Study on achievement levels of the Grade 3 Sri Lankan Primary School Students

Study on achievement levels of the Grade 3 Sri Lankan Primary School

Students

Dept. Early Childhood and Primary EducationFaculty of Education,

The Open University of Sri LankaNugegoda

Research Team

Prof. G.I.C. GunawardenaProf. PCP Jaufer

Ms. DMW MunasingheMr. P.SeneviratneDr. T. Mukunthan

Ms. PRD ChaturikaMs. PLNR Rajapakshe

Dr. Anoma AlwisMr. S. Sriranganathan

Outline of Presentation• Introduction• Review of Literature – Sri Lanka• Objectives of the Study• Methodology

– Sample of schools (Target & Achieved) by Type & Province

– Student Population by Type & Province– Student sample (Target & Achieved) by Type & Province– Teacher sample (Target & Achieved) by Type & Province– ISA Sample

• Data collection Instruments & Data Analysis procedures• Findings and Recommendations

Introduction

• Primary Education is the foundation for Secondary and Tertiary Education as well as life-long education.

• Most of the Governments in the world give priority to Primary Education.

• In Sri Lanka the State has provided free education to every child over the last six decades in line with the concept of “Education for All”. As a result we have achieved the 98% rate literacy.

• Schooling should provide the joy of shared learning for children to enable them to reach their full potential and enrich their lives.

Cont.…

• The major features in the present primary education system had its origins in the Education Reforms of 1972.

• Primary education would be a very positive experience that can change children’s future for their betterment.

• The World Bank Report (Transforming School Education in Sri Lanka) published in 2011 has stated that primary education reform programs have been well supported by several development initiatives which included focused teacher education, good quality textbooks and the supply of educational material, rearrangement of classrooms to facilitate guided play and active learning.

• These initiatives have contributed positively and helped improve students' learning at primary level.

Cont.…

• These reforms have been continued through subsequent reforms with minor modifications and improvements in years 1997, 2003, 2007 and also in 2016.

• As a result, the current school curriculum is formulated as a competency-based approach and the child is required to acquire the basic competencies stipulated in the National Education Commission (NEC) report of 2003.

• Main aspects of Primary Education in Sri Lanka,– Key Stages

– Competency-based Curriculum

– Teaching Methodologies

– Assessment

– Identification of children

– Learning competencies

Review of Literature – Sri Lanka• National Institute of Education conducted a study

sponsored by UNICEF to study the performance of Grade 3 students in literacy and numeracy in Sri Lanka in 1998.

• ln 2002 a study was conducted to investigate whether the performance level of Grade 3 students’ language & mathematics had improved with the new reforms.

• The 2002 study identified a slight improvement of performance in both literacy and numeracy of Grade 3 students but showed that 5.2% of students had not reached the mastery level. Disparities existed between rural & urban schools in literacy and numeracy.

• Females outperformed males in both literacy and numeracy.

Review of Literature – Sri Lanka (Contd.)

• Nanayakkara’s study (1994) on assessment of pupil’s achievement in primary mathematics revealed that more than 505 of errors of primary students in answering the written tasks were due to lack of skills in reading &comprehension.

• He also noted high levels of disparities prevailing between urban & rural pupils on all tests analyzed.

Objectives of the study

• To identify the achievement levels of Grade 3 students in selected competencies of First Language and Mathematics.

• To identify the gap between the expected levels of achievements and actual levels of achievements at Grade 3 and identify the strengths and weaknesses in relation to selected subject competencies

• To propose suitable strategies to overcome the issues faced and to improve the achievement level of Grade 3 students.

