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A qualitative Study of Remedial Teaching for Primary School Children on the Achievement of Competencies in Kannada, English, Mathematics, Social Studies & Science
Jagadeesh.B Principal BLDEA'S JSS CollegeofEducation PG Department of studies in Educationand Research Center, Bijapur Abstract: Education is prerequisite for progress and development. It is an essential requirement of a good and enlightened life which in turn speaks of the quality of people and society. In India, attempts are being made by the Government through several other agencies to achieve universalization of elementary education in a time bound manner, an mandated by the 86th amendment to the constitution of India making free and compulsory education to children of age 6 14 years and also to provide quality education at school level. As such, in order to expedite the achievement of universalization of elementary education and quality school education the Government of Karnataka.
In order to expedite the achievement of quality in school learning Evaluation and assessment, the Government of Karnataka has established a unique organization Kannada School Quality Assessment Organization (KSQAO). This Organization aimed at quality interms of the attendance of all children of school going age, Achievement of satisfactory level of learning and improvement to get qualified to next higher of learning. The KSQAO assessment and evaluation report provides information on the current status of learning achievement of competencies levels across the Karnataka in different claims and subjects. Based on the results of KSQAO assessment, the Department of Education of Government of Karnataka has launched a remedial/programme for children of all Government Schools in the state since 2007-08 with a purpose to of mainstreaming the subject specific slow learners by paying individual attention to their learning process. Attempts are made to know about the implementation of Parihar Bhodane in the selected District. Thus the present study is intended to the appraisal of the effect of Remedial Teaching on the performance competence of students of Government Primary Schools of Bijapur District. CONCEPT OF REMEDIAL TEACHING: Remedial Teaching (RT) means that help is offered to pupils who need assistance. These are often children who function at a lower than average level because of a certain learning- or behavioral problem/disorder. REMEDIAL TEACHING is identifying slow learners and giving them the necessary guidance to
Please cite this Article as : Jagadeesh.B , A qualitative Study of Remedial Teaching for Primary School Children on the Achievement of Competencies in Kannada, English, Mathematics, Social Studies & Science : Indian Streams Research Journal (Aug. ; 2012)
A qualitative Study of Remedial Teaching for Primary School Children on the Achievement.........
help them overcome their problems, after identifying their areas of difficulty. The help includes the pupil who is being put forward for remedial teacher to the remedial teacher is examined by means of an intake conversation, checks, tests and/or observations. The remedial teacher tries to form a picture of the pupil also by way of talks with the group teacher and the parents in order to discover where the problem lies. Remedial teaching is offered at many schools. However, a school is allowed to establish its own priorities and is not obliged to offer remedial teaching. Remedial Teaching in short: Individual counseling (also in small groups), working systematically: observing, diagnosing, remedy, evaluation, Acquiring skills in order to deal with learning problems-disorders, Seeing to it that the pupil can remain at his/her school Ideally, new learning should not be permitted until wrong learning has been cancelled and corrected. This is, however, impractical since remediation is a slow and laborious process. The more teaching a learner has had, the more he may be in need of remediation. Remedial teaching is basically cognitive. REMEDIAL TEACHING PROGRAMME UNDER SARVA SHIKSHAN ABHIYAN (SSA). Sarva Shikshan Abhiyan programme has taken lots of effort in bringing children's to school regularly and make the child to become a good citizen of tomorrow for this Teachers are given good training Teaching learning material have been provided to make the school environment attractive taking the help of parents good programmes have been conducted for the improvement of school. According to the class and age of the child should learn competence and go to next class. Most of the students without gaining the competencies are being promoted to the next class. The child finds difficult in learning these competencies without knowing basic competencies. To increase the teaching ability of the teacher lots of programmes and training have been given and also Government has provided aid for the betterment of the school and free text books have been provided to the students and extra competences based activity have been based most of the children are lacking behind in studies. So the Government has taken measure to conduct Remedial teaching to the students. Support services like physical access, resource rooms at cluster level, special equipment, reading material, special educational techniques, Remedial Teaching, curricular adaptation or adapted teaching strategies could be provided. The Sarva Shiksha Abhiyan (SSA) has launched a remedial teaching programme to help children who have reading and comprehension difficulties. Remedial Teaching Programme- It is covering of the following: Provision of remedial teaching have been made. To improve learning level in children having attendance and low achievement level in math's/Science/ English. Provision of part time instructor for three months. Part time instructor recruited by concerning VECs. Remedial teaching programme have been run in 1109 upper primary schools Review of Previous Studies: The investigator has reviewed the following related previous investigations Das and Barva (1968) Conducted Study on the Effect of Remedial Teaching in Arithmetic. The main aim of the study was to determine the effect of remedial teaching in arithmetic in grade IV. Sethia (1972) Conducted investigation on the Diagnostic Testing and Remedial Teaching in physics in class IX. Thakore (1980). Conducted study on the Construction of Diagnostic tests and preparing Remedial Material as well as Testing Its effectiveness on Fractions and decimal Fraction for the students of Grade V. GCPI (1981) Conducted Diagnostic study of the errors committed by the students of Grade VI in oral Reading of Hindi language and the Remedial measures to Improve upon them. Joshi (1985) Investigated the Scrutiny of Errors in Written English and Remedial Programme. Verma (1986) Conducted study on the Construction of Diagnostic Test in chemistry and preparation of Remedial Measures. Narayan Swamy (1995) Conducted an experiment on diagnostic and Remedial Teaching with reference to a unit of High School Algebra. In order to eliminate the deficiencies noted, he developed a
Indian Streams Research Journal Volume 2 Issue 7 Aug 2012
A qualitative Study of Remedial Teaching for Primary School Children on the Achievement.........
