Chapter IV

TESTS AND EVALUATION

Longman’s Dictionary of Contemporary English defines methodology

as “the set of methods used for study or action in a particular subject as in

science or in education.” A research is “a careful investigation or inquiry

especially through search for new facts in any branch of knowledge”

(Advanced Learners Dictionary of Current English). It is “an art of scientific

investigation and it comprises defining and redefining problems, formulating

hypothesis or suggested solutions, organisaing and evaluating data, making

deductions and reaching to conclusions” (Englewood Cliffs, Research in

Education, p.19). In a research there is a systematized effort to gain a new

knowledge and in every research there is an attempt for gathering new data

from the primary or from the first hand sources using the existing data to

reach a new conclusion. The selection of a suitable instrument or tool is a

matter of vital importance for a successful research and the tool helps the

researcher to collect the existing facts or to explore new ones.

The selection of a particular method to be employed for a particular

study always depends upon the nature of the problem and the kind of data

necessary for its research. The research design is the designing of a plan for

collecting the relevant data and before starting an investigation a researcher

plans and designs an appropriate research design or methodology for attaining

the final aim.

The title of the present study is “A Diagnostic Study on the Socio-

Psychological and Linguistic Problems of Scheduled Caste and Scheduled

Tribe students in the High Schools in North Kerala in Learning English as a

Foreign Language” and it reveals that a lot of field work is necessary for the

collection of the data connected with the investigation. The study and

collection of the data connected with the present study was conducted during

the academic years 2006-2007 and 2007-2008. Both primary and secondary

data have been used in the present study and most of them were collected with

the help of various tools, methods and techniques. All the available primary

data are used to understand and to explain the existing socio psychological

and economic status of the sample mentioned above. Methods and tools like

(a) Achievement test, (b) Questionnaires to collect the data connected with the

socio-familial backgrounds and psychological and linguistic problems, (c)

opinionaires (d) interviews, (e) discussions, (f) observations and (g) survey

methods were also used for the collection of details and for the successful

completion of the present study. In addition to these the places mentioned

below have also been visited by the investigator, sometimes alone and

sometimes in the company of students, teachers, friends and similar well-

wishers who were interested in the welfare, development and education of

scheduled caste and scheduled tribe students. The institutions visited are the

following;

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(a) various high schools and higher secondary schools situated in the

districts of North Kerala.

(b) A number of scheduled caste and scheduled tribe colonies situated in

the northern districts of Kerala.

(c) Training and guidance centres offering remedial, special and intensive

bridge courses in English and in other subjects for scheduled caste and

scheduled tribe students. The relevant details are given in the following

pages.

The required data for the study have also been collected from the secondary

sources like

(a) the records of the government agencies controlling the education of the

scheduled caste and scheduled tribe students.

(b) Various government and individual publications with details of

education of such students.

(c) Records from the offices of Welfare and Development of Scheduled

Caste and Scheduled Tribe students.

Some of the additional details were also collected from:

(a) Office of the Director of Economics and Statistics,

Thiruvananthapuram.

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(b) Office of the Director of Census Operation, Poonkulum,

Thiruvananthapuram.

(c) Office of the Planning Board, Pattom, Thiruvananthapuram.

(d) Harijan Welfare Office, Vikas Bhavan, Thiruvananthapuram.

(e) Regional Office of the Director of Higher Secondary Education,

Kozhikode.

(f) Various Offices connected with the welfare of the Tribal students and

(g) Offices of the District Educational Offices, Kozhikode, Malappuram,

Wynad, Kannur and Kasaragod.

Opinions, suggestions and recommendations have also been collected

from various officials, parents, students, teachers, social workers and similar

types of persons working in the field of education and development of tribal

students, in the Kerala State. It is expected that the study will yield

dependable and worthwhile findings for improving the acquisition of English

language among the scheduled caste and scheduled tribe students in the high

schools in north Kerala.

Planning of the Test

Since the topic was the study of the educational problems of High

School students, it was necessary to conduct a test to understand the

performance and achievement of the sample students in learning English. The

investigator sent letters and contacted over the phone, many secondary school

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teachers who had experience in teaching English to scheduled caste and

scheduled tribe students in the high schools. After the consultation with

teachers and experts in the field, the investigator designed and prepared a

model achievement test paper for the students of VII standard. The course

content was analysed thoroughly in consultation with the resource persons in

the education field and in accordance with the curriculum and text books

prescribed for standard VIII. The reasons for selecting VIII standard instead

of IX or X are given below.

(1) VIII standard is the beginning stage of the high school study and

there is a new set of materials for teaching and learning English as a

second language in this standard.

(2) The course contents in the English texts of standard VIII is

easier than that of standard IX and X.

