2016年-世界发展银行全球_What_is_Happening_Inside____________Classrooms_in_Indian_Secondary_Schools____A_Time_on_Task____________Study_in_Madhya_Pradesh_and_Tamil_Nadu_80页_1mb

Summary of "What Is Happening Inside Classrooms in Indian Secondary Schools?"

Core Content

This report presents a comprehensive Time on Task (ToT) study conducted in secondary schools of Madhya Pradesh (MP) and Tamil Nadu (TN) to analyze how classroom time is utilized and to identify effective teaching practices. The study was initiated by the World Bank in collaboration with the Ministry of Human Resource Development (MHRD) and Educational Initiatives (EI), aiming to support the implementation of the Rashtriya Madhyamik Shiksha Abhiyan (RMSA). It is the first of its kind in India's secondary education system, providing insights into teaching and learning practices that can be used for improving teacher training and classroom engagement.

Main Objectives

• To document and analyze the current use of classroom time in secondary schools.
• To identify good practices that can enhance classroom teaching in Mathematics and Language.
• To support the RMSA initiative by generating evidence on how teaching time is spent and its effectiveness.
• To create a corpus of real-life teaching practices for use in teacher training and educational discussions.

Key Findings

1. Classroom Time Utilization

• In the 2014-2015 academic year, classes were held for 179 days in MP and 182 days in TN.
• Average class duration was 45 minutes in both states.
• Instructional activities accounted for 89% of teachers' time overall, with:
  • MP: 83% instructional time, 11% classroom management, and 6% off-task activities.
  • TN: 94% instructional time, 5% classroom management, and 1% off-task activities.
• Classroom engagement was higher in TN (73% of time) compared to MP (41%).

2. Teaching Methods and Materials

• In Mathematics:
  • Teachers spent more time on "Assignment/class work" and "Copying".
  • Blackboard was used in over 50% of time.
• In Language:
  • Textbooks were the primary teaching material, used in 40% of time.
  • Discussion and Reading Aloud were more prominent in Language classes.
• ICT/IT tools and cooperative learning were almost non-existent in both states.

3. Student and Teacher Characteristics

• Student attendance was 70% in MP and 88% in TN.
• Age diversity in MP schools was notable, with 18% of students under 15 and 30% over 15, posing challenges for teachers.
• Gender neutrality in classroom practices was observed, with no significant bias in teacher interactions or classroom management.
• Teacher training days were 3.7 days in MP and 6.3 days in TN.

4. Teacher Understanding of Student Knowledge (TUSK)

• A test with 10 questions was given to 28 teachers to assess their understanding of student errors.
• Language teachers correctly identified student errors in 50% of cases, while Mathematics teachers did so in 40% of cases.
• Gwalior (MP) showed the best performance in both subjects (52.7% for Language, 47.4% for Mathematics).

Methodology

• Tools Used: Stallings tool, SOS Log, Student and School Questionnaires, and TUSK.
• Sample Size: 150 secondary schools, 3 districts each in MP and TN.
• Subjects Observed: Language and Mathematics classes in Grade 10; Grade 9 if Grade 10 was not available.
• Field Survey: Conducted with observer training, video recording, and data entry/cleaning.
• Video Compilation: Used to document teaching practices for teacher training and educational discussion.

Implications and Recommendations

• Improving instructional effectiveness requires revisiting teacher training programs to ensure content mastery.
• Enhancing student engagement is crucial, but current practices often involve uniform activities, not tailored to individual learning needs.
• Infrastructure and learning resources vary significantly between states, with TN outperforming MP in resource availability.
• District-level differences in teaching practices may stem from recruitment and training processes.
• The study emphasizes the need for policy interventions and school-level reforms to improve teaching-learning outcomes.

Conclusion

This study underscores the importance of analyzing classroom practices and their impact on student learning outcomes. While teachers are spending a significant amount of time on instructional activities, the results from the National Achievement Survey (NAS) suggest that learning outcomes are not improving adequately. The findings highlight the need for reforms in teacher training, improvement in classroom engagement, and better resource allocation in secondary education. The study also serves as a model for future research in the field of education quality and effectiveness.