Rozario, Kapur, and Shivaji Rao (1994) Studied the Effectiveness of remedial education in children with reading disorders. After thorough reviewing of all previous investigations and collecting all information on the effectiveness of Remedial Teaching on the improvement of the learner the investigator has identified many studies are conducted in the field of the diagnosis and remedial measures in different subjects but more studies were not conducted in the field of the effectiveness of Remedial Teaching on the ability performance of the primary children. This remedial programmes have been introduced under SSA programmes. Hence, there is a need for investigation. The present study is an important for investigating the effectiveness of Remedial Teaching programme and ability performance of primary education. Hence the investigator took up the study with the objective o determining the effect of Remedial Teaching on 3rd, 5th and 6th Standard children competence performance in language, mathematics, Social science and Kannada. 02. OBJECTIVES OF THE PRESENT STUDY: OBJECTIVES OF THE STUDY ARE AS FOLLOWS: To study the level of performance in terms of competence attainment in Kannada and Mathematics of in 3rd standard children of specified Government primary schools of Bijapur district after remedial teaching. To study the level of performance in terms of competence attainment in Kannada and Mathematics of in 5th standard children of specified Government primary schools of Bijapur district after remedial teaching. To study the level of performance in terms of competence attainment in Kannada, English, Social Studies and Mathematics of in 6th standard children of specified Government primary schools of Bijapur district after remedial teaching. To study and compare the level of performance in terms of competence attainment of 3rh, 5th and 6th standard of specified government primary school of Bijapur District after remedial teaching. 03 METHODOLOGY The data required for the study on children competence performance and focused group discussion were collected by trained workers/teachers in consultation with BRC's and educational officers of the District, the tests to measure competence attainment required for data collection were prepared by SSA. Assessment of Children's Performance. The data on competence attainment of children was collected by administering and scoring of the competence tests prepared for the purpose in school subjects. The competence test papers were scored and analyzed the data also interpreted the data. Selection of Sample for the Study iii) Selection of Schools in the District: Totally 3 Schools were selected from the whole District based on Stratified random sampling and purposive sampling techniques used to select schools for study and also considered the following attributes of the schools. School where remedial teaching was monitored and found good performing. School where remedial teaching was monitored and found least performing. School where remedial teaching was not administered and found moderately performing. Selection of the Sample (Standards and children): purposive sampling procedure is used for the selection of school and children who are studying in 3rd, 5th and 6th standards were selected from Bijapur Taluka Schools of Bijapur District. The present study in was 38 children who are identified to have progressed from B to A Grades in remedial teaching programmes were selected for the study of which 13 children of 3rd standard, 15 children of 5th standard and 10 children of 6th standard. TOOLS USED FOR DATA COLLECTION: Investigator has used following tools for Data Collection;
Indian Streams Research Journal Volume 2 Issue 7 Aug 2012
A qualitative Study of Remedial Teaching for Primary School Children on the Achievement.........