(3) Since most of the schools were examination oriented in their

approach and focusing on IX Standard and X Standard students for

better SSLC results the authorities were unwilling to permit the

investigator in conducting the test paper in Standard IX and X due to

their shortage of time and similar inconveniences. Still attempts have

been done to collect enough data as far as possible for a better

understanding of the results.

(4) The English textbook for standard VIII is different from that of

standard IX and X because according to “it has been prepared as a part

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of a package of instrumental materials for use in the sixth year English

as a second language. The components of the package are (a) course

book (b) practice book (c) a supplementary reader (d) a teacher’s source

book and (e) audio cassettes. This package of instructional material

proposes a few changes to the current practices in teaching and learning

English. These changes are prompted mainly by the need for

developing communication skills.”

The basic principle behind the preparation of an achievement test paper

instead of a diagnostic test is that “an achievement test helps to assess the

degree of achievement of a student in various knowledge, skills and

performance processes areas.” It may be of two types (1) standardized

achievement tests and (2) teacher made tests. The former is structured by an

outside agency and are readily available for administration, while the latter is

constructed by individual teachers in their respective subjects or areas for

assessing the degree of the children’s achievement and diagnosing their

learning disabilities and difficulties. “The performance of the individual

students in these tests may reveal many things about the nature and extent of

the learning deficiencies and deficits related to various learning areas.”

The first and important step in planning the test is the identification of

the content area. With this aim in view a thorough analysis of the English

syllabus and English textbooks of standard VIII was made by the investigator

with the help of the secondary school teachers who were handling the subject.

Besides the text books, the investigator made use of several other source

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books for the selection of the test and most suitable items to be included in the

test paper. Later a Blue Print was prepared by the investigator. For setting a

model question paper to be distributed to test the standard and proficiency of

the students in English language.

Preparation of the Design

Proper planning has been done connected with the objectives that are

to be included in the design with an insight into the subject matter or content

taught. Details are given below:

(1) Weightage to Objectives

Before designing the test a careful analysis of objectives and content

was done. Bloom (1979) has classified the cognitive domain into six

educational objectives. They are:

(a) Knowledge

(b) Understanding

(c) Application

(d) Analysis

(e) Synthesis

(f) Evaluation.

This classification was taken as the guideline. Cognitive domain is of

particular importance of the secondary level since curriculum stresses upon

intellectual development, development of pupil’s ability in thinking and

reasoning. Thus the test was designed to measure the objectives of three areas

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of cognitive domain viz. knowledge, understanding and application. In order

to assign weightage, a “weightage to objective schedule” was designed with

the help of the teachers who had experience in the field. Considering the

contents nature of content of lessons in the text book of Standard VIII equal

weightage to the objectives (Knowledge, Understanding, Reproduction,

Expression, and Application) was given in the blue print.

Table showing weightage given to objectives is given below:

Standard VIII English

Sl.No. Objectives Marks allotted Percentage

1 Knowledge 10 20

2 Understanding or reproduction

18 36

3 Expression 15 30

4 Comprehension 07 14

Total 50 100

Weightage to Content

Discussions were arranged with the teachers who were handling the

subject and later it was understood that only through the medium of the

content the clear objectives could be achieved. So proper coverage was given

to the content by including varieties of questions to ensure satisfactory

coverage of the content. Later a specially designed test was conducted by

giving equal weightage to the content. On the basis of the syllabus and the

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chapters prescribed for study, questions pertaining to vocabulary, articles

sentence patterns, spelling, tenses, prepositions and gender were also included

in the test. Details given to weightage to content are given in the table given

below:

Sl. No. Units Marks Percentage

1 Text 17 34

2 Elements of language

(a) Vocabulary 14 28

(b) Structure 12 24

(c) Comprehension 07 14

Total 50 100

Weightage to Form of Questions

A good achievement test is expected to cover all the significant

objectives of instruction as well as the course content. A question setter can

do justice to the aspects mentioned above only by giving proper weightage to

the form of questions. It was understood that since the time allotted for the

test was one and a half hour, a satisfactory coverage could be received only

by including “essay type questions” in the test. To rectify this defect there

was the need of including the other types of questions like objectives type,

short answer type etc to ensure great validity, reliability and objectivity. To

get a reasonable content coverage there was the need of increasing the number

of questions. Later it was decided to include objective type questions only

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with multiple choice to avoid subjectivity. With the help of the teachers 50

such items have been selected and the design of the test was prepared.

Weightage to Difficulty Level

In a classroom there may be students of various types of standards.