School Population & Target Sample

Province 1AB 1C Type 2 Type 3 Total

P S P S P S P S P S

Western 199 9 246 12 486 25 429 21 1,360 67

Central 115 7 316 15 467 23 623 30 1,521 75

Southern 150 7 208 10 365 19 391 18 1,114 54

Northern 104 6 109 5 301 14 457 24 971 49

Eastern 94 5 181 9 351 18 480 25 1,106 57

North

Western 107 6 255 12 460 23 437 20 1,259 61

North Central

61 3 130 7 231 14 383 19 805 43

Uva 83 4 177 9 311 16 324 16 895 45

Sabaragamu

wa103 5 183 8 435 23 410 20 1,131 56

Total 1,016 52 1,805 87 3,407 175 3,934 193 10,162 507

Student PopulationProvince 1AB 1C Type 2 Type 3 Total

Western 19,056 16,910 18,557 25,805 63,418

Central 6,548 10,169 10,244 18,695 35,487

Southern 7,763 9,650 9,073 18,618 45,104

Northern2,242 2,442 5,155 8,444 18,283

Eastern3,866 6,366 9,682 13,717 33,631

North

Western 5,013 11,213 12,867 14,980 19,993

North Central 1,147 4,966 6,368 13,014 25,495

Uva2,371 5,986 6,603 9,159 24,119

Sabaragamu

wa 3,307 7,575 10,222 12,601 15,908

Total51,313 29,410 65,682 135,033 327305

Target Student Sample


M L M L M L M L

Western 180 180 240 240 500 500 420 420

1,340

Central 140 140 300 300 460 460 600 600

1,500

Southern 140 140 200 200 380 380 360 360

1,080

Northern120 120 100 100 280 280 480 480

980

Eastern100 100 180 180 360 360 500 500

1,140

North Western 120 120 240 240 460 460 400 400

1,220

North Central 60 60 140 140 280 280 380 380

860

Uva80 80 180 180 320 320 320 320

900

Sabaragamuwa 100 100 160 160 460 460 400 400

1,120

Total1,040 1,040 1,740 1,740 3,500 3,500 3,860 3,860

10,140

Achieved Student Sample


M L M L M L M L M L

Western 140 140 246 246 400 400 340 340 560 1,126

Central 80 80 171 171 320 320 467 517 1,038 1,088

Southern 100 100 114 94 218 137 215 194 647 525

Northern96 96 96 96 240 240 422 422 854 854

Eastern80 80 160 180 236 236 309 309 785 805

North Western 40 40 260 260 350 350 278 278 928 928

North Central 20 20 120 140 255 255 195 215 590 630

Uva60 60 160 160 270 270 219 219 709 709

Sabaragamuwa 100 100 140 140 386 386 340 340 966 966

Total716 716 1,467 1,487 2,675

2,59

4

2,78

5

2,83

4 7,643 7,631

Teachers’ Sample


Western 9 12 25 21 67Central 7 15 23 30 75Southern 7 10 19 18 54Northern 6 5 14 24 49Eastern 5 9 18 25 57North Western

6 12 23 2061

North Central

3 7 14 1943

Uva 4 9 16 16 45Sabaragamuwa

5 8 23 2056

Total 52 87 175 193 507

Teachers’ Achieved Sample


Western 7 12 20 18 57Central 4 10 18 21 53Southern 5 6 12 13 36Northern 4 8 9 21 42Eastern 8 8 13 9 38North Western

3 12 18 1447

North Central

2 7 11 1131

Uva 2 9 12 10 33Sabaragamuwa

5 7 19 1748

Total 40 79 132 134 385

ISAs’ sample

Province ISAs’ Target ISAs’

AchievedWestern 3 3Central 3 3Southern 3 3Northern 5 5Eastern 3 3North Western 2 2North Central 2 2Uva 2 2Sabaragamuwa 2 2Total 25 25

Data collection instrumentsAchievement Tests• Achievement levels were assessed using a

written and practical test in the FirstLanguage (Sinhala/Tamil)

• Mathematical competencies were assessedusing a written test.

• Test instruments were prepared for boththe first language and mathematics testfocussed on competencies that should beachieved by the end of the Grade 3.

• 25 competencies were tested through thefirst language tests and 39 competencieswere tested through the Mathematics paper.

• Pre- Tests were conducted in both media(Sinhala and Tamil).

• Based on the analysis of the Pre-Test, thequestion papers were further modified

Design of the Tests

• In the written test for Languages, there were 25questions, 2 marks for each question.

• In the practical part, competencies in listening, readingand speaking were tested.

• The marks given for listening, reading and speakingwere 15, 15 and 20 respectively.

• The time duration for the written part of first languagepaper was 45 minutes.

• For Practical tests sufficient time was given to testlistening, reading and speaking.

• The time duration for the Mathematics paper was onehour.

• There were 20 questions in the Mathematics papercarrying 5 marks for each question.

Interview schedules

• Interview schedules were used for collectdata from ISAs and teachers.

• Interviews with the teachers focussed on students’ socio economic background, teaching-learning methodologies, teachers’ perceptions on teaching in primary classes and assessment.

• ISA’s interviews focussed on issues inteacher training and suggested strategies toovercome issues

Analysis of Data

• Test Data were analyzed using

SPSS on a national, provincial, and

district basis.

• Quantitative techniques such as

%s, Means and Standard

Deviations were used for analysis

of student’s achievement at tests

• Qualitative techniques were used

to analyze data obtained from

teachers and ISA’s interviews.

Components of Test Papers

Subject Components

Mathematics Number

Number Operations

Measurement

Shape and Space

Money Data handling

Problem Solving

Marks 20 20 15 10 05 15 15

Languages Writing

Comprehension

Vocabulary

Grammar

Listening Reading Speaking

Marks 04 08 16 22 15 15 20

Procedure of the study

1st phase: Pilot StageAll three test papers developed by subject specialists were administered to a small

student sample (Tamil & Sinhala) who are not in the study sample formodification.

2nd phase:

• 170 data collectors (ISAs) trained by the research team on:

1. Conduct of the written tests & practical tests

2. Marking & entering procedures 3. Procedure for returning students’ marks

4. Conduct of interviews with teachers

• Two other ISAs or experienced teachers trained by the above ISAs as data collectors.

3rd phase:• The written tests were administered in the selected school sample on a particular

day at a scheduled time in all 25 districts by the data collectors. On the same day, the practical test was also done by the same data collectors.