Competence test in Kannada: This test is constructed by the investigator by using systematic procedure of test construction. It consists of items of different competencies which covers content validity. It intends to assess the level of competence performance in Kannada of 3rd, 5th and 6th Standard. Competence test in Mathematics : This test is constructed by the investigator by using systematic procedure of test construction. It consists of items of different competencies in Mathematics which covers content validity. It intends to assess the level of competence performance in Mathematics of 3rd, 5th and 6th Standard. Competence test in English: This test is constructed by the investigator by using systematic procedure of test construction. It consists of items of different competencies in English which covers content validity. It intends to assess the level of competence performance in English of 6th Standard. Competence test in Social Studies: This test is constructed by the investigator by using systematic procedure of test construction. It consists of items of different competencies in Social Studies which covers content validity. It intends to assess the level of competence performance in Social Studies of 6th Standard. Competence test in Science: This test is constructed by the investigator by using systematic procedure of test construction. It consists of items of different competencies in Science which covers content validity. It intends to assess the level of competence performance in Science of 6th Standard. Research Questions: The present study arouses following questions which are to be tested. Is there remedial teaching programme effect on the competence performance in Kannada and Mathematics of 3rd Standard Children? Is there remedial teaching programme effect on the competence performance in Kannada and Mathematics of 5th Standard Children? Is there remedial teaching programme effect on the competence performance in English, Kannada, Mathematics Science and Social Studies of 6th Standard Children? METHOD OF RESEARCH: The present study involves survey method of research. Data were collected after completion of remedial programmes which were tough by classroom teacher of respective schools. Statistical Techniques Used for Data Computation in the present study percentage analysis, and descriptive statistical techniques used for Data Computation. Limitation of Study: The present study has limitation which involves only government primary school children of Bijapur Taluka of Bijapur District. The study is limited small sample of 3rd, 5th and 6th Standard of Kannada medium schools only. The study is limited to assess only competencies performance in Kannada, English, Social Studies and Mathematics. The present study is limited to only three schools where remedial programmes were implemented. Method of Data Collection on Competence Test: The tests in the selected areas of the curriculum for the Third, Fifth and Sixth standard students in the selected schools were administered by field workers with proper scheduling. The test items in each subject was carefully prepared to measure the competencies identified for the particular class and in particular subject. The scoring of each item in the test was done on the basis of scoring key. The purpose of evaluation of test is to findout the level competence archieved by the individual learner. Hence, pupils response to the questions in the test were scored on the basis of completion of test items under each category of competencies. The overall district profile showing the name of school, subject and standard and the subject was presented and the number of test items completed successfully are recorded. The district profile has been prepared to present data on the performance of students in each subject from the selected class. The table will give data on each subject, each student at each level achievement 100% level-I, 75-80% level-II and level-III below 75%.
A qualitative Study of Remedial Teaching for Primary School Children on the Achievement.........
Analysis and Interpretation of Data Data Analysis and Interpretation: Investigator has collected data, organized and analysed in the following tables Table-1 : Item Analysis Chart and Master Chart of Data Collection on Competence Performance Test in Kannada and Mathematics of 3rd Standard Students of Govt. Higher Primary Schools of Bijapur District (N=13)
