of vocational efficiency, development of personality and development of

qualities of leadership. The report of Education and National Development (1964-66)

emphasized on secondary education by relating it to life, needs, and aspirations of the

people and make it as powerful instrument of social-economic and cultural

transformation of society. In fact, it prepares individual for world of work as well as for

life. For which many of the developed nations of the world has made it Universal and

Compulsory. The Govt. of India has launched the Rashtriya Madhyamik Shiksha

Abhiyan (RMSA) from 2009-2010, which is one of the great step towards Universalizing

Secondary Education. The programme was implemented all over the country including

Jharkhand for providing quality secondary education. It is obvious to examine the

influence RMSA on different aspect of the secondary education so that necessary actions

can be taken by the Government of Jharkhand for improving its quality. We hope that this

report will give a picture of secondary education in Jharkhand which can be used by the

educational planners and administrators for designing different interventions for

secondary education.

Many people and organization has helped directly and indirectly for undertaking

and timely completing this research project. We are really indebted to the Chairman,

Programme Advisory Committee (PAC) and Head, PMD, NCERT for approving and

funding this project. Thanks are due to Prof. K B Rath, Principal, RIE Bhubaneswar for

his constant and continuous supervision in the different phases of the project. We are

thankful to Prof. B K Parida, Dean of Research, Prof. M K Satpathy, Dean of

Instructions, Prof. S K Dash, Head, Dept. of Extension Education (DEE), Prof. B N

Panda, Dept. of Education (DE), Prof. A K Mohapatra, Dept. of Science and

Mathematics, Dr. Dhanya K, DEE, Dr. S P Mishra, Head, DE and all the faculty

members of the DE for their support in the different phases of the project. We place on

record our sincere thanks to Mrs. A Pattnaik, Secretary, School and Literacy, Govt. of

iv

Jharkhand, Dr. Manish Ranjan, Director, Secondary Education, Govt. of Jharkhand for

giving permission to collect data from different secondary schools. We express our

heartfelt thanks to the DEOs of Chatra, Deoghar, Manatu, Ranchi and West Singhbhum

for support during the field work. Thanks are also due to the HMs of secondary schools

where all data are collected. We are also thankful to all the experts specially Mr. Binaya

Pattnaik, Education Specialist, UNICEF, Ranchi for his help in making the tool relevant

to the state of Jharkhand. We express thanks from core of our hearts to Mr. Dhaneswar

Behera, Junior Project Fellow and Mr. Raviranja Kumar, Junior Research Fellow for their

help during all the phases of the research project. At last but not the least, we express

thanks to all the staff members of the DEE, Establishment Section and Accounts Section

for their help during the project.

Dated: 24/03/2017

Ramakanta Mohalik

Rasmirekha Sethy

v

CONTENTS

Page No.

Title Page i

Team Members ii

Preface iii

Contents v

List of Tables vii

List of Figures ix

List of Photos x

Executive Summary xi

Chapter-I (Introduction)

1.1 Importance of Secondary Education 1

1.2 Status of Secondary Education in India 2

1.3 Status of Education in Jharkhand 7

1.4 Background of RMSA 10

1.4.1 Goals and Objectives of RMSA 11

1.4.2 Approach and Strategy for Universalizing Secondary Education 12

1.5 Conclusion 15

Chapter-II (Methodology)

2.0 Introduction 16

2.1 Need of the Project 16

2.2 Objectives 18

2.3 Scope of the Project 18

2.4 Method 18

2.5 Sample 18

2.6 Tools 19

2.6.1 School Information Sheet cum Questionnaire 19

2.6.2 Observation Scheduled for Observing Classroom Teaching 21

2.7 Procedure of Data Collection 23

vi

2.8 Data Analysis and Interpretation 23

2.9 Conclusion 23

Chapter-III (Analysis and Interpretation)

3.0 Introduction 24

3.1 General Information about the School 24

3.2 Infrastructure Facilities 28

3.3 Teaching Learning Resources 40

3.4 Staff Position 45

3.5 Equity and Inclusion of Students 50

3.6 School Governance and Management 51

3.7 Enrolment and Retention 55

3.8 Classroom Transaction 60

3.9 Achievement of Students in Class X 77

Chapter-IV (Major Findings and Implications)

4.0 Introduction 84

4.1 Major Findings 84

4.2 Educational Implication 90

4.3 Conclusion 93

References 94

Appendices

Appendix-A: List of Schools 97

Appendix-B: School Information Sheet cum Questionnaire 99

Appendix-C:Observation Schedule 111

Appendix-D: List of Experts 113

Appendix-E: Information Sheet for Collecting Achievement Result 114

vii

LIST OF TABLES

Table

No.

Name of the Table Page

No.

1.1 Number of Schools 4

1.2 Level wise Enrolment in School Education 5

1.3 Level-Wise Drop-Out Rate in School Education 5

1.4 Gross Enrolment Ratio 6

1.5 Teacher and Pupil Ratio in School Education System 6

1.6 Districts wise Literacy Rates and Gender Gaps 8

1.7 Gross Enrolment Ratio(GER) of Secondary Schools in Jharkhand 10

2.1 Distribution of Sample 19

2.2 Detailed Aspects of School Information Sheet cum Questionnaire 21

2.3 Details of Observation Schedule 22

2.4 Phase of Data Collection 23

3.1 Classes Available in Secondary Schools 24

3.2 Sections in Secondary School 25

3.3 No. of Students in Class IX-X 25

3.4 Distance of School from Student Habitation 27

3.5 Condition and Types of School Building 28

3.6 Availability of Safe Drinking Water in School 29

3.7 Availability of Toilets in Secondary School 30

3.8 Availability of Electricity, Fans and Ventilation in School 32

3.9 Availability of Light and Playground 32

3.10 Additional Construction under RMSA in School 34

3.11 Classroom Student Ratio in School 35

3.12 Pupil Teacher Ratio in School 36

3.13 Availability of Hostel Facilities for Students and Staff Quarters 37

3.14 Availability of Sports, Gamest and Art Equipments 37

3.15 Rooms Available in School 38

3.16 Facilities for CWSN Students 39

3.17 Availability of Internet Facilities 40

3.18 Functional Learning Equipments in School 40

3.19 Library and Use of e-Pathshala in School 41

3.20 Library Periods for Students 41

3.21 Average Number of Books Available in the School Library 41

3.22 Availability of Laboratories Facilities in School 43

3.23 Teaching Staff in School 45

3.24 Types of Teachers 46

3.25 Sex Ratio of Teachers 47

3.26 Social Category of Teachers 48

3.27 Qualification of Teachers 48

3.28 Non-Teaching Staff in Schools 49

3.29 Special Provision for Girls Students in Secondary School 50

3.30 Special Provision for SC, ST, and Minorities Students in Schools 50

3.31 Management of School 51

3.32 Supervision by Higher Authorities in School 51

viii

3.33 Staff Council and PTA 52

3.34 School Improvement Plan 52

3.35 Organization of Non-academic Activities 53

3.36 School Register for Different Activities 54

3.37 Enrolment and Retention 55

3.38 Enrolment of SC Category of Students 56

3.39 Enrolment of ST Category of Students 56

3.40 Enrolment of OBC Category of Students 57

3.41 Enrolment of Minority Category of Students 57

3.42 Enrolment of General Category of Students 58

3.43 Enrolment of CWSN Category of Students 58

3.44 Trend of Enrolment in Class IX 59

3.45 Trend of Enrolment in Class X 59

3.46 Trend of Retention in Class 60

3.47 Relating to Introducing Lesson 61

3.48 Relating Presenting the Lesson 62

3.49 Relating to Questioning and Reinforcement 63

3.50 Relating to Use of Teaching Learning Materials 64

3.51 Relating to Interaction with Students 65

3.52 Relating to Use of Reflections and ICT 66

3.53 Assessing Learning in Class 67

3.54 Personality of the Teacher 68

3.55 Relating to Introducing Lesson 69

3.56 Relating Presenting the Lesson 70

3.57 Relating to Questioning and Reinforcement 71

3.58 Relating to Use of Teaching Learning Materials 72

3.59 Relating to Interaction with Students 73

3.60 Relating to Use of Reflections and ICT 74

3.61 Assessing Learning in Class 75

3.62 Personality of Teacher 76

3.63 Achievement of Students Class X 77

3.64 Achievement of Students Class X in 2013-14 79



3.67 Tend of Class X Result 82

ix

LIST OF FIGURES

Fig.

No.

Name of the Figures Page

No.

1.1 Total No. of Schools and Enrolment Status 3

1.2 Segmentation of School Education 4

1.3 Literacy Status of Jharkhand State 8

3.1 Location of Schools from Student Habitation 27

3.2 Nature of School Buildings 29

3.3 Availability of Safe Drinking Water in Schools 30

3.4 Toilet Facilities in Schools 31

3.5 Availability of Electricity in Schools 32

3.6 Availability of Playground in Schools 33

3.7 Classroom Students Ratio 35

3.8 Pupil Teacher Ratio 37

3.9 Ramps Facilities in Schools 39

3.10 Laboratory Facilities in Schools 44

3.11 Availability of HM in Schools 46

3.12 Types of Teacher Working in Schools 47

3.13 Male and Female Teachers in Schools 47

3.14 Category of Teachers 48

3.15 Qualification of Teachers 49

3.16 School Improvement Plan 53

3.17 Enrolment in Class IX and X 55

3.18 Retention of Students 56

3.19 Achievement of Students in Class X 78

3.20 Achievement of SC, ST and General Students 79

3.21 Grade of Students in Class X in 2013-14 80



3.24 Trend of Class X Result 82

x

LIST OF PHOTOS

Photo.

No

Title of the Photos Page No.

1 Overcrowded Classroom 26

2 Seating Facilities in Classroom 26

3 Condition of the Approaching Road to School 28

4 Condition of School Building 29

5 Condition of Toilets 31

6 Availability of Playground 33

7 Additional Construction from RMSA Grant 34

8 Student Classroom Ratio 38

9 Availability of Books in School Library 42

10 Condition of Science Laboratory 44

11 Swachha Bharat Mission 54

xi

EXECUTIVE SUMMERY

The RMSA has been implemented all over the country since 2009-2010 with

purpose to provide quality secondary education to all. It is relevant to examine the

impact of the RMSA on the different aspects of the secondary education in different

states. The major objectives of this research project are i) to find out the adequacy of

staff, facilities and resources for teaching and learning, ii) to study the equity and

inclusion in enrollment and retention with respect to gender, socio-economic status,

category and CWSN, and iii) to examine the classroom transaction and students

achievement.

The investigators have adopted survey method for studying different aspects of

secondary education in the context of the RMSA. Total five districts, 10 blocks and 50

secondary schools are involved in this study as sample and selected by using multistage

sampling techniques. The five districts are Chatra, Deoghar, Manatu, Ranchi and West

Singhbhum. The self developed tools such as School Information cum Questionnaire for

studying staff/facilities and resources and equity and inclusion in school, Observation

schedule for classroom transaction and assessment for learning are used for collecting

data. The school records for studying students achievement in class X examination are

used as data source. All these information are collected from HMs personally by visiting

to the different schools. Collected data are analysed by using frequency, percentage and

average as per the requirement.

The study found that i) 70% of secondary schools are located more than 5

KM distance from the habitation of students, ii) 72% of secondary school buildings are in

good condition and 76% of total secondary schools have concrete boundary wall, iii)

66% of secondary schools have separate girls’ toilets, 74% have electricity facility and

64% of schools have play ground facilities, iv) the student classroom ratio in class IX is

85.46 and 87.75 in average in class X, v) the pupil teacher ratio (PTR) is 88.61:1 in

average of class IX-X, vi) 16% of secondary schools have hostel facilities and only 6%

schools have staff quarters, vii) 38% of schools have ICT rooms but only 5% of rural

schools have computer lab facilities, viii) 76% of schools have their own library, ix)

only 28% of secondary schools have ramps facilities for CWSN students, x) only 36% of

secondary schools have regular head teacher, xi) 90% of schools have staff council, PTA

xii

and 92% of schools have Baal Sansad, xii) 46% of schools have developed school

improvement plan, xiii) 84% of schools have biometric attendance whereas it is 65% in

rural area and 96.66% in urban schools, xiv) the average enrolment of students in class

IX and class X has decreased over the years, xv) the enrolment status of OBC, SC, ST,

Minorities and CWSN students in class IX and X is decreasing in comparison to previous

years, xvi) teachers having more qualification perform well in introducing the lesson,

presenting the lesson and in all aspects of teaching process, xvii) Science and math

teachers do better class room transaction than the other subjects teachers and xviii) the

pass percentage of students in the class X board examination has been decreased in the

year 2015-16 in comparison to earlier years across the category but more percentage

(6.58%) of students got A+ grade in the year 2015-16 in comparison to earlier years.

The study has suggested the following implications;

Government should take necessary steps to make secondary school available

within 5 KM distance from the children habitation as per the RMSA guidelines.

The minimum infrastructure facilities like school building, boundary wall,

playground, drinking water facilities, electricity, residential accommodation for

teachers etc need to be provided to each and every secondary school.

ICT facilities must be provided to all schools for using in the teaching learning

process and taking benefits of epathshala and other open education resources by

teachers and students.

Inclusive education must be practiced in all secondary schools by giving proper

facilities such ramps, hand frill, brail books and separate toilets etc.

Regular head teacher must be appointed in all secondary schools who can

implement all educational plans and policies in true spirit.

Every school must develop school improvement plan. All the school functionaries

may oriented to develop school improvement plan.

The reasons behind decreasing enrolment in secondary schools may be found

out by the government as well as other agencies working for education.

In-service training programmes must be organised for secondary school teachers

on constructivist pedagogy and process of using ICT in teaching learning.

xiii

The study indicates that overall personality of teachers are not up to mark which

has very strong bearing on learning of students. Hence some personality

development programmes for teachers may be organized with the help of the

NCERT and the CBSE.

The poor classroom transaction of teachers also reflects quality of pre-service

teacher education programmes of state. So the pre-service teacher education

programmes need to be revised and updated as per the NCF 2005, the RTE Act

2009 and NCTE regulation 2014.

The government may find out the reasons of decreasing pass percentage of

students in class-X examination. The steps may be taken by involving parents,

SDMC and NGOs for improving students performance.

The Government of Jharkhand has been implementing the RMSA as per the guidelines

issued by the MHRD since 2009-10. The government has been trying to improve the

quality of school as well as schooling by providing infrastructure, teachers and training

and incentives to socially disadvantaged children. In spite of all the effort, the quality of

secondary education in Jharkhand has improved very little. The urgent initiatives the

state Government should take to provide minimum infrastructure, teaching learning

material and teachers. Further, the principles of inclusive education must be

implemented in the secondary schools without dely. The state needs to strengthen the pre-

service and in-service teacher education programmes. Because the teachers are still

following the traditional methods of teaching with chalk and talk method. The use of ICT

for teaching learning needs to be implemented at urgent basis which can help in

equalising educational opportunities among learners. Finally it can be concluded that the

government required to take initiatives in urgent basis to fulfill the objectives of RMSA.

1

CHAPTER-I

INTRODUCTION

1.1 : Importance of Secondary Education

The importance of secondary education for the National and Individual development

is not new. There are many commissions, reports, policies, plans and programmes

have been stressed on school education in general and secondary education in

particular. The significance of secondary education has been highlighted in different

reports constituted after Independence.

The Central Advisor Board of Education (1948) review the position of Secondary

Education in India and stated that secondary education in the country was vital

importance. The University Education Commission (1948) reported that our

secondary education remains the weakest link in our educational machinery and needs

urgent reforms. The Secondary Education Commission (1952-53) emphasised on the

role of secondary education for the development of democratic citizenship and

vocational efficiency. The National Curriculum Framework (2005) viewed that the

‘Secondary Schools is a period of intense physical change and formation of identity. It

is also the period of intense vibrancy and energy. The ability for abstract reasoning

and logical thinking emerges, allowing children the possibility of deep engagement

with both understanding and generating knowledge beyond the here and now. A

critical understanding of the self in relation to society also emerges during the

secondary school stage’.

In spite of its importance, secondary education is received very little attention in

our country while elementary education and higher education have received faire

degree of attention at least in the official educational discourse. Sen (2011) bemoaned

the lack of attention paid to skill oriented secondary education. He highlighted this

aspect when he said that China was doing far better in production because it had

trained a labour force at the school level. Recently secondary education has received

the attention of the government as is reflected in the RMSA. The World Bank

prepared a report on Universalization of secondary education in 2009.The primary

justification for investment in secondary education lies in its contribution to economic

growth and poverty reduction. Secondly the positive externalities of secondary

education on health, gender equality, and living conditions are even stronger than

2

those of primary education. Thirdly secondary education is critical to breaking

intergenerational transmission of poverty. Fourthly secondary education makes an

important contribution to democratic citizenship and social cohesion, which are

extremely important principles in India. Fifthly there can be no major expansion or

improvement of higher education in India without first improving and expanding the

secondary level (World Bank, 2009). Finally Secondary education is not

constitutionally compulsory yet it is critical and vital because it is the bridge between

elementary and higher education (Chanana, 2014). Given India size and diversity in

terms of languages, ethnicities, religion and castes, secondary education enables

students from different backgrounds to learn together and provides all youth with the

foundations for democratic and civic participation.

1.2 Status of Secondary Education in India

There were 7,416 recognized secondary schools in India during 1950-51. These

schools were referred as junior colleagues, intermediate or pre-degree colleagues etc.

in different states. The increases in the number of recognised schools from 1990-91

has been phenomenal which may have something to do with the entry of the private

unaided profit schools in India. In 1990-91 there were 79,796 schools which increase

to 126,047 schools in 2000-01. These include high schools up to X class, higher

secondary up to XII, Junior colleagues and institutions offering intermediate and pre-

degree certificates. The number of high schools was 113,824, of which 34.6% were

private unaided schools while the remaining were government and local bodies and

aided schools.

In this present time, secondary school target age group population is (14-18

year children) was 9.69 crore in 2011 as per Census data (Registrar General of India).

The estimated population of this age group in 2016 is 9.30 crore (MHRD, Department

of Higher Education, Statistical Bureau). The Gross enrolment ratio for classes IX-XII

in 2005-06 was 40.42%. The figure for classes IX-X was 52.19% whereas that for

classes XI-XII it was 28.47%. Overall enrolment in the country at secondary level has

increases from 30675872 in 2009-10 to 37296683 (22%) in 2013-14. Increases have

been observed in all states. The enrolment has increased considerably in Jharkhand

(103%), Sikkim (83%), Chhattisgarh (83%), Nagaland (78%) and D and N Haveli

(72%).

3

The Eighth All India School Education Survey (AISES) with reference date 30

September 2009 corroborates the increased spending and expansion of the school

education system in India. According to the provisional statistics of the survey 2002,

there are a total of 1,306,992 schools in India as compared to 1,030,996; an increase

of 26.66%. Enrolment of students has also seen a gradual increase over the years.

While the Seventh All India School Education Survey put the enrolment figures as

201,457,062; the provisional statistics of the Eight Survey has the enrolment figures

as 226,719,283; an increase of 12.53%. The following figures presented below

explain the secondary school and rate of enrolment in India.

Total No. of Schools Total No. of Enrolment in Schools

Figure No. 1.1 Total No. of Schools and Enrolment Status

This figure taken from British Council Indian School Education System: An Overview,

December, 2014

The Indian education system is structured as: Pre-School: Education at this level is

not compulsory. The Montessori system is especially popular at the pre-school level.

Private Play Schools: Catering for children between the ages of 18 months and three

years. Kindergarten: This is divided into lower kindergarten (for three-to-four-year-

olds) and upper kindergarten (for four-to five-year-olds). Primary School: First to fifth

standard/class/grade (for six-to ten-year-olds). Middle school/Upper Primary School:

Sixth to eighth standard/class/grade (for 11-to 14- years-olds). Higher Secondary or

Pre-University: 11th

and 12th

Standard/class/grade (for 16- to 18-year-olds). The

figure explains the structure of schooling in India.

4

Figure No. 1.2 Segmentation of School Education

This figure and data copied from British Council Indian School Education System: An

Overview, December, 2014

Schools in India are owned either by the government (central/state/local government

bodies) or by the private sector (individuals, trusts or societies). Schools can thus be

segmented as: public and private school: The following table shows the number of

schools as per ownerships type according to the statistics of the Eighth All India

School Education Survey 2009.

Table-1.1: Number of Schools

Schools Public Sector Schools Private Sector Schools

Government Local Body Private-

aided

Private

Unaided

Primary 524,234 140,765 26,484 68,203

Upper

Primary

219,415 59,961 22,742 63,748

Secondary 42,19 11,582 27,053 36,252

Higher

Secondary

24,808 1,847 17,302 20,441

Total 810,612 214,155 93,581 188,644

Sector Wise

Total

1,024,767

282,225

Source: Education Statistics at a Glance, U-DISE-2013-2014

The following statistics gives an overview of the present status of secondary and

higher secondary education in India. The tables given below explain the status of

education in India in terms of enrolment, dropout rates and teacher pupil ratio.