Some of them may be bright, above average, average, below average, poor or

dull. On the basis of the percentage of success the difficulty of an item can be

determined. The experts advised that “the test should cater to the bright, the

average and the dull. If the questions are too tough, the “dullards” will weep,

if they are too easy, the bright people will be at par with the backward” (SK

Mangal, Advanced Educational Psychology, p. 486). The investigator

understood that if the questions cater only to the average, it would not be

challenging to the bright and the dull. So later it was decided to include easy

questions, slightly easy questions, and 10 to 15 percent difficulty questions in

the test paper. Table showing weightage to difficulty level is given below.

Sl. No. Difficulty level Marks Percentage

1 Easy 15 30

2 Average 25 50

3 Difficulty 10 20

Total 50 100

50 to 60 percent marks were assigned to average questions since the

majority of students fall in the average category.

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Preparation of Blue Print

Blue print is a three dimensional or four dimensional chart giving the

placement of the objectives, content, form of questions and difficulty level.

After finalizing the weightage to objectives, content, type of questions and

difficulty level, the investigator prepared a blue print as a dimensional chart in

which units were taken in the vertical axis and behaviour implied the

objectives on the horizontal axis. Detailed model of blue print is given below:

Sl. No.

Objectives

Units

KnowledgeReproduction

or understanding

ExpressionCompre-hension

Total

I Text 17

II Elements of language

a) Vocabulary

1) Spelling 2 1 3

2) Word meaning 3 3

3) Word formation

3 3

4) Antonyms 2 2

5) Nouns 1 1

6) Adjectives 1 1

7) Pronunciation 1 1

b) Structure

1) Tenses 5 5

2) Articles 1 1

3) Connective 1 1

4) Passive voice 1 1

5) Infinitive 1 1

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6) Reflective pronoun

1 1

7) Preposition 2 2

III Comprehension 7 7

Total 10 18 15 7 50

Preparation of Test Item

The investigator developed the test material based on the objectives of

teaching. Later it was understood that it would be better to choose objective

type questions only in order to avoid subjectivity, to get greater coverage of

content and for easy evaluation. Considering these factors a model question

paper was prepared and to test the perfection it was decided to conduct a

model test to a limited number of student studying in standard VIII. For the

marking scheme there was the need of a scoring key. Later a scoring key has

been designed for marking scheme as given below:

Question Number 1 2 3 4 5 6 7 8

Scoring key B D C C A D C B

Pilot Study

In order to test the perfection of the test paper, the investigator decided

to conduct a test to a sample group. Before arranging the test the investigator

personally contacted the headmaster of a nearby school (P.T.M. High School,

Kodiyathur, Calicut district) and explained to him the need and significance

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of the study. Later with his permission, it was decided to arrange the test on

22nd January 2007.

P.T.M. High school is situated nearly 30 kilometers away from Calicut

district. It is a well known school with very good S.S.L.C. result s since its

beginning. With the permission of the class teacher the test paper and answer

scripts were distributed. After necessary instruction the students were asked to

answer all the question in the answer paper provided within the allotted time

of one and a half hour.

As per the attendance register the total strength of the class was 42 but

4 students were absent. In the remaining 38 students there had 22 boys and

16 girls. After the time allotted to answer, the answer scripts were collected

and examined carefully with the help of the scoring key. Among the 38

answer scripts, 3 of them were incomplete and were rejected.

Table showing the score key of remaining 35 students is given below:

40 22 18 30 26 11 13 24 10

13 16 30 19 14 10 15 24 32

26 24 17 18 20 19 14 21 26

31 40 18 22 16 19 25 14

From the scoring key it was understood that the highest score was 40

and the lowest score was 10. Thus the distribution range was between 40 and

10. On the basis of the data the range of the distribution was calculated,

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which was the difference between the highest and the lowest scores. Details

are given below:

Highest score = 40

Lowest score = 10

Range = 40 – 10 (30)

Analysis

The investigator examined the 35 scripts and they were arranged in

ascending order on the basis of the scoring key. The first half formed the

upper group and the last half formed the lower group. These two groups were

separated to find out the difficulty value and discriminating power. To

calculate the difficulty value discriminating power the following formula was

used.

Difficulty value =N

LU

2

+

Discriminating power =N

LU −

Where U = Number of correct answers in the upper group

L = Number of correct answers by the lower group

N = Number of students in each group.

From the analysis it was understood that out of 35 students 2 students

got maximum score of 40 out of 50. A detailed analysis of the score is given

below.

Score out of 50 Number of students

75

40 2

32 1

31 1

30 2

Between 29 and 25 4

Between 24 and 20 7

Below 20 18

Total 35

From the analysis it was understood that out of 35 students 10 students

got 50 percent and above marks (Upper group) and 25 students got below 50

percent marks (Lower group). Among the lower group 18 students could

score below 20 marks out of 50 (below 40 percent). With the help of the class

teacher the investigator focused the 18 students who scored below 40 percent

marks.