Sl. No. 1 2 3 4 5 6 7 8 9 10 11 12 13
Name of Student Mailarappa S. R on Ganesh M. Mys ore Shareef G. Gollar Mohammad Mulla Ganesh S.D. A.G. Patil A.S. Shavadi Veena M. Patil Savita M. Garag M.V. Giddannavar Sudha R.M. Manjula S.V. G.S. Marichanna Total Percentage
Gen der M M M M M M M F F M F F M
1 1 1 1 1 1 1 0 1 1 0 1 1 1 11
2 0 0 0 0 0 0 0 1 1 1 1 1 1 7
3 1 1 0 1 1 0 0 1 1 0 1 1 1 9
4 1 1 1 1 1 1 0 1 1 1 1 1 1 12
5 0 0 0 1 0 0 0 1 1 1 1 1 1 7
Kannada 6 1 1 1 1 1 1 1 1 1 0 1 1 1 12
7 0 1 1 1 1 0 0 1 1 0 1 1 1 9
8 0 0 0 1 0 1 1 1 1 1 1 1 0 8
9 1 1 1 1 1 1 1 1 1 0 0 1 0 10
10 1 1 1 1 1 1 1 1 1 1 1 0 0 11
T 6 7 6 10 7 6 4 10 10 5 9 9 7 96
1 1 1 1 1 0 0 0 0 1 1 1 1 1 9
2 1 1 1 1 0 1 1 1 1 1 1 1 1 12
3 1 1 1 1 1 1 0 1 1 0 1 1 1 10
4 0 0 0 0 0 0 0 0 0 1 1 0 0 2
Mathematics 5 6 7 1 0 0 1 0 1 1 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 12 4 5
8 0 0 0 0 0 0 0 0 0 1 1 1 0 3
9 1 1 1 1 1 1 1 1 1 1 1 1 1 13
10 1 1 1 1 1 1 1 1 1 1 1 1 1 13
T 12 14 12 15 10 11 4 4 8 9 9 9 7 81
(61.5%)
(84.6%)
(53.8%)
(69.2%)
(92.3%)
(53.8%)
(92.3%)
(69.2%)
(76.9%)
(84.6%)
(69.2%)
(92.3%)
(76.9%)
(15.4%)
(92.3%)
(30.5%)
(38.5%)
(23.1%)
(100%)
(100%)
(73%)
It can be observed from the Table-1 that 12 children have performed item 4th & 6th, 11 children have performed 1st & 10th item in Kannada Competence test of 3rd Standard. Other details of Kannada competence performance is given in the Table. Similarly all 13 children have performed item 9th & 10th and 12 children have performed 2nd & 5th item in M - -athematics competence test of 3rd standard other details of competence performance is given in the Table. TABLE-2 : Item Analysis Chart and Master Chart of Data Collection on Competence Performance Test in Kannada and Mathematics of 5th Standard Students of Govt. Higher Primary Schools of Bijapur District (N=15)
Sl. No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Name of Student Gen der M M M M M M M M F F M M M F M Kannada 5 T 0 0 0 0 0 0 0 0 0 0 0 1 1 1 0 3
(20.1%)
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
(100%)
2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
(100%)
3 0 1 1 1 0 0 1 0 1 1 1 1 1 1 1 11
(46.9%) (73.7%)
4 0 0 1 1 0 0 0 0 0 0 1 1 1 1 1 7
1 0 1 0 1 0 0 0 0 0 0 0 1 1 1 1 6
(40.2%) (53.6%)
2 1 1 0 1 0 0 0 0 0 0 1 1 1 1 1 8
(13.4%)
3 0 0 0 0 0 0 0 0 0 0 1 1 0 1 0 2
(33.5%)
4 0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 5
(33.5%)
5 0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 5
Mathematics 6 T 0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 5
(33.5%)
(62%)
M.G. Sikandar Deepak Y. Gollar Mahantesh B.K. Parameshi P.M. Jafarsab M.V. Chamansab F.S. Mallesh V.H. Nagaraj R.M. Kavita B.K. Hema B.S. Vittal S.R. Chaitanya A.M. M.B. Kenchan Manjula V.M. Fakeergouda S.M. Total
2 3 4 4 2 2 3 2 3 3 4 5 5 5 4 51
(68%)
1 2 0 2 0 0 0 0 0 0 5 6 5 6 5 31
(33%)
Percentage
It can be observed from the Table-1 that 15 children have performed item 1st & 2nd and 11 children have performed 3rd item in Kannada Competence test of 5th Standard. Other details of Kannada competence performance is given in the Table. Similarly only 8 & 6 children have performed item 2nd & 1st test in Mathematics competence test of 5th standard. Other details of competence performance is given in the Table.
A qualitative Study of Remedial Teaching for Primary School Children on the Achievement.........
TABLE-3: Item Analysis Chart and Master Chart of Data Collection on Competence Performance Test in Kannada, English, Mathematics, Science and Social Studies of 6th Standard Students of Govt. Higher Primary Schools of Bijapur District (N=10)
Sl. No.
Name of Student
Gen der
Kannada 1 2 3 4 5 6 T 1 2 3 4 5
English 6 7 8 9 10 T 1 2 3 4
Mathematics 5 6 7 8 9 10 T
GHPS. Gandhi Chowk, Bijapur. 1 2 3 4 5 M.R. Devadiga A.M. Mulgund A.L. Basava S.M. Ambiger R.R. Gabbur M M M M M 1 1 1 1 1 1 0 1 1 0 0 0 0 0 0 1 1 1 1 0 1 0 0 0 0 0 0 0 0 0 4 2 3 3 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 1 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 1 0 1 0 1 1 0
GHPS-BLDE Hospital Raod Bijapur 6 7 8 9 10 S.H. Kammar S.S. Hiremath S.D. Tekepnavar Basamma B.H. D.F. Hundane Total Percentage M F F F F 0 1 0 0 1 7
(70%)
0 1 1 1 0 6
(60%)
0 0 0 0 0 0
0
0 1 1 1 1 8
(80%)
0 0 1 0 0 2
(20%)
0 0 0 0 0 0
0