5

Table No. 1.2 Level wise Enrolment in School Education (In Lakh)

Level/

Year

Primary (I-V) Upper Primary (VI-

VIII)

Secondary (IX-X)

Boys Girls Total Boys Girls Total Boys Girls Total

1950-51 138 54 192 26 5 31 NA NA NA

1960-61 236 114 350 51 16 67 NA NA NA

1970-71 357 213 570 94 39 133 NA NA NA

1980-81 453 285 738 139 68 207 NA NA NA

1990-91 570 404 974 215 125 340 NA NA NA

2000-01 640 498 1138 253 175 428 116 74 190

2005-06 705 616 1321 289 233 522 145 105 250

2006-07 711 626 1337 299 246 545 149 110 259

2007-08 711 644 1355 311 262 573 159 123 282

2008-09 706 647 1353 314 270 584 165 130 294

2009-10 697 639 1336 317 278 595 169 138 307

2010-11 701 646 1348 327 292 619 175 143 319

2011-12 726 672 1399 331 299 630 186 155 341

2012-

13(P)

681 639 1321 329 314 643 181 162 343

2013-

14(P)

672 628 1300 337 320 657 195 175 370


NA: Not Available

Table No.1.3 Level-Wise Drop-Out Rates in School Education

Level

/Year

Primary (I-V) Upper Primary (VI-

VIII)

Secondary (IX-X)


I-V 21.2 18.3 19.8 17.7 15.4 16.6 31.9 30.7 31.3

I-VII 39.2 32.9 36.3 42.4 34.4 38.8 49.8 46.4 48.2

I-X 48.1 46.7 47.4 51.8 48.0 50.1 63.2 61.4 62.4


6

Table No. 1.4 Gross Enrolment Ratio (GER)

Level Primary (I-V) Upper Primary (VI-

VIII)

Secondary (IX-X)


Primary

(I-V)

98.1 100.6 99.3 110.8 112.2 111.5 111.5 108.8 110.2

Upper

Primary

(VI-VII)

84.9 90.3 87.4 93.2 96.5 94.8 86.5 85.7 86.1

Elementary

(I-VIII)

93.3 96.9 95.0 104.2 109.4 102.8 102.5 100.5 101.5

Secondary

(IX-X)

73.5 73.7 73.6 76.0 76.2 76.1 67.5 66.7 67.1

I-X 89.4 92.4 90.8 98.6 103.0 97.6 95.9 94.2 95.1

Senior

Secondary

(XI-XII)

49.1 49.1 49.1 48.1 49.7 48.8 35.5 33.2 34.4

I-XII 83.3 85.9 84.6 91.1 93.3 92.2 87.5 86.0 86.8


Table-1.5: Teachers and Pupil Teachers Ratio in School Education system

Type of

Institution

Number of

Teachers

Female Teachers per 100

Male Teachers

Pupil

Teacher

Ratio

Primary 2684194 88 28

Upper Primary 2512968 83 30

Secondary 1286498 74 28

Senior Secondary 1785099 96 40

Source: Education Statistics at a Glance U-DISE-2013-2014

The above tables indicate that considerable expansion has been taken place in

secondary education with reference to enrolment, reduced drop outs and teacher pupil

ratio.

7

1.3: Status of Education in Jharkhand

The Jharkhand is the 28th

State of the Country which was carved out from

southern parts of erstwhile State of Bihar known as Chhotanagpur and Santal Pargan

Regions. These two regions have a substantial population of tribals and were

traditionally backward with the exception of some cities like Ranchi, Jamshedpur,

Bokaro, Dhanbad etc. which came up in the wake of industrialization process or

developed mining hubs. This area, even before bifurcation, has been centre of

advanced educational activities and has an extensive network of educational

institution (Annual Report and Audited Accounts of JSEPS, 2010).

Total literacy rate in Jharkhand has increased from 12.93% in 1951 to 53.56 in

2001 and in present literacy rate in Jharkhand has seen upward trend and is 66.41% as

per 2011 population census. Of that, male literacy stands at 76.84% while female

literacy is at 52.04%. In 1951, 19.1% males were literate compared to 6.2% females

literacy. Male literacy increased to 67.3% in 2001 and female literacy to 38.87%. A

gap of 13% points in literacy rates of males and females increased to 28% points.

While two thirds of males are literate Jharkhand, only 40% of females are literate.

This wide gap in literacy rates of males and females is a reflection of low status of

women in the society. The most literate districts in Jharkhand are Purbi Singhbhum

(68.79%), Dhanbad (67%), Ranchi (64.57%), and Bokaro (61.10%). All these districts

have sizeable urban population and that is the reasons for high literacy rates. The

districts with poor literacy rates are Pakur (30.65%), Sahibganj (37.61%), and Garhwa

(39.21%). Female literacy is the highest in Purbi Singhbhum district (57.32%) and the

lowest in Pakur district (20.61%). Jharkhand total literacy rate is 11 percentage points

lower than the national average. However the difference in male literacy rate is only 8

percentage points but there is yawning gap in case of female literacy rates. Female

literacy in India is 54% compared to only 39% in Jharkhand a difference of 15%

points.

8

Figure No. 1.3 Literacy Status of Jharkhand State

(This graph copied from Census Info India, 2011)

The literacy rates across the districts of Jharkhand range from a low of 49 percent

in Pakura to 76 percent in Ranchi, the capital of Jharkhand. See the table no. 1.6 for

the district wise literacy rates.

Table -1.6 Districts wise Literacy Rates and Gender Gaps

Districts

Literacy Rates Gender Gap in Literacy rates

Total

Literacy

Rates

Female

Literacy

Rates

Total Rural Urban

Pakur 49 41 17 17 10

Sahibganj 52 43 17 17 13

Godda 56 44 24 24 12

Pashchimi

Singhbhum 59 46 25 27 14

Latehar 60 49 21 22 14

Chatra 60 50 20 20 13

Garhwa 60 48 25 25 17

Dumka 61 49 24 25 12

Giridih 63 49 28 29 13

Palamu 64 52 22 23 14

Khunti 64 54 20 21 11

Jamtara 65 52 24 25 14

Deoghar 65 52 25 28 13

Gumla 66 56 20 20 9

Kodarma 67 53 27 29 18

Lohardaga 68 58 20 21 9

9

Saraikela-

Kharsawan 68 56 23 26 13

Simdega 68 60 16 17 8

Hazaribagh 70 59 21 23 11

Bokaro 72 61 22 27 16

Ramgarh 73 63 19 24 11

Dhanbad 75 64 20 26 15

Purbi Singhbhum 75 67 17 23 15

Ranchi 76 67 17 22 10

Jharkhand 66 55 21 24 13

Source: Census of India, 2011

The literacy rates among males are higher than that of females in all districts across

locations. The gap in literacy rates among males and females ranges from a low of 16

points in Simdega, which is one of the Scheduled Tribes inhabited district (with 71 per

cent STs) to 28 points in Giridih, which has a relatively smaller proportion of Scheduled

Tribe population (only 10 per cent) and 13 per cent Scheduled Caste population.

Literacy rates of females range from a low of 40 in Pakur to 67 in Ranchi, while

male literacy rates range from 57 to 84 in the same districts. The gender gaps both at the

low and the high end are the same - 17 points. A more dramatic variation is experienced in

literacy rates across urban and rural areas. The same is true also for the gender gaps, with

the rural areas recording a relatively higher gap of 24 points while the urban areas have a

much lower gender gap of 12 points for Jharkhand. Across the districts, it is noted that

female literacy rates in urban areas range from 61 in Pakur to 83 in Gumla. The rural

female literacy rates however are much lower, with barely one half of all.

In Jharkhand, education starts at the age of 5, when the children are admitted

to schools. The schools, which from the basic of education at Jharkhand are affiliated

to either the State Board or CBSE or ICSE it is noteworthy that the government

schools in Jharkhand are vernacular medium schools, where Hindi is the medium of

instruction, besides, the government schools, Education department of Jharkhand also

consist of English medium schools. The details about the GER status of Schools in

Jharkhand are given in the table no 1.7.

10

Table-1.7 Gross Enrolment Ratio (GER) of Secondary Schools in Jharkhand

Stage of Education

GER

NER

Average

Repetition Rate

Apparent

Dropout

Secondary 61.66 30.76 3.18 57.69

Higher Secondary 47.70 37.38 3.34 74.50

Source: Source: Annual Report and Audited Accounts 2010-11, JSEPS)

1.4: Background of RMSA

The RMSA was launched in March, 2009 with objective to enhance access to

secondary education and improve its quality. The scheme envisages to enhance the

enrolment at secondary stage by providing a secondary school with reasonable

distance from habitation, with an aim to ensure gross enrolment ratios of 100% by

2017 and universal retention by 2020. The other objectives include improving quality

of education imparted at secondary level through making all secondary schools

conform to prescribed norms, removing gender, socio-economic and disability

barriers, etc. Secondary education is important stage in the educational structure as it

prepares the students for higher education and also for the world of work. Classes IX-

X constitutes the secondary stage, whereas classes XI and XII are designated as the

higher secondary stage. The normal age group of the children in secondary classes is

14-16 whereas it is 16-18 for higher secondary classes. The rigor of the secondary and

higher secondary stage, enables Indian students to compete successfully for education

and for jobs globally. Therefore, it is absolutely essential to strengthen this stage by

providing greater access and also by improving quality in a significant way.

The vision for secondary education is to make good quality education available,

accessible and affordable to all young persons in the age group of 14-18 years. Within

this vision in mind, the following is to be achieved:

Provide a secondary school within a reasonable distance of any habitation,

which should be 5 kilometres for secondary schools and 7-10 kilometres for

higher secondary schools.

Ensure universal access of secondary education by 2017 (GER of 100%), and

Universal retention by 2020.

11

Provide access to secondary education with special references to

economically weaker sections of the society, the educationally backward, the

girls and the disabled children residing in rural areas and other marginalised

categories like SC, ST, OBC and Educationally Backward Minorities (EBM).

1.4.1: Goal and Objectives of RMSA

In order to meet the challenges of Universalization of Secondary Education (USE),

there is a need for a paradigm shift in the conceptual design of secondary education.

The guiding principles in this regard are; Universal Access, Equity and Social Justice,

Relevance and Development and Structural Aspects. Universalization of Secondary

Education gives opportunity, to move towards equity. The concept of ‘common

school’ will be encouraged. If these values are to be established in the system, all

types of schools, including unaided private schools will also continue towards

Universalization of Secondary Education (USE) by ensuring adequate enrolments for

the children from under privileged society and the children Below Poverty Line (BPL)

families. The above goal translates into the subsequent main objectives.

1. To ensure that all secondary schools have physical facilities, staffs and supplies at

least according to the prescribed standards through financial support in case of

Government/Local Body and Government aided schools, and appropriate

regulatory mechanism in the case of other schools.

2. To improve access to secondary schooling to all young people’s according to

norms – through proximate location (say, Secondary Schools within 5 kms, and

Higher Secondary Schools within 7-10 kms)/ efficient and safe transport

arrangements/residential facilities, depending on local circumstances including

open schooling.

3. To ensure that no child is deprived of secondary education of satisfactory quality

due to gender, socio-economic, disability and other barriers.

4. To improve quality of secondary education resulting in enhanced intellectual,

social and cultural learning.

5. To ensure that all students pursuing secondary education receive education of

good quality.

6. Achievement of the above objectives would also, inter-alia signify substantial

progress in the direction of the Common School System.

12

1.4.2: Approach and Strategy for Universalising Secondary Education

The strategy of universalising access to secondary education and improving its

quality are described in following paragraphs.

Access: There is a wide disparity in schooling facilities in different regions of the

country. There are disparities among the private schools and between private and

government schools. For providing universal access to quality secondary education, it

is imperative that specially designed broad norms are developed at the national level

and provision may be made for each Sate/UT keeping in mind the geographical,

socio-cultural, linguistic and demographic condition of not just the State/UT but also,

wherever necessary, of the locality. The norms for secondary schools should be

generally comparable to those of Kendriya Vidayalays. Development of the

infrastructure facilities and Learning Resources be carried out in following ways.

Expansions/Strategy of exiting Secondary Schools and Higher

Secondary Schools shift in exiting schools.

Up gradation of Upper Primary Schools based on micro planning

exercise with all necessary infrastructure facilities and teachers. Ashram

Schools be given preference while upgrading upper primary schools.

Up gradation of Secondary Schools to Higher Secondary Schools based

upon the requirements.

Opening of new Secondary Schools/ Higher Secondary Schools in

unserved areas based on the school mapping exercise. All these

buildings be disabled friendly.

Rain harvesting systems be installed in exiting school buildings also.

Exiting school buildings be made disabled friendly.

Quality:

Providing required infrastructure like, Black Board, Furniture, Libraries,

Science and Mathematics laboratories, computer labs, toilet cluster.

Appointment of additional teachers and in-service training of teachers.

Bridge course for enhancing learning ability for students passing out of class

VIII.

Reviewing curriculum to meet the NCF, 2005 norms.

13

Residential accommodation for teachers in rural and difficult hilly areas.

Preference be given to accommodation for female teachers.

Equity:

Free lodging/boarding facilities for students belonging to SC, ST, OBC and

minority communities.

Hostels/ residential schools, cash incentive, uniform, books, separate toilets

for girls.

Providing scholarships to meritorious/ needy students at secondary level.

Inclusive education be the hallmark of all the activities. Efforts be made to

provide all necessary facilities for the differently abled children in all the

schools.

Expansions of Open and Distance Learning needs to be undertaken, especially

for those who cannot pursue full time secondary education, and for

supplementation/ enrichment of face-to-face instruction. This system to also

play a crucial role for education of out of school children.

Institutional Reforms and Strengthening of Resource Institutions:

Making necessary administrative reforms in each state be a precondition for

Central assistance. These Institutional reforms include,

Reforms in school governance- Improve schools’ performance by

decentralizing their management and accountability.

Adopting a rational policy of teacher recruitment, deployment, training,

remuneration and career advancement;

Undertaking reforms in educational administration including

modernization/ e-governance and delegation / de-centralization;

Provision of necessary professional and academic inputs in the secondary

education system at all levels, i.e., from the school level upwards; and

Streaming financial procedures for speedy flow of funds and their optimal

utilization.

Necessary strengthening of resource institutions at, various levels e.g.,

NCERT (including RIEs), NUEPA and NIOS, at the national level;

SCERTs, State Open Schools, SIEMATs, etc., at the State level; and

14

University Departments of Education, Reputed Institutions of Science /

Social Science / Humanities Education, and Colleges of Teacher Education

(CTEs)/ Institutions of Advanced Study in Education (IASEs) funded under

the Centrally-sponsored Scheme of Teacher Education.

School Infrastructure, Learning Resources, Teacher and Others

Class Rooms/ Additional Classrooms: According to RMSA the following criteria

must be followed during the classroom transaction. The Class Room-Pupil Ratio

must be 1:40, Minimum ratio 1:25, Class Room size: as per State norm, at least two

additional class rooms should be built in one secondary school, four additional class

rooms, two sections each for classes IX and X should be built in one upgraded upper

primary schools.

Science Laboratory / Lab Equipments: One Integrated Science Laboratory- for

Physics, Chemistry, Biology and Mathematics. Room Size: as per State norm.

Necessary equipments for Physics, Chemistry, Biology and Mathematics’ be needed

initially to facilitate academic activities.

Headmaster/ Principal Room: One room for Principal and for meeting purpose. The

room size should be adequate as per state government norms for holding meetings

Office Room/ Girls Activity Room /Computer Room/

Laboratory/Art/Craft/Culture Laboratory/ Library:

One room of adequate size as per state govt. Norm for office staff and

teachers.

Library be established and run in a room of adequate size as per the norms

fixed by the State Government.

Library Foundation, the nodal agency of Govt. of India to support public

library services and systems.

Community should be approached to provide books and furniture etc. in the

library.

Toilets and Drinking Water

Requisite number of toilet blocks in each school, separately for Boys, Girls,

staffs & teachers and differently abled children.

Adequate drinking water facilities in every school

Proper drainage system in every school etc

15

Furniture and Fixture

As far as possible, existing furniture should be repaired

Actual requirements for classrooms, laboratories, libraries and others be

worked out on the basis of approved scales of furniture fixed by the State

Governments

In case of condemnation through due process and/ or deficiency, purchase of

furniture for following be subject to the ceiling of Rs. 1.00 lakh per school,

Principal Room, Office and Teacher Room, Due Regard should be paid to

usefulness and economy, Luxury items should not be purchased, Community

be approached to provide furniture in the schools, Purchases, if any be done

through State owned small scale industries or NSIC.

Development of Play Ground, if available in School

Schools not having playground be use play ground in neighbourhood schools

or the Community Playground

Community, PRIs, MP LAD, MLA LAD may also contribute towards

development & maintenance.

Ministry of Youth Affairs and Sports be approached for development of

ground

Boundary Wall

Need to be constructed by the States/ UTs, if not already constructed

Community, PRIs, MP LAD, MLA LAD, private sector may contribute

towards construction and maintenance of boundary wall.

Department of Environment and forest may be approached to develop social

forestry in the schools.

1.5: Conclusion

In the Chapter-I, the investigator focus on importance of secondary education from

points of view of different committee and commissions, status of secondary education

India and Jharkhand, the background of RMSA and guiding principles. On the basis

of the RMSA guidelines, the secondary schools of Jharkhand are assessed to find out

the extent of implementation of the RMSA.

16

CHAPTER-II

METHODOLOGY

2.0: Introduction:

This chapter deals with the methodology followed for undertaking the research

project. The methodology was decided as per the objectives and nature of the study.

The investigator has given a detailed account of need of the project, objective, scope

of the project, methods, sample, tools, and process of data collection and techniques

of data analysis in following pages.

2.1 : Need of the Project

The success of SSA in achieving large scale enrolment of children has thrown open

the challenge of expanding access to secondary education. Rapid change in

technology and the demand for skills also make it necessary that young people

acquire more than eight years of elementary education to acquire the necessary skills

to compete successfully in labour market. Secondary education act as bridge between

elementary and higher education. It is a crucial stage in the educational hierarchy as it

prepares the students for higher education and also for the world of work. Classes IX

and X constitute the secondary stage, whereas classes XI and XII are designated as

the higher secondary stage. The normal age group of the children in secondary classes

is 14-16 whereas it is 16-18 for higher secondary classes. The rigor of the secondary

and higher secondary stage, enables Indian students to compete successfully for

education and for jobs globally. Therefore, it is absolutely essential to strengthen this

stage by providing greater access and also by improving quality in significant way.

Secondary education plays a pivotal role in the individual learning path of individual

and in the development of societies. The secondary education commission (1952-53)

stressed on secondary education with its aim as development of democratic

citizenship, improvement of vocational efficiency, development of personality and

development of qualities of leadership. The report of Education and National

development (1964-66) emphasized on relating education to life, needs, and

aspirations of the people and make it as powerful instrument of social-economic and

cultural transformation of society. In fact, it prepares individual for world of work as

well as for life. For which many of the developed nations of the world made it

Universal and Compulsory. The Govt. of India has created Rashtriya Madhyamik

Shiksha Abhiyan which is one of the great steps towards Universalizing Secondary

17

Education. It has suggested principles such as universal access, equality and social

justice, relevance and development and curricular and structural aspects of secondary

education. The report of MHRD (2014) titled guidelines for quality has emphasized

on improving schools as that is where the services of education is delivered and by

monitoring student learning outcomes. As per the guidelines the school improvement

is based on three dimensions such as students learning outcomes, governance of

school, staff and facilities. In fact, RMSA has been supporting schools to improve the

quality of student learning and governance by funding the provision of resources to

school. In this context, it is relevant to examine impact of RMSA on school

improvement at secondary level. Some of the relevant research studies are discussed

in the following paragraphs. Dubey, Trigunait and Dwivedi (2014) reported that

teacher student ratio is not satisfactory, infrastructure in the most of the schools is

inadequate and speed of providing infrastructure to the schools is very slow in

Jharkhand. Rinku (2011) reported that urban secondary schools have more physical

facility in comparison to semi urban and rural secondary schools, physical and

academic facilities affects students achievements. Tuntun (2011) found that one third

of secondary schools have library, laboratory, computer facility, monitoring system.

Mohalik (2011) reported that around 10% and 35% of rural population are not access

to secondary and higher secondary education within 5Km and 8 Km respectively and

70% of students who enrol in primary school are not enrolling in secondary school.

Fanat (2010) revealed that 68% of elementary students entre secondary level, 30% of

secondary school did not have their building, 40% secondary school had library and

73% of teachers are graduate and 56% are trained. Vijayalakshmi (2004) reported that

Tribal secondary students had more problems with regard to parents and family

followed by infrastructure, academic and teacher related problems. Mehta (2003)

reported that inefficient status of primary education; large number of unserved

habitations and very poor pass percentage from class X to XI, low participation of

girls in education and low rate of attendance in secondary school are obstacle to

universalisation of secondary education. Hasuben (1998) revealed that educated

parents showed positive attitude where as illiterate parents showed negative attitude

towards secondary education and in-service parents had favourable attitude to

secondary education. Kshecrasagar (1997) reported that majority of schools had

crowed classes with inadequate ventilation; maximum schools have no separate rooms

for library.

18

The above analysis of the research indicates that studies have been conducted on

different aspects of secondary education in different states. Very few studies specially

focus on secondary education in reference to RMSA in the state of Jharkhand which is

one of educationally backward state with 66%. Further this research study was

requested by the Govt. of Jharkhand in the State Coordination Committee meeting

held on 24-11-2015 at Ranchi. Therefore need is felt to study the impact of RMSA on

school improvement at secondary level in Jharkhand and following objectives are

given below:

2.2 :Objectives

1. To find out the adequacy of staff, facilities and resources for

teaching and learning.

2. To study the equity and inclusion in enrolment and retention with

respect to gender, socio-economic status, category and CWSN.

3. To examine the classroom transaction and assessment for learning.

4. To find out the students achievement on curricula subjects.

2.3 :Scope of the Project

The research project is limited to 50 secondary schools selected from five districts of

Jharkhand state i.e., Palamu, Chatra, Deoghar, West Singhbhum and Ranchi.

2.4: Method

The present study comes under the survey research because the investigator wants to

know the status of impact of RMSA in secondary school level and survey design was

adopted. It aims to find out the adequacy of staff, facilities and resources for teaching

and learning; equity and inclusion in enrolment and retention with respect to gender,

socio-economic status, category and CWSN; classroom transaction and assessment

for learning and finally students achievements on curricular subjects. Therefore

survey design fits the objectives of this study and both quantitative and qualitative

research method was applied for studying different aspects of secondary education.

Detailed information was collected from HMs about the schools and selected classes

were observed for understanding teaching learning process.

2.5: Sample

Total five districts, 10 blocks and 50 secondary schools were involved as sample in

this study. These samples were selected by using multistage sampling techniques.

Initially, five districts were selected randomly from five Commissionaire of

Jharkhand such as Palamu, North Chotanagpur, South Chotanagpur, Kolhan and

19

Santhal Pargana. Further, two blocks were selected from each district and five schools

from each block randomly. The detail of sample is given in the table-2.1.

Table-2.1: Distribution of Sample

Sl. No Name of the District Name. of Block No. of Schools

1

Palamu

Medini Nagar 5

Manatu 5

2

Deoghar

Deoghar 5

MohanPur 5

3

Chatra

Chatra 5

Gidhaur 5

4

Ranchi

Ranchi 5

Ormanjhi 5

5

West Singhbhum

Chaibasa 5

Chakradhar Pur 5

Total 5 10 50

Out of total 50 schools, 20 schools are rural and 30 schools are urban. The list of

schools involved in the study attached in the Appendix-A.