From the school records it was understood that majority of the students

who scored below 40 percent marks in English were students from backward

families. Among them 3 students were from upper class families, 5 from

Muslims community and the remaining 10 students were from Scheduled

Caste and Scheduled Tribe families.

A detailed analysis is given below:

Scheduled Caste community

Scheduled Tribe Community

Boys Girls Total

Kanakkan - 2 1 3

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Velluvan - 0 2 2

Velan - 1 0 1

- Paniyan 1 1 2

- Mannan 2 0 2

Total 3 2 6 4 10

From the pilot study and from the preliminary test it could understand

that in a sample class of 35 students when there are students from scheduled

caste and scheduled tribe families, the students from those communities have

more problems in learning English than the similar students from other

communities. On the basis of this preliminary investigation it was decided to

administer the same test in some selected high schools of North Kerala when

there are students from scheduled caste and scheduled tribe families.

The Final Test

Since the topic of the study is based on scheduled caste and scheduled

tribe students in the high schools of North Kerala, the investigator decided to

collect the data on the basis of conducting the test in various schools scattered

in these districts.

After consultation with the authorities in the field of education the

sample of 15 schools were selected for the collection of data. The main

consideration behind the selection was that the schools should have tribal as

well as non tribal students, the students should come from different castes and

tribes, should be spread over different socio-economic strata and come from

urban as well as rural area. 15 schools were initially selected, 12 of them from

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rural area (expecting more sample students from rural schools) and 3 from

urban area. Later data were also collected from two schools in the

Mananthavady Taluk of Wynad district in order to get sufficient number of

sample students belonging to the “Kattunayikka” families. A detailed list of

schools selected for the collection of data is given below.

Sl. No.

Name of school District Locality Type Management

1 V.M.H.S. Anayamkunnu Calicut Rural Mixed Private

2 Govt. Fisheries H.S. Beypore

-do- Urban -do- Govt.

3 Sir Syed High School, Taliparamba

Kannur Rural -do- Private

4 Govt. H.S.S. Kottappuram Malappuram -do- -do- Govt.

5 Govt. City H.S. Kannur Kannur Urban -do- Govt.

6 G.H.S. Nayarkuzhi Calicut Rural -do- Govt.

7 Ikbal H.S.S. Kanhangad Kasaragode -do- -do- Private

8 Govt. Welfare H.S.S. cherukunnu

Kannur Urban -do- Govt.

9 Govt. H.S. Kaniyampetta Wynad Rural -do- -do-

10 Rajiv Gandhi Memorial Residential H.S. Battery

-do- -do- -do- Private

11 Jamath H.S.S. Chithari Kasargod -do- -do- -do-

12 W.M.O. H.S. Muttil Wynad -do- -do- -do-

13 K.K.M. H.S. Cheekode Malappuram -do- -do- -do-

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14 Govt. H.S.S. Vazhakkad Malappuram -do- -do- Govt.

15 Crescent H.S. Adakkakundu, Nilambur

Malappuram -do- -do- Private

The investigator selected the sample schools for conducting the test

paper based on stratified random sampling method. With an expectation of

getting more sample students belonging to scheduled caste and scheduled

tribe families. The investigator contacted the officials working in the tribal

development offices and the various offices of the district educational officers

situated in the districts of north Kerala. After seeking advice from such

authorities the schools indicated above were selected for the administration of

the tests.

The investigator contacted over telephones, sent letters and sometimes

met in person the headmasters of the schools seeking permission and to get

convenient dates for conducting the tests. The test papers were administered

between October 2007 and March 2008. Question papers and answering

sheets were distributed by the investigator himself with the help of the

teachers who were handling the subject. Proper instruction and method of

answering the questions were explained in detail and demonstrated on the

black board. The significance of the test was also explained in detail for

motivating the students. When the time allotted for the test was over answer

sheets were collected for analysis.

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Scoring and Analysis

Among the 15 schools selected for the study the following schools

were from Kasargode district.

(1) Government High School, Kasargode

(2) Jamath H.S.S. Chithari, Kasargode

(3) Ikbal H.S.S. Kanhangad.

After conducting the test 185 answer scripts were collected from these

schools. Among them one answer script was incomplete and was rejected.

After analysing 184 scripts the investigator understood that only 42 per cent

students could score minimum C grade (40 percent and above marks) and the

remaining 58 percent students scored grade D+ to E (between 20 to 30 marks)

in English. A later investigation revealed that among these 58 percent students

who got below 30 percent marks there was a majority from the families of

scheduled caste and scheduled tribes. The details are given below.

Sl. No.