4th phase:• Data were analyzed statistically and descriptively

Limitations of the study• The target sample was only 507 (05%) of the total

number of schools(10,162) in Sri Lanka but data was received from only 385 schools.

• Data had been collected from all the provinces for Mathematics but only for eight provinces for Sinhala language and six provinces for Tamil language. The number of districts included also varied correspondingly.

• As the tests were to be conducted in all schools on the same day, it was not possible to administer the tests again in the schools in which they had not been conducted earlier.

• Total number of students in the sample was 10,140 but marks were received only for 7,631 of students for first language and for 7,643 students for Mathematics.

%s of students giving correct answers in Mathematics by Province and

areaProvince

Number

Number

Operati

ons

Measure

ment

Shape

and

Space

Mone

y

Data

handling

Problem

Solving

Total

Western 51.0 84.7 66.8 71.5 53.8 88.9 71.2 71.0

Central 42.7 58.9 70.2 67.4 18.3 77.6 55.9 56.3

Southern 51.4 75.0 78.9 75.2 56.8 92.1 82.4 73.7

Northern 40.5 75.5 30.9 41.2 51.6 36.3 65.9 49.9

Eastern 42.2 64.5 78.6 73.2 21.8 72.7 53.2 60.4

North-

Western

52.5 88.4 71.3 77.4 60.9 91.9 75.3 74.7

North- Central 47.7 64.6 72.8 72.6 29.5 79.5 59.9 63.0

Uva 48.8 84.6 67.8 70.7 50.1 90.9 70.3 70.6

Sabaragamuw

a

50.3 65.4 77.5 76.9 32.8 86.5 66.6 67.0

Sri Lanka 47.7 72.9 67.1 69.8 40.5 79.7 66.2 65.1

%s of students giving correct answers in Mathematics by Province and area

• Student performance had been best in Data Handling (79.7%) followed by Number Operations (72.9%), island wide. The lowest performance, had been in Money (40.5%).

• Performance in Data Handling showed high performance in all provinces except the Northern Province and the Southern Province indicated highest performance (92.1) followed closely by North-Western (91.9) and Uva(90.9) provinces.

• Eastern Province had 72.7% of students providing correct answers for the

entire test but Northern Province % was only 36.3

• In the Northern Province, 75.5% had provided correct answers in Number

Operations and in the Southern Province, 78.9% in Measurement.

• The lowest percentages were recorded for Money in Central(18.3), Eastern

(21.8), North-Central (29.5) and Sabaragamuwa (32.8) Provinces.

• Performance of the Northern Province in Measurement was only 30.9%.

%s of students giving correct answers in Mathematics by Province and area (Contd.)

• Eastern Province had 72.7% of students providing correct answers but in Northern Province, the percentage was only 36.3

• When the performance of different provinces for the full paper on Mathematics is considered, the best performing province was the North-Western Province with 74.7 %.

• Three other provinces, Western, Southern and Uva had more than 70 per cent of students obtaining correct answers. Lowest percentages were for Northern (49.9)and Central (56.3)provinces.

Performance in Mathematics by Province

• In Number, the best performers had been North-Western, Southern, Western and Sabaragamuwa provinces, all scoring 4.0 or more than 4.0 out of 20.

• The North-Western Province had the highest scores for the areas of Number, Number Operations, Shapes and Space and Money.

• Three provinces (Southern, Eastern and Sabaragamuwa) had the highest scores for Measurement (4.7 out of 15), Southern Province, North-Central and Uva for Data Handling(5.5 out of 15).

• In Problem Solving the highest mean was for the Southern province (4.9 out of 15).

• The scores for the Northern Province were lowest for Measurement (1.9 out of 15), for Shapes and Space (1.7 out of 10) and for Data Handling (2.2 out of 15).

• Central Province had the lowest mean scores for Number (3.4 out of 20) together with Eastern Province, for Number Operations (4.7 out of 20), for Money (0.4 out of 5) and for Problem Solving (3.4 out of 15).

Percentage of students providing correct answers in Sinhala Language by Province

Province % providing correct answers

Writing Comprehens

ion

Vocabula

ry

Gramm

ar

Listenin

g

Reading Speakin

g

Total

Western 75.7 63.5 78.4 72.6 67.8 53.1 55.5 71.7

Southern

70.9 63.5 86.0 70.9

64.5 52.3 48.6 73.4

Eastern 87.8 61.9 82.4 68.2 55.0 40.8 39.4 70.2

North

Central 44.8 45.3 65.2 36.9

70.2 47.8 36.5 69.3

Uva

75.8 65.2 77.8 71.2

62.9 48.5 44.9 70.5

Central 80.3 64.8 81.9 64.7 61.5 44.1 41.5 69.1

North

Western

84.7 67.8 86.3 69.7 73.1 56.1 60.1 74.6

Sabaragam

uwa

87.2 68.5 88.1 70.6 63.8 52.3 47.9 74.8

All eight

provinces

81.5 65.4 82.8 59.8 65.6 50.5 50.5 71.3

Performance in Sinhala Language by province

• In Writing all provinces except North-Central, more than 70% of students had demonstrated competency.