2.6: Tools

The following two tools were used for collecting data.

School Information Sheet cum Questionnaire for studying

staff/facilities, resources and equity and inclusion in school and

achievement of students.

Observation schedule for classroom transaction and assessment for

learning

School Record of class-X result from 2013-2016; collected by using a

self developed format.

The details about tools are described below:

2.6.1. School Information Sheet cum Questionnaire

The main aim of this tool was to know the general information about the schools;

Infrastructure facilities of the school; Teaching learning resources; Staff position;

Teacher profiles; Equity and Inclusion of students and last was to know the schools

governance and management. The tool focuses on six aspects. The first aspect is

related to the general information and it is based on fourteen questions. The next

aspects were infrastructure facilities that were also based on 30 questions. Third

aspects were direction towards teaching learning resources and it is focused on the

20

nine questions. Fourth aspects were Staff positions and it covers to three broad

questions with sub questions. Another aspect was to know the equity and inclusion of

students with seven questions slots. The last aspect was school governance and

management and it also based on twenty six questions. Total eighty nine items were

prepared to know the above major aspects. The detail of each aspect is discussed in

following paragraphs.

General Information: In this general information of school the data was majorly

focusing on following information i.e., location of the schools, class available,

available total section in classes, Management of school, types of schools and

maximum distance of schools from students habitation.

Infrastructure Facilities: It is related with major infrastructure facilities in school for

maintaining quality for achieving meaningful success in teaching, learning and

administration process. So the main focus of these aspects is to know the type of

school and building, availability of safe drinking water, functional toilets, availability

of electricity and lights/fans. Spots and games, art, craft, music equipments,

availability of playground, hostel facilities for students, staff quarters, internet

connectivity and availability of fire extinguisher facilities etc. components were

included in this second aspect.

Teaching Learning Resources: In third aspects helps to gather the information related

teaching learning resource i.e., availability of functional learning equipments i.e.,

television set, cable TV connection, school library catalog, availability of news paper,

availability of laboratory facilities, availability of learning aids and appliances for

CWSN students.

Staff Position: In this section there are main discussion about total sanctioned,

position and vacancies of teaching and non-teaching staffs, Further it also provide

information about teachers profile of fifty schools of Jharkhand state.

Equity and Inclusion o the students: It provides information about the total

sanctioned, position and vacancy of teaching and non-teaching staffs. Further it also

provides information about teachers profiles of fifty schools of Jharkhand state.

Equity and Inclusion of Students: This section provide information about school

adhere to inclusive education for CWSN students, special provision for

SC/ST/Minorities and girls students i.e., scholarships, cycles, free text books, separate

toilets, counselling and guidance, Special measures undertaken to address the issues

21

like early child marriages, child labor etc and last is enrolment and retention status of

class IX and X in last five years.

School Governance and Management: In this last section the major aspects were

availability of regular head teacher, availability of SMDC, availability of baal sansad,

supervision by higher authority and head teachers, availability of staff council, PTA,

and including availability of grievance readdressal cell, and last was availability of

biometric attendance in secondary schools. The details of the six aspects are given

table no 2.2. The tool is attached in Appendix-B.

Table No.2.2 Detailed Aspects of School Information cum Questionnaire

Sl. No Aspects No. of Questions

1 General Information 14

2 Infrastructure Facilities 30

3 Teaching Learning Resources 7

4 Staff Position 3

5 Equity and Inclusion of Students 9

6 School Governance and Management 26

2.6.2. Observation Schedule for Observing Classroom Teaching

The main aim of this tool was to observe the teaching learning process of teacher and

students. The tool consists of statements based in teaching learning followed by five

point scales such as Never, Sometimes, Usually, Often, Very Often. The tool was

based on the four major aspects of teaching such as Introduction, Presentation,

Assessment and Feedback and Teacher personality. The detail of each aspect is

discussed in following paragraphs.

Introduction: In this aspects there are some major points are observed during the class

i.e., gets the class settled prior to teaching, creates readiness among learners, use

appropriate strategy for introducing the topic and last is states the topic before

teaching.

Presentation: In this aspects the focused statements for the class observation was

teaches basing on what students already know, present information in a clear and

organize manner, uses locally available things as teaching learning materials, gives

appropriate reinforcement in the class, writes legible in the blackboard, allows to

22

learners to interact with each others, uses ICT in the classrooms, encourages divergent

thinning and asking questions, relates the subjects with other school subjects and last

was to summarize at the end of the class.

Assessment/Evaluation and Feedbacks: In this third aspects are main focuses in class

observation was assess learners understanding throughout the class, asks question as

per objectives of lesson, ask questions beyond the text, gives importance on learners

work in assessment, helps learners in self assessment and last was provides home

assignments that requires enquire.

Teacher Personality: The fourth aspects was based on personality of the class

teachers and its measured through the statements like: remains active through ought

the class, dresses himself/herself properly, enjoys the classroom teaching, remains

empathetic to learners, ensures democratic practice in the classrooms, seeks to co-

operates of the students, ensures an inclusive classroom environment and maintain

flexibility in the movement during the class transaction. The observation schedule is

attached in Appendix-C.

Table No.2.3 Details of Observation Schedule

Sl. No Aspects No. of Questions

1 Introduction 6

2 Presentation 32

3 Assessment/Evaluation or Feedback 6

4 Teacher Personality 9

Both the tools were developed by the Investigator and Project fellow in consultation

with experts both from RIE and outside RIE. Initially the items for the tool basing on

the available literature were written. Two days workshop was organised on 29th

and

30th

August 2016 at RIE Bhubaneswar where eight experts from fields of education

and research attended and discussed the tools. Two experts from Jharkhand also

attended the workshop and given their suggestions and comments. The list of experts

is given in Appendix-D). In this two days workshop the experts have given their

valuable opinion about tools. On the basis of the comments and suggestions, the tools

were modified and finalized.

23

2.7: Procedure of Data Collection

Project fellow personally visited all fifty secondary schools of Jharkhand state. These

fifty schools were situated under five district namely Palamu, Deoghar, Chatra, West

Singhbhum, Ranchi. During the data collection the fellow facing lots of difficulty

when the schools were in remote areas i.e., (Manatu, Gidhaur). During the data

collection the research fellow meet the all DEOs, Head teachers, Principals and higher

authority and they fully co-operated for giving data. It is great pleasure for the

research fellow that to observe the teaching learning process in classroom with

students such was a unique experience. In the period of the data collection one of the

major hindrances faced by the research fellow that related to the achievement report

of the class X but after all it is possible because of the teachers, head teachers and

clerks of the schools. All these data was collected from HMs, teachers, students,

DEOs, BEOs and Project Director of RMSA. Details of the data collection dates are

presented below:

Table-2.4: Phases of Data Collection

Phase Duration Place

I 19th

September to 7th

October 2016 Palamu and Deogahr

II 17th

October to 18th

November 2016

Chatra, W Singbhum and

Ranchi

2.8: Data Analysis and Interpretation

After data collection from field, the Investigator prepared the code for entire tools for

entry into computer (Excel) for analysis. Accordingly, all the data sheets were entered

into the Excel and calculations were made as per the requirements. The investigator

calculated frequency, percentage, average and variety of graphs for analysis and

interpretation. The SPSS 20 was also used for calculation of achievement and

enrolment. The detail of the analysis and interpretation is presented in chapter-III.

2.9: Conclusion

The present chapter gives details about the methodology used in this study.

Qualitative and Quantitative methodology using survey design was followed in the

present study. Finally study sample was limited into only Jharkhand state including

five districts with fifty (50) secondary schools. There are two tools were developed in

order to collect necessary data from teachers and school authorities. Quantitative data

involved in the use of percentages, graphical presentation which was followed

qualitative description. The next chapter gives details about data analysis and

interpretation.

24

CHAPTER-III

ANALYSIS AND INTERPRETATION

3.0. Introduction:

This chapter deals with analysis and interpretation of data. The collected data are

analysed as per the objectives of the study. The investigator used frequency,

percentage and qualitative descriptions and accordingly interpretations are made. The

investigator has divided the chapter into nine sections with tables and figures. The

detailed data analysis is presented in following pages.

3.1: General Information about the School

In this section, the investigator presented general information about the sampled

secondary schools of Jharkhand. The data relating to number of classes available,

sections and number of students in each class and sections etc are presented in tabular,

graph and photo form.

Table-3.1: Classes Available in Secondary Schools

Class Rural (N and %) Urban (N and %) Total (N and %)

IX-X 7(35) 10(33.33) 17 (34)

VI-X 2(10) 2(6.66) 4(8)

I-X 6(30) 1(3.33) 7(14)

IX-XII 4(20) 4(13.33) 8(16)

VI-XII - 2(6.66) 2(4)

VII-X - 2(6.66) 2(4)

VIII-X 1(5) 4(13.33) 5(10)

VIII-XII - 4(13.33) 4(8)

VII-XII - 1(3.33) 1(2)

Total 20(100) 30(100) 50(100)

The table-3.1 indicates that 34% of secondary schools have IX and X classes. Further,

35% from rural and 33.33% from urban schools have same classes. The same table

also points out that 14% of the schools have 1-X classes and in rural area it is 30%

and in urban area it is 3.33% . There are few (2%) schools have classes between VII-

XII which are located only in urban area. So it can be concluded that 34% of schools

have IX-X classes, 16% of schools have IX-XII classes, 14% of schools have I-X

classes and only 2% of schools have VII-XII classes.

25

Table-3.2: Sections in Secondary School

No. of Sections Rural (N and %) Urban (N and %) Total (N and %)

1 5(25) 2(6.66) 7(14)

2 7(35) 14(46.66) 21(42)

3 4(20) 7(23.33) 11(22)

4 3(15) 4(13.33) 7(14)

5 - 2(6.66) 2(4)

6 - 1(3.33) 1(2)

8 1(5) - 1(2)

Total 20(100) 30(100) 50(100)

It is found from the above table that 42% of secondary schools have 2 sections.

Further, 35% from rural and 46.66% from urban schools have 2 sections. The same

table also points out that there are 22% of schools have 3 sections and in rural area it

is 8% and in urban area it is14%. The table also highlights that there are few (2%) of

the schools have 8 sections in rural areas and in urban areas there are also few (2%) of

schools have 6 sections. So it can be said that 42% of secondary schools have 2

sections and 2% of schools have 8 sections.

Table-3.3: Number of Students in Class IX-X

Class Location Minimum Maximum Average

IX

Rural 20 564 216.65

Urban 80 511 238.60

Total 20 564 229.82

X

Rural 11 930 231.50

Urban 69 483 201.80

Total 11 930 213.68

The table-3.3 reveals that there are in average 229.82 students in class IX and 213.68

students in class X. The table also showed that in average 216.65 students in class IX

in rural area and 238.60 in urban area. The same table also indicates that in average

231.50 students in class X at rural area and 201.80 students in class X at urban area.

Further, the maximum (564) and minimum (20) number of students in class IX at

rural area. Similarly maximum (930) and minimum (11) number of students in class X

at rural area. So it can be concluded that class IX students average is higher than the

class X students. Majority of classes are overcrowded, which is depicted in photo-1

and 2.

26

Photo-1: Overcrowded classroom

Photo-2: Seating facilities in classroom

27

Table-3.4: Distance of School from Student Habitation

Distance Rural

(N and %)

Urban

(N and %)

Total

<3km - 3(10) 3(6)

3-5 km 5(25) 7(23.33) 12(24)

>5km 15(75) 20(66.66) 35(70)

The table-3.4 indicates that 70% of the secondary schools are located more than 5 KM

from the student habitation. Further it is found that 66.66% of the urban schools and

75% of rural schools are located more than 5KM from student habitation. 24% of

schools are located between 3-5 KM from student habitation, in rural (25%) and urban

(23.33%). The table also shows that there are 10% schools in urban areas that located

<3km distance from student habitation. So it can be concluded that only 24% of

secondary schools are located within 3-5KM from student habitation. The

approaching road to schools is not in good condition which is depicted in photo-3

Fig. 3.1: Location of schools from habitation of children

0%

10%

20%

30%

40%

50%

60%

70%

80%

Rural Urban Total

0%

10%6%

25% 23.33% 24%

75%

66.66%70%

<3km

3-5 km

>5km

28

Photo -3: Condition of the approaching road to school

3.2: Infrastructure Facilities

The availability of infrastructure facilities such as school building, types of boundary

wall, playground, students hostel and staff quarter and laboratories etc are presented

in this section.

Table-3.5: Condition and Types of School Building

Location Good

(N and

%)

Manageable

(N and %)

Poor

(N and

%)

Boundary

Wall

(N and

%)

Types of

Boundary

Wall

(N and

%)

Type of

School

(N and

%)

Yes Concrete Pucca

Rural 16(80) 2(10) 2(10) 11(55) 11(55) 20(100)

Urban 20(66.66) 5(16.66) 5(16.66) 27(90) 27(90) 30(100)

Total 36(72) 7(14) 7(14) 38(76) 38(76) 50(100)

The table-3.5 indicates that 66.66% of secondary schools from urban area and 80% of

schools from rural area have good condition building. The same table also shows that

there are 55% of rural schools have boundary wall with concrete whereas 90% urban

schools have boundary wall with concrete types. It can be said that in total 72% of

secondary school building is in good condition and 76% of schools have concrete

boundary wall.

29

Fig. 3.2: Nature of School Buildings

Photo-4: Condition of school building

Table-3.6: Availability of Safe Drinking Water in School

Location Safe Drinking

Water

(N and %)

Hand Pump

(N and %)

Tap Water

(N and %)

Rural 17(85) 20(100) -

Urban 30(100) 29(96.66) 1(3.33)

Total 47(94) 49(98) 1(2)

0%

10%

20%

30%

40%

50%

60%

70%

80%

Good Manageable Poor

80%

10% 10%

66.66%

16.66% 16.66%

72%

14% 14%

Rural

Urban

Total

30

It found from the above table that 94% of secondary schools have safe drinking water,

85% in rural schools and 100% in urban schools. Further the table also reveals that

major (98%) source of drinking water is hand pump. Only 2% schools have tap water

facility for drinking purpose.

Fig. 3.3: Availability of Safe Drinking Water in Schools

Table-3.7: Availability of Toilets in Secondary School

Location Functional

Toilets

(N and %)

Nature of Toilets (N and %)

Common Boys Separate

for Girls

Staff

and

Teachers

Separate

for Lady

Teachers

Rural 18 (90) 4(20) 11(55) 13(65) 8(40) 2(10)

Urban 30(100) 4(13.33) 16(53.33) 20(66.66) 24(80) 14(46.66)

Total 48(96) 8(16) 27(54) 33(66) 32(64) 16(32)

The table-3.7 indicates that 96% of secondary schools have functional toilets, 100% in

urban area and 90% in rural area. Further the table explain that 80% of urban schools

and 40% of rural schools have separate toilets for staff and teachers. Similarly 66.66%

of schools in urban area and 65% of schools in rural area have separate toilet for girls.

85%

100%

94%

75%

80%

85%

90%

95%

100%

105%

Rural Urban Total

Availability of Safe Drinking Water

31

Fig. 3.4: Toilet facilities in school

Photo-5: Condition of Toilets

0%

10%

20%

30%

40%

50%

60%

70%

80%

Common Boys Separate for Girls

Staff and Teachers

Separate for Lady

Teachers

20%

55%

65%

40%

10%13.33%

53.33%

66.66%

80%

46.66%

Rural

Urban

32

Table-3.8: Availability of Electricity, Fans and Ventilation in School

Location Electricity

(N and %)

Fans

(N and %)

Ventilation

(N and %)

Rural 9(45) 6(30) 20(100)

Urban 28(93.33) 23(76.66) 28 (93.33)

Total 37(74) 29(58) 48(96)

The table-3.8 point out that 74% of schools have electricity, 58% of schools have

availability of Fans and 96% of schools are well ventilated. The table also explain that

45% of schools in rural and 93.33 of urban schools have electricity. Further, 30% of

schools in rural area have fans and 76.66% of schools from urban area have fans.

Most of the schools (96%) are well ventilated.

Fig. 3.5: Availability of electricity in schools

Table-3.9: Availability of Light and Play Ground

Location Well (N and

%)

Manageable

(N and %)

Poor

(N and %)

Play Ground

(N and %)

Yes Yes Yes Yes

Rural 18 (90) 1(5) 1(5) 14 (70)

Urban 28 (93.33) 1 (3.33) 1 (3.33) 18 (60)

Total 46(92) 2(4) 2(4) 32(64)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Rural Urban Total

45%

93.33%

74%

Electricity

33

The table-3.9 indicates that most of the schools (90%) in rural and 93.33% of schools

in urban are well lighted. The table also explain that 70% of rural schools have play

ground in school premises and 60% of schools in urban area have the same. In

overall, 92% of schools have well lighted classroom and 64% of schools have their

own play ground facilities.

Fig. 3.6: Availability of Playground in Schools

Photo-6: Availability of Playground

70%

60%

64%

Rural

Urban

Total

34

Table-3.10: Additional Construction under RMSA in School

Additional

Construction in

Location

(N and %)

Yes (N and %)

Classroom

Rural 1(5)

Urban 2(6.66)

Total 3(6)

Library

Rural 2(10)

Urban 4(13.33)

Total 6(12)

Laboratory

Rural 2(10)

Urban 3(10)

Total 5(10)

Toilet

Rural 1(5)

Urban 2(6.66)

Total 3(6)

Any other

Rural -

Urban 4(13.33)

Total 4(8)

It reveals from this table that only 6% of schools have constructed classrooms, 12% of

schools have developed library rooms, 10% of school build laboratory and only 6% of

school constructed toilets from RMSA grant.

Photo- 7: Additional construction from RMSA grant

35

Table-3.11: Classroom Student Ratio in School

Class Minimum Maximum Average Rural Urban Total

IX 20 173 85.50 89.94 82.53 85.49

X 11 310 87.76 93.12 84.18 87.75

It is found from the table-3.11 that the class room student ratio in class IX is 1:85.50

and in class X is 1:87.75. Further, it is 1:89.94 in rural and 1:82.53 in urban area class

IX. Similarly the classroom student ration in class X of rural school is 1:93.12 and of

urban school is 84.18. It is also found that 173 students are seating in one classroom

of class IX and 310 seating in one classroom of class X. It can be concluded that

secondary school class rooms are overcrowded both in rural and urban area.

Fig. 3.7: Classroom Student Ratio

76

78

80

82

84

86

88

90

92

94

Total Rural Urban

85.5

89.94

82.53

87.76

93.12

84.18 IX

X

36

Photo-8: Student Class Room Ratio

Table-3.12: Pupil Teacher Ratio in School

Class Minimum Maximum Rural Urban Total

IX-X 5:1 477:1 108.98:1 75.02:1 88.61:1

It reveals from the table- 3.12 that the pupil teacher ratio in secondary school is

88.61:1in total, 108.98:1 in rural area and 75.02:1 in urban area schools. It also

depicts that one teacher manages 477 students in some schools whereas one teacher is

available for only five students.

37

Fig. 3.8: Pupil Teacher Ratio

Table-3.13: Availability of Hostel Facilities for Students and Staff Quarters

Location Yes

(N and

%)

Capacity

of Boys

Hostel

Capacity

of Girls

Hostel

Staff

Quarters

Yes

(N and %)

Capacity

of Male

Quarters

Capacity

of Female

Quarters

Rural - - - - - -

Urban 8(26.66) 119.4 127.5 3(10) 3.66 4.5

Total 8(16) 119.4 127.5 3(6) 3.66 4.5

The table-3.13 indicates that only 16% of secondary schools have a hostel facilitates

and these are mostly from urban areas. Further only 6% of secondary schools have

accommodation facilities for staff and this also confined to urban area only.

Table-3.14: Availability of Sports, Games and Art, Craft Equipments

Equipments Rural

(Average)

Urban

(Average)

Total

(Average)

Rural

Procured

under

RMSA

Urban

Procured

under RMSA

Football 2.35 2.65 2.55 2 1

Volleyball 1.78 1.95 1.89 1 1

Cricket 2 2.8 2.17 1.95 1

Carom Kit 2.6 2.06 2.28 1.95 1

Hockey Kit 1.88 1.8 1.84 - 1

Badminton 1.75 2.66 2.3 - 1

Tabla 1 1.2 1.16 - 1

Harmonium - 1.08 - - -

Jhanj - 1.11 - - -

0

20

40

60

80

100

120

Rural Urban Total

108.98

75.02

88.6132

PTR

38

The table-3.14 depicts that in average secondary school have 2.55 footballs, 1.89

volleyballs, 2.17 cricket bats, 2.28 carom and 2.3 badminton sets. Most of the

secondary schools both from rural and urban area do not have art, craft and music

instruments.

Table-3.15: Rooms Available in School

Room Specification

Rural Urban Total (%)

Head Teacher 19 (95**) 28 (93.33**) 47(94**)

Class Room 146 (7.3*) 251(8.36*) 7.83*

Science Lab 19 (95**) 30 (100) 49(98**)

Math Lab 7(35**) 1(3.33**) 8(16**)

Language Lab 1(5**) 0 1(2**)

ICT 1(5**) 18(60**) 19(38**)

Library 15(75**) 23(76.66**) 38(76**)

Staff Common Room 15(75**) 30(100**) 45(90**)

Toilets 20(100**) 30(100**) 50(100**)

Sports 9(45**) 8(26.66**) 17(34**)

NCC/Scout 1(5**) 8(26.66**) 9(18**)

Additional Class Room/Store 17(85**) 29(96.66**) 46(92**)

Locker Facility 7(35**) 18 (60**) 25(50**)

*average, ** percentage

The table-3.15 indicates that 94% of secondary schools have head teacher rooms. The

table also reveals that in average school have 7.8 numbers of classrooms. 98% of

secondary schools have science lab, only 16% of schools have mathematic laboratory

and 38% of schools have ICT laboratory. It is found that only 5% of schools in rural

area have ICT laboratory. Further, the table shows that 24% of schools do not have

library room.