Key Authors and Contributors

• World Bank: Toby Linden, Sangeeta Dey, Namrata Raman Tognatta, V. Sudhakar.
• Government Officials: D. Sabitha (TN), D. D. Agarwal (MP).
• Educational Initiatives (EI): Sridhar Rajagopalan, Pranav Kothari, Raghav Rohatgi, Deepak Agarwal, Nischal Shukla, Archana Dwivedi.
• External Experts: Dr. Ravi Subramanian, Dr. Alejandro Ganimian, Ms. Aruna Rathnam, Dr. Ranjana Arora, etc.

Acknowledgements

The study was supported by the United Kingdom's Department for International Development (DFID) and collaborated with state education authorities and teacher training institutions. It also received guidance from an Advisory Committee of experts in the field of education.

Key Figures and Tables

• Figures:

  • Figure 1: Expected vs actual days on which classes held in MP.
  • Figure 2: Expected vs actual days on which classes held in TN.
  • Figure 3: Break up of teachers' time in classroom across different activities.
  • Figure 4: Frequency of use of different learning materials in Mathematics.
  • Figure 5: Frequency of use of different learning materials in Language.
  • Figure 6: Student involvement in classroom activities.
  • Figure 7: Attendance of boys and girls across rural and urban schools.
  • Figure 8: Distribution of student's age, by district.
  • Figure 9: Factors that affect teaching and learning process.

• Tables:

  • Table 1: Teacher understanding of student knowledge.
  • Table 2: Key milestones with timelines (2015-2016).
  • Table 3: Student responses.
  • Table 4: Number of questions in student questionnaire.
  • Table 5: Number of questions in school questionnaire.
  • Table 6: Number of questions in TUSK tools.
  • Table 7: Details of pilot conducted in MP and TN.
  • Table 8: Sampling criteria for each state.
  • Table 9: HDI values of selected districts.
  • Table 10: Detailed execution plan, 2015.
  • Table 11: Training details.
  • Table 12: Survey dates and number of schools covered.
  • Table 13: Video recording details.
  • Table 14: Video shooting guidelines.
  • Table 15: Average number of days teachers did not attend school.
  • Table 16: Teacher availability by gender.
  • Table 17: Teacher availability by experience and age.
  • Table 18: Time spent on academic and non-academic activities.
  • Table 19: Time spent on academic and non-academic activities as reported by teachers.
  • Table 20: Classification of classroom activities.
  • Table 21: Time spent on each activity in the classroom.
  • Table 22: Break up of activities during the use of different materials in Mathematics.
  • Table 23: Break up of activities during the use of different materials in Language.
  • Table 24: Number of meals per day students had at home.
  • Table 25: Example of a question from the student questionnaire.
  • Table 26: Number of questions on TUSK questionnaire.
  • Table 27: Teacher performance on TUSK.
  • Table 28: Responses on TUSK questionnaire.

Abbreviations

• ADPC: Additional District Project Coordinator
• B.Ed: Bachelor of Education
• CEO: Chief Education Officer
• CTE: College of Teacher Education
• DEO: District Education Officer
• HDI: Human Development Index
• IASE: Institute of Advanced Studies in Education
• ICT/IT: Information and Communication Technology/Information Technology
• MCQ: Multiple Choice Question
• M.Ed: Master of Education
• MHRD: Ministry of Human Resource Development
• MP: Madhya Pradesh
• NCERT: National Council of Educational Research and Training
• RMSA: Rashtriya Madhyamik Shiksha Abhiyan
• SCERT: State Council of Educational Research and Training
• SOS log: Stallings Observation System log
• SSA: Sarva Shiksha Abhiyan
• TN: Tamil Nadu
• ToT: Time on Task
• TUSK: Teacher Understanding of Student Knowledge
• UNESCO: United Nations Educational, Scientific and Cultural Organization
• UNICEF: United Nations Children's Emergency Fund