Name of school

DistrictNo. of scripts

Grade D+ & below

No. of S.C.

students

No. of S.T.

students Oth

ers

1 G.H.S. Kasaragode

Kasaragode 40 28 11 07 22 40

2 Ikabal HSS Kanhangad

-do- 44 20 05 04 35 44

Total 84 48 16 11 57 84

From the table it is clear that among the students who got grade D+ and

below 28 students are from scheduled caste and scheduled tribe families.

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Among them there were students from various sub castes and sub tribes as

indicated below.

Sl. No.

Community Sub caste/Tribe Girls Boys Total

1 Scheduled Caste

Kanakkan 03 02 05

Cheruman 04 04 08

Parayan 02 02 04

2 Scheduled Tribes

Mannan 01 03 04

Paniyan 02 03 05

Ulladan 01 00 01

Kurumban 00 01 01

Total 13 15 28

The following schools were selected from Kannur for conducting the

test.

(1) Sir Syed H.S. Thaliparamba

(2) Govt. City H.S. Kannur

(3) Govt. Welfare H.S.S. Cherukunnu

Among these 3 schools two schools were from Urban area (numbers 2

and 3) and one was from rural area (Number 1).

Total number of 138 answer scripts were collected after administering

the test in these schools. After the analysis the investigator could understand

that 76 students out of 138 scored only below 40 percent marks (Grade D+ and

below) in English. Details are given below:

The students appeared for the test = 138

Number of students who scored below 40 per cent marks (D=

and below)= 76

81

Total number of scheduled caste and scheduled tribe students

= 24

Sl. No.

Name of school

Scheduled castes

Scheduled Tribes Other

communitiesTotal

Boys Girls Boys Girls

1Sir Syed High School Thaliparamba

2 3 2 3 19 29

2Govt. City H.S. Kannur

1 2 3 2 17 35

3Govt. Welfare H.S. Cherukunnu

2 1 1 2 16 22

Total 5 6 6 7 52 76

From the above details it is clear that out of 76 students who scored

below 40 percent marks in English 24 students belonged to scheduled caste

and scheduled tribe families. Among them 11 students were from scheduled

castes and 13 were from scheduled tribes. The remaining 52 were from other

castes or communities.

Community Boys Girls Total

Scheduled Castes

Kanakkan 0 1 1

Cheruman 2 0 2

Kalladi 0 1 1

Kudumban 0 2 2

Kuruvan 1 1 2

Nayadi 1 0 1

Parian 1 1 2

Scheduled Tribes Vedan 1 1 2

Kurumbar 2 0 2

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Paniyan 0 1 1

Malayan 1 2 3

Mannan 1 1 2

Ulladan 2 1 3

Total 12 12 24

For conducting the test the following schools were selected from

Wynad district.

(1) W.M.O. High School, Muttil

(2) Govt. H.S. Kaniyampetta

(3) Rajiv Gandhi Memorial Residential High School, Battery.

Among these 3 schools 2 were managed by private parties and the

remaining one was under the government. Since there was a hostel for tribal

students near the third school selected as the sample the investigator could get

samples belonging to Kattunayhikka which is a rare community in other

districts. Besides some other samples of rare communities were also found in

Wynad district. The details are given below:

Total numbr of answer scripts collected from Wynad = 146

Number of incomplete scripts = 4

Number of scripts selected for analysis = 142

Number of students who scored below 40% = 88

Sl. No.

Name of school

Scheduled castes

Scheduled Tribes

Other communities

Total

1W.M.O. High School Muttil

4 8 8 20

83

2Govt. H.S. Kaniyampatta

6 12 12 30

3

Rajiv Gandhi Memorial Residential H.S. Battery

7 20 11 38

Total 17 40 31 88

From the details above it is clear that out of 88 students who scored

below D= and below (40 percent) marks in English 57 students belonged to

scheduled caste and scheduled tribe families. Among them 40 students were

from scheduled tribe families and 17 from scheduled caste families.

The details regarding the communities among these students are given

below:

Community Boys Girls Total

Scheduled Castes

Velan 2 1 3

Vettuvan 3 2 5

Cheruman 1 2 3

Parjayan 2 0 2

Panan 2 2 4

Total 10 7 17

Scheduled Tribes

Kattunayikkar 8 9 17

Kurumar 5 6 11

Adiyan 2 3 5

Pulaya 2 1 3

Kanikkar 1 3 4

Total 18 22 40

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A similar type of test was arranged in the following high schools in

Calicut district.

(1) V.M. High School, Anayamkuttu, Mokkam

(2) G.H.S. Nayarkuzhi, Calicut

(3) Govt. Fisheries High School, Beypore.