39

Table-3.16: Facilities for CWSN Students

Facilities for

CWSN

Location Yes (N and %) Total

(N and %)

Ramps Rural 5 (25)

14 (28)

Urban 9 (30)

Hand Drill Rural -

3 (6)

Urban 3(10)

Toilets Rural -

1 (2)

Urban 1(3.33)

Adapted

Computer Lab

Rural -

-

Urban -

It is found from the table-3.16 that 28% of schools have ramps for physically

handicapped students and teacher. Similarly, only 6% of schools have hand drill and

separate toilets for physically handicapped students. No schools have computer

adapted equipment for CWSN students. It can be said that the policy of inclusion in

secondary education has not been implemented in Jharkhand.

Fig. 3.9: Ramps facilities in schools

0%

5%

10%

15%

20%

25%

30%

Rural Urban Total

25%

30%28%

Ramps

40

Table-3.17: Availability of Internet Facilities

Location Internet

Facilities

LAN

Facilities

Teaching

Purpose

Office Use Fire

Extinguisher

Yes

(N and %)

Yes

(N and %)

Yes

(N and %)

Yes

(N and %)

Yes

(N and %)

Rural - - - 1(5) 16 (80)

Urban 8 (26.66) 5 (16.66) 10 (33.33) 15(50) 28(93.33)

Total 8(16) 5(10) 10(20) 16(32) 44(88)

It is reveals from the table- 3.17 that only 16% of secondary schools have internet

facilities which are from urban area schools. Further, only 10% of school have LAN

facilities and it is limited to urban area schools.

3.3: Teaching Learning Resources

In this section data relating to teaching learning materials, such as audio visual aid,

science and mathematics kits, ICT facilities, condition of library and books etc are

presented.

Table-3.18: Functional Learning Equipments in School

Equipments Rural

(N and %)

Urban

(N and %)

Total

(N and %)

Television Set - 4 (13.33) 4(8)

Cable TV - - -

Tape Recorder - 1(3.33) 1(2)

Audio Castes - - -

CD/DVD Cassettes - - -

Overhead Projector - - -

Computer 1(5) 25(83.33) 26(52)

Printer 5(25) 12(40) 17(34)

Radio 1(5) 10 (33.33) 11(22)

Transistor - - -

Link with EDUSAT - 2(6.66) 2(4)

Computer aided Learning - 3(10) 3(6)

It can be said from the table-3.18 that most of the secondary schools does not have

Television, projector, computer, printer etc which are essential learning tools in the

present day.

41

Table-3.19: Library and Use of e-Pathshala in School

Location Library

Catalogue

(N and %)

News

Paper

(N and %)

For Library

Reading Period

Allotted

(N and %)

Use of e-

Pathshala

(N and %)

Yes Yes Yes Yes

Rural 18 (90) 18(90) 19(95) -

Urban 26(86.66) 30(100) 29(96.66) 1(3.33)

Total 44(88) 48 (96) 48(96) 1(2)

The table-3.19 point out that 88% of school library have catalogue and 96% of

schools subscribe newspaper. The table also reveals that 96% of schools allotted

reading periods in school time table for students. Only 2% of schools are aware about

the use of epathshala.

Table-3.20: Library Periods for Students

Class Minimum Maximum Rural Urban Total

IX 1 2 2.36 2.36 1.96

X 1 2 3.66 3.66 3.66

It is evident from the table- 3.20 that in average 2 periods per week are allotted for

reading in library for class IX students and 3 periods per week for class X students.

Table-3.21: Average Number of Books Available in the School Library

Subject Rural

As per

RMSA

Urban As per

RMSA

Total As per

RMSA

Language 120.62 53.66 306.86 92.33 242.087 76.22

Science 116.31 49.06 245.13 86.23 200.32 70.75

Mathematics 116.25 48.06 267.4 86.61 214.82 70.55

Social Science 176.75 59.13 399.26 110.76 321.86 89.25

Computer 4.25 4.25 42.5 1.6 6.8 2.7

Brail Books - - - - - -

Miscellaneous

Books

116.25 68.11 163.77 64.56 149.15 65.84

Journals and

Magazines

231 197.25 133.33 77.22 167.30 133.70

News Paper 2 2 2

42

It is found from the table-3.21 that in average 242 language books, 200 science books,

214 mathematics book, 321.86 social science books, 7 computer science books are

available in school library. The library of rural schools has less number of books in all

subjects than urban schools. The condition of library is shown in following pictures.

Photo-9: Availability of Books in School Library

43

Table-3.22: Laboratory Facilities in School

Laboratories Location Yes

(N and %)

Adequate

(N and %)

Functional

(N and %)

Science

Rural 19 (95) 14(70) 18(90)

Urban 28(93.33) 25(83.33) 28(93.33)

Total 47(94) 39(78) 46(92)

Math

Rural 2(10) 2(10) 1(5)

Urban 1(3.33) 1(3.33) 2(6.66)

Total 3(6) 3(6) 3(6)

Social Studies

Rural 2(10) 2(10) 2(10)

Urban 2(6.66) 2(6.66) 2(6.66)

Total 4(8) 4(8) 4(8)

Language

Rural 1(5) 1(5) 1(5)

Urban - - -

Total 1(2) 1(2) 1(2)

Computer

Rural - - -

Urban 13(43.33) 10(33.33) 7(23.33)

Total 13(26) 10(20) 7(14)

Vocational Skill

Rural - - -

Urban 2(6.66) 1(3.33) 1(3.33)

Total 2(4) 1(2) 1(2)

It reveals from the table-3.22 that 94% of secondary schools have science laboratory,

only 6% of schools have mathematics laboratory, 8% of schools have social science

lab and only 2% of schools have language laboratory. The table also indicates that

only 26% of schools have computer laboratory and 4% of schools have vocational

skills laboratory.

44

Fig.3.10: Laboratory Facilities in Schools

Photo-10: Condition of science laboratory

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Science Math Social Studies

Language Computer Vocational Skill

94%

6% 8%2%

26%

4%

45

3.4: Staff Position

The position of teaching and non-teaching staff along with their educational

qualification and nature of appointment is presented in this section.

Table-3.23: Teaching Staff in School

Position of

Teacher

Location Sanctioned

(N* and %)

Total

(N* and %)

Position

(N* and %)

Total

(N* and %)

Head Rural 20 50(100) 3 (15) 18(36)

Urban 30 15 (50)

English Rural 22 76(100) 10(45.46) 39 (51.31)

Urban 54 29 (53.71)

Hind Rural 28 83(100) 13(46.42) 37 (44.57)

Urban 55 24(43.63)

PCM Rural 31 107(100) 16 (51.61) 46 (42.99)

Urban 76 30 (39.47)

CBZ Rural 23 77(100) 7(30.43) 31 (40.25)

Urban 54 24 (44.44)

Social Sc. Rural 59 184(100) 40 (67.79) 108(58.69)

Urban 125 68(54.4)

Classical Rural 2 10(100) - 7(14)

Urban 8 7 (87.5)

PET Rural 6 21(100) 4 (66.66) 9(42.85)

Urban 15 5 (33.33)

* N is the total number of each sanctioned post of this table.

It is found from the table-3.23 that out of fifty schools only 36% of schools have head

teacher. Similarly only 51.31% English teachers, 44.57% Hindi teachers, 42.99%

PCM teachers, 40.25% of CBZ teachers, 58.69% of Social Science teachers, 14% of

Classical teachers, and 42.85% of PET teachers are in position in school. It can be

concluded that there are many vacancy of teacher position in secondary schools.

46

Fig.3.11: Availability of HM in school

Table-3.24. Types of Teachers

Types of Teacher Regular

Teacher

Contractual

Teacher

Part

Time

Teacher

Deputed

Teachers

Number and % 296 (81)

27 (7.4) 6 (1.6) 36 (9.9)

It is found from the table that 81% of teachers are regular, 9.9% of teachers are

deputed and 7.4% of teachers are comes under part and contractual teacher. It is

concluded that there are majority of teachers are comes under regular which is good

sign for education.

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Rural Urban Total

15%

50%

36%

Availability of HMs

47

Fig. 3.12: Types of teacher working in schools

Table-3.25. Sex Ratio of Teachers

Sex Male Female

Number and % 216 (59.2) 149 (40.8)

It evident from this table that 59.2% of teachers are male and 40.8% of teachers are

female. So it is concluded that there are more (59.2%) male teachers than the female

teachers (40.8%) in the secondary schools of Jharkhand.

Fig. 3.13: Male and Female Teachers in School

81%

7.40%

1.60%

9.90%

Regular Teacher

Contractual Teacher

Part Time Teacher

Deputed Teacher

59.20%

40.80%Male

Female

48

Table- 3.26: Social Category of Teacher

Category of

Teachers

Gen SC ST OBC Others

Number and % 146 (40) 18 (4.9) 71 (19.5) 112 (30.7) 18 (4.93)

This table shows that there are 40% of teachers are belongs to general category, 4.9%

of teachers from SC category, 19.5% of teachers from ST category and 30.7%

teachers are belongs to OBC category. So it can be said that proportionate

representation are not found in teachers.

Fig.3.14: Category of Teachers

Table-3.27. Qualification of Teachers

Types of Teacher Degree Degree and

B.Ed.

PG and B.ED

Number and % 9 (2.46) 115 (31.5) 233 (63.8)

It is found from the table that 63.8% of teachers have PG and B.ED qualification,

31.5% of teachers have qualification of degree and B.Ed., and only 2.46% of teachers

come under only have degree qualifications.

0

40%

4.90%19.50%

30.70%

4.93%

Category of Teachers

Gen

SC

ST

OBC

Others

49

Fig. 3.15: Qualification of Teacher

Table-3.28: Non-Teaching Staff in School

Position of

Non-

Teaching

Staff

Location Sanctioned

(N )

Position

(N and %)

Total

(N &

% )

Vacancy

(N and

%)

Total

(N &

%)

Clerk Rural 19* 14 (73.68) 61(87

.14)

5 (26.31) 9(12.8

5) Urban 51 47 (92.15) 4(7.84)

Librarian Rural 1 - 1 1(100) 1

Urban - - -

Lab Asst. Rural 1 - 1 1(100) 1

Urban - - -

Peon Rural 38 24(63.15) 128(7

6.64)

15(39.47) 40(23.

95 Urban 129 104(80.62) 25(19.37)

Watchma

n

Rural 1 -

-

1(100) 1

Urban 1 1(100) -

Any other Rural 3 - - 3(100) 7(100)

Urban 4 - 4(100)

* Average number of sanctioned post

The table no. 3.28 shows that there are 87.14% of schools have clerk position and

12.85% of clerk posts are vacant. Similarly there are 76.64% schools have peon

position and rural schools have 63.15% of peon position and 80.62% of urban schools

have peon position in secondary schools.

2.46%

31.50%

63.80%

Degree

Degree and B.Ed.

PG and B.ED

50

3.5: Equity and Inclusion of Students

This section deals with special provisions offered by secondary schools to girls, SC,

ST and CWSN students.

Table-3.29: Special Provision for Girls Students in Secondary School

It is found from the table no. 3.29 that only 6% schools have adheres to inclusive

education. Further 70% of schools offer scholarships for girls’ students in Secondary

schools. The same table also explains that 64% schools have separate toilets for girls,

52% schools have providing free text book for girls and only 4% of rural schools have

providing cycle. Similarly there are 56% of schools are providing uniform facilities,

blank copy for writing etc to girl students.

Table-3.30: Special Provision for SC, ST, and Minorities Students

Location Scholarships

(N and %)

Cycles

(N and %)

Free Text

Book

Counselling

and

Guidance

Any

Others

Yes Yes Yes Yes Yes

Rural 20 (100) 2(10) 6(30) 18(90) 6(30)

Urban 28(93.33) 4(13.33) 18(60) 28(93.33) 9(30)

Total 48(96) 6(12) 24(48) 46(92) 15(30)

The table no. 3.30 explains that 96% of schools are providing scholarship facilities,

92% of school providing Counselling and Guidance to SC and ST students. The same

table also indicates that 30% of schools have other facilities like uniform and special

support to both rural and urban areas schools.

Location School

Adheres

Inclusive

Education

Scholarships

(N and %)

Cycles

(N and

%)

Free Text

Book

(N and

%)

Separate

Toilets

(N and

%)

Any

Others

(N and

%)

Yes Yes Yes Yes Yes Yes

Rural - 16 (80) 2 (10) 12 (60) 12 (60) 11(55)

Urban 3(10) 19 (63.33) - 14(46.66) 20(66.66) 17(56.66)

Total 3(6) 35(70) 2(4%) 26(52) 32(64) 28(56)

51

3.6: School Governance and Management

The roles and responsibility of SDMC, PTA, Bal Sansad etc in the management and

governance of school is presented in this section. It also depicts the supervision of

higher education authority like Director, DEOs and BEOs to schools.

Table-3.31: Management of school

Location Regular

Head

Teacher

Availability

of SMDC

SMDC as

per

RMSA

SMDC

monthly

Meeting

Proceeding

Meeting

Records

Meeting

Minuets

Record

Yes Yes Yes Yes Yes Yes

Rural 9(45) 20(100) 20(100) 12(60) 20(100) 19(95)

Urban 15(50) 29(96.66) 27(90) 17(56.66) 29(96.66) 30(100)

Total 24(48) 49(98) 47(94) 29(58) 49(98) 49(98)

It is evident from the table-3.31 that 98% of schools have formed SMDC and SDMC

meetings are recorded. Further, 94% of SMDC are constituted as per RMSA. The

same table also indicates that only 58% of schools have SMDC monthly meetings as

well as there is little difference between in rural schools i.e., 60% and in 56.66%

urban schools.

Table-3.32: Supervision by Higher Authorities in School

Supervision by

Higher Authority

Year Rural

(N and %)

Urban

(N and %)

Total

(N and %)

Director

2014 1(5) 14(46.66) 15(30)

2015 1(5) 14(46.66) 15(30)

2016 - 13(43.33) 13(26)

DEO

2014 11(55) 23(76.66) 34(68)

2015 15(75) 23(76.66) 38(76)

2016 10(50) 22(73.33) 32(64)

BEO

2014 4(20) 1(3.33) 5(10)

2015 2(10) - 2(4)

2016 3(15) 7(23.33) 10(20)

Any Others

2014 5(25) 2(6.66) 7(14)

2015 9(45) 11(36.66) 20(40)

2016 8(40) 15(50) 23(46)

The table-3.32 indicates that DEOs are regularly visiting secondary schools and

supervising school activities in comparison to director and BEOs.

52

Table-3.33: Staff Council and PTA

Locati

on

Baal

Sansad

Supervisio

n by Head

Teacher

Staff

Council

PTA

Grievance

Readdress

al

Complain

/Suggesti

on Box

Toll free

Number

Rural 18# (90)*

20(100) 17(85) 17(85) 4(20) 11(55) 10(50)

Urban 28(93.33)

30(100) 28(93.33) 29(96.6

6)

20(66.66) 20(66.66) 19(63.33)

Total 46(92) 50(100) 45(90) 45(90) 24(48) 31(62) 29(58)

#frequency and *percentage

The table no. 3.33 reveals that majority of schools have formed Baal Sansad (92%),

Staff Council (90%), Parent Teacher Association (90%). The table also shows that

there are cent percent of schools have class room supervision by head teachers in both

rural and urban areas. Further the table also explains that there are 48% of schools

have availability of grievance readdressal cell, 62% of schools have availability of

Complain/Suggestion Box and 58% of schools have availability of toll free number in

wall.

Table-3.34: School Improvement Plan

Location Academic Calendar

(N and %)

School Improvement

Plan

(N and %)

Biometric

Attendance

(N and %)

Rural 19 (95) 8(40) 13(65)

Urban 27(90) 15(50) 29(96.66)

Total 46(92) 23(46) 42(84)

It is indicated from the table-3.34 that 92% of schools have prepared academic

calendar, 84% of schools have Biometric attendance and 46% of schools have

prepared School Improvement Plan.

53

Fig. 3.16: School Improvement Plan

Table-3.35: Organization of Non-academic Activities

Location Games and

Sports

Literary

Activities

Cultural

Activities

Science

related

Activities

Any

Others

Rural 19# (95)* 19(95) 18(90) 17(85) 19(95)

Urban 28(93.33) 28(93.33) 19(63.33) 29(96.66) 28(93.33

)

Total 47(94) 47(94) 47(94) 46(92) 47(94)

#Frequency and *percentage

The table- 3.35 point out that majority of schools organises Non-academic activities

i.e., Games and Sports (94%), Literary activities (94%), Cultural activities (94%),

Science related activities (92%), and in any others activities (94%) like Swachha

Bharat Mission, Beti Bachao Beti Padhao, Hand Wash Day, etc. The Games and

Sports such as Cricket, Football, Volleyball etc are held in the schools. The Literary

activities such as Debate, Essay, and Quiz etc are held in the school. The Cultural

activities such as Dance, Drama, Rangoli, Painting, and Singing are organised in the

schools. The science related activities like science exhibition at district and state level

are participated by the students. Any others activities such as Swachha Bharat

Mission, Beti Bacaho Beti Padhao, Hand Wash Day, Social Awareness Programmes,

Tree Plantation etc are also organised .

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Academic Calendar School Improvement Plan

Biometric Attendance

92%

46%

84%

54

Photo-11: Swachha Bharat Mission

Table-3.36: School Register for Different Activities

Location Enrolment Attendance SMDC Cash

Register

Any

Others

Rural 19#(95)* 20(100) 20(100) 20(100) 19(95)

Urban 28(93.33) 30(100) 30(100) 30(100) 30(100)

Total 47(94) 50(100) 50(100) 49(98) 49(98)

#frequency and *percentage

It is evident from the table-3.36 that large chunk of schools have their own enrolment

registers (94%), attendance register (100%), SMDC register (100%), cash registers

(98%), and in any other registers like Baal Sansad, sports, etc. have 98% registers are

available.

The following measures are undertaken to address the educational issues of children

belong to SC, ST, Minorities, and Girls;

Parents Awareness

Personally assist by teachers

Poor Student Fund

Govt. Uniform, Book Copies,

Stipend for the Students especially girls, SC, ST, Others Minority

Special class for SC, ST, Minorities,

Public and Parents awareness through Drama activities, Through PTA

meetings

55

3.7: Enrolment and Retention

This section presents details of enrolment and retention of students in class IX and X

with reference to different social category like SC, ST, OBC and General.

Table- 3.37: Enrolment and Retention

YEAR IX X Retention

2011-2012 245.45 232.62 -

2012-2013 253.55 230.17 93.77

2013-2014 244.81 228.40 90.08

2014-2015 220.78 220.56 90.02

2015-2016 223.72 198.54 89.92

It is found from the table-3.37 that in average 253.55 numbers of students are enrolled

in class IX in the year 2012-13 and 232.62 in class X. Similarly 220.78 is the lowest

number of students enrolled in class IX in the year 2014-15 and 198.54 in class X in

the year of 2015-16. The table also found that 93.77% is highest retention rate in

years 2012-13. The trend of enrolment is depicted in the following graphs.

Fig. 3.17: Enrolment in class IX and X

0

50

100

150

200

250

300

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

ENROLLEMENT IN –IX

ENROLLEMENT IN – X

56

Fig. 3.18: Retention of Students

It can be said that enrolment and retention rate in both the classes are decreasing over

the years.

Table- 3.38: Enrolment of SC Category of Students

SC

YEAR ENROLLEMENT

IN –IX

ENROLLEMENT

IN – X

% OF

RETANTION

2011-2012 28.51 24.82 -

2012-2013 27.23 25.17 88.28

2013-2014 32.08 25.87 95.00

2014-2015 27.20 26.29 81.95

2015-2016 27.67 17.00 62.5

It reveals from the table-3.38 that enrolment and retention status of SC students in

class IX and X is decreasing over the years.

Table- 3.39: Enrolment of ST Category of Students

YEAR ENROLLEMENT

IN –IX

ENROLLEMENT

IN – X

% OF

RETANTION

2011-2012 69.18 62.07 -

2012-2013 63.59 61.95 89.54

2013-2014 67.65 61.37 96.50

2014-2015 70.12 63.81 94.32

2015-2016 63.30 59.98 85.53

93.77

90.08 90.02 89.92

87

88

89

90

91

92

93

94

95

2012-2013 2013-2014 2014-2015 2015-2016

Rate of Retantion

57

The table-3.39 indicates that there are majority (70.12 in average) of ST students are

enrolled in the year of 2014-15 in class IX and 63.81 average students in class X. The

table also shows that the enrolment status of ST secondary school students is

decreasing year by year i.e., in the year of 2011-12 the status of enrolment rate in

class IX is 69.18 and class X is 62.07 in comparison to 2015-16 enrolment status in

class IX is 63.30 and in class X is 59.98. Similarly the table also found that the status

of retention of both class IX and X is 96.50 in the year of 2013-14 but in the last year

i.e., 2015-16 the retention rate have decreases like 59.98 in average. So it can be

concluded that the enrolment rate of both class IX and X is decreasing.

Table No. 3.40: Enrolment of OBC Category of Students

YEAR ENROLLEMENT

IN –IX

ENROLLEMENT

IN – X

% OF

RETANTION

2011-2012 110.70 106.93 -

2012-2013 162.94 107.06 96.71

2013-2014 115.75 110.40 67.75

2014-2015 103.96 108.35 93.60

2015-2016 107.70 95.70 92.05

The table number 3.40 shows the enrolment and retention status of OBC category

students. In the year of 2011-12, the enrolment rate of class IX is 110.70 and 106.93

in class X and if we compare with last year enrolment i.e., 2015-16 in class IX is

107.70 and in class X is 95.70. The same table also found that the retention rate of

both class that is 97.71 in the year of 2012-13 and if we compare with last year

retention rate that is 2015-16 is 92.05. So it is concluded that the rate of enrolment of

OBC students is decreasing in both class IX and X.

Table No. 3.41: Enrolment of Minority Category of Students

YEAR ENROLLEMENT

IN –IX

ENROLLEMENT

IN – X

% OF

RETANTION

2011-2012 23.28 23.93 -

2012-2013 29.15 26.71 114.73

2013-2014 25.15 25.60 87.82

2014-2015 21.81 22.37 88.94

2015-2016 22.75 20.17 92.48

The table states the status of enrolment and retention of minority students in last five

years. In the year 2011-12, the rate of enrolment in class IX is 23.28 and in class X is

58

23.93 and in the year of 2012-13 the enrolment rate was highest among all the before

and after years that is 29.15. But if we compare with the last year 2015-16 that was

22.75 in class IX and 20.17 in class X. The table also found that there are 114.73

retention rates in the year of 2012-13 and it is decreases like 92.48 in last year that is

2015-16. So it can be concluded that there is a decreasing trend of enrolment rate year

by year.