• In Comprehension, Speaking and Grammar also, %s of students demonstrating competency in the North-Central Province were the lowest.

• Overall, the percentages in the eight provinces were lower, below 60, in Grammar, Reading and Speaking.

• The best performance, above 80% was seen in Writing and Vocabulary.

• When total percentages in respect of the provinces are considered, six of the eight provinces had more than 70% and the overall percentage for the eight provinces, was 71.3. Even the North-Central and Central provinces were close to 70%, with 69.3 and 69.1 respectively.

Performance in Sinhala Language by Province

• The percentage giving correct answers in Writing varies from 89.5% in Ampara district to 15.6 % in Trincomaleedistrict. Eleven other districts had percentages above 80.

• In Comprehension, and the percentages were lower, especially in Trincomalee (08.4%). Only two district, Kurunegala & Ratnapura had percentages higher than 70%.

• In Vocabulary, the percentages were higher in all districts except Trincomalee (12.2%).This district performed lower in Grammar too, with only 09.4 % giving correct answers.

• In Listening, the highest percentage was for Kurunegala(76.3) and the lowest percentage was in Trincomalee (09.4).

Province Writing Comprehension Vocabulary Grammar Listening Reading

Total marks allotted

04 08 16 22 15 15

Western 3.1 5.1 12.5 15.9 10.2 7.9

Southern 3.4 5.1 13.8 15.6 9.7 7.8

Eastern 3.5 4.9 13.2 14.9 8.3 6.1

North Central 3.2 5.3 12.9 14.4 10.5 7.2

Uva 3.1 5.2 12.5 15.7 9.4 7.3

Central 3.2 5.2 13.1 14.2 9.2 6.6

North Western 3.4 5.4 13.8 15.3 10.9 8.4

Sabaragamuw

a

3.5 5.5 14.1 15.5 9.6 7.8

All 8 provinces 3.3 5.2 13.3 13.2 9.8 7.6

Performance of students in Tamil language by Province

Province % providing correct answers

Writing Compreh

ension

Vocabul

ary

Gram

mar

Listeni

ng

Readi

ng

Speaki

ng

Total

Northern 55.8 61.3 72.7 65.2 50.4 41.7 43.8 64.0

North

Central

81.2 65.7 78.4 73.9 69.6 51.2 48.8 72.7

Central 63.0 32.2 55.3 52.9 45.1 22.7 15.8 48.7

North

Western

60.0 36.3 72.5 65.0 25.0 70.0 75.0 61.8

Sabaraga

muwa

66.3 20.6 50.9 49.8 40.0 10.0 20.0 44.3

Eastern 80.1 53.9 76.2 67.9 58.9 43.2 32.9 66.3

All 6

Provinces

65.1 53.9 68.8 64.2 52.5 39.4 36.9 61.9

Performance of students in Tamil language by Province

• Highest means had been scored in Writing, Comprehension, Vocabulary, Grammar, and Listening by the North-Central Province.

• North-Western Province had the highest mean scores for Reading and Speaking.

• Surprisingly, the lowest means in Writing was for the Northern Province.

• In Comprehension, Vocabulary, Grammar, Reading and Speaking, the lowest mean scores were in the Sabaragamuwa province.

• The lowest mean score for Listening was in the North-Western province.

Achievement by Gender_Mathematics

Performance in Mathematics by Gender &

Province

Province

Sex

Numbe

r

Number

Operatio

ns

Measure

ment

Shap

e

and

Spac

e Money

Data

handlin

g

Probl

em

Solvi

ng

Western

Male 50.0 83.6 65.8 71.5 56.0 86.8 68.8

Fema

le 40.9 83.0 58.0 74.9 53.4 65.2 61.9

Central

Male 41.9 58.0 67.7 65.3 18.7 76.9 54.3

Fema

le 43.7 60.1 72.7 69.3 17.9 78.3 57.9

Southern

Male 50.2 64.8 75.4 78.8 39.6 89.6 65.1

Fema

le 52.7 65.6 78.2 79.5 33.6 89.2 68.8

Northern

Male 40.9 73.8 30.3 39.7 53.4 35.8 61.9

Fema

le 40.4 75.7 27.9 38.4 50.4 32.9 68.7

Eastern

Male 63.6 63.2 62.8 40.9 74.8 78.9 66.7

Fema

le 79.4 75.3 71.7 53.0 68.4 69.3 77.0

North

Western

Male 52.8 87.2 72.0 77.5 66.2 90.4 74.5

Fema

le 52.1 89.7 70.6 77.2 55.1 93.5 76.2

North

Central

Male 44.1 59.8 67.5 67.6 28.3 77.3 53.9

Fema

le 49.2 68.4 76.9 77.1 28.6 79.8 64.8

Uva

Male 47.2 81.2 65.2 67.4 49.7 87.3 63.2

Fema

le 49.2 87.8 67.6 72.1 49.8 93.5 76.3

Sabaraga

muwa

Male 47.9 63.4 75.7 74.2 35.4 85.5 61.8

Female 52.6 67.4 79.2 79.4 30.4 87.4 71.3

Performance in Mathematics by Gender & Province

• Western Province, the male students had performed better than the females in all areas except Shapes and Space.

