Programme
Outcome Assessment: Community based Learning Center 2009-10
The pre test and the post test of Hindi and Math were of 30 marks each and that of Environmental Science (EVS) and Social Studies (SST) were of 40 marks each.
Of the total tested children in the pre test the % of children scoring less than 50 in Hindi was 97.4.Similarly , the % of these children in Math, EVS and SST were 96.3,72.6 and 73.3 respectively.
The percentage of children scoring more than 50 in pre test was 2.6, 3.7, 27.4 and 26.4 in Hindi, Maths, EVS and SST respectively.
TOf the total tested children in the post test the % of children scoring less than 50 in Hindi has decreased to 31.2.Similarly, the % of these children in Math, EVS and SST has decreased to 24.7, 31 and 28.1 respectively. The percentage of children scoring more than 50 in post test has increased to 68.8, 75.3, 69 and 71.9 in Hindi, Math, EVS and SST respectively
Comparison of Learning Center children with similarly placed non-Learning center children
The Hindi and Math test were conducted in the month of October and SST and EVS in January 2010. The number of children in LL and Non LL are as follows:
Hindi : -
The graph clearly indicates that the percentage of children at the learning labs, who scored less than 50% marks i.e. less than 15 marks, was 95.5% at the time of pre-test. At the end of the academic year this percentage has been reduced to 31.9%.Whereas as compared to the Control group (Non LL) children the percentage of children scoring less than 50% was 70.2 which has decreased to 63.4 % i.e. a decrease of only 6.8 percentage points.
Similarly, the percentage of children scoring more than 50% was only 4.5% in the pre test in the LL as compared to the 29.8 in the control group. By the year end the percentage of LL children scoring more than 50% has gone up to 68.1% i.e. an increase of 63.4 percentage points. Whereas incase of Non LL, this percentage has increased to 36.6% i.e. an increase of 6.8 percentage points.
Therefore, it can be clearly stated that the movement of children from low scoring range i.e. less than 50 to higher scoring range i.e. more than 50 is about 63.4 percentage points in case of LL as compared to the Non LL where this movement is only 6.8 percentage points.
Math :-
The pre test and the post test of Math were of 30 marks each. The graph clearly indicates that the percentage of children at the learning labs, who scored less than 50% marks i.e. less than 15 marks, was 94.5% at the time of pre-test. At the end of the academic year this percentage has been reduced to 25.7%.Whereas as compared to the Control group (Non LL) children the percentage of children scoring less than 50% was 74.9 which has decreased to 64.5 % i.e. a decrease of 10.3 percentage points.
Similarly, the percentage of children scoring more than 50% was only 5.5% in the pre test in the LL as compared to the 25.1 in the control group. By the year end the percentage of LL children scoring more than 50% has gone up to 74.3% i.e. an increase of 69 percentage points. Whereas incase of Non LL, this percentage has increased to 35.4% i.e. an increase of 10.3 percentage points. Therefore, it can be clearly stated that the movement of children from low scoring range i.e. less than 50 to higher scoring range i.e. more than 50 is about 69 percentage points in case of LL as compared to the Non LL where this movement is 10.3 percentage points.
ENVIORNMENTAL STUDIES :-
The pre test and the post test of EVS were of 40 marks each. The graph clearly indicates that the percentage of children at the learning labs, who scored less than 50% marks i.e. less than 20 marks, was 71% at the time of pre-test. At the end of the academic year this percentage has been reduced to 29%.Whereas as compared to the Control group (Non LL) children the percentage of children scoring less than 50% was 53.1% which has increased to 66.7% i.e. an increase of 13.6 percentage points.
Similarly, the percentage of children scoring more than 50% was only 29% in the pre test in the LL as compared to the 49% in the control group. By the year end the percentage of LL children scoring more than 50% has gone up to 71% i.e. an increase of 42 percentage points. Whereas incase of Non LL, this percentage has decreased to 33% i.e. a decrease of 13.6 percentage points.
Therefore, it can be clearly stated that the movement of children from low scoring range i.e. less than 50 to higher scoring range i.e. more than 50 is about 42 percentage points in case of LL as compared to the Non LL where this movement is 13.6 percentage points.
SOCIAL STUDIES :-
The pre test and the post test of SST were of 40 marks each. The graph clearly indicates that the percentage of children at the learning labs, who scored less than 50% marks i.e. less than 20 marks, was 74% at the time of pre-test. At the end of the academic year this percentage has reduced to 26%.Whereas as compared to the Control group (Non LL) children the percentage of children scoring less than 50% was 24.2% which has increased to 58.6% i.e. an increase of 34.4 percentage points.
Similarly, the percentage of children scoring more than 50% was only 26% in the pre test in the LL as compared to the 45.7% in the control group. By the year end the percentage of LL children scoring more than 50% has gone up to 75.8% i.e. an increase of 49.8 percentage points. Whereas incase of Non LL, this percentage has decreased to 41.4% i.e. a decrease of 4.3 percentage points.
Therefore, it can be clearly stated that the movement of children from low scoring range i.e. less than 50 to higher scoring range i.e. more than 50 is about 50 percentage points in case of LL as compared to the Non LL where this movement is 4.3 percentage points.
Overall, the benefits from Pratham intervention, at the Learning Labs in terms of student’s progress seem far more evident and significant for Hindi and Math subjects as compared to EVS and SST. The reason for this increase of children in the Non LL can be attributed to the lack of standardization of the testing tools of EVS and SST as this being the first year of such subject based intervention. Tools were made keeping in mind the curriculum and the methodology Pratham team had created.