Table- 3.42: Enrolment of General Category of Students

YEAR ENROLLEMENT

IN –IX

ENROLLEMENT

IN – X

% OF

RETANTION

2011-2012 29.24 32.10 -

2012-2013 32.10 25.98 88.85

2013-2014 23.24 22.81 71.05

2014-2015 18.13 22.45 96.60

2015-2016 19.34 16.61 91.61

The table-3.42 found that the enrolment rate of 2011-12 was 29.24 in class IX and

32.10 in class X. If we compare with last year (2015-16), it was 19.34 in class IX and

16.61 in class X. Similarly in retention rate also in the year of 2012-13, it was 88.85

and in the last year it was increased to 91.61. So it can be interpreted that the

enrolment rate and retention of general category students is decreasing.

Table-3.43: Enrolment of CWSN Category of Students

YEAR ENROLLEMENT

IN –IX

ENROLLEMENT

IN – X

% OF

RETANTION

2011-2012 2.00 1.00 -

2012-2013 - - -

2013-2014 1.00 - 0

2014-2015 - 1.00 1.00

2015-2016 1.00 1.00 -

The table no.3.43 explains that in the year 2011-12, the enrolment rate of CWSN

(Children with Special Needs) students was 2.00 in class IX and 1.00 in class X and it

was decreased in last year i.e., 1.00 (2015-16). Similarly the retention rate of CWSN

students in both class IX and X in the year 2014-15 was 1.00. So it can be concluded

that the enrolment rate of CWSN students in both the classes is very low in

comparison to the other category students.

59

Table- 3.44: Trend of Enrolment in Class IX

YEAR Average

total

GEN SC ST OBC MINORITIES CWSN

2011-

2012

245.45 29.24 28.51 69.18 110.70 23.28 2.00

2012-

2013

253.55 32.10 27.23 63.59 162.94 29.15 -

2013-

2014

244.81 23.24 32.08 67.65 115.75 25.15 1.00

2014-

2015

220.78 18.13 27.20 70.12 103.96 21.81 -

2015-

2016

223.72 19.34 27.67 63.30 107.70 22.75 1.00

The table-3.44 depicts that the enrolment in class IX over the years since 2011-12 has

been showing an up and down trend in all category of students.

Table-3.45: Trend of Enrolment in Class X

YEAR Average

total


2011-

2012

232.62 32.10 24.82 62.07 106.93 23.93 -

2012-

2013

230.17 25.98 25.17 61.95 107.06 26.71 -

2013-

2014

228.40 22.81 25.87 61.37 110.40 25.60 -

2014-

2015

220.56 22.45 26.29 63.81 108.35 22.37 1.00

2015-

2016

198.54 16.61 17.00 59.98 95.70 20.17 1.00

The table-3.45 indicates that the enrolment rate of student in the entire category is

decreasing over the years.

60

Table- 3.46: Trend of Retention in Class

TREND OF RETENTION IN CLASS IX-X FROM 2011-12 TO 2015-16

YEAR Average

total


2011-

2012

- - - - - - -

2012-

2013

93.77 88.85 88.28 89.54 96.71 114.73 -

2013-

2014

90.08 71.05 95 96.50 67.75 87.82 -

2014-

2015

90.02 96.60 81.95 94.32 93.60 88.94 1.00

2015-

2016

89.92 91.61 62.5 85.53 92.05 92.48 -

The table-3.46 points out that the trend of retention of students in all categories is

showing a decreasing trend over the years.

3.8: Classroom Transaction

The nature of classroom transaction process of teachers having different qualification

and teaching different subjects are presented in this section with reference to certain

teaching behaviour. The teaching behaviours are rated in five point scales such as

never, sometimes, usually, often and very often. For the tabular presentation, the

investigator has used only three scales from usually to very often. All the ratings are

presented in terms of frequency and percentage.

61

3.8.1: Classroom Transaction Processes with Reference to Teachers Qualification

Table No.3.47 Relating to Introducing Lesson

Sl.

No

Aspects / Criteria Qualification Usually

(N and %)

Often

(N and %)

Very Often

(N and %)

1 Gets the class

settled prior to

teaching

Degree &

B.Ed.

15(34.09) 9(20.45) 0

PG & B.Ed. 19(43.18) 19(43.18) 0

Total 34 (29.92) 28 (24.64) 0

2 Creates readiness

among

learners(Icebreakin

g / Warm up

Activity)

Degree &

B.Ed.

14(31.81) 11(25) 0

PG & B.Ed. 26(59.09) 17(38.63) 1(2.27)

Total 40(35.2) 28(24.64) 1(0.88)

3 Tests previous

knowledge before

teaching

Degree &

B.Ed.

16(36.36) 9(20.45) 2(4.54)

PG & B.Ed. 22(50) 16(36.36) 2(4.54)

Total 38(33.44) 25(22) 4(3.52)

4 Engages students

to create interest

towards the topic

Degree &

B.Ed.

17(38.63) 9(20.45) 4(9.09)

PG & B.Ed. 16(36.36) 26(59.09) 4(9.09)

Total 33(29.04) 35(30.8) 8(7.04)

5 Uses appropriate

strategy for

introducing the

topic

Degree &

B.Ed.

13(29.54) 10(22.72) 2(4.54)

PG & B.Ed. 18(40.90) 16(36.36) 7(15.90)

Total 31(27.28) 26(22.88) 9(7.92)

6 States the topic

before teaching

Degree &

B.Ed.

8(18.18) 7(15.90) 4(9.09)

PG & B.Ed. 9(20.45) 7(15.90) 5(11.36)

Total 17(14.96) 14(12.32) 9(7.92)

7 Teaches basing on

what students

already know

Degree &

B.Ed.

14(31.81) 8(18.18) 1(2.27)

PG & B.Ed. 19(43.18) 11(25) 0

Total 33(29.4) 19(16.72) 1(0.88)

The table-3.47 indicates that 24.64% of teachers often settled the class prior to

teaching and creates readiness among learners. The table also indicates that there are

only 7.92% of teachers very often use appropriate strategy for introducing the topic

and states the topic before teaching in class but 36.08% of teachers sometimes states

the topic before teaching and 27.28% of teachers usually use appropriate strategy for

introducing the topic. The same table also highlighted that 33.44% of teachers are

usually tests previous knowledge before teaching and 29.4% of teachers are usually

62

teaches basing on what students already knows. Further it can be said that teachers

with higher qualification do better in this regards in comparison to teachers having

low qualification. So it can be interpreted that there are most of the teachers are

usually use the criteria.

Table-3.48: Relating to Presenting the Lesson

It is found from the table-3.48 that 36.96% of teachers are usually presents

information in a clear and organized manner and only 2.64% of teachers are never

presents information in a clear and organized manner. The table also shows that there

are 22.86% of teachers are very often posses’ mastery over content knowledge and

22% of teachers having very often presents in an audible voice to every learner. The

same table also showed that 44% of teachers often explains the simple concepts with

familiar language, 36.08% of teachers often presents in an audible voice to every

learner and 30.08% of teachers often presents information in a clear and organised

manner. So it can be interpreted that there are somehow teachers are often use the

criteria in relating to presenting the lesson.

Sl.

No

Aspects /

Criteria

Qualification Usually

(N & %)

Often

(N & %)

Very Often

(N & %)

1 Posses Mastery

Over Content

Knowledge

Degree & B.Ed. 6(13.63) 11(25) 12(27.27)

PG & B.Ed. 11(25) 18(40.90) 14(31.81)

Total 17(14.96) 29(25.52) 26(22.86)

2 Presents

Information in a

Clear and

Organized

Manner

Degree & B.Ed 19(43.18) 13(29.54) 1(2.27)

PG & B.Ed 23(52.27) 22(50) 2(4.54)

Total 42(36.96) 35(30.8) 3(2.64)

3 Explains the

Simple Concepts

With Familiar

Language

Degree & B.Ed 9(20.45) 22(50) 3(6.81)

PG & B.Ed 15(34.09) 28(63.63) 7(15.90)

Total 24(21.12) 50(44) 10(8.8)

4 Presents in a

Audible Voice to

Every Learner

Degree & B.Ed 7(15.90) 21(47.72) 8(18.18)

PG & B.Ed 10(22.72) 21(47.72) 17(38.63)

Total 17(14.96) 41(36.08) 25(22)

5 Illustrates

Concepts With

Variety of

Examples From

the Context

Degree & B.Ed 22(50) 9(20.45) -

PG & B.Ed 19(43.18) 25(56.81) -

Total 41(36.08) 34(29.92) -

63

Table-3.49: Relating to Questioning and Reinforcement

It is reveals from the table-3.49 that 30.8% of teachers are usually allows reasonable

time to students for answering the questions and distributes questions throughout

whole class but only 6.16% of teachers are very often allows reasonable time to

students for answering the questions and 8.8% of teachers are very often distributes

questions throughout whole class. The table also reports that 29.04% of teachers are

often prompts learners for enquiry and allows reasonable time to students for

answering the questions. The same able also shows that there are 35.2% of teachers

have often gives appropriate reinforcement but only 0.88% of teachers are never gives

appropriate reinforcement and prompts learners for enquiry. So it can be concluded

that there are majority of teachers use criteria often and teachers with higher

qualification do better in this regards in comparison to teachers having low

qualification.

Sl.

No

Aspects /

Criteria

Qualification Usually

(N & %)

Often

(N & %)

Very Often

(N& %)

1 Prompts

Learners for

Enquiry

Degree & B.Ed 11(25) 12(27.27) 1(2.27)

PG & B.Ed 21(47.72) 21(47.72) 1(2.27)

Total 32(28.16) 33(29.04) 2(1.76)

2 Asks Questions

With Precision

and Clarity

Degree & B.Ed 16(36.36) 13(29.54) 2(4.54)

PG & B.Ed 18(40.90) 22(50) 5(11.36)

Total 34(29.92) 35(30.8) 7(6.16)

3 Distributes

Questions

Throughout

Whole Class

Degree & B.Ed 14(31.81) 18(40.90) 5(11.36)

PG & B.Ed 21(47.72) 23(52.27) 5(11.36)

Total 35(30.8) 41(36.08) 10(8.8)

4 Allows

Reasonable Time

to Students for

Answering the

Question

Degree & B.Ed 15(34.09) 14(31.81) 4(9.09)

PG & B.Ed 20(45.45) 19(43.18) 3(6.81)

Total 35(30.8) 33(29.04) 7(6.16)

5 Gives

Appropriate

Reinforcement.

Degree & B.Ed 11(25) 16(36.36) 2(4.54)

PG & B.Ed 14(31.81) 24(54.54) 4(9.09)

Total 25(22) 40(35.2) 6(5.28)

64

Table-3.50: Relating to Use of Teaching Learning Materials

Sl.

No


(N & %)

Often

(N & %)

Very Often

(N & %)

1

Writes Legible in

the Blackboard

Degree &

B.Ed.

7(15.90) 18(40.90) 5(11.36)

PG & B.Ed. 8(18.18) 22(50) 10(22.72)

Total 15(13.2) 40(35.2) 15(13.2)

2 Uses Different

Activities

(Listening/Reading/

Doing) in Class

Degree &

B.Ed.

12(27.27) 14(31.81) -

PG & B.Ed. 15(34.09) 27(61.36) -

Total 27(23.76) 41(36.08) -

3 Uses Appropriate

Teaching Learning

Method

Degree &

B.Ed.

18(40.90) 11(25) -

PG & B.Ed. 24(54.54) 19(43.18) -

Total 42(36.96) 30(26.4) -

3 Uses Locally

Available Things as

Teaching Learning

Materials

Degree &

B.Ed.

11(25) 17(38.63) -

PG & B.Ed. 21(47.72) 21(47.72) 3 (6.81)

Total 32(28.16) 38(33.44) 3(6.81)

5

Changes Method/

Strategy As Per

The Moods of the

Learners

Degree &

B.Ed.

12(27.27) 8(18.18) 3(6.81)

PG & B.Ed. 24(54.54) 14(31.81) 4(9.09)

Total 36(31.68) 22(19.36) 7(6.16)

6

Uses Primary

Source/Material for

Teaching

Degree & B.Ed 10(22.72) 17(38.63) 2(4.54)

PG & B.Ed 23(52.27) 17(38.63) 3(6.81)

Total 33(29.04) 34(29.92) 5(4.4)

It is found from the table-3.50 that 35.2% of teachers often write legible in the

blackboard but only 13.2% of teachers very often write legible in the blackboard. The

table also shows that there are 36.08% of teachers having often used different

activities (listening/reading/doing). The same table also shows that there are 36.96%

65

of teachers usually use appropriate teaching learning method, 31.68% of teachers

usually changes method/strategy as per the moods of the learners. Further there are

only 29.04% of teachers sometimes and often use primary source/material for their

class teaching and 33.44% of teachers often use locally available things as teaching

learning materials. So it is conclude that there are majority of the teachers often use

criteria relating to teaching learning materials in class transaction. Similarly it can be

said that teachers with higher qualification do better in this regards in comparison to

teachers having low qualification.

Table-3.51: Relating to Interaction with Students

Sl.

No


(N & %)

Often

(N & %)

Very Often

(N & %)

1 Interacts with

Each Student

Degree & B.Ed 19(43.18) 8(18.18) 4(9.09)

PG & B.Ed 22(50) 21(47.72) 4(9.09)

Total 41(36.08) 29(25.52) 8(7.04)

2 Maintains Order in

the Class With the

Consultation of the

Groups

Degree & B.Ed 19(43.18) 9(20.45) -

PG & B.Ed 27(61.36) 13(29.54) 1(2.27)

Total 46(40.48) 22(19.36) 1(0.88)

3 Offer Personal

Support to Learner

at the Time of

Difficulty During

Class Activity

Degree & B.Ed 6(13.63) 22(50) -

PG & B.Ed 20(45.45) 22(50) -

Total 26(22.88) 44(38.72) -

4 Allows Learners to

Interact With Each

Other

Degree & B.Ed 16(36.36) 14(31.81) -

PG & B.Ed 22(50) 25(56.81) -

Total 38(33.44) 39(34.32) -

5 Activates Learners

During the Class

Degree & B.Ed 13(29.54) 10(22.72) -

PG & B.Ed 19(43.18) 19(43.18) -

Total 32(28.16) 29(25.52) -

6 Encourage Pair

Work/ Group

Work and Ensures

Peer Learning

Degree & B.Ed 10(22.72) 9(20.45) -

PG & B.Ed 20(45.45) 12(27.27) -

Total 30(26.4) 21(18.48) -

It is reveals from this table-3.51 that 36.08% of teachers usually interacts with each

students, 40.48% of teachers usually maintains order in the class with the consultation

of the groups, 38.72% of teachers having also often offer personal support to learner

at the time of difficulty during class activity, 34.32% of teachers also often allows

learners to interact with each others, 28.16% of teachers having usually activates

during the class and 26.4% of teachers also usually encourages pair working/ group

66

working and ensures peer learning and only 7.04% of teachers very often interacts

with each students. So it can be concluded that most of the teachers have usually use

the criteria relating to interaction with students in class room transactions.

Table-3. 52: Relating to Use of Reflections and ICT

Sl.

No


(N & %)

Often

(N & %)

Very Often

(N & %)

1 Teaches How to

Learn a Topic

Degree & B.Ed. 19(43.18) 6(13.63) 5(11.36)

PG & B.Ed. 15(34.09) 16(36.36) 9(20.45)

Total 34(29.92) 22(19.36) 14(12.32)

2 Suggests other

Learning Materials

for References

Degree & B.Ed. 5(11.36) 1(2.27) -

PG & B.Ed. 18(40.90) 3(6.81) -

Total 23(20.24) 4(3.52) -

3 Uses ICT in

Classroom

Degree & B.Ed. - - -

PG & B.Ed. - - -

Total - - -

4 Encourages Learner

For Asking

Questions

Degree & B.Ed. 12(27.27) 11(25) -

PG & B.Ed. 19(43.18) 15(34.09) 1(2.27)

Total 21(18.48) 26(22.88) 1(0.88)

5 Encourage Learners

For Self Reflection

Degree & B.Ed. 15(34.09) 10(22.72) -

PG & B.Ed. 19(43.18) 17(38.63) -

Total 34(29.92) 27(23.76) -

6 Encourages

Divergent Thinking

Degree & B.Ed. 9(20.45) 10(22.72) -

PG & B.Ed. 19(43.18) 15(34.09) -

Total 28(24.64) 25(22) -

7 Focuses on the

Process of Learning

in the Class

Degree & B.Ed. 17(38.63) 9(20.45) -

PG & B.Ed. 20(45.45) 21(47.72) -

Total 37(32.56) 30(26.4) -

8 Relates the Subject

With Other School

Subjects

Degree & B.Ed. 9(20.45) 17(38.63) -

PG & B.Ed. 10(22.72) 26(59.09) 1(2.27)

Total 19(16.72) 43(37.84) 1(0.88)

9 Summarizes at the

end of the Class

Degree & B.Ed. 16(36.36) 13(29.54) -

PG & B.Ed. 12(27.27) 27(61.36) 1(2.27))

Total 28(24.64) 40(35.2) 1(0.88)

It is found from this table that 29.92% of teachers are usually teaches how to learn a

topic, 47.52% of teachers sometimes suggests other materials for references, 8.8% of

teachers have use of ICT in classrooms, 22.88% of teachers often encourages learner

for asking questions, 29.92% of teachers usually encourage learners for self reflection,

25.52% of teachers sometimes encourages divergent thinking, 32.56% of teachers are

usually focuses on the process of learning in the class, 37.84% of teachers are often

relates the subject with other school subjects, 35.2% of teachers often summarizes at

67

the end of the class. So it can be interpreted that there is minimum use of ICT in

classroom teaching learning processes in secondary schools and sometimes teachers

suggests other learning materials for references.

Table-3.53: Assessing Learning in Class

Sl.

No


(N & %)

Often

(N & %)

Very Often

(N & %)

1 Assess Learners

Understanding

Throughout The

Class

Degree & B.Ed. 17(38.63) 6(13.63) 2(4.54)

PG & B.Ed. 18(40.90) 18(40.90) 1(2.27)

Total 35(30.8) 24(21.12) 3(2.64)

2 Asks Questions As

Per Objectives Of

Lesson

Degree & B.Ed. 20(45.45) 3(6.81) -

PG & B.Ed. 18(40.90) 9(20.45) 1(2.27)

Total 38(33.44) 12(10.56) 1(0.88)

3 Ask Questions

Beyond The Text

Degree & B.Ed. 19(43.18) 9(20.45) -

PG & B.Ed. 22(50) 18(40.90) 1(2.27)

Total 41(36.08) 27(23.76) 1(0.88)

4 Gives Importance

On Learners Work

In Assessment

Degree & B.Ed. 18(40.90) 10(22.72) -

PG & B.Ed. 27(61.36) 15(34.09) -

Total 45(39.6) 25(22) -

5 Helps Learner In

Self Assessment

Degree & B.Ed. 17(38.63) 15(34.09) 1(2.27)

PG & B.Ed. 18(40.90) 26(59.09) 2(4.54)

Total 35(30.8) 41(36.08) 3(2.64)

6 Provides Home

Assignments That

Requires Enquiry

Degree & B.Ed. 24(54.54) 11(25) 1(2.27)

PG & B.Ed. 18(40.90) 23(52.27) 4(9.09)

Total 42(36.96) 34(29.92) 5(4.4)

It is point out from this table that 30.8% of teachers are usually assess learners

understanding throughout the class, 33.44% of teachers are usually asks questions as

per objectives of lessons, 36.08% of teachers are usually ask questions beyond the

text, 39.6% of teachers usually gives importance on learners work in assessments,

36.8% of teachers are often helps learner in self assessment, 36.96% of teachers

having usually provides home assignments that requires enquiry. So it can be

concluded that teachers gives more importance on learners work in assessment and

most of the criteria they use often in classroom.

68

Table-3. 54: Personality of Teacher

Sl.

No


(N & %)

Often

(N & %)

Very Often

(N & %)

1 Remains Active

Throughout The

Class

Degree & B.Ed. 11(25) 12(27.27) 10(22.72)

PG & B.Ed. 13(29.54) 24(54.54) 10(22.72)

Total 24(21.12) 36(31.68) 20(17.6)

2 Dresses Himself/

Herself Properly.

Degree & B.Ed. 14(31.81) 16(36.36) -

PG & B.Ed. 19(43.18) 25(56.81) -

Total 33(29.04) 41(36.08) -

3 Enjoys The

Classroom

Teaching

Degree & B.Ed. 26(59.09) 4(9.09) 1(2.27)

PG & B.Ed. 26(59.09) 15(34.09) 1(2.27)

Total 52(45.76) 19(16.72) 2(1.76)

4 Remains

Empathetic

Degree & B.Ed. 16(36.36) 16(36.36) 1(2.27)

PG & B.Ed. 16(36.36) 27(61.36) -

Total 32(28.16) 43(37.84) 1(0.88)

5 Ensure

Democratic

Practice In The

Classroom

Degree & B.Ed. 17(38.63) 14(31.81) 3(6.81)

PG & B.Ed. 22(50) 21(47.72) 4(9.09)

Total 39(34.32) 35(30.8) 7(6.16)

6 Seeks To Co-

Operate Of The

Students

Degree & B.Ed. 19(43.18) 11(25) 2(4.54)

PG & B.Ed. 25(56.81) 17(38.63) 2(4.54)

Total 44(38.72) 28(24.64) 4(3.52)

7 Ensures An

Inclusive

Classroom

Environment

Degree & B.Ed. 17(38.63) 15(34.09) 2(4.54)

PG & B.Ed. 24(54.54) 17(38.63) 5(11.36)

Total 41(36.08) 32(28.16) 7(6.16)

8 Maintain

Flexibility In The

Movement

Degree & B.Ed. 10(22.72) 16(36.36) 10(22.72)

PG & B.Ed. 11(25) 29(65.90) 9(20.45)

Total 21(18.48) 45(39.6) 19(16.72)

9 Over All

Personality

Degree & B.Ed. 10(22.72) 16(36.36) 10(22.72)

PG & B.Ed. 9(20.45) 29(65.90) 11(25)

Total 19(16.72) 45(39.6) 21(18.48)

It is found from the table- 3.54 that there are 31.68% of teachers often remains active

throughout the class, 36.08% of teachers are often dresses himself/herself properly,

45.76% of teachers sometimes enjoys the classrooms during the teaching, 37.84% of

teachers often remain empathetic in class, 34.32% of teachers sometimes ensure

democratic practice in the classroom, 38.72% of teachers sometimes seeks to co-

operate of the students, 36.08% of teachers ensures an inclusive classroom

environment, 39.6% of teachers often maintain flexibility in the moment in

classrooms, 39.6% of teachers often over all personality. So it can be interpreted that

69

there are some teachers are still not active throughout the class and need to more

empathetic in classroom activity.