• In the Northern Province, performance of males was better in all areas except Number Operations & Problem Solving.

• Female performance was better in all areas in North- Central and Uva provinces, except Money in Central, Sabaragamuwa and Southern provinces.

• Female percentages were higher in Number in six provinces, in Number Operations in eight provinces, in Measurement in five provinces, in Shapes and Space in seven provinces (except the Northern Province), in Data Handling in four provinces.

• It is noteworthy that female percentages were higher in Problem Solving in all provinces.

• Thus females appeared to fare better in aspects of Problem Solving, Number Operations and in Shapes and Space.

Performance in Sinhala Language by Gender and Province

Province Sex Writing

Comprehen

sion

Vocabul

ary

Gramm

ar

Listeni

ng

Readin

g

Speaki

ng

Western

Male 68.0 60.3 75.1 68.8 65.48 46.1 54.6

Femal

e 83.0 67.0 81.9 76.2 69.52 60.4 57.8

Central

Male 76.7 59.6 78.0 60.7 58.47 37.0 39.4

Femal

e 84.0 70.3 86.0 68.7 64.62 51.4 43.7

Southern

Male 79.6 58.3 82.6 68.1 62.87 41.0 46.1

Femal

e 88.4 68.0 89.3 74.6 64.66 62.4 53.7

Eastern

Male 82.6 58.2 79.2 65.4 58.15 34.8 39.7

Femal

e 93.2 65.8 85.7 71.1 51.70 47.2 39.2

North

WesternFemal

e 90.0 39.5 91.6 74.1 75.16 55.3 51.28

North

Central

Male 69.3 58.0 71.9 59.6 66.54 43.1 34.9

Femal

e 90.4 74.3 89.2 72.0 74.02 52.8 38.2

Uva

Male 68.5 58.5 72.0 65.0 62.20 42.6 42.9

Femal

e 82.4 71.4 82.8 76.9 65.47 56.2 49.6

Sabaragamu

wa

Male 81.9 61.2 82.3 65.1 61.12 43.9 46.4

Femal

e 92.1 75.3 93.4 75.7 66.16 60.3 49.3

All 8

provinces Male 75.9 60.2 78.5 65.4 64.05 43.2 47.1

Femal

e 87.3 70.7 87.3 73.8 67.11 58.0 50.6

Performance in Sinhala language by Gender and Province

• Means of females in the total sample in all aspects of the language are higher. In respect of provinces, female scores are higher in all aspects in Eastern and North-Central provinces.

• However, there were differences in certain provinces in certain areas.

• The mean score of females are lower in Reading in the Western Province. In the North-Western Province, the female scores are lower in six of the seven areas, in Comprehension, Vocabulary, Grammar, Listening, Reading and Speaking. In the Sabaragamuwa Province also, the female mean score is lower in Writing.

Achievement in Tamil Language by Gender & Province

Provinc

e Gender Writing

Comprehe

nsion

Vocabul

ary

Gram

mar

Listeni

ng

Readi

ng

Speak

ing

Norther

n

Male 54.1 59.7 64.2 61.2 45.4 41.9 45.4

Female 56.1 61.3 72.7 68.7 53.7 39.5 43.4

CentralMale 56.6 27.5 44.3 45.4 44.6 14.9 12.4

Female 70.1 36.6 63.8 59.2 44.7 27.3 15.9

EasternMale 76.2 48.3 71.9 64.9 55.3 38.0 32.2

Female 83.7 59.6 81.0 71.4 59.0 47.2 36.8

North-

Wester

n

Male 50.0 41.7 86.1 71.7 33.3 88.9 88.9

Female 68.2 31.8 61.4 59.5 18.2 54.6 63.6

North-

Central

Male 69.1 60.0 72.5 71.6 63.6 45.5 41.8

Female 82.1 69.3 83.0 75.8 74.3 55.7 54.3

Sabarag

amuwa

Male 57.9 15.8 43.4 44.0 57.9 0.00 15.8

Female 28.6 25.0 57.7 55.0 23.8 19.1 23.8

All 6

provinc

es

Male 62.0 50.8 63.5 60.3 49.2 36.6 36.6

Female 67.8 56.5 73.7 68.1 54.1 40.5 38.2

Achievement in Tamil Language by Gender & Province (Contd.)

• In all areas tested, higher percentages of female students had given correct answers.

• In writing, the differences were higher in the Central Province (56.6% males against 70.1% females),the North-Western Province (50.0% males as against 68.2% females) and in the North-Central Province (69.1% as against 82.1% females).

• In theSabaragamuwa Province 57.9 of males and only 28.6 of females giving correct answers.

