MoE Study of Grade 3 performance an eye-opener
View(s):A Ministry of Education (MoE) study focused on the learning achievement of Grade 3 students, revealed more priority given to scholarship examination, student absenteeism, too much content to be covered and lack of training for primary teachers, as its main barriers. The “Study on Achievement Levels- Grade 3″ found many primary teachers prefer desk-work to practical methods, and suggested that, Education authorities emphasize activity and practical methods rather than desk-work.
“While, at present, the National Institute of Education is engaged in curriculum revision, the focus should be not to overload the curriculum, especially in relation to the time available for teaching-learning, especially as activity-based teaching-learning would demand more time,” the study recommended.
Weak students unable to understand assessments, some Grade 3 students unable to sustain their motivation for the entire year, more attention given to exam-based scholarship examination, family problems and lack of positive attitude by parents towards education, lack of a good learning environment at home, are some of the reasons cited as obstacles/difficulties in implementing the present assessment system.
The Study said teachers complain of insufficient opportunities for training. “It is mandatory for teachers at Primary level to be provided training, on teaching at primary school level.” The Study pointed out that teachers in Primary classes complain over delays in getting Teachers’ Guides, subject directors not being specialists on the relevant subjects, and principals of the belief that seminars and workshops are not essential for Grade 3 teachers.
“Most principals send Grade 3 teachers for relief work,” Primary teachers complained. The Study expressed concern over teachers lacking required knowledge to teach the First Language and Mathematics or, even to use the Teachers’ Manual provided to them. “Even more serious is the In-Service Advisers’ complaint that, even after participating in training sessions, teachers do not change their behaviour. Thus the emphasis should be more on attitudinal change, rather than providing knowledge inputs.”
They suggested to distribute teachers’ guides, teachers handbooks and syllabuses at the beginning of the year, to overcome the problems they pointed out in relation to the delays in distributing these teachers guides. They pointed out there should be a monitoring system after giving training to the teachers.
Among their suggestions are the availability of a computer centre at the Primary sections of all schools, and opportunities provided to exchange expertise with other countries.
Some objectives of the study was to identify the gap between the expected levels of achievements and the actual levels of achievements at Grade 3, to identify the strengths and weaknesses in relation to selected subject competencies and to propose suitable strategies to overcome the issues faced and to improve the achievement level of Grade 3 students.
The target group of the study was 350,394 students in government schools, who have completed Grade 3 by end 2016. Students, teachers and in-service advisors were interviewed for this study.