V.M. High school, Anayamkunnu is situated near the boarder of

Wynad and Calicut. Majority of the students in the school were from “Mysore

Mala” where there are a lot of families belonging to schedule caste, and

scheduled tribes, G.H.S. Nayarkuzhi is in Calicut district with a number of

students from three Harijan colonies known as Malikathadam colony,

Vellalassery Kushava Colony and Priyadharshini colony, Nayarkuzhi.

Beypore fisheries school is situated near the coastal area and the investigator

expected to get a number of samples belonging to the natives of Lakshadweep

who were settled in Beypore area and belonged to scheduled tribe families.

A total number of 172 students participated in the test. During the

analysis 4 answer scripts were found in complete and were rejected. From the

remaining 168 scripts 64 students scored 40 percent and above marks. The

remaining 104 scripts were analysed and was found that among them 47

papers were the scripts answered by students from scheduled caste and

scheduled tribe families. Details are given below.

Sl. No.

Name of school

No. of Scheduled caste students

No. of Scheduled Tribe students

Total

Boys Girls Boys Girls

85

1V.M. High School Anayamkunnu

3 4 2 5 14

2 G.H.S. Nayarakuzhi 2 7 3 4 16

3Govt. Fisheries H.S. Beypore

4 3 6 4 17

Total 9 14 11 13 47

From the details given above it is clear that among the 47 students who

scored below 40 percent marks in English 23 students belong to scheduled

caste community and the remaining 24 students belong to scheduled tribe

communities. Among them 20 students are boys and 27 students are girls. On

further analysis the investigator could understand that these students were

from the communities given below:

CastesNo. of students

TotalBoys Girls

Scheduled castes

Cheruman 1 4 5

Kuravan 2 3 5

Kudumban 1 2 3

Kanakkan 5 5 10

Scheudled Tribes

Dweep Muslims 7 9 16

Mannan 2 3 5

Hill Pulaya 2 1 3

A similar test was administered in the following high schools in

Malappuram district.

1) Govt. H.S.S.Kottappuram

2) K.K.M.H.S. Cheekode

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3) Govt. H.S.S. Vazhakkad

4) Crescent H.S. Adakkakundu, Nilambur.

Crescent H.S. Adakkakundu is situated near Nilambur, a well known

tribal area with a hostel for tribal students. The investigator selected this

school with an expectation of getting enough rare samples from the school.

Govt. H.S.S. Kottappuram is situated near the national high way very near to

Calicut Airport. The remaining two schools namely K.K.M.High School,

Cheekode, and Govt. High School, Vazhakkad are in rural areas near river

Chaliyar. From these schools 149 students appeared for the test. The answer

scripts were collected and analysed by the investigator. After analysis it was

understood that among 149 students 81 students scored below 40 percent

marks. On Further investigation it was understood that among the 81 students

36 students were from scheduled caste and scheduled tribe families.

The number of students who belonged to various communities is given

in the following table:

Schools No. of SC students No. of ST students

Boys Girls Boys Girls

K.K.M.H.S. Cheekode

Velan 1 0

Vettuvan 1 1

Cheruma 0 2

Adiyan 1 1

Pulaya 1 2

Crescent H.S. Andiyoorkunnu

Kanakan 2 0

Cheruma 2 0

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Vedar 1 2

Kanikar 0 1

Kurichiyar 2 1

Govt. H.S.Vazhakkad

Kanakka 2 1

Cheruma 1

Velan 1 1

Pulaya 0 1

Govt. H.S.S. Kottappuram

Velan 2 1

Cheruma 1 1

Adiyan 1 1

Pulaya 0 1

Total 12 6 7 11

After conducting the test paper in the 15 selected schools indicated

above, the investigator could understand that out of 690 students who

appeared for the test 397 students scored below 40 percent marks in English.

Among the 397 students 180 students were students from scheduled caste and

scheduled tribe families.

Socio Economic Status Scale

The next attempt was to assess the socio-economic and psychological

status of those scheduled caste and scheduled tribe students who participated

in the tests mentioned above. A questionnaire with fifty questions was

prepared. Questions 1 to 6 in the questionnaire were to collect the details of

the family background of those students, like the family status, total number

of the members of the family, educational status of the parents and such

similar details. Questions 7 to 32 were about the educational facilities

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available to the students and the economic status of the member of the family.

Questions 33 to 46 were about the problems responsible for the difficulties in

learning English language. Students were asked to respond to those questions

about their socio-psychological linguistic problems related to their learning.

Questions 47 to 50 were to collect the suggestions and opinions of the

students to solve the problems of learning English language.

The questionnaires were distributed to the students from scheduled

caste and scheduled tribe families who participated in the test paper. Proper

instructions were given before answering the questions. Students had various

doubts when they began to write and all of them were clarified in detail and

they were motivated to write correct and original answers based on their own

personal experiences. The details of their responses are given in the following

pages.