3.8.2: Classroom Transaction Process with Reference to Subjects of Teaching

Table-3.55: Relating to Introducing Lesson

Sl.

No

Aspects /

Criteria

Subjects Usually

(N & %)

Often

(N & %)

Very Often

(N & %)

1 Gets the Class

Settled Prior to

Teaching

Language 16(55.17) 5(17.24) -

Science 3(33.33) 7(77.77) -

Math 6(33.33) 9(33.33) -

Social Sciences 9(28.12) 7(21.87) -

2 Creates

Readiness

among

Learners(Icebrea

king / Warm Up

Activity)

Language 18(62.06) 8(27.58) -

Science 7(77.77) 4(44.44) 1(11.1)

Math 4(22.22) 10(55.55) -

Social Sciences 11(34.37) 6(18.75) -

3 Tests Previous

Knowledge

Before Teaching

Language 12(41.37) 10(34.48) 1(3.44)

Science 9(100) 4(44.44) -

Math 9(50) 4(22.22) 2(11.1)

Social Sciences 8(25) 7(21.87) 1(3.12)

4 Engages

Students to

Create Interest

Towards the

Topic

Language 11(37.93) 13(44.82) 2(6.89)

Science 5(55.55) 6(66.66) 2(22.2)

Math 7(38.88) 6(33.33) 4(22.2)

Social Sciences 10(31.25) 10(31.25) -

5 Uses

Appropriate

Strategy for

Introducing the

Topic

Language 15(51.72) 5(17.24) 4(13.79)

Science 8(88.88) 2(22.22) 2(22.22)

Math 2(11.11) 9(50) 2(11.11)

Social Sciences 6(18.75) 10(31.25) 1(3.12)

6 States the Topic

Before Teaching

Language 4(13.79) 3(10.34) 3(10.34)

Science 3(33.33) 2(22.22) 1(11.11)

Math 2(11.11) 5(27.77) 2(11.11)

Social Sciences 8(25) 4(12.5) 3(9.37)

7 Teaches Basing

on What

Students already

Know

Language 10(34.48) 7(24.13) 1(3.44)

Science 7(77.77) 3(33.33) -

Math 7(38.88) 5(27.77) -


It is reveals from the table-3.55 that 77.77% of science teachers often get the class

settled prior to teaching and only 17.24% of language teachers often get the class

settled prior to teaching. Further 55.55% of math teachers often created readiness

among learners i.e., Ice breaking/ Warm Up activity and only 18.75% of social

70

science teachers often created readiness among learners. The table also shows that

50% of math teachers used appropriate strategy for introducing the topic and 17.24%

of language teachers also used appropriate strategy for introducing the topic. Further

the same table also found that 77.77% of science teachers usually teach basing on

what students already know further only 6.25% of social science teachers and 16.66%

of math teachers never teaches basing on what students already know.

Table-3. 56: Relating Presenting the Lesson

Sl.

No

Aspects / Criteria Subjects Usually

(N & %)

Often

(N & %)

Very Often

(N & %)

1

Presents

Information in a

Clear and

Organized Manner

Language 12 (41.3) 13(44.82) 1(3.44)

Science 6(66.66) 7(77.77) 1(11.11)

Math 11(61.11) 7(38.88) -

Social Sciences 13(40.62) 8(25) 1(3.12)

2

Explains the

Simple Concepts

With Familiar

Language

Language 10(34.48) 15(51.72) 2(6.89)

Science 3(33.33) 9(100) 2(22.22)

Math 5(27.77) 11(61.11) 2(11.11)

Social Sciences 6(18.75) 15(46.87) 4(12.5)

3

Presents in a

Audible Voice to

Every Learner

Language 4(13.79) 15(51.72) 9(31.03)

Science 6(66.66) 5(55.55) 3(33.33)

Math 2(11.11) 10(55.55) 7(38.88)

Social Sciences 5(15.62) 12(66.66) 6(33.33)

4

Illustrates

Concepts With

Variety of

Examples From

the Context

Language 12(41.37) 13(44.82) -

Science 8(88.88) 4(44.44) -

Math 6(33.33) 12(66.66) -

Social Sciences 15(46.87) 5(15.62) -

It indicates from the above table that 77.77% of science teachers, 44.82% of language

teachers, 38.88% of math teachers and 25% of social science teachers often presented

information in a clear and organized manner. The table also views that 100% science

teachers, 61.11% of math teachers and 51.72% of language teachers often explained

the simple concepts with familiar language. Further the table also found that 38% of

math teachers, 33.33% of social science and science teachers very often present in an

audible voice to every learner. Similarly the same table also indicates that 66.66% of

71

math teachers very often and 88.88% of science teachers usually illustrated concepts

with variety of examples from the context. So it can be concluded that most of the

time science and math teachers are usually, often and very often presenting the lesson

in classroom.

Table-3. 57: Relating to Questioning and Reinforcement

Sl.

No

Aspects /

Criteria

Subjects Usually

(N & %)

Often

(N & %)

Very Often

(N & %)

1 Prompts Learners

for Enquiry

Language 8(27.58) 16(55.17) 5(17.24)

Science 9(100) - -

Math 7(38.88) 8(44.44) 2(11.11)

Social Sciences 11(34.37) 12(37.5) 3(9.37)

2 Asks Questions

With Precision

and Clarity

Language 14(48.27) 8(27.58) 4(13.79)

Science 5(55.55) 6(66.66) 2(22.22)

Math 8(44.44) 9(50) -

Social Sciences 8(25) 10(31.25) 1(3.12)

3 Distributes

Questions

Throughout

Whole Class

Language 2(6.89) 21(72.41) 2(6.89)

Science 4(44.44) 8(88.88) -

Math 8(44.44) 5(27.77) 2(11.11)

Social Sciences 11(34.37) 6(18.75) 2(6.25)

4 Allows

Reasonable Time

to Students for

Answering the

Question

Language 6(20.68) 13(44.82) 5(17.24)

Science 3(33.33) 8(88.88) 1(11.11)

Math 2(11.11) 10(55.55) 5(27.77)

Social Sciences 4(12.5) 9(28.12) 4(12.5)

5 Gives

Appropriate

Reinforcement.

Language 8(27.58) 13(44.82) 1(3.44)

Science 6(66.66) 7(77.77) -

Math 5(27.77) 10(55.55) -

Social Sciences 8(25) 11(34.37) -

It reveals from the table-3.57 that 100 % of science teachers, 38.88% of math teachers

and 34.37% of social science teachers usually prompts learners for enquiry. The table

also found that 66.66% of science teachers, 50% math teachers, 31.25% of social

science teachers and only 27.58% of language teachers often asked questions with

precision and clarity. Further the same table also shows that 88.88% of science

teachers, 55.55% of math teachers, 44.82% of language teachers and 28.12% of social

science teachers allow reasonable time to students for answering the questions.

Similarly the table found also that 7.77% of science teachers, 55.55% of math

teachers, 44.82% language teachers and 34.37% of social science teachers often gives

72

appropriate reinforcement between classroom transactions. So it can be interpreted

that most of the science, math and language teachers often use the components

relating to the questioning and reinforcement in the classroom.

Table-3.58: Relating to Use of Teaching Learning Materials

Sl.

No

Aspects /

Criteria

Subjects Usually

(N & %)

Often

(N & %)

Very Often

(N & %)

1 Writes Legible in

the Blackboard

Language 14(48.27) 11(37.93) -

Science 9(100) - -

Math 5(27.77) 10(55.55) -

Social Sciences 7(21.87) 12(37.5) 4(12.5)

2 Uses Different

Activities

(Listening/Readin

g/Doing) in Class

Language 14(48.27) 11(37.93) -

Science 5(55.55) 7(77.77) -

Math 5(27.77) 9(50) 2(11.11)

Social Sciences 8(25) 11(43.37) 1(3.12)

3 Uses Appropriate

Teaching

Learning Method

Language 12(41.37) 13(44.82) -

Science 8(88.88) 4(44.44) -

Math 6(33.33) 12(66.66) -

Social Sciences 15(46.87) 5(15.62) -

4 Uses Locally

Available things

as teaching

learning materials

Language 11(37.93) 8(27.58) 2(6.89)

Science 8(88.88) 5(55.55) -

Math 6(33.33) 5(27.77) 3(16.66)

Social Sciences 11(43.37) 4(12.5) 2(6.25)

5 Changes Method/

Strategy as per

the Moods of

Learners

Language 15(51.72) 7(24.13) 1(3.44)

Science 9(100) 3(33.33) -

Math 8(44.44) 8(44.44) -


6 Uses Primary

Source/Material

for teaching

Language 9(31.03) 11(37.93) -

Science 6(66.66) 3(33.33) -

Math 9(50) 2(11.11) -


The table-3.58 explains that 55.55% of math teachers, 100% of science teachers, and

37.93% of language teachers often writes legible in the classroom blackboard. The

table also showed that 77.77% of science teachers, 50% of math teachers and 43.37%

of social science teachers often used different activities i.e., learning, reading and

doing in class. Further the table also found that 66.66% of math teachers, 44.82% of

language teachers often used appropriate teaching learning methods. The same table

also found that there are 16.66% of math teachers, 6.89% of language teachers and

only 6.25% of social science teachers very often used locally available things as

73

teaching learning materials. 44.44% of math teachers, 33.33% of science teachers and

24.13% of language teachers often changed method/ strategy as per the moods of

learners. Similarly the table also found that 66.66% of science teachers, 50% of math

teachers and 31.03% of language teachers usually used primary source//Material for

teaching. So it can be concluded that performance of science and math teachers was

very often and often than the language and social science teachers.

Table-3. 59: Relating to Interaction with Students

Sl.

No

Aspects /

Criteria

Subjects Usually

(N & %)

Often

(N & %)

Very Often

(N & %)

1 Interacts with

each Students

Language 9(31.03) 16(55.17) -

Science 2(22.22) 8(88.88) -

Math 6(33.33) 8(44.44) -


2 Maintains order

in the Class with

the Consultation

of the Groups

Language 16(55.17) 12(41.37) -

Science 7(77.77) 6(66.66) -

Math 5(27.77) 10(55.55) -

Social Sciences 10(31.25) 11(34.37) -

3 Offer Personal

support to learner

at the time of

difficulty during

class activity

Language 5(17.24) 8(27.58) 13(44.82)

Science 5(55.55) 6(66.66) 2(22.22)

Math 1(5.55) 7(38.88) 7(38.88)

Social Sciences 6(18.75) 8(25) 4(12.5)

4 Allows Learners

to interact with

each other

Language 11(37.93) 6(20.68) 7(24.13)

Science 7(77.77) 1(11.11) 2(22.22)

Math 6(33.33) 5(22.77) 5(22.77)

Social Sciences 10(31.25) 10(31.25) -

5 Activates

learners during

the class

Language 16(55.17) 8(27.58) -

Science 5(55.55) 4(44.44) -

Math 4(22.22) 8(44.44) -


6 Encourages Pair

Work/Group

Work and

ensures peer

Leaning

Language 7(24.13) 17(58.62) -

Science 4(44.44) 6(66.66) -

Math 5(22.77) 9(50) 1(5.55)


It found form the above table that 88.88% of science teachers, 55.17% of language

teachers and 37.5% of social science teachers often interact with each student during

class transaction. Similarly 31.25% of social science teachers, 22.77% of math

teachers, 20.68% of language teachers often allow learners to interact with each

74

others. The table also found that 44.82% of language teachers, 38.88% of math

teachers, and 22.88% of social science teachers often offer personal support to learner

at the time of difficulty during class activity. Further the table also found that 66.66%

science teachers, 58.62% of language teachers, 50% of math teachers and only

34.37% of social science teachers encouraged pair work/ Group work and ensures

peer learning. So it can be concluded that most of the teachers are often interaction

with students.

Table-3. 60: Relating to Use of Reflections and ICT Sl. No

Aspects / Criteria

Subjects Usually (N & %)

Often (N & %)

Very Often (N & %)

1 Teaches how to Learn a Topic

Language 11(37.93) 11(37.93) - Science 7(77.77) 3(33.33) -

Math 5(27.77) 8(44.44) -

Social Sciences 9(28.12) 7(21.87) - 2 Suggest other

Learning Materials for References

Language 9(31.03) 11(37.93) -

Science 6(66.66) 2(22.22) - Math 6(33.33) 8(44.44) -

Social Sciences 10(31.25) 5(15.62) 1(3.12)

3 Uses ICT in Classroom

Language - - -

Science - - -

Math - - - Social Sciences - - -

4 Encourages Leaner for

Asking Questions

Language 16(55.17) 827.58 -

Science 5(55.55) 4(44.44) -

Math 4(22.22) 8(44.44) - Social Sciences 9(28.12) 7(21.87) -

5 Encourages Learner for self

Reflection

Language 9(31.03) 12(41.37) -

Science 5(55.55) 4(44.44) -

Math 7(38.88) 5(27.77) -


6 Encourages Divergent Thinking

Language 10(34.48) 16(55.17) 1(3.44) Science 5(55.55) 6(66.66) - Math 6(33.33) 7(38.88) 2(11.11)

Social Sciences 12(37.5) 5(15.62) 2(6.25) 7 Focus on the

Process of Learning in the

Class

Language 14(48.27) 9(31.03) -

Science 6(66.66) 4(44.44) -

Math 8(44.44) 7(38.88) -

Social Sciences 9(28.12) 10(31.25) - 8

Relates the subject with other School Subjects

Language 9(31.03) 11(37.93) - Science 6(66.66) 3(33.33) - Math 9(50) 2(11.11) -

Social Sciences 6(18.75) 5(15.62) - 9 Summarizes at

the end of the Class

Language 10(34.48) 10(34.48) - Science 9(100) 3(33.33) - Math 10(55.55) 5(27.77) -

Social Sciences 10(31.25) 4(12.5) 1(3.12)

75

The table-3.60 reveals that 100% of language teachers, math teachers, 88.88% of

science teachers and 68.75% of social science teachers never use ICT in classroom.

The table also found that 77.77% of science teachers, 37.93% of language teachers

and 28.12% of social science teachers usually teaches how to learn a topic. There are

44.44% of science teachers, 41.37% of language teachers, and only 12.25% of social

science teachers often encouraged leaner for self-reflection. Further the table also

viewed that 11.11% of math teachers, 6.25% of social science teachers and 3.44% of

language teachers very often encourages divergent thinking to the leaner. Similarly

the same table also found that 100% of science teachers usually summarized at the

end of the class and only 3.12% of social science teachers very often summarise at the

end of the class. So it can be mentioned that majority of teachers (87.5%) are not use

of ICT in class rooms and only 25% of teachers often encouraged reflection upon

learner and their teaching learning procedures.

Table- 3. 61: Assessing Learning in Class

Sl. No

Aspects / Criteria


Often (N & %)

Very Often (N & %)

1 Assess Learners Understanding throughout the

class

Language 7(24.13) 17(58.62) - Science 4(44.44) 6(66.66) -

Math 5(27.7) 9(50) 1(5.55)


2 Asks question as per objectives of

lesson

Language 8(27.58) 18(62.06) -

Science 4(4.44) 6(66.66) -

Math 5(27.77) 10(55.55) -

Social Sciences 11(34.37) 6(18.75) 1(3.12)

3 Ask question beyond the text

Language 11(37.93) 8(27.58) 2(6.89)

Science 9(99.99) - -

Math 10(55.55) 4(22.2) 1(5.55) Social Sciences 5(15.62) 9(28.12) -

4 Gives Importance on

Learners work in Assessment

Language 13(44.82) 6(20.68) -

Science 8(88.88) 1(11.11) -

Math 8(44.44) 2(11.11) - Social Sciences 9(28.12) 3(9.37) 1(3.12)

5 Helps learner in self assessment

Language 16(55.17) 11(37.93) -

Science 6(66.66) 4(44.44) - Math 6(33.33) 6(33.33) 1(5.55)

Social Sciences 13(40.62) 6(18.75) -

6 Provides Home Assignments that requires enquiry

Language 13(44.82) 12(41.37) - Science 8(88.88) 1(11.11) - Math 10(55.55) 5(22.77) -


76

It found form the above table that 66.66% of science teachers, 62.06% of language

teachers, 55.55% of math teachers, and 18.75% of social science teachers asked

questions as per objectives of lessons. There are 88.88% of science teachers, 44.82%

of language teachers, 44.44% math teachers, and 28.12% of social science teachers

usually gives importance on learners work in assessments. Further 44.44% of science

teachers, 37.93% of language teachers, 33.33% of math teachers and 12.32% of social

science teachers often helped learner in self assessment. Similarly there are 44.44% of

science teachers, 41.37% of language teachers, 22.77% of math teachers and 12.25%

of social science teachers often provide home assignments that requires enquiry. So it

can be conclude that 33.33% of teachers usually give importance in assessing learning

in class.

Table- 3. 62: Personality of Teacher

Sl. No

Aspects / Criteria


Often (N & %)

Very Often (N & %)

1 Remains active

throughout the Class

Language 14(48.27) 14(48.27) 1(3.44) Science 8(88.88) 4(44.44) 1(11.11)

Math 11(61.11) 7(38.88) 1(5.55)

Social Sciences 9(28.12) 9(28.12) 2(6.25)

2 Dresses Himself/Herse

lf Properly

Language 9(31.03) 16(55.17) 3(10.34)

Science 6(66.66) 5(55.55) 3(33.33)

Math 4(22.22) 5(27.77) 6(33.33) Social Sciences 5(15.62) 10(31.25) 8(25)

3 Enjoys the Classroom teaching

Language 8(27.58) 17(58.62) -

Science 7(77.77) 6(66.66) -

Math 10(55.55) 6(33.33) - Social Sciences 8(25) 12(37.5) -

4 Remains Empathetic

Language 14(48.27) 13(44.82) 1(3.44)

Science 3(33.33) 8(88.88) -

Math 6(33.33) 11(61.11) - Social Sciences 9(28.12) 11(43.37) -

5 Ensure Democratic

Practice in the Classrooms

Language 13(44.82) 14(48.27) 2(6.89)

Science 10(111.11) 4(44.44) -

Math 4(22.22) 10(55.55) 2(11.11) Social Sciences 12(37.5) 7(21.87) 3(9.37)

6 Seeks to Co-Operate of the

Students

Language 16(55.17) 9(31.03) 1(3.44) Science 6(66.66) 7(77.77) - Math 7(38.88) 8(44.44) 2(11.11)

Social Sciences 15(46.87) 4(12.5) 1(3.12) 7 Ensures as

Inclusive Classroom

Language 14(48.27) 12(41.37) 1(3.44)

Science 7(77.77) 6(66.66) -

Math 8(44.44) 7(38.88) 3(16.66)

77

Environment Social Sciences 12(37.5) 7(21.87) 3(9.37) 8 Maintain

Flexibility in the Movement

Language 6(20.68) 19(65.51) 3(10.34) Science 2(22.22) 9(100) 3(33.33) Math 4(22.22) 7(38.88) 7(38.88)

Social Sciences 9(28.12) 10(31.25) 6(18.75) 9 Over all

Personality Language 6(20.68) 14(48.27) 3(10.34) Science 9(100) 8(88.88) 2(22.22) Math 7(38.88) 7(38.88) 3(16.66)

Social Sciences 7(21.87) 12(37.5) 3(9.37)

It found from the table-3.62 that 48.27% of language teachers, 44.44% of science

teachers, 38.88% math teachers and 28.12% of social science teachers often remained

active throughout the class. Further 66.66% of science teachers, 58.62% of language

teachers, and 37.5% of social science teachers often enjoyed classroom teaching.

Further there are 55.55% of math teachers, 48.27% of language teachers, 44.44% of

science teachers and 21.87% of social science teachers often ensure democratic

practice in the classrooms. The table also shows that 38.88% of math teachers,

33.33% of science teachers, 18.75% of social science teachers very often maintained

flexibility in the movement when they engaged in teaching in classroom. There are

66.66% of science teachers, 41.37% of language teachers, 38.88% of math teachers,

and 21.87% of social science teachers often ensured as inclusive classroom

environment. So it can be interpreted that 36.08% of all teachers often overall

personality.

3.9: Achievement of Students in Class X

In this section, trend of achievement of students in class X examination held by the

Jharkhand Academic Council is discussed along with grades obtained by the students

over last three years.

Table-3. 63: Achievement of Students Class X

Name 2013-14 2014-15 2015-16

Pass (%) Pass (%) Pass (%)

Boys 79.81 76.01 77.17

Girls 75.80 73.29 68.77

Total 77.84 74.97 69.20

Gen 88.28 84.23 76.79

SC 70.72 75.67 70

ST 74.56 66.66 63.05

OBC 74.92 81.48 72.13

Minority 90.14 95 75.70

CWSN - - -

78

It reveals form the table that there are total 77.84% of class X students passed in year

2013-14 and 69.20% total passed in 2015-16. Further total male achievement in 2013-

14 was 79.81% and female was 75.80% and similarly in the year of 2015-16 male

achievement was 77.17% and female achievement was 68.77%. The table also

highlighted that Minority students’ achievement was highest as compare to other

category students in the year of 2013.14 i.e., 90.14% and in 2014-15 was 95% and

only in year of 2015-16 general category students achievement results was highest

among all category of students achievements that was 76.69%. So it can be

interpreted that achievement result of the class X was decreases if we compare with

the past achievements results and especially ST category students’ achievement is

effectively decreases among other category of students’ achievements.

