Programme
Outcome Assessment of Learning Centers (Labs): 2010-11
In 2010-11, PDEI operationalised supplementary Learning Support programme for children in grade III-V. The objective of this programme was to provide learning support to first generation school going children in Maths, Environmental Science and English. There were 34 centers in Delhi enrolling about 6000 children.
Baseline test of children was taken in the three subjects at the time of the commencement of the center in July- August 2010 and the end line test was taken in March 2011. The analyses of the results here are based on the performance of 5398 common children.
MATHEMATICS:
This graph shows the movement of the children throughout the year from L1 to L2 and L3 according to Maths.
At the end of the academic session still 15% of the children were left behind at the Level 1 which was almost 93% at the starting of the program. About 67% children have reached Level 3 which was 0% in the starting.
LEVELWISE ANALYSIS:
LEVEL 1:
1-pattern, 2-jump table,3-simple fraction,4-time,5-shape,6 & 7 number understanding, 8 & 9 subtraction & addition - a word based subtraction & addition, b-numeric based,10- division word based and b- numeric division
The above graph indicates two groups of children out of the four groups on which they were marked. Code 0 (children who did not attempt the question) and code 3 (Can Do i.e. who attempted complete answer without any mistakes).
There were ten concepts in Maths level 1 pre test; the graph shows that higher percentages of children did not attempt the questions. Maximum of 58.7% children could do jumping tables only whereas in the post test it is clearly visible that except the Time concept more than 80% of the children attempted correctly rest of the concept questions.
The % of children who did not attempt the question is very low or almost nil i.e. around 0.5% in the post test.
LEVEL 2:
Objective achieved:
1- Measurement, 2-Frcations,3-Angles,4-Multiples and Factors,5-Calender,6-Time , 7 & 8-number understanding, 9- word problem based on subtraction & addition, ,10- Pictograph
Likewise Level 2 also had 10 questions on 10 different concepts. The graph shows that with increasing difficulty level of questions the percentage of children who did not attempt the question also increased at the time of the pre test.
Measurement is the concept that maximum children could attempt correctly i.e. 92.7% which was as low as 12% at the pre test.
Time and word problems appear to be comparatively weak i.e. about 49 and 44 % respectively.
LEVEL 3:
1-Decimal 2- Fractions(operations) 2- Fractions (Operations) 3- LCM 4-HCF 5- Currency 6-Measurement 7- Area 8- Word Problem 8- Percentage 9-Circle 10 Bar graph
At the time of the pre test there was no child at Level 3.
This level had concepts of higher level e.g. percentage, LCM and HCF, Circle, Area.
Of the small number of children who reached at level 3 on an average 10% could do the question correctly.
HCF appears to be the weak concept which is as low as 7% and Measurement appears to be the strongest which is 30% of the children in this group doing it.
Progress against objectives:
It was aimed that 60% of the children move to the next level keeping in mind the level they started from. Post test results indicate that 77% of the children have moved at least one level up.
ENVIORNMENTAL SCIENCE (EVS)
The children were assessed on 2 parameters i.e. concept and writing.
Concept had three levels Level A, level B and level C indicating the degree of Concepts clarity of the child.
Level A
On comparing Level A concept clarity graphs, it clearly highlights that during baseline on avg. 44% of the children could give one word answer which has increased to 91 % of the children who can answer in one word. Thus shows that maximum number of the children have Level A concept clarity.
Similarly, in case of Level B average concept clarity at the time of pre test was only 19% as compared to 70% at the post test time.
In case of Level C, as graph indicates that in baseline more than 85-90% of the children could not answer in 5-6 lines. By endline on an average 69% of the children can answer in 5-6 lines leaving 25-30 % of the children who cannot answer it correctly.
Writing also has three levels Level A, level B and level C. Level A (The child had to give one word answers), Level B (Where the child has to give a one to two line answers) and Level C (Where the child has to give five to six line answers with diagrams).
In case of writing, the percentage of children who could write one word answers correctly was 17 % which has increased to 74% thus showing an improvement of 59 percentage points. Earlier there were about 63% of children who did not even attempt level B which is now reduced to only 8%. In case of Level C, only 0.7% of the children were able to answer correctly in five- six lines with a diagram which has now increased to about 37 %.
Progress against objectives
The objective in writing was to have at least 70% children writing with not more than one or two mistakes. As per the post test, more than 90% of the children can write one word answer correctly with not more than one mistake, 68% can write answer in one or two line with not more than one mistake and 66% can answer in six lines with an illustration.
English: The children were assessed on Reading, Conversation and Writing.
The above graph shows, that the % of beginners has reduced from 8.7% in pre test to 0.1% in post. Similarly, where 6% children could read a 4 line paragraph at the time of the pre test has now increased to 24%. Likewise, at the starting of the program only 11% of the children could read at least a sentence which is increased to 64% after intervention.
The last segment of the Reading level bar, is recognition of different sound and associating it with right animals. While 64% children could do it to begin with, this increased to 97% after intervention.
Conversation:-
In conversation there were four sets of questions to which a child had to give answer in full sentence. Pre test results show that only 10.5% were able to give answer to ‘Is that/Is this?’ (Q1) which has now increased to 88%. Before intervention only 4% could answer ‘Is he/ Is she?’ based question but now 80% of the children who can answer. Thus more than 80% of the children can answer first two limited question answer based conversation. Earlier only 1% of the children were able to answer to the question based on ‘Where’ in full sentence which has now increased to 41% of the children who can answer.
In case of the writing test, to get 3 code children had to structure sentences using conversation concepts ( i.e. this, that, these, those, he, she and it) without any grammatical and punctuation errors. Result shows that 43% of the children now can create sentences using ‘this/that’ and ‘these/those’. Similarly almost 50 % i.e. 2707 children can structure sentence using ‘It’ which earlier only 3% i.e. about 150 children could do.
Progress against objective:
In Reading, the objective was that 80% of the children should move two levels ahead from where he/ she started. Results show that it could happen in case of 60% of children only.
For limited question-answer based conversation, the objective was that 70% of the children would be able to do it. While about 80% of the children can answer first two limited question answer based conversation, only 40% can answer difficult ones.
In Writing, the objective was that 50% of the children could write simple sentences which was achieved.