• In Comprehension, in all provinces except Sabaragamuwa, the female percentages were higher.

• In Vocabulary, Grammar and Listening, the female percentage was lower in the North-Western Province and in Listening in the Sabaragamuwa province.

Province

School

Type Number

Number

operation

Measurem

ent

Shape

and

space Money

Data

handlin

g

Proble

m

Solving

Western Type 1AB 53.2 89.1 74.8 80.0 52.9 94.3 63.8

Type 1C 43.4 84.2 59.0 70.1 53.5 85.1 54.7

Type 2 39.3 81.4 57.3 60.0 50.9 85.4 44.2

Type 3 47.3 88.5 70.9 79.4 56.9 92.7 62.9

Central Type 1AB 69.4 69.7 81.3 82.5 17.5 89.6 76.7

Type 1C 59.2 56.3 76.6 72.2 19.9 73.9 66.7

Type 2 57.1 57.9 70.0 65.0 14.0 79.4 61.2

Type 3 56.6 58.9 73.6 65.2 20.7 75.8 64.0

Southern

Type 1AB 72.8 67.0 86.0 81.0 31.0 88.7 75.0

Type 1C 71.5 67.3 81.6 70.7 30.9 87.2 67.7

Type 2 61.5 58.4 70.3 76.3 24.1 88.1 68.4

Type 3 75.3 70.4 86.6 86.3 51.0 91.2 79.7

Achievement in Mathematics by School Type & Province (Contd.)

School Type Number

Number

Operations Measurement

Shape

and

Space Money

Data

handling

Problem

Solving

Northern

1AB 50.3 83.1 45.8 52.6 64.6 47.2 63.2

1C 35.2 75.3 36.5 49.5 58.3 43.4 49.7

Type 2 30.9 66.3 16.4 25.6 47.5 24.6 37.2

Type 3 37.7 79.2 30.9 45.6 49.5 38.9 47.5

Eastern

1AB 77.5 73.8 100.0 95.0 40.0 81.7 76.7

1C 72.1 69.2 82.2 78.3 33.3 78.9 72.2

Type 2 54.6 64.7 76.4 70.2 15.2 70.0 61.3

Type 3 67.0 73.1 87.5 78.5 31.3 87.2 78.7

North Western 1AB 50.6 89.4 71.7 77.5 57.5 90.8 55.8

1C 53.9 92.6 79.5 79.6 63.5 93.2 67.1

Type 2 42.9 85.4 60.5 76.4 58.9 88.4 53.1

Type 3 48.8 89.6 69.7 79.1 61.9 94.8 64.3

North Central

1AB 63.8 52.5 81.7 87.5 20.0 75.0 80.0

1C 50.9 56.9 68.1 62.8 27.7 72.3 56.9

Type 2 63.0 64.2 71.7 69.3 31.5 75.5 64.6

Type 3 71.9 70.5 83.5 80.6 29.1 88.5 70.5

Uva 1AB 41.3 81.3 68.9 68.3 40.0 89.4 46.7

Type 1C 48.9 87.3 68.3 70.3 51.9 93.1 57.7

Type 2 39.9 82.9 59.3 70.6 45.9 87.7 50.4

Type 3 47.5 86.1 70.2 71.9 56.6 93.8 56.5

Sabaragamuw

a

1AB 63.5 65.3 83.3 68.0 28.0 90.0 71.3

1C 71.1 63.9 82.4 77.9 44.3 86.4 70.2

Type 2 69.7 65.5 81.9 75.7 33.0 84.7 69.7

Type 3 67.8 66.0 82.7 79.0 32.0 87.4 70.9

Achievement by School Type & Province -Mathematics (Contd.)

• Students in 1AB schools have performed best in Number in six provinces except North-Western, Uva and Sabaragamuwa provinces, where the percentages were higher in 1C schools.

• In Number Operations, in Western, Central, Northern and Eastern provinces, 1AB schools had higher percentages.

• In Measurement, 1AB schools had performed best in Western, Central, Northern, Eastern and Sabaragamuwa provinces.

• The performance of 1C schools was best in the North-Western province. At the same time, Type3 schools were best in Southern, North-Central and Uva provinces.

• In Shapes and space, the performance of 1AB schools was the best in Western, Central, Northern, Eastern and North-Central Provinces. 1C schools had performed best in North-Western and Sabaragamuwa provinces. In Uva and Southern provinces, the best performing schools had been Type 3 schools.

• In Money, 1AB schools had performed best in Southern, Northern and Eastern Provinces. The performance of 1C schools had been the best in North-Western and Sabaragamuwa provinces. Type 2 schools had performed best in the North-Central province and Type 3 in Western, Central, and Uva provinces.

Achievement in Mathematics by School Type & Province (Contd.)

• In Data Handling, the best performers had been 1AB schools in Western, Central, Northern and Sabaragamuwa provinces. Type 3 schools had performed in Southern, Eastern, North-Western, North-Central and Uvaprovinces.