0 3 3 2 2 23
(38%)
0 0 0 0 0 0
0
0 0 0 0 0 0
0
0 0 0 0 0 0
0
0 0 0 0 0 0
0
0 0 0 0 0 0
0
0 0 0 0 0 0
0
0 0 0 0 0 0
0
0 0 0 0 0 0
0
1 1 1 1 1 7
(7%)
0 0 0 0 0 0
0
1 1 1 1 1 7
(7%)
0 0 0 0 0 1
(10%)
0 0 1 0 0 1
(10%)
0 1 0 0 1 2
(20%)
0 0 0 0 0 0
0
0 0 0 0 0 0
0
0 0 0 0 0 0
0
0 0 0 0 0 0
0
0 0 0 0 0 0
0
0 0 0 0 0 0
0
0 0 0 0 0 3
(30%)
0 1 1 0 1 7
(7%)
NA 2 6 3 1 6 0 3 4 4 3 32 ( 2 4 .6 % ) 3
It can be observed from the Table-1 that only 8 & 7 children have performed item 4th & 1st in Kannada Competence test of 6th Standard respectively. 7 children have performed item 9th in English competence test. Similarly only 3 & 2 children have performed in 10th & 3rd item in Mathematics competence test of 6th standard respectively. Other details of competence performance is given in the Table. TABLE-4 : Competence Test Performances in Kannada of 3rd Standard Students of Govt. Higher Primary Schools of Bijapur District (N=13)
S l. N o. C o m p eten c e G H P S - G a n d h i C h o w k , B ija p u r . 1 00 % 7 5B e lo w NA 80 % 75 % 5 0 0 0 0 0 1 4 0 5 0 5 0 0 5 5 25 (5 0 % ) 3 4 0 0 0 4 0 0 0 8 (16 % ) 1 0 0 1 0 0 1 0 0 3 (6% ) 0 1 0 4 0 1 4 0 0 14 (2 8 % ) 1 N u m b e r o f S t u d e n t s U n d e r D if fe re n t L e v e l s o f C o m p e te n c e A tt a i n m e n t G H P S - B L D E H o s pi t a l R a o d B ija p u r G H P S - B a g lk o t R o a d B ij a p u r 10 0% 75 B e lo w NA 100 % 75 B e lo w NA 80% 7 5% 80 % 75 % 0 0 2 1 0 4 0 1 0 0 1 2 5 0 0 0 0 0 0 3 0 3 3 3 12 (40 % ) 1 0 0 0 0 0 0 0 0 0 0 0 1 2 1 0 1 0 0 0 8 (2 6 . 7 % ) 1 2 1 2 0 2 0 0 0 10 (3 3 . 3 % ) 1 0 5 5 0 0 0 0 0 15 (50% ) 1 4 0 0 4 4 4 0 0 16 (3 2 % ) 2 1 0 0 1 1 1 1 2 7 (14% ) 1 0 0 0 0 0 0 4 3 8 (16 % ) 1 T o ta l B e lo w 7 5% 2 2 2 2 2 1 2 2 1 2 18 (1 3 . 8 % ) 2
10 0% 5 5 0 10 5 8 0 3 8 8 52 (4 0% ) 5
7 5-80 % 4 0 8 0 0 4 8 4 0 0 28 ( 2 1 .5 % ) 3
1 2 3 4 5 6 7 8 9 10
W r i tin g sp e ll i n g Id e n tif yi n g th e r a re ly u s e d l e tt e r s W r i tin g co m b in e d le tte rs S a m y u k th a a ks h a r a s F i ll i n g u p th e l e ft o u t l e tte r s i n a w o rd C o n s tr u ct in g a w o rd u si n g p a rt i cu la r l e tt e r s C o py ing s ent enc e s W r i tin g d ic ta ti o n Id e n tif yi n g r a r e l y u se d l e t te r s th ro u g h fla sh c a r d s Id e n tif yi n g b ig a n d s m a l l le t te rs th ro u g h fla sh c a r d s L e a d in g se n t e n c e s o f b ig a n d s m a l l l e t te r s T ot al P erc ent ag e T o t a l N o . o f C h il d re n
Table-5 : Competence Test Performances in Mathematics of 3rd Standard Students of Govt. Higher Primary Schools of Bijapur District (N=13)
S l. No . C o m p e te n c e G H P S - G a n dh i C h o w k B i ja p u r 10 0% 75B e lo w NA 80% 75 % 0 4 1 0 0 4 1 0 5 0 0 0 0 0 0 0 0 5 5 15 (30 % ) 1 0 0 0 0 0 0 0 8 (1 6% ) 1 0 3 0 1 0 0 0 6 (1 2 % ) 1 5 2 5 4 5 0 0 21 (42 % ) 2 N u m b e r o f S t u d e n ts U n d e r D if f e re n t L e v e ls o f C o m p e t e n c e A t ta in m e n t G H P S -B L D E A s H o s p it a l R o a d B i ja p u r G H P S - V a ru r 1 00% 75 B e lo w NA 10 0% 7 5B el o w NA 80 % 75% 8 0% 75 % 0 0 1 2 5 0 0 0 3 0 0 0 5 0 0 0 0 0 2 1 0 4 0 1 0 0 0 0 0 3 3 9 (3 0% ) 1 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 5 (1 6 . 7 % ) 0 3 1 3 3 3 0 0 16 ( 5 3 .3 % ) 2 0 5 0 0 0 5 5 25 (5 0% ) 3 0 0 4 0 0 0 0 8 (16 % ) 1 2 0 0 3 3 0 0 8 (16 % ) 0 3 0 1 2 2 0 0 9 (1 8 % ) 1 10 0% 5 8 5 0 5 0 0 0 13 13 49 ( 3 7 .7 % ) 5 75-8 0% 4 4 4 0 0 0 0 0 0 0 12 (9 .3 % ) 1 T o tal B el o w 75 % 2 1 2 2 5 4 4 3 0 0 23 ( 1 7 .9 % ) 2 NA 2 0 1 11 3 9 9 10 0 0 45 ( 3 4 .7 % ) 5
1 2 3 4 5 6 7 8 9 10
A qualitative Study of Remedial Teaching for Primary School Children on the Achievement.........
It can be observed from Table-4 and Table-5 that out of 13 children 5, 3 and 2 children of 3rd standard have performed the competence 100%, 75-80% and below 75% respectively in Kannada. But 2 students have not at all attempted any questions. Similarly, out of 13 children 5, 1 and 2 children of 3rd standard have performed the competencies 100%, 75-80% and below 75% respectively in Mathematics. But 5 out of 13 children have not at all attempted the test items. It means that they might have not understood the question. Table-6 : Competence Test Performances in Kannada of 5th Standard Students of Govt. Higher Primary Schools of Bijapur District (N=15)
Sl. No.