The same questionnaires were also distributed to students from

Scheduled Caste and Scheduled Tribe families studying in various similar

secondary schools in the districts of North Kerala in person and sometimes

with the help of teachers who were engaging English classes in those

secondary schools. The same questionnaires were also distributed in the

selected hostels for scheduled caste and scheduled tribe students and in the

selected Harijan colonies in the various parts of the northern districts of

Kerala. In these hostels there were students studying in various secondary

schools scattered in the various parts of the northern districts. Analysis of the

details collected are given in the following pages of the present study.

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The next attempt was to conduct personal interviews to collect the

information regarding the socio psychological and linguistic problems of the

scheduled caste and scheduled tribe students in the high schools from the

heads of schools, teachers, wardens of pre-matric and post-matric hostels of

scheduled cast and scheduled tribe students, from the experts in the field of

education of such students, administrators, social workers, community leaders

and from the well wishers who are interested in the upliftment of the

scheduled caste and scheduled tribe students. The details of the opinions are

given in the following pages.

The investigator visited in person and in the company of local people

various colonies of scheduled caste and scheduled tribe population scattered

in the various parts of the districts of north Kerala to observe and to collect

first hand information about the atmosphere, surroundings, economic status

and other familial problems of the scheduled caste and scheduled tribe

students.

Detailed opinions and suggestions were collected from the following

colonies scattered in the various parts of the northern districts of Kerala.

1. Aduvad colony near Mavoor, Calicut

2. Ammavankada Panakkachal Girijan Colony near Koodaranchi, Calicut

3. Ammayikkode and Vattachira colonies near Kodancherry, Calicut

4. Chengottukavu Colony near Koyilandi

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5. Cheruthadam and Eranjiparamba Harijan colonies in Chathamangalam

Panchayath, Calicut.

6. Eranchikkunnu Colony of Pullaloor, Madavoor

7. Kakkadampoyil Colony near Tiruvampady

8. Kannadichola Harijan Colony at Kayalam near Peruvayal, Calicut.

9. Karassery Tribal Colony near Mokkam

10. Kattileri mala colony near Chelannur

11. Kattunayikka Colony, Kudilpara, Pashukkadavu near Kuttiady,

Calicut.

12. Kuliramutti Harijan Colony, Kalaranthira near Thamarassery, Calicut.

13. Kushava Colony, Chakkadamkunu, Pazhur, Calicut

14. Kuzhipramala Scheduled Tribe Colony near Madavoor, Narikkuni,

Calicut

15. Malikathadam colony, R.E.C. Calicut

16. Mutheri Harijan Colony, Mukkom, Calicut

17. Nellikkooth Colony, Meenpatta mala near Kuttiady

18. Pambizhanchapara Colony near Thamarassery

19. Poovaramala Colony near Chulliyodemukku, Koduvally

20. Priyadarshini Harijan Colony, Parayarukotta, near R.E.C.Calicut

21. Puthukkudi Kunnummal Colony near Koduvally, Calicut

22. Sarkar Colony, Nellikkaparamba, Mokkam

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23. The Tribal Colonies of Kolikkunnu and Chembily near ward I

Kodencherry, Calicut

24. Theyyappara colony near Thiruvampady Calicut.

25. Vattoliparamba colony, Manassery, Calicut

26. Vettiozhincha thottam Colony near Thamarassery, Calicut.

27. Kannaram and Koodali Colonies near Thalassery, Kannur

28. Muzhuppilangad and Chembilodu Colonies at Kannur Taluk.

29. Ramanthali Harijan colony and Velloor tribal colony of Taliparamba

Taluk, Kannur.

30. Ummathur Parakkadavu colony at the boarder of Kannur

31. Adoor, Arrikkadi and Kunchathoor Harijan Colonies near Adoor

village, Kasargode.

32. Chithari Tribal Colony near Kanchangad

33. Mangalasseri Harijan Colony, near Kanchangad, Kasaragode

34. Thalangara Harijan Colony, Kasaragode.

35. Chelembra Colony at Tirurangadi Taluk near University of Calicut,

Malappuram

36. Chenayakunnu Colony near Edavanna,Malappuram

37. Keezhuparamba Harijan Colony, Karakkunnu colony, Kuzhimanna

colony, musliyarangadi colony, in Eranad Taluk, Malappuram.

38. Mundakkadavu Tribal Colony near Karulayi, Nilambur, Malappuram.

39. Nediyirippu Colony near Kondotty, Malappuram

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40. Ponniyam Kurshi Colony near Perinthalmanna, Malappuram

41. Thiruvali Harijan Colony, Vandoor colony, and Vazhikkadavu colony

in Nilambur Taluk, Malappuram.