Fig.3.19: Achievement of students in class X

79.81

76.0177.17

75.8

73.29

68.77

77.84

74.97

69.2

62

64

66

68

70

72

74

76

78

80

82

2013-14 2014-15 2015-16

Boys

Girls

Total

79

Fig. 3.20: Achievement of SC, ST and General Students

Table-3. 64: Achievement of Students Class X in 2013-14

Name Total

(%)

Male

(%)

Female

(%)

Gen

(%)

SC

(%)

ST

(%)

OBC

(%)

Mnio.

(%)

CWSN

(%)

Pass 77.84 79.81 75.80 88.28 70.72 74.56 74.92 90.14 -

A+ 3.44 4.40 4.42 16.26 7.07 2.67 4.21 - -

A 18.85 14.74 21.01 43.35 33.56 11.65 25.47 29.55 -

B+ 35.23 26.26 40.32 41.35 40.26 39.34 41.52 44.33 -

B 35.23 26.26 40.32 15.28 20.74 12.66 18.79 17.24 -

The table no.64 explains that total achievement of students class X in year 2013-14

was 77.84% and male was 79.81% and female was 75.80%. Further the highest

achievement category student was Minority category i.e., 90.14 % and next was

general category i.e., 88.28%. Similarly the table also showed that the highest grade

achievement was B+ and B i.e., (35.23%) and lowest achievement grade was A+ i.e.,

(3.44%). The same table showed that the category which was achieved A+ than other

category students was General category i.e., 16.26%, then in A grade there are also

General category students achievement was highest that was 43.35%, next was B+

grade achievement category students was Minority category students and last B grade

more achievement than the other category students was SC category students i.e.,

20.74%.

77.84

88.28

70.7274.5674.97

84.23

75.67

66.6669.276.79

7063.05

0

10

20

30

40

50

60

70

80

90

100

Total Gen SC ST

2013-14

2014-15

2015-16

80

Fig. 3.21: Grade of Students in Class X in 2013-14


Name Total

(%)

Male

(%)

Female

(%)

Gen

(%)

SC

(%)

ST

(%)

OBC

(%)

Mnio.

(%)

CWSN

(%)

Pass

(%)

74.97 76.02 73.29 84.23 75.67 66.66 81.48 88.84 -

A+ 2.99 3.15 1.76 8.88 9.95 1.62 4.05 - -

A 19.96 14.66 21.29 32.85 17.81 18.24 23.79 12.32 -

B+ 43.94 29.09 52.25 46.84 55.07 49.29 47.37 86.26 -

B 13.07 13.26 12.25 15.85 28.75 8.44 17 47.25 -

It is found from the table no. 65 that total achievement of students class X in year

2014-15 was 74.97% and male was 76.02% and female was 73.29%. Further the

highest achievement category student was Minority category i.e., 88.84 % and next

was general category i.e., 84.23%. Similarly the table also showed that the highest

grade student achievement was B+ i.e., (43.94%) and lowest achievement grade was

A+ i.e., (2.99%). The same table shows that the category which was achieved A+ than

other category students was SC category i.e., 9.95%, then in A grade there are also

General category students achievement was highest that was 32.85%, next was B+

grade achievement category students was Minority category students i.e., 86.26% and

the last B grade more achievement than the other category students was Minority

category students i.e., 47.25%.

0

10

20

30

40

50

60

70

80

Pass A+ A B+ B

77.84

3.44

18.85

35.23 35.23% of Students

81



Name Total

(%)

Male

(%)

Female

(%)

Gen

(%)

SC

(%)

ST

(%)

OBC

(%)

Mnio.

(%)

CWSN

(%)

Pass

(%)

69.20 77.17 68.77 76.79 70 63.05 72.13 75.70 -

A+ 6.58 7.62 4.83 6.71 4.24 11.37 5.65 - -

A 22.30 19.93 21.13 28.75 9.24 32.31 23.90 13.80 -

B+ 35.21 22.83 37.62 24.31 33.60 29.88 42.12 35.66 -

B 14.93 10.07 13.44 15.84 19.68 18.30 16.30 28.76 -

The table no. 66 indicates that pass percentage of students in class X in year 2015-16

was 69.20% and male was 77.17% and female was 68.77%. Further the highest

achievement category student was General category i.e., 76.79 % and next was

minority category i.e., 75.70%. Similarly the table also point out that the highest grade

achievement was B+ i.e., (35.21%) and lowest achievement grade was A+ i.e.,

(6.58%). The same table also shows that the category which was achieved highest A+

than other category students was ST category i.e., 11.37%, then in A grade there are

also ST category students achievement was highest that was 32.31%, next was B+

grade achievement category students was OBC category students i.e., 42.12% and last

B grade more achievement than the other category students was Minority category

students i.e., 28.76%.

0

10

20

30

40

50

60

70

80

Pass A+ A B+ B

74.97

2.99

19.96

43.94

13.07

% of Students

82


Table-3.67: Trend of Class X Result

Grades 2015-16 2014-15 2013-14

Pass (%) 69.20 74.97 77.84

A+ 6.58 2.99 3.44

A 22.30 19.96 18.85

B+ 35.21 43.94 35.23

B 14.93 13.07 35.23

The table indicates that the pass percentage has decreased over the years from

77.84%. to 69.20% but the more number of students secured A+ than earlier years.

The same is presented in following graphs.

0

10

20

30

40

50

60

70

Pass A+ A B+ B

69.2

6.58

22.3

35.21

14.93

% of Students

83

Fig. 3.24: Trend of Class X Result

The major findings and its implication for the educational planners and administrators

are given in the following chapter.

69.2

6.58

22.3

35.21

14.93

74.97

2.99

19.96

43.94

13.07

77.84

3.44

18.85

35.23 35.23

0

10

20

30

40

50

60

70

80

90

Pass A+ A B+ B

2015-16

2014-15

2013-14

84

CHAPTER-IV

MAJOR FINDINGS AND EDUCATIONAL IMPLICATIONS

4.0: Introduction:

This chapter deals with major findings and educational implication of the study. The

major findings are drawn on the basis of the analysis of the data. The educational

implications are suggested on the basis of the findings.

4.1: Major Findings

The following major findings are drawn from the data analysis and interpretation and

presented as per the objectives of the study.

General Nature of Secondary School:

70% of secondary schools are located more than 5 KM from the habitation of

students in total. The distance is more (75%) in rural area schools.

34% of the secondary schools have IX-X classes and majority (42%) of

schools have 2 only sections.

More number of students are studying in rural secondary schools than urban

schools. The average number of students in the class IX is 229.82 and average

number of students in class X is 213.68. Further, average number of students

in class IX of rural area is 238.60 and of urban area is 231.50.

Availability of Infrastructure:

All secondary schools have Pucca building. Out of which 72% of school

building are in good condition.

76% of total secondary schools have concrete boundary wall. But it is 55% in

rural and 90% in urban area schools.

94% of secondary schools have drinking water facilities. All the schools in

rural area have hand pump and 96.66% of schools in urban area have same

facility.

96% of secondary schools have availability of functional toilets. But 10%

secondary schools in rural area does not have functional toilets. 66% of

secondary schools have separate girls’ toilets. Further, only 10% of schools in

rural area and 46.66% of urban schools have separate toilet for lady teachers.

85

74% of secondary schools have electricity facility and it is 45% in rural

schools and 93.33% in urban schools. Only 58% of secondary schools have

availability of fans. Only 30% of schools in rural and 76.66% in urban area

schools have fan.

Majority of schools (96%) have well ventilated and 92% of schools have well

lighted classroom and it is 100% in rural schools and 93.33% in urban schools.

Only 64% of secondary schools have play ground facilities, of which 70% of

schools from rural and 60% of schools from urban schools.

Only 6% of classrooms, 12% of library room, 10% of laboratory room, 6% of

toilet room and 8% of other rooms like NSS room, computer room are

constructed under RMSA in schools.

The student classroom ratio in class IX is 85.46 in average and 87.75 in

average in class X. Further, it is 89.94 in rural schools and 82.53 in urban

schools of class IX. Similarly 93.12 in rural schools and 84.18 in urban

schools of class X. Most of the classes are overcrowded.

The pupil teacher ratio (PTR) is 88.61:1 for class IX-X. But PTR is 108.98:1

in rural schools and 75.02 in urban schools.

16% of secondary schools have hostel facilities and only 6% schools have

staff quarters.

94% of secondary schools have separate head teacher room. The average

number of classroom in secondary schools is 7.3 in rural and 8.36 in urban

areas.

95% of rural and all urban secondary schools have science lab. 38% of schools

have ICT rooms but only 5% of rural schools have computer lab facilities.

76% of schools have their own library.

Only 28% of secondary schools have ramps facilities for CWSN students and

it is 25% in rural and 30% in urban schools. Only 6% of schools have hand

drill for CWSN students. Only 2% of schools have special toilet facilities for

CWSN students.

88% of schools have fire extinguisher facilities and it 80% in rural schools and

93.33% in urban schools.

86

Only 26.66% of secondary schools have internet facilities and 33.33% of

schools are using computer for teaching purpose and 50% of schools using

computer for office purpose in urban schools.

Availability of Teaching Learning Resources:

34% of secondary schools have printers, 22% of schools have radio, and 8%

of schools have television set as functional learning equipments.

Majority (96%) of secondary schools have news papers in library for reading

purpose.

88% of secondary schools have library catalogue and it is 90% in rural schools

and 86.66% in urban schools.

Only 3.33% of urban schools are using of e-Pathshala. No secondary schools

from rural area are aware about it.

All the secondary schools give library period to students for reading.

94% of schools have science laboratory and whereas 92% of schools have

functional science laboratory and it is 90% in rural schools and 93.33% in

urban schools.

Only 6% of secondary schools have math laboratory and 8% of schools have

social studies laboratory.

Only 43.33% of urban schools have computer lab but there are no computer

lab in rural schools.

Only 36% of secondary schools have regular head teacher and school have

51.31% of English teachers, 44.57% of Hindi teachers, 42.99% of PCM

(Physics, Chemistry, Math) teachers, 40.25% of CBZ teachers, 58.69% of

social science teachers, 14% of classical teachers, 42.85% of PET teachers are

in position with reference to sanctioned post.

81% of teachers are regular and only 1.6% of teachers are appointed on part

time basis. 59% of teachers are belongs to male category and only 40.8% of

teachers belongs to female category. 40% of the teachers are comes under

general category and only 4.9% of teachers come under SC category.

There are 63.8% of teachers have PG and B.Ed. qualifications and only 2.46%

of teachers having only degree qualification.

87.14% of schools have clerks and 76.64% of schools have peons.

87

Only 6% of schools adheres inclusive education and from urban schools not in

rural schools.

98% of secondary schools have availability of SMDC and proceedings of

meeting are recorded.

76% of secondary schools have been supervised by the higher authority i.e.,

DEO (District Education Officer). Further it is 75% in rural schools and


90% of schools have staff council and PTA (Parent Teacher Association).

Further it is 85% in rural schools and 96.66% in urban schools.

92% of schools have Baal Sansad. Further it is 90% in rural schools and


48% of schools have grievance reddressal mechanism and it is 20% in rural

schools and 66.66% in urban schools. There are 62% of schools have

complain/suggestion box. 58% of schools have tool free number in school

wall.

92% of schools have academic calendar whereas it is 95% in rural schools and

90% in urban schools.

46% of schools have school improvement plan and it is 40% in rural school

and 50% in urban school.

84% of schools have biometric attendance whereas it 65% in rural area and


94% of schools have games and sports, literary activities, cultural activities,

and any others activities like Swathe Bharat Mission, Beti Bachao Beti

Padhao, Hand Wash day etc.

100% of schools have attendance; cash register and SMDC register both in

rural and urban schools. 94% of schools have enrolment register.

78% of schools have taken measures to address the educational issues of

children belong to SC, ST, Minorities through public and parents awareness in

the help of Drama activities and through PTA meetings.

Equity in Enrolment and Retention:

The average enrolment of students in class IX and class X has decreased over

the years. The average enrolment in class IX was 245.45 in the year 2011-12

88

but it is 223.72 in the year 2015-16. Similarly the average enrolment in class X

was 232.62 in the year 2012-13 but it is 198.54 in the year 2015-16.

The enrolment status of OBC, SC, ST, Minorities and CWSN students in class

IX and X is decreases in comparison to previous years.

Nature of Classroom Transaction:

In class room transaction, the teachers having more qualification perform well

in introducing the lesson, presenting the lesson and in all aspects of teaching

process.

Only 7.92% of teachers are very often use appropriate strategy and states the

topic to the class before starting the new lesson.

Only 36.08% of teachers are often presented in an audible voice which can be

listened to every learner in classroom.

50% of teachers are often explained the simple concepts with familiar

language of students.

36.08% of teachers are usually illustrated concepts with variety of examples

from the different context.

30.8% of teachers are often asking questions with precision and clarity.

35.2% of teachers are often gives appropriate reinforcement during class room

transaction.

Only 2.64% of teachers are very often and 33.44% of teachers often use

locally available things as teaching learning materials.

Only 35.2% of teachers often write legibly on the black board.

29.04% of teachers usually and only 4.4% are very often used primary source

materials for teaching purpose.

31.68% of teachers usually changed method/strategy as per the mode of the

learners.

36.08% of teachers usually interact with each student during the classroom

transaction.

38.72% of teachers often offered personal support to learner at the time of

difficulty during class activity.

26.4% of teachers usually encouraged pair work/ group work and ensures peer

learning.

89

Only 8.8% of teachers are sometimes using ICT during the classroom for

teaching learning purpose.

23.76% of teachers are often encouraged learners for self reflection.

24.64% of teachers are usually encouraged divergent thinking of the learners.

35.2% of teachers are often summarized at the end of the class.

30.8% of teachers are usually assessing learners understanding throughout the

class.

36.08% of teachers often helped learner in self assessment.

36.96% of teachers are usually provides home assignments that requires

enquiry.

6.16% of teachers very often ensured an inclusive class room environment in

class.

34.32% of teachers are sometimes ensured democratic practice in the class

room.

45.76% of teachers are usually enjoys the class room teaching learning

process.

Only 17.6% of teachers are very often remains active throughout the class.

18.48% of teachers have excellent overall personality of the teachers.

Classroom Transaction Process with Reference to Subjects of Teaching:

Science and math teachers do better class room transaction than the other

subjects’ teachers.

Social science and language teachers are not effectively teaching during the

classroom transactions.

50% of math teachers are using appropriate strategy for introducing the topic

and 77.77% of science teachers often get the class settled prior to teaching.

66.66% of math teachers very often and 88.88% of science teachers usually

illustrated concepts with variety of examples from the context.

All science teachers, 38.88% of math teachers and 34.37% of social science

teachers usually prompts learners for enquiry.

55.55% of math teachers, 44.44% of science teachers, 37.5% of social science

teachers and 48.27% of language teachers are often write in legibly on

blackboard.

90

33.33% of teachers usually give importance in assessing learning in class.

Only 36.08% of all teachers have excellent overall personality.

Achievement of Students in Class X Board Examinations:

The pass percentage of students in the class-X board examination has been

decreased in the year 2015-16 in comparison to earlier years across the

category.

The pass percentage of girls in all categories (General, OBC, SC and ST) has

been decreased over the years in comparison to the boys.

The pass percentage of students belonging to general category do well in class

X board examination in comparison to students of other category (SC,ST and

OBC).

More percentage (6.58%) of students got A+ grade in the year 2015-16 in

comparison to earlier years.

4.2: Educational Implications

The study found that 70% of secondary schools are located more than 5 KM

from the habitation of the students. Hence government should take necessary

steps to make secondary education within 5 KM distance from the children as

per the RMSA guidelines. It can be done either setting up new secondary

schools or upgrading existing upper primary school.

The minimum infrastructure facilities like school building, boundary wall,

playground, drinking water facilities, electricity, residential accommodation

for teachers etc need to be provided to each and every secondary school.

Especially separate toilets for girls and lady teachers must be made available

because the study found that these facilities are not available in all secondary

schools.

The residential accommodation for students and teachers need to be made

available in all secondary schools. The investigator found that teachers are coming

from long distance to school for which they are not able to concentrate on their

teaching.

91

Physical development of the children is equally important as cognitive

development. For this the school must have playground and physical

education teacher. The study found that 36% of secondary schools does not

playground. So steps may be taken to provide space for physical education

activity in the school.

Classroom pupil ratio is must be 1:40 as per the RMSA framework. But it

found that the average classroom pupil ratio is 1: 85.46 which makes

classroom overcrowded and not feet for teaching learning purpose. Hence the

government may take necessary steps for constructing additional classroom.

One of the essential components in successful teaching learning is teacher

pupil ratio which is found to be 88.61. This ratio is more in rural secondary

schools. No teacher can organize some meaningful educational activity with

this ratio. So care must be taken to provide required number of teachers so that

quality teaching learning can happen.

The students must get firsthand experience and involve in

activities/experiments in lab. The laboratory for science, mathematics,

computer etc must be make available in secondary schools. The NCERT has

developed Science Kits and Mathematics Kits for schools can be procured and

used for teaching learning.

ICT has great potential for promoting quality teaching learning. The study

found that few schools have computer and internet facilities for teaching

learning. Most of the rural schools does not computer laboratory. Therefore

care must be taken to provide computers and teachers to all secondary schools.

The MHRD and NCERT have developed an online platform-epathsala for

students, teachers, parents and other stakeholders for school education. The

teachers and students must be oriented about using this platform and other

Open Education Resources (OER) for teaching learning.

Inclusive education must be practiced in all secondary schools by giving

proper facilities such ramps, hand frill, brail books and separate toilets etc.

The study found that 28% of secondary schools have ramps facilities.

Only 36% of secondary schools have head teacher which is a serious concern

for quality education. Hence regular head teacher must be appointed to all

92

secondary schools who can implement all educational plans and policies in

true spirit. It is also found that there is a large vacancy of science and

mathematics teachers which are important subject at school level. Hence

government may start process of appointing teachers in all subjects as teachers

are main source of learning for students.

Majority of secondary school have SDMC, PTA and Bal Sansad. Orientation

programme may be organised for these members so that they can contribute

effectively for improvement in school. Every school must develop school

improvement plan. It is found that only 46% of schools have developed the

plan. All the school functionaries may oriented to develop school

improvement plan.

The average enrolment of students in class IX has been decreasing over the

years since 2011-12. The trend of enrolment of SC, ST and Minorities are also

decreased over the years. The reasons behind decreasing enrolment may be

found out by the government as well as other agencies working for education.

Teachers are teaching by following traditional methods of teaching. Most of

the classes are dull and inactive. There is little participation of students in

classroom teaching. It is more prevalent in social science and language classes

and teachers having low qualification. Hence all teachers need to be oriented

and trained on new pedagogy of teaching especially constructivist approach of

teaching learning. The government should organize series of in-service

training programmes for all secondary school teachers.

The teachers need to be familiar with uses of ICT and Open Educational

Resources for teaching school subjects. Training must be organized on uses of

epathsala by teachers and students.

Teachers may be encouraged to identify local available teaching learning

materials and use it suitably while teaching. The study indicates that overall

personality of teachers is not up to mark which has very strong bearing on

learning of students. Hence some personality development programmes for

teachers may be organized with the help of the NCERT and CBSE.

The poor classroom transaction of teachers also reflects quality of pre-service

teacher education programmes of state. So the pre-service teacher education

programmes need to be revised and updated as per the NCF 2005, the RTE

93

Act 2009 and NCTE regulation 2014.

The in-service teacher education programmes organized by the state needs to

analysed and strengthen by incorporating latest pedagogical and technological

practices in teacher education. The in-service teacher education programmes

should be based on needs of teachers and practical oriented.

The government may find out the reasons of decreasing pass percentage of

students in class-X examination. The steps may be taken by involving parents,

SDMC and NGOs for improving students performance.

The students need to be encouraged for study by organizing class talk on

different study skills, reading habits, note taking and communication skills.

Established alumni may be invited to the school for talking on their success.

Every school must appoint a school counsellor who can help students and

teachers, especially girls for their adjustment during adolescence period. The

counsellor will also help students in choosing subjects and careers after school

education.

4.3: Conclusion:

The RMSA has been implemented throughout the country with objectives to

provide quality secondary education. The detailed guidelines are prepared by the

MHRD in the consultation of the states so that it can be smoothly implemented. The

government of Jharkhand has been implementing the RMSA as per the guidelines

issued by the MHRD since 2009-10. The government has been trying to improve the

quality of school as well as schooling by providing infrastructure, teachers and

training and incentives to socially disadvantaged children. In spite of all the effort, the

quality of secondary education in Jharkhand has improved very little. The urgent

initiatives the state Government should take to provide minimum infrastructure,

teaching learning material and teachers. Further, the principles of inclusive education

must be implemented in the secondary schools without dely. The state needs to

strengthen the pre-service and in-service teacher education programmes. Because the

teachers are still following the traditional methods of teaching with chalk and talk

method. The use of ICT for teaching learning needs to be implemented at urgent basis

which can help in equalising educational opportunities among learners. Finally it can

be concluded that the government required to take initiatives in urgent basis to fulfil

the objectives of RMSA.

94

REFERENCES

Chanana, K. (2006). Gender and Disciplinary Choices: Women in Higher Education

India. In GUY, N. (Eds.), Power, Authority and Dissent: Critical Perspectives on

the Emerging Knowledge Society, Paris; UNISECO.

Dubey, O. P.et al. (2014). State of Secondary Education in Jharkhand. SSRG

International Journal of Economics and Management Studies, Vol-2 Oct.

Govt.of Jharkhand (2013) State 12th

Five Year Plan (2012-17): A PPT of State Annual

Plan (2012-13).

Govt. of India. (2013). Status of Education among Scheduled Tribes. Section-2,

Government of India, New Delhi.

JSEPS, (2011). Annual Report and Audited Accounts 2010-11. Jharkhand Secondary

Education Project Council, Government of Jharkhand, Ranchi.

Hasuben, P. S. (1976). Parents Attitude towards Primary and Secondary School

Effectiveness in India. Dissertation Abstract, Vol. 3. New Delhi.

Kumari. R. (2011). Secondary Education in Jharkhand. Unpublished M.Phil

Dissertation, Regional Institute of Education, Bhubaneswar.

Kshecrasagar. & Surekha. (1997). Availability of Physical Facilities in Primary and

Secondary Schools in India. The Education Review, Vol.103 No. 8 pp. 134-136.

Mehta, Arun. (2003) Universalisation of Secondary Education. Can it be Achieved in the

Near Future? Journal of Education Planning and Administration. XVII, 4.

pp.507-528.