1 2 3 4 5
Reading handwritten flash cards of simple words Reading simple children periodicals Writing dictation of simple sentences with appropriate punctuations Reading the paragraph and putting appropriate punctuations Writing a situation using keywords and punctuations on directions by the examiner Arranging flash cards of simple sentences and punctuations as directions by the examiner Total Percentage Total No. of Children
0 0 0 0 0
Number of Students Under Different Levels of Competence Attainment GHPS-BLDEAs Hospital Road GHPS-Sollapur Road Bijapur Bijapur 100% 75Below NA 100% 75Below NA 80% 75% 80% 75% 0 0 5 0 0 0 5 0 0 0 0 0 0 0 0 0 5 3 0 0 0 2 5 5 0 0 0 0 0 0 0 0 5 5 5 3 0 0 0 2
0 0 0
0 0 0
13 (43.3%) 2
17 (56.7%) 3
0 0 0
0 0 0
16 (53.3%) 3
14 (46.7%) 2
0 0 0
0 0 0
26 (86.7%) 4
4 (13.3%) 1
0 0 0
0 0 0
55 (61.1%) 9
35 (38.9%) 6
It can be observed from the Table-6 and it is revealed the data that out of 15 children of 5th standard of Bijapur district schools have performed the competencies below 75% in Kannada. But 6 children were not at all attempted the item of the competence test. Table-7 : Competence Test Performances in Mathematics of 5th Standard Students of Govt. Higher Primary Schools of Bijapur District (N=15)
Sl. No.
Competence GHPS-Gandhi Chowk Bijapur 100% 7580% 0 0 0 0 0 0 0 0 0 0 0 0 0 Below 75% 2 3 0 0 0 0 0 0 0 0 5 (10%) 1 NA 3 2 5 5 5 5 5 5 5 5 45 (90%) 4
1 2 3 4 5 6 7 8 9 10
Writing place values Classifying the divisible and non-divisible numbers Multiplication Write hundred place value Solving word problems Classifying the fractions as equal, unequal and mixed
0 0 0 0 0 0 0 0 0 0 0 0 0
Number of Students Under Different Levels of Competence Attainment GHPS-BLDEAs Hospital Road GHPS-Sollapur Road Bijapur Bijapur 100% 75Below NA 100% 75Below NA 80% 75% 80% 75% 0 0 0 5 0 4 0 1 0 0 0 5 0 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 5 5 5 5 5 5 5 50 (100%) 5 0 0 0 0 0 0 0 0 0 0 0 3 5 5 5 0 0 0 0 27 (54%) 3 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 5 5 5 5 23 (46%) 2
It can be observed from the Table-7 that the competence performance in Mathematics of 5th standard children of Bijapur district 3 and 1 children have performed the competence 75-80% and below 75% respectively in Mathematics, but remaining eleven children have not at all attempted the items of competence test. Other details of the data are presented in the table.
A qualitative Study of Remedial Teaching for Primary School Children on the Achievement.........
1Table-8 : Competence Test Performances in English of 6th Standard Students of Govt. Higher Primary Schools of Bijapur District (N=10)
Sl. No.
Competence 100%
1 2 3 4 5 6 7 8 9 10
Naming the pictures Answering the question Asking why question Identif ying dif ferent professionals by seein g the pictures Answering the question Naming the different parts of the body by seeing the pictures Telling the time Identif ying the words with similar sounds Writ ing the missing capital le tters Identif ying us capital and small letters Total Percentage Total No. of Children
0 0 0 0 0 0 0 0 0 0 0 0 0
Number of Students Under Different Levels of Competence Attainment GHPS-BLDEAs Hospital Road Bijapur 100% 75Below 75% NA 100% 7580% 80% 5 0 0 0 5 0 0 5 0 0 0 5 0 0 5 0 0 0 5 0 0 0 0 0 0 0 5 0 5 (10%) 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 5 5 5 5 0 5 45 (90%) 4 0 0 0 0 0 5 0 5 (5%) 1 0 0 0 0 0 0 0 0 0 0
NA 10 10 10 10 10 10 10 10 3 10 93 (93%) 9
5 5 5 5 5 3 5 48 (96%) 5
It can be observed Table-8 that the competence performance in English of 6th standard children, only one child has performed the competence of 100% level, but remaining 9 children have not at all attempted the items of competence test. Other details of the data are presented in the table. Table-9 : Competence Test Performances in Kannada of 6th Standard Students of Govt. Higher Primary Schools of Bijapur District (N=10)
Sl. No.