• In Problem Solving, 1AB schools had performed best in Western, Central, Northern, North-Central and Sabaragamuwa provinces while Type 3 schools were the best performers in Southern and Eastern and 1C schools in North-Western and Uva provinces.

• Overall, the best performance in seven competency areas in nine provinces amounts to a score of 63. Out of 63, IAB schools had29 as their score, 1C schools had a score of 12, Type 2 of 1, and Type 3 a score of 20, falling slightly behind 1AB schools/

• Thus while the expectation that 1AB schools would perform best has been borne out in this analysis, it is noteworthy that Type 3 schools, which are primary schools have performed better than Type 2 schools.

• It indirectly confirms that small schools with a lower number of students which are nearest to children’s homes perform their functions well

Performance in Mathematics by School Type & Province (Contd.)

• In the Northern Province the Mean scores in all areas were highest in 1AB schools. In Western, Central, Northern, and Eastern provinces, 1AB schools had the highest mean scores in Measurement.

• The Mean scores obtained for Number and Number Operations, in 4 provinces (Western, Central, Northern and Eastern) were highest in 1AB schools.

• The mean scores obtained for six areas of competency, except Money, were highest in 1AB schools in Western, and Central, Provinces. 1AB schools had performed best in Shapes and Space and Problem Solving in the North-Central Province also

Performance in Mathematics by School Type & Province (Contd.)

• The Mean scores were highest for 1C schools in North-Western (except in Money), Uva (in Number, Number Operations, Problem Solving) and Sabaragamuwa (in Measurement, Data Handling and Problem Solving) provinces.

• The Mean scores in Type 3 schools were highest in Data Handling in the North-Western Province

• The Mean scores obtained for Money was highest for Type 3 schools in Western and Central Provinces.

• Type 3 schools had performed best in all areas in the Southern Province, in Data Handling and Problem Solving in the Eastern Province, in all areas except Shapes and Space and Problem Solving in the North-Central Province, in all areas except Number, Number Operations and Problem Solving in the Uva Province, in Number Operations and Shapes and Space in the Sabaragamuwa Province.

Teachers’ Responses

• The majority of teachers (74.3%) had responded that support for education from the home was either good or moderate.

• More than 50% of teachers stated that the support for obtaining learning aids was good.

• 77.7 % of teachers responded that the parents of a majority of students check on their children’s progress.

• More than 70% of the teachers said students’ attendance was good or satisfactory.

• The teachers were happy about the support received from their principals.• More than 60 % considered parents’ interest on children’s progress to be

very good/good, and more than 80% stated that the parents provide needed facilities.

• However, 44.5% of the teachers were only ‘satisfied’ regarding parents’ encouragement on doing homework.

• The difficulties faced by teachers are more related to the curriculum and the level of competency of students than to teaching methods.

Responses of In-Service Advisers (ISAs)

ISAs highlighted problems with the teachers such as,

• lack of required knowledge and skills for language and Mathematics teaching,

• Lower participation in In-Service sessions,

• Teachers not applying new knowledge obtained from In-Service sessions,

• Not using recommended teaching-learning materials, and

• Delay in the supply of teachers’ guides and hand books

Conclusions -Performance by Location

• The percentage of students providing correct answers to components in Mathematicsindicated that a good percentage of 65.1 had revealed their competency, overall, % in which performance was low were Number & Money.

• District-wise, low performance in Number is shown in the districts in Central & Northern Provinces and in Money, in Central, Eastern & North-Western Provinces.

• Mean scores in Mathematics showed that the mean scores for Sri Lanka were lowest in Money and Shapes & Space. Central & Eastern Provinces stand out as low performers in Money and Northern Province in Shapes and Space. There are variations within districts.

• In Sinhala Language, the lowest performer was North-Central Province in Grammar and Speaking and Eastern province in Reading. Within these provinces, Trincomalee had the lowest percentage in all three areas in Eastern Province and Matale in Reading in the Central Province.

• When the mean scores were considered, the deviations were less, except for Eastern Province which had lowest scores for Listening, Reading and Writing.

Conclusions -Performance by Location(Contd.)

• In Tamil Language, in the areas with lower percentages (Comprehension, Grammar, Reading and Speaking), among the provinces the lowest performer was SabaragamuwaProvince.

• Twelve districts had more than 50% of students indicating competency in Writing and Vocabulary.

• Provincial analysis of mean scores of Tamil language showed Northern Province having scores lower than the overall mean scores in Writing and Listening while higher scores had been secured by North-Central Province. District-wise too, the mean scores in Writing are low in districts in Northern Province, in Listening, except in Mullativu and in Speaking, except in Jaffna.

Conclusions -Performance by Location & Gender (Contd.)

• The male students had performed better than the females in six areas in Mathematics in Western Province while female students had performed better than the males in six areas in Central, Sabaragamuwa, and Southern Provinces. In Northern Province, the performance of males was better in five areas. Females appeared to fare better in areas of Problem Solving, Number Operations and in Shapes and Space.