42. Ambedkar Colony, Chamal near Wynad

43. Chakkini Colony near Appappara, Thirunelli, Wynad

44. Kachierikkunnu, Eengapuzha, Parambathkavu, Parathodu,

Nooramthodu, Kireetiparambu, Nadammal Kadavu Colonies near

Thamarassery at the boarder of Wayanad.

45. Kavilumpara Koranapara Colony near Thottilppalam at the boarder of

Wynad and Kannur

46. Mysore Mala and Elambilasseri Tribal Colonies of the boarder of

Wynad.

47. Nallur Nad Tribal Colony, East Palamukku, Mananthavadi, Wynad.

48. Nedunkayam, Mundukadavu, Vettilakolli, Vaniyampuzha,

Punchakolli, Kuttimunda Colonies in Wayanad.

49. Paniyan colony near Ambumala Wynad

50. Pattarayal Colony near Meppadi, Wynad

410 students studying in various secondary schools and staying in

nearly 50 Tribal, Harijan and Girijan colonies were interviewed to collect the

details regarding their problem they faced in the field of education especially

socio psychological and linguistic problems in learning English. The details

collected from them are given in the following chapter of this study. 252

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parents, 22 social workers and many well wishers who were in the field of

welfare and development of the backward students responded. The details of

there are given in the following chapter.

As a part of the study the investigator interviewed the following

officials in the field of tribal development and in the education of scheduled

caste and scheduled tribe students.

1. Director, Directorate of Census Operation, Vellayani, Ponkulam,

Thiruvananthapuram.

2. Director, Ambedkar Memorial Rural Institute for development of tribal

students Wynad.

3. Director, Kerala State Backward Class Development Corporation

Limited, Kasaragode.

4. Director, Pre-Examination Coaching Centre, Cherooty road, Calicut.

5. Director Backward Development Corporation, West Hill, Calicut.

6. Tribal Development Officer, Thamarassery.

7. Scheduled Caste Development Officer, Civil Station, Calicut

8. Taluk Development Officers for Scheduled Castes, Malappuram and

Calicut

9. Research Assistant, KIRTADS, Chevayur, Calicut.

10. Shanmugadas, Junior Employment Officer, Kayinatti, Wynad.

11. Mohamed Chettoor, Employment Officer, Nilambur, Malappuram.

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12. T.K. Abdurahiman, Regional Deputy Director of Higher Secondary

Education, Calicut.

13. Rajagopalan, Coaching Cum Guidance Centre for Scheduled Castes

and Scheduled Tribes, Vellimadkunnu, Calicut.

14. Librarian, KIRTADS, Calicut

15. Special Extension Officer, Scheduled Castes and Scheduled Tribes,

Kannur

16. Sidheeq Ali Tribal Welfare Officer, Mananthavady.

17. T.T.Antony, Director, Scheduled Tribe Development, Vikas Bhavan,

Thiruvananthapuram.

18. Roxy, Field Officer, Tribal Development, Calicut.

19. Prema and Deepa, Library Assistants, Directorate of Census,

Poonkulam.

20. Rajasekharan, Investigator, Directorate of Census Corporation.

21. Heads of various High Schools, Higher Secondary Schools and

Vocational Higher Secondary Schools in the Districts of North Kerala.

The opinions, suggestions and recommendations collected from them

are given in the following chapter of the study. Besides, the investigator

interviewed various well wishers and educationalists who are interested in the

educational progress of the scheduled caste and scheduled tribe students. The

responses collected from them are also given in the present study.

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As a part of the field study the investigator collected response and

details from the following hostels for scheduled caste and scheduled tribe

students.

1. Post-matric Hostel, Wythiri, Wynad

2. Unnikrishnan Memorial Hostel for Scheduled Caste and Scheduled

Tribe Students, near Mokkom.

3. Hostel for Scheduled Caste and Scheduled Tribe Students, near Govt.

Higher Secondary School, Mavoor.

4. Vettilappara Scheduled Caste and Scheduled Tribe Hostel,

Malappuram.

5. Hostel for Tribal Students Nilambur

6. Scheduled Caste and Scheduled Tribe Hostel at East Hill, Calicut.

7. Hostel for Tribal Students near C.W.R.D.M. Kunnamangalam.

8. Pre-matric Hostel, Vayathoor, Kannur

9. Hostel for Scheduled Caste and Scheduled Tribes, Puthuppady of the

Boarder of Wynad.

10. Rajiv Gandhi Residential High School Hostel, Kallur, Bathery, Wynad.

11. Ambedkar Memorial Model Residential School Hostel, Nalloornad,

Wynad.

12. Hostel for Scheduled Caste and Scheduled Tribe Students near

Mangalassery, Kanchangad, Kasaragode.

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The details collected from the wardens, students, tutors and officials

are given in the following chapter.

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