Factor Leading to Low Performances Among Elementary Grade Students of Khordha District

Introduction The State Level Achievement Survey by Directorate of Teacher Education and SCERT was conducted on 23.03.2024 in 3140 sample schools of Odisha. This is a comprehensive large scale assessment of students across all the blocks in Odisha. State Level Achievement Survey 2023 covered grade 2, 4, and 7 students in two subjects: Language and Mathematics. This coverage allows for a comprehensive assessment of students' academic progress at various stages of their education. Its primary objective is to gain information about the learning achievement of students of class 2, 4, 7 studying at state Government Schools, Govt. Aided Schools under School and Mass Education Department and School managed by SC and SC Development, Minorities, and Backward classes Welfare Department understand the performance in the development of the grade specific competencies. Thus, it is proposed to have a detailed analytical study to find out the factors which affects student’s achievement. Identification of the factors leading to poor performance by the schools will help DIET to plan for school effectiveness in general and to enhance the learning achievement in particular. This contributes to the development of more effective and equitable education systems for all students. Objective of the Study: 1.To Determine the school based factors that affect students’ performance 2.To assess the factors which contributes to poor academic performance of students in the low performing schools 3.To identify the common factors that have been observed in all the poor performing schools for low learning achievement. Methodology The present study was undertaken through a descriptive survey approach. Through purposive sampling technique the samples were selected for the present study. Population of the study State Level Achievement Survey (SLAS) is conducted in thirty districts of Odisha in the academic session 2023-24, all low performing elementary school teachers of class 2, class 4 and class 7, students of all low performing elementary school (class2, 4 & 7) and all low performing elementary school headmasters of class 2, 4 and 7 in all thirty districts can be considered to be the target population of the study. Selection of Sample In the present study on the basis of SLAS result 2 low performing schools from each block of khordha district has been selected as sample. From the sampled schools total of 20 teachers and 80 students were selected by adopting purposive sampling techniques in order to collect their opinion about the low performance in SLAS result. Details of the distribution of the sampled respondents has been shown from the below table. Distribution of Sample Sl Respondents Numbers 1 No. of Blocks 10 2 Students (8 each from 10 Blocks) 80 3 Teachers (2 each form 10 Blocks) 20 Dimensions of Tools used in the Study Objectives Tools Sources Objective-1 1.Determine the school based factors that affect students’ performance •Interview Schedule for Students (to know their understanding regarding the different activities of school and class) Students Objective-2 1.To assess the factors which contributes to poor academic performance of students in the low performing schools •Questionnaire for Teacher (to know the nature of their teaching) Teachers Objective-3 To identify the common factors that have been observed in all the poor performing schools for low learning achievement. •Classroom Observation Schedule (to observe Classroom transaction of teacher) Teachers Data Capturing Instrument (Tools): Three self-made tools were used in this study. The data was analyzed through the percentage analysis techniques. The following data-capturing instruments were used for the data collection Interview Schedule for Students (to know their understanding regarding the different activities of school and class) Questionnaire for Teacher (to know the nature of their teaching) Classroom Observation Schedule (to observe Classroom transaction of teacher) Major Findings 25% of schools are having well equipped science laboratory which will create a scientific temperament whereas 75% of schools are lack of science laboratory. Library facilities is available only in 29% of schools whereas in 71% of schools this facility is not available at school point. Near about 40% to 50% of schools are having beautiful environment and clean environment respectively. Appropriate seating arrangements is found in 73% of schools but in 27% of schools the seating arrangements is not at all appropriate which the essential component of teaching process is. In 45% of school’s classroom is decorated with attractive TLMs but 55% of school’s classroom is not decorated with TLMs. Different learning activities done perfectly only in 43% of schools whereas 57% of schools are lacking in this practice. The percentage of free exchange of ideas between teacher and student is very less 39% whereas in 61% of schools this activity is not found. TLM corner which is the essential part of teaching process is only present in 64% of schools whereas 36% of schools doesn’t have the decorated TLM corner. The use of TLM by both teacher and student is only found in 73% of schools. Scheme of lesson is only found in 55% of school’s others are not having this in their schools. Group work is done by all most all 95% teachers in classroom for conducting different activities. 32% of teachers have clarify the doubt of the students in a regular basis whereas 68% of teachers are doing this rarely. Proper assessment is done only by 27% of teachers whereas 73% of teachers are not adopted the proper assessment technique. Different types of assessment like assessment of, assessment as and assessment for learning is found in 34%, 27% and 91% of teachers respectively. Among this three types assessment as learning as learning is most important for learner but this is not done by 73% of teachers and assessment for learning is done by 91% of teachers in their schools. Educational Implications SLAS data will give policy makers, curriculum specialists, researchers and other stake holders a “snapshot” of what students know and can do in key subjects at a particular point in time. The result also serves as a baseline against which future progress in education may be evaluated. Conclusion SLAS is designed to provide information about the learning achievement of students in the elementary stage of education in State government and government aided schools of Odisha. SLAS also collects information about relevant background factors related to school environment, instructional practices, the home background of students, teacher’s qualification etc. This report will help to diagnose learning gaps of the students at the elementary school of khordha district and would be helpful in planning and developing appropriate interventions for improving teachers capacities and skills, Enhancing the quality of teaching learning practices by employing appropriate interventions and then empowering the practicing teachers in bringing about the overall qualitative improvement in elementary education of the district. The synthesized results at different blocks would be the basis for developing and designing the future course of action for the improvement of teacher’s capacity and professional skills for bringing qualitative improvement in school education. References Kapur, R. (2018). 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