Conclusions -Performance by Location & Gender

• In Sinhala Language, in all areas, higher % of females in the total sample have performed better than males. All provinces except Eastern Province, had a higher percentage of females in five areas.

• Mean scores of females in the total sample and in Eastern and North-Central provinces, in all areas of Sinhala language are higher. But the mean scores of females are lower in one area in Western and Sabaragamuwa Provinces and in six areas in the North-Western Province.

• .

• In all areas tested, higher % of female students in the total sample had given correct answers for Tamil language questions. SabaragamuwaProvince had a higher % of males giving correct answers.

• In all areas of Tamil Language, the mean scores of female students are higher than of males in the total sample. In the North-Western Province, however, the male scores are higher all areas except in Writing and in Sabaragamuwa Province in Writing and Listening

Conclusions -Performance by Location & School Type

• Higher % of students in 1AB schools have performed best in Number in 6 provinces, in Number Operations in 3 provinces, in Measurement in 6 provinces, in Shapes and space in 5 provinces, in Money in 3 provinces, in Data Handling in 4 provinces, and in Problem-solving in 5 provinces.

• The performance of 1C schools was best in Number in 3 provinces, in Shapes and space in 2provinces, in Money and Problem-solving in 2provinces.

• The performance of Type 2 schools was best only in Money in only one province.

• Type3 schools were best in 2 provinces in Measurement, in Shapes and space, in Money in 3 provinces, in Data Handling, in 5 provinces, in Problem-solving in 2provinces.

• Over all, Type 3 schools appear to have performed better than Type 2 schools.

Conclusions -Performance by Location & School Type (Contd.)

• Students in 1AB schools had obtained the highest % in Sinhala Language in Writing, Comprehension, Vocabulary, Grammar and Listening in 2 provinces and in Reading in 1 province. In the Sabaragamuwaprovince equal % of students in 1AB and Type 2 schools had performed well in Writing.

• In Writing students in 1C schools had the highest % in the Eastern (which did not have any 1AB schools) and North-Western provinces, in Comprehension, Vocabulary and Listening in 2 provinces, in Grammar in 1 province and in Reading in 4 provinces.

• Students in Type 2 schools had the highest % in Comprehension in 2 provinces, in Vocabulary, Grammar, Listening and Reading in 1 province and in Speaking in 6 provinces.

• Students in Type 3 schools had the highest percentages in Writing, Comprehension and Speaking in 2 provinces, in Vocabulary, Grammar and Listening in 3 provinces and Reading in 1 province.

Conclusions -Performance by Location & School Type (Contd.)

• In Tamil Language, students in 1AB schools had the highest % in Writing in two provinces, in Comprehension, in 3 provinces, in Vocabulary in 2 provinces, in Grammar and Listening and Reading and Speaking in 1province each.

• 1C schools had the highest % in Comprehension, Listening and Speaking in 1province each.

• Students in Type 2 schools had the highest % in Writing in 1 province and in Speaking in 2 provinces.

• Type 3 schools had the highest % in Writing, Comprehension, Vocabulary and Listening, in 1 province, and in Reading in 2 provinces.

• It clearly shows is that at the level of Grade 3, 1AB schools or 1C schools had not always emerged as the best in helping students to achieve expected competencies.

Conclusions – Teachers’ Views

• More than 50 % of the teachers stated that the content to be covered was too much and time was insufficient.

• More than 70% stated that the opportunities for training were insufficient.

• More priority being given to the Scholarship Examination and student absenteeism were also cited by more than 70% of the teachers.

Gap between expected levels of achievement and actual levels of achievement at Grade 3

• The above analysis clearly indicates the existence of gaps in expected and achieved levels of achievement of students at Grade 3.

• If the expectation is that all students (100%) should demonstrate achievement in the areas examined in the three subjects, none of the provinces, districts, neither of the sexes or none of the four school types had demonstrated such competency.

• This is understandable given that the capabilities of individual students would differ even when the curriculum, methods of teaching and the quality of teachers are similar across all schools.

• What should be given attention is for those provinces, districts, the sex and the school type that appears as under-performing.

Recommendations to overcome issues faced & to improve achievement level of Grade 3 students

1. National Institute of Education should ensure not to overload the curriculum, especially as activity-based teaching-learning would demand more time. 2. It is mandatory for teachers at the primary level to be provided training, especially on teaching at primary school level using activity and practical methods rather than desk work.3.Training should ensure that teachers possess knowledge to teach the First Language and Mathematics and to use the Teachers’ Manuals provided to them.

4. Principals should release teachers for in-service sessions and compel the teachers to participate in such sessions.

5. In-Service training sessions, should emphasize attitudinal change rather than just providing knowledge inputs.

6. As large classes could affect devoting time to the children who need more support from teachers, this factor should be given consideration, especially in 1AB and 1C schools.

Thank You

Study on achievement levels of the Grade 3 Sri Lankan Primary School Students

Education

Transcript of Study on achievement levels of the Grade 3 Sri Lankan Primary School Students