Competence
Conversation using suitable language to a situation Answering questions after reading a story Justify the conclusion drawn from a story Writing meaningful sentences with correct word order Writing a small essay (5-6 sentences) Rewriting sentences as per directions Total Percentage Total No. of Children
Number of Students Under Different Levels of Competence Attainment GHPS-Gandhi Chowk Bijapur GHPS-BLDEAs Hospital Road Total Bijapur 100% 75-80% Below NA 100% 75-80% Below NA 100% 75-80% Below 75% 75% 75% 5 0 0 0 0 0 3 2 5 0 3
NA 2
10
10
5 (17%) 1
4 (13.3%) 1
3 (10%) 0
17 (57%) 3
0 0 0
4 (13.3%) 1
8 (26.7%) 1
19 (63.3%) 3
5 (8.3%) 1
8 (13.3%) 2
11 (18.3%) 1
36 (60%) 6
It can be revealed from the Table-9 that the competence performance in Kannada of 6th standard children, only one, two & one children have performed the competence of 100%, 75-80% and below 75% respectively, but remaining 6 children have not at all attempted the items of competence test. Other details of the data are presented in the table
A qualitative Study of Remedial Teaching for Primary School Children on the Achievement.........
Table-10 : Competence Test Performances in Mathematics of 6th Standard Students of Govt. Higher Primary Schools of Bijapur District (N=10)
Sl. No.
Competence
1 2 3 4 5 6 7 8 9 10
Writing expansion of a number Writing Indo Arabic, Kannada and Roman numbers Solving word problems Converting fractions, decimals and percentages Calculating average Solving problems on profit and loss Identifying closed and open sets Writing similar algebraic expressions Finding out area Identifying different types its measurement of triangle considering Total Percentage Total No. of Children
Number of Students Under Different Levels of Competence Attainment GHPS-Gandhi Chowk Bijapur GHPS-BLDEAs Hospital Road Total Bijapur 100% 75Below NA 100% 75Below NA 100% 75Below 80% 75% 80% 75% 80% 75% 0 0 1 4 0 0 0 5 0 0 1 0 0 0 5 0 0 1 4 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 5 5 5 5 5 5 5 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 3 3 5 5 5 5 5 5 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 6
NA 9 9 8 10 10 10 10 10 10 4
0 0 0
0 0 0
4 (8%) 1
46 (92%) 4
0 0 0
0 0 0
6 (12%) 1
44 (88%) 4
0 0 0
0 0 0
10 (10%) 2
90 (90%) 8
It can be revealed from the Table-10 that the competence performance in Mathematics of 6th standard children, only two children have performed below 75%, but remaining 8 children have not at all attempted the items of competence test. Other details of the data is given in the above table Table-11 : Competence Test Performances in Social Studies of 6th Standard Students of Govt. Higher Primary Schools of Bijapur District (N=10)
Sl. No.
Competence 100% GHPS-Gandhi Chowk Bijapur 75Below NA 80% 75% 0 0 5 0 0 0 0 0 0 0 0 0 0 0 0 3 1 0 3 0 0 0 7 (15.5%) 1 5 2 4 5 2 5 5 5 38 (84.5%) 4
1a b 2 3 4 5 6 7 8 9
Giving reasons for studying history Writing religions and languages of India Comparing traditional and present civilizations Identifying characteristics of a citizen Identifying the duties of a citizen Writing the differences between traditional folklore and present technology Identifying the major occupations of rural people Identifying geographical locations in a map Giving examples for structure and functions of self administrative organizations Writing the population, tenure and functions of municipality and city corporation Total Percentage Total No. of Children
0 0 0 0 0 0 0 0 0 0 0 0
Number of Students Under Different Levels of Competence Attainment GHPS-BLDEAs Hospital Road Bijapur Total 100% 75-80% Below NA 100% 75-80% Below NA 75% 75% 0 4 0 1 0 4 0 6 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 5 (11.1%) 0 0 0 0 0 0 0 0 0 0 0 0 4 5 5 5 5 5 5 5 40 (88.9%) 5 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 5 (5.6%) 0 0 3 1 0 3 0 0 0 7 (7.7%) 1 9 7 9 10 7 10 10 10 78 (86.7%) 9
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Table-12 : Competence Test Performances in Science of 6th Standard Students of Govt. Higher Primary Schools of Bijapur District (N=10)
Sl. No.