MHRD. (1953). Report of the Secondary Education Commission. MHRD, Government

of India, New Delhi.

MHRD. (1966). Education and National Development. MHRD, Government of India,

New Delhi.

MHRD. (2009). Framework for Implementation of the RMSA. MHRD, Government of

India, New Delhi.

MHRD. (2014). Guidelines for Quality. MHRD, Government of India, New Delhi.

MHRD. (2014). Educational Statistics at Glance. MHRD, Government of India,

New Delhi.

95

MHRD. (2013-14). Annual Report. Department of School Education and Literacy,

MHRD, Government of India, New Delhi.

MHRD. (2014). Indian Standard Classification of Education (2014). Department of

Higher Education, Government of India, Ministry of Human Resource

Development,New Delhi.

MHRD. (2014). Social Assessment for Rashtriya Madhyamik Shiksha Abhiyan,

Department of School Education and Literacy, RMSA, New Delhi.

MHRD. (2004-05). Universalisation of Secondary Education: A Report of the CABE

Committee, Government of India, New Delhi.

MHRD. (2015). Initiatives of Ministry of Human Resources Development: Press

Information Bureau Government of India, 8 (pib.nic.in).

Mohalik, R. (2011). Universalisation of Secondary Education in Odisha-An Analysis. The

Shodha Samiksha-National Journal of Research in Education and Sanskrit, June,

2011, Vol-1, No-1, pp.-28-34.

NCERT. (2005). National Curriculum Framework-2005, NCERT, New Delhi.

National Skill Development Commission. (2013). District Level Skill Gap Study for

Jharkhand Final Presentation: PPT for the State of Jharkhand (2012-17, 2017-22).

Pandey, T (2011). Quality Aspects of Secondary Education with Reference to RMSA.

Unpublished M.Phil Dissertation, Regional Institute of Education, Bhubaneswar

Registrar General of India. (2011). Census Report 2011. Ministry of Home Affairs,

Government of India.

Sen, A. (2011). Special Convocation Addresses. National University of Educational

Planning and Administration, New Delhi.

Singh S. A. (1992). Minister of Human Resource Development Regarding Modifications

to the National Policy on Education- 1986, New Delhi.

Statistics of School Education (2011-12) MHRD Bureau of Planning, Monitoring &

Statistics, Government of India, New Delhi.

World Bank. (2009). Secondary Education in India: universalizing opportunity.

Human Development Unit, South Asia Region.

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http://www.internationaljournalssrg.org/IJEMS/2014/Volume1-Issue2/IJEMS-

V1I2P105.pdf

http://niti.gov.in/writereaddata/files/document_publication/sec-edu-EBB-

final.pdfhttp://www.ncert.nic.in/programmes/education_survey/pdfs/SectionI.pdf

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http://www.iesd.org.in/jesd/Journal%20pdf/2013-IX-

2%20Preet%20Rustagi%20and%20Rajini%20Menon.pdf

http://indiansss.org/pdf/pdfset-8/issueset-10/Art_024.pdf

https://finance-

jharkhand.gov.in/treasurymis/hlink.aspx?fn=%5Coth_updates%5C1922016_117.pdf

http://img.asercentre.org/docs/Publications/ASER%20Reports/ASER%202014/National

%20PPTs/aser2014indiaenglish.pdf

http://www.jharkhand.gov.in/education


http://www.internationaljournalssrg.org/IJEMS/2014/Volume1-Issue2/IJEMS-

V1I2P105.pdf

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final.pdfhttp://www.ncert.nic.in/programmes/education_survey/pdfs/SectionI.pdf


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2%20Preet%20Rustagi%20and%20Rajini%20Menon.pdf


https://finance-

jharkhand.gov.in/treasurymis/hlink.aspx?fn=%5Coth_updates%5C1922016_117.pdf

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/aser2014indiaenglish.pdf


http://www.internationaljournalssrg.org/IJEMS/2014/Volume1-Issue2/IJEMS-V1I2P105.pdf


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97

APPENDIX-A

LIST OF SCHOOLS INVOLVED IN THE STUDY AS SAMPLE

Sl

No

Name and Address of the School

1 Marwari High School, Chkradharpur, Pin-833102

2 Bangali Girl High School, Chakradharpur,Pin-833102

3 Lutheron High School, Chaibasa, Pin-833102

4 S.P.G. Mission High School, Chaibasa, Pin-833102

5 Govt. Girls High School, Chaibasa, Pin-833102

6 Plus two Zila High School, Chaibasa, Pin-833102

7 Scout Hindi Girls High School, Chaibasa,Pin-833102

8 Raja Narapati Singh Girls High School, Chakradharpur, Pin-833102

9 Mahatma Gandhi High School, Chakradharpur, Pin-833102

10 Monglila Rungta High School, Chaibasa, Pin-833102

11 Ram Lakhan Singh Yadav Singh School, Kokar, Ranchi, Pin-834001

12 Plus two Zila School, Ranchi, Pin-834001

13 Marwari +2 Zila High School, Ranchi, Pin-834001

14 Baal Krusha +2 High School, Ranchi, Pin-834001

15 K.B. Girl High School, Ranchi, Pin-834001

16 T.V.S. High School, Jagannathpur, Ranchi2, Pin-834001

17 T.U.S.S.V.P. Girls High School, Ormanjhi, Pin-835219

18 S.S. High School, Ormanjhi, Pin-835219

19 Project High School, Ormanjhi, Pin-835219

20 Govt. Girl High School, Bariyatu, Pin-834001

21 S.S. High School, Ranchi, Pin-834001

22 Girls High School, Chatra, Pin-825401

23 U.S.H. Ara High School, Chatra, Pin-825401

24 U.H.S. Mauktma, High School, Chatra, Pin-825401

25 K.O. Memorial High School, Chatra, Pi-825401

26 UH.S. Barisakhi High School, Gidhur, Chatra, Pin825408

27 UH.S. Manjhgawatari High School, Gidhur, Pin-825408

28 U.H.S. Pundarkon High School, Gidhur, Pin-825408

29 U.H.S. Ichak High School, Gidhur, Pin-825408

30 G.S.H. High School, Gidhur, Chatra, Pin-825408

31 R.L. Saraf High School, Deoghar, Pin-814112

32 Matri Mandir Girls High School, Deoghar Pin-814112

33 R. Mittra +2 High School, Deoghar Pin-814112

34 Dinabandhu High School Deoghar, Pin-814112

35 G.S. High School, Deoghar, Pin-814115

36 Project Girls High School, Mohanpur, Deoghar Pin-814142

37 Govt. High School, Chuliha, Mohan Pur Pin-814142

38 Sri Mohananda High School, Tapawan Pin-814143

39 S.S. +2 High School, Mohan Pur Pin-814157

98

40 Govt. High School Ghormara, Pin-814120

41 Govt. Girl Girl +2 High School, Palamu, Pin-822101

42 Zila High School, Medini Nagar Pin-822101

43 Giriwar +2 High School, Daltonganj Pin-822101

44 R.K. Sarvodaya Girls High School, Daltonganj Pin-822101

45 B.C.C. Mission Girl High School, Abadganja Pin-822101

46 R.K. Brahman High School, Dalton ganj, Palamu Pin-822101

47 Govt. G.L.A. High School, Daltonganj, Palamu, Pin-822101

48 UPG High School, Dumri, Manatu, Palamu, Pin-822123

49 Janata High School, Padma, Manatu, Palamu Pin-822123

50 Project Kartik Orano High School, Manatu Pin-822123

APPENDIX-B

School Information Sheet-cum-Questionnaire

General Information of School

1. Name of the School:

2. Complete Postal Address:

3. School Telephone Number:

4. School Email id and Website:

5. Name of the Head Teacher:

6. Name of the Block:

7. Name of the District:

8. U-DISE Code of School:

9. Location of the School: 1- Rural/ 2- Urban/ 3- Tribal

10. Class Available:

1 2 3 4 5 6

IX-X VI-X I-X IX-XII VI-XII I-XII

11. Sections in Classes IX-X:

Class IX Class X

No. of Sections: 1/ 2/ 3/ 4

Total no. of Students:

Sec 1:

Sec 2:

Sec 3:

Sec 4:

No. of Sections: 1/ 2/ 3/ 4

Total no. of Students:

Sec 1:

Sec 2:

Sec 3:

Sec 4:

12. Management of School: 1- Govt./ 2- Local Body/ 3- Govt. Aided

13. Type of School: 1- Boys/ 2- Girls/ 3- Coeducational

14. Maximum Distance of School from Students’

Habitation:

1 2 3

< 3 kms 3-5 kms >5 kms

Section-A: Infrastructure Facilities

1. Type of School Building: 1- Kaccha/ 2- Pucca

2. Condition of Building: 1- Good/ 2- Manageable/ 3- Poor

3. Availability of Boundary Wall? 1- Yes/ 2- No

4. If yes, please mention type of boundary wall: 1- Concrete/ 2- Wire fencing/ 3- Bio-

fencing

5. Availability of Safe Drinking Water in School: 1- Yes/ 2- No

6. If yes, please mention the source of drinking water:

1 2 3 4

Hand pump Well Tap water Any other

7. Availability of functional toilets: 1- Yes/ 2- No

8. If yes, please provide details

1 2 3 4 5

Common Boys Separate for Girls Staff and Teachers Separate for Ladies

Teacher

9. Availability of electricity in school: 1- Yes/ 2- No

10. Availability of fans in classrooms: 1- Yes/ 2- No

11. Ventilation in classrooms. 1- Well Ventilated/ 2- Manageable/ 3- Poor

12. Light in classrooms: 1- Well Lighted/ 2- Manageable/ 3- Poor

13. Availability of playground in school premises. 1- Yes/ 2- No

14. Any additional construction under RMSA

1 2 3 4 5

ACR – addl. Classroom Library Laboratory Toilet Any other

15. Student Classroom Ratio (SCR):

Class IX Class X

Students:

Classrooms:

Students:

Classrooms:

16. Pupil Teacher Ratio (PTR):

Class IX – X

Teachers:

Students:

17. Availability of hostels for students: 1- Yes/ 2- No

18. If yes, please provide details.

Capacity of boys’ hostel Capacity of girls’ hostel

19. Availability of staff quarters: 1- Yes/ 2- No

20. If yes, please provide details.

No. of male staff quarters No. of female staff quarters

21. Availability of sports and games equipment in the school. (Please specify if procured

under RMSA)

Sl. No. Name of the Equipment No. of

Equipment

If Procedure under

RMSA

(Please use a separate sheet if necessary)

22. Availability of art, craft, music (cultural – Kala Utsav) equipment in the school. (Please

specify if procured under RMSA)

Sl. No. Name of the Equipment No. of

Equipment

If Procedure under

RMSA

(Please use a separate sheet if necessary)

23. Total number of rooms in school:

Head

Tr’s

office

Classr

ooms

Laboratory Libra

ry

Staff

commo

n room

Toilet

s

Sport

s

room

NCC/Scou

t/ Red

Cross

Additiona

l Room/

Store

room

Sc. Math Lang ICT

24. Availability of locker facility in school. 1- Yes/ 2- No

25. Availability of facilities for CWSN Students. 1- Yes/ 2- No

1 2 3 4

Ramps Hand drill Toilets Adapted computer Lab

26. Availability of Internet connectivity. 1- Yes/ 2- No

27. Availability of LAN (Local area Network) facility. 1- Yes/ 2- No

28. Number of computers in working condition available in the school, if any:

Teaching purpose Office use Total

29. Number of printers available in school:

30. Availability of Fire extinguisher facilitates in school. 1- Yes/ 2- No

Section-B: Teaching Learning Resources

1. Availability of functional learning equipment

Equipment Availability Yes(1): No(2) Number

Television Set

(Pl. use separate sheet if necessary)

2. Availability of catalogue in school library: 1- Yes/ 2- No

3. News papers are available in your School Library. 1- Yes/ 2- No.

4. Number of periods per week allotted for studying in the library: 1-Yes/ 2-No

5. If yes, mention the following.

Class-IX Class-X

6. Total number of books available in the School Library.

7. U

s

e

of e-Pathshala in School. 1- Yes/ 2- No

Cable TV Connection

Tape recorder

Audio cassettes/ CD/DVD (Educational)

Cassettes/CD/DVD player

Video Cassettes/CD/DVD

Overhead Projector

Computer and Printer

Radio / Transistor

Link of facility with EDUSAT

Computer Aided Learning (CAL) Lab

Any other item

Category Number Please specify number of books

purchased under RMSA

Language

Science

Mathematics

Social studies

Computer

Braille books

Miscellaneous

Journals and magazines

Newspapers

Any Others

8. Availability of Laboratory facility

Laboratories 1- Yes/ 2- No 1- Adequate/

2- Inadequate

1- Functional/

2- Not functional

Science

Math’s

Social studies

Language

Computer

Vocational (skills)

9. Availability of learning aids and appliances for CWSN students (supplied under RMSA)

Section-C: Staff Position

1. Teaching staff

Positions 1- Sanctioned In position Vacancy

Head teacher

Teacher English

Teacher Hindi

Teacher – Science (PCM)

Teacher – Science (CBZ)

Teacher – Social science

Teacher – Classical

PET

Any other

Sl.

No.

Equipment & Instructional

Material

Please tick put

tick mark if

available

Please specify if it is

purchased under

RMSA

1 Braille Books

2 Braille Slate and Styles

3 Taylor Frame

4 Hearing Aids

5 Computer and Software (e.g.,

JAWS, SAFA, etc.)

6 Audio Visual Cassettes/ CDs

7 Any other items

2. Teacher Profile (Please provide information in the following table)

Sl.

No

Name of

the Teacher

with

Designation

Nature

of

Teachers

RT(1);

P/CT(2);

PTT(3)

Male

(1)

Femal

e

(2)

Caste

GEN(1);

SC(2);

ST(3);

OBC(4);

Other(5)

Educatio

nal

Qualifica

tion

1-

Degree/

2- Degree

+ B.Ed /

3- PG +

B.Ed and

above

Subject

which

Teach; 1

for

Eng/2

Hindi/3

for

San/4

for Sc/ 5

for

SS/Ma/

Experienc

e in years

No of in-

service

training

attended

in last 3

years;

1

2

3

4

5

6

7

8

9

10

11

12

13

15

15

4. Non-teaching staff

Positions Sanctioned In position Vacancy

Clerk

Librarian

Lab Asst.

Peon

Watchman/security

Any others

Section-D: Equity and Inclusion of Students

1. School adhere to Inclusive Education for CWSN students 1- Yes/ 2- No

2. Special provision for girl students.

1 2 3 4 5

Scholarship Cycles Free textbooks Separate toilets Any Others

3. Special provision for SC, ST, & Minorities Students.

1 2 3 4 5

Scholarship Cycles Free textbooks Counseling and guidance Any Others

4. Measures undertaken to address the educational issues of children belonging to;

Category Measures taken

SC

ST

Minorities

Girls

5. Special measures undertaken to address the following issues of girl students;

Issues Measures taken

Early child

marriage

Child labor

Children in civil

strife areas

Child migration

Child trafficking

6. Enrolment of Students in Classes IX-X from 2011 to 2016. (Please provide

information in following table)

Year Clas

s

Total

Enrol

ment

Categories of

Enrolment

Gen SC ST OBC Minorities CWSN

M F M F M F M F M F M F M F

2011

-12

IX

X

2012

-13

IX

X

2013 IX

7. Retention of Students in Classes IX-X from 2011 to 2016

-14 X

2014

-15

IX

X

2015

-16

IX

X

Tota

l

Ye

ar

Clas

s

Total

Rete

ntion

Categories of

Retention

General SC ST OBC Minorities CWSN

M F M F M F M F M F M F M F

20

11-

12

IX

X

20

12-

13

IX

X

20

13-

14

IX

X

20

14-

15

IX

X

20

15-

16

IX

X

Section E: School Governance and Management

1. School has a regular Head Teacher. 1- Yes/ 2- No

2. Availability of School Development and Management Committee. 1- Yes/ 2- No

3. SDMC is constituted as per RMSA norms. 1- Yes/ 2- No

4. Please mention about the members of the SDMCs.

Name of SDMC

member

Position Qualification Occupation

5. SDMC holds monthly meetings. 1- Yes/ 2- No

6. Proceedings of meeting are recorded. 1- Yes/ 2- No

7. Key points discussed in last three SDMC meetings.

Meeting held in Key points discussed in last meetings

Tota

l

8. Meeting minutes are registered in records. 1- Yes/ 2- No

9. Baal Sansad is constituted in school. 1- Yes/ 2- No

10. If yes, Please mentioned the major activities of Baal Sansad.

Meetings held in Key points discussed in last meetings

11. Supervision by higher authorities

Authority 1- Visited in 2016 2- Visited in 2015 3- Visited in

2014

Director

DEO

BEO

Others

12. Classroom supervision of other teachers by Head Teacher; 1-Yes/ 2- No.

13. School has Staff Council (SC). 1- Yes/ 2- No

14. Details of staff council meeting:

SC meetings 2016 2015 2014

Meetings held (No.)

Issues discussed and action

taken

15. School has PTA. 1- Yes/ 2- No

16. Details of PTA meeting:

PTA meetings 2016 2015 2014

Meetings held (No.)

Issues discussed and action

taken

17. Grievance readdressal cell is available. 1- Yes/ 2- No

18. Complaint/Suggestion box available in school. 1- Yes/ 2- No

19. Toll free number written prominently on school wall. 1- Yes/ 2- No

20. Academic calendar is available in school. 1- Yes/ 2- No

If yes, Please provide a copy of that.

21. If no, please specify how you manage academic activities without school calendar. (time

table, coverage of course and conduct of CCE)

22. School Improvement Plan is available in school. 1- Yes/ 2- No

If yes, please provide copy of school improvement plan.

23. If No, Please mention the reason for the same:

24. Organization of non-academic activities:

Name of activity 1- Yes/ 2- No If yes, write the name of activity

Games and sports

Literary activities

Cultural activities

Science related

activity

Any Others

25. School has registers for different activities

Name of register 2- Yes/ 2- No

Enrolment

Attendance

SDMC register

Cash register

Any others

26. Biometric attendance done in school. 1- Yes/ 2- No

111

Classroom Observation Schedule

Date of Observation: Name of the Class:

Name of the District: Name of the Teacher:

Name of the Block: Qualification of Teacher:

Name of the School:

Subject:

Topic:

Duration of Period:

Sl.

No

.

Aspects / Criteria Rating: Very poor to

Excellent(1-5)

1 2 3 4 5

1 Introduction

Gets the class settled prior to teaching

Creates readiness among learners(Icebreaking / Warm up Activity)

Tests previous knowledge before teaching

Engages students to create interest towards the topic

Uses appropriate strategy for introducing the topic

States the topic before teaching

2 Presentation

Teaches basing on what students already know

Presents information in a clear and organized manner

Explains the concepts with familiar language

Presents in a audible voice to every learner

Prompts learners for enquiry

Asks questions with precision and clarity

Distributes questions throughout whole class

Allows reasonable time to students for answering the question

Gives appropriate reinforcement

Writes legible in the blackboard

Uses different activities (listening/reading/doing) in class

Uses appropriate teaching learning method

Uses locally available things as teaching learning materials

Illustrates concepts with variety of examples from the local context

Changes method/ strategy as per the moods of the learners

Interacts with each student

Maintains order in the class with the consultation of the groups

Offer personal support to learner at the time of difficulty during class

activity

Allows learners to interact with each other

Possess mastery over content knowledge

Teaches how to learn a topic

112

Suggests other learning materials for references

Uses ICT in classroom

Activates learners during the class

Encourages learner for asking questions

Encourage learners for self reflection

Encourages divergent thinking among learners

Uses primary source/material for teaching

Focuses on the process of learning in the class

Encourage pair work/ group work and ensures peer learning

Relates the subject with other school subjects

Summarizes at the end of the class

3 Assessment/ Evaluation and Feedback

Assess learners understanding throughout the class

Asks questions as per objectives of lesson

Ask questions beyond the text

Gives importance on learners work in assessment

Helps learner in self assessment

Provides home assignments that requires enquiry

4 Teacher Personality

Remains active throughout the class

Dresses himself/ herself properly

Enjoys the classroom teaching

Remains empathetic to learners

Ensure democratic practice in the classroom

Seeks to co-operate of the students

Ensures an inclusive classroom environment

Maintain flexibility in the movement

Over all personality

113

APPENDIX-D

List of the Experts Consulted

Sl.

No.

Name of the Experts Address

1 Mr. Binaya Pattnaik Consultant, UNICEF Office, Ranchi,

Jharkhand

2 Dr. Ravipriya Devi Retd. Principal, NDWCTE,

Bhubaneswar, Odisha

3 Prof. G.C. Nanda Head, Department of Education,

Ravenshaw University, Cuttack,

Odisha

4 Dr. Panchanan Das Retd. Reader in Education, RIE

Bhubaneswar

5 Prof. B N Panda Professor in Education, RIE

Bhubaneswar

6

Mr. Binaya Kumar

CRCC, Chatra, Jharkhand

7

Dr. S P Mishra

Head, Dept. Of Education, RIE

Bhubaneswar

8 Prof. A K Mohapatra Professor, DESM, RIE

Bhubaneswar

114

APPENDIX-E

INFROMATION SHEET FOR COLLECTING CLASS-X RESULT

Name of the School:________________________Block:____________District:_________

Achievement Results of 10th

Last Three Years Report

Year Male Female Total Gen SC ST OBC Minorities CWSN

2013-

14

No. of the

Students

Appeared

No. of

Students

Passed

No. of

Students

Fail

A+

A

B+

B

C

Year Male Female Total Gen SC ST OBC Minorities CWSN

2014-

15

No. of the

Students

Appeared

No. of

Students

Passed

No. of

Students

Fail

A+

A

B+

B

C

115

Name of the School:________________________Block:____________District:_________

Achievement Results of 10th

Last Three Years Report

Yea

r

Male Female Total Gen SC ST OBC Minorit

ies

CWS

N

2015

-16

No. of the

Students

Appeared

No. of

Students

Passed

No. of

Students

Fail

A+

A

B+

B

C

Impact of RMSA on School Improvement at Secondary Level in Jharkhand

Education

Transcript of Impact of RMSA on School Improvement at Secondary Level in Jharkhand