Competence
1 2 3 4a b 5 6
7a b
Identifying a machine Identifying different types of forces Writing advantages of solar energy Classifying living and non living beings Identifying interdependence of plants and animals Identifying correlation Giving examples for transparent, opaque and semi transparent objects Writing in order parts of digestive system Identifying the parts of human being Total Total No. of Children
Number of Students Under Different Levels of Competence Attainment GHPS-Gandhi Chowk Bijapur GHPS-BLDEAs Hospital Road Total Bijapur 100% 75Below NA 100% 75Below NA 100% 75Below 80% 75% 80% 75% 80% 75% 0 0 4 1 0 0 0 5 0 0 4 0 0 5 0 0 0 0 5 0 0 5 0 0 0 5 0 0 1 4 0 0 1 0 0 2 3 0 0 1 4 0 0 3
NA 6 5 9 7
0 0
0 0
0 0
5 5
0 0
0 0
0 0
5 5
0 0
0 0
0 0
10 10
0 0 0
0 0 0
15 (42.8%) 2
20 (57.2%) 3
0 0 0
0 0 0
3 (8.5%) 1
32 (91.5%) 4
0 0 0
0 0 0
18 (25.7%) 3
52 (74.3%) 7
From the Table-8 to Table-12, it can be observed from the data that the competence performance in English of 6th standard children of Bijapur District, only one child has performed 100% competence but 9 children have not at all attempted and not tried to answer on the competence test. Similarly 1, 2 and 1 children have performed competence level 100%, 75-80% and below 75% respectively in Kannada, but 6 children were not attempted the test item. It is observed that only 2 children have performed below 75% in Mathematics but 8 children have not attempted any item of the test. It can be revealed that 1 and 1 children of 6th standard have performed the competence 75-80% and below 75% respectively in Social Science but 9 children have not at all attempted any items of competence test. 3 children have performed the competence below 75% in Science of 6th standard of Bijapur District Government Primary School children. Findings of the Present Study: The present study reveals the followingThere is no significant effect of remedial programmes on the competence performance in Kannada and Mathematics of 3rd standard children of Govt. Primary Schools. There is no significant effect of remedial programmes on the competence performance in Kannada and Mathematics of 5th standard children of Govt. Primary Schools. There is no significant effect of remedial programmes on the competence performance in Kannada, English and Mathematics of 6th standard children of Govt. Primary Schools. There is no significant difference amongst different Govt. primary schools in respect of competence performance on different subject of 3rd 5th & 6th standard children. It can be observed from the data table that there is no significant result or competence performance found amongst school children. Hence it can be concluded that there is no significant effect of remedial teaching programme on achievement of competence performance of Kannada, English, Mathematics, Science and Social Science. Hence, it is required to design remedial instruction according to their ability and motivate the children to take up active involvement in the process of learning and proper instructional planning must be designed by the classroom teacher. It is concluded that the number of children were attained below 75% competence performance level in all subjects of 3rd, 5th and 6th standard Govt. Higher Primary Schools of Bijapur District. Educational Implications: The present study has the following implications1.The knowledge of remedial techniques help the teachers planning for effective teaching. 2.Several remedial programmes such as orientation classes, intervention meeting, group discussions, guidance and counseling etc. can help the children in achieving well in basic concepts, skills, career and life. 3.Knowledge of remedial programme and ability performance of children may be used for diagnostic
Indian Streams Research Journal Volume 2 Issue 7 Aug 2012
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purpose in guiding and counseling to help the students to attain their education. 4.The extent of attainment of Remedial Teaching programme to be ensured through continuous and comprehensive evaluation. 5.Teacher or instructor should follow the principle of motivation. He should provide learning experiences which are stimulating and enjoyable to make Remedial Teaching effective. 6.The Remedial Teaching programme helps in reducing the difficulties of pupils in understanding the language, mathematics and social science subjects to a greater extent. 7.There is an urgent need of diagnosing the weakness of pupils in different areas of academic subjects and adopting suitable measures of remedial instruction REFERENCES Baskaran, Herbert. S. (1989) The Impact of the Remedial Teaching Programmes on the Common Error Committed by the Students of Standard XII in Written English. M.Phil, Edu. Alagappa University. Buch M.B (Ed) (1974, 1979, 1986, 1991, 1992 & 1995,) A Survey (First, Second. Third, Fourth and Fifth) of Research in Education. Baroda: Center of Advanced Study in Education & New Delhi: NCERT Das and Barva, (1968) Effect of Remedial Teaching in Arithmetic, A study with Grade IV pupils. In Buch M. B. (Ed.) A Survey of Education Research, Baroda: CASE. Gleen, M.B (1965) Diagnostics and Remedial Teaching, New York: Macmillian company. Joshi, (1985) Scrutiny of Errors in Written English and Remedial Programme. New Delhi: Prentice Hall Ltd. Ramachandrachar,K.(Ed.), (2000) Educational Testing Diagnosis and Remediation, Bangalore: DSERT. Santhanam. T. et.al (2008) Learning Disabilities and Remedial Programmes, New Delhi; Discovery Publishing House Pvt. Ltd. Sethia, K.K (1972) Diagnostic Testing and Remedial Teaching in physics in class IX. Government Higher Secondary School, Deorakalan. In Buch M. B. (Ed.) Second Survey of Education Research, Baroda; CASE. Verma, (1986): Construction of Diagnostic Test in chemistry and preparation of Remedial Measures. WEBSITES:, www.shiksha.com, www.mastertutor.com, www.classteacher.com, www.educationworld.com,www.ignou.edu, www.egurucool.com