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Namita Gupta, Azim Premji University

Restructuring classrooms: Where is the evidence? An evaluation of Nali-Kali in India . Namita Gupta, Azim Premji University Anjini Kochar, Stanford Center for International Development, Stanford University Catalyst Management Systems, Bangalore

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Namita Gupta, Azim Premji University

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  1. Restructuring classrooms: Where is the evidence? An evaluation of Nali-Kali in India Namita Gupta, Azim Premji University Anjini Kochar, Stanford Center for International Development, Stanford University Catalyst Management Systems, Bangalore Funded by The William and Flora Hewlett Foundation and Azim Premji Foundation namita@apu.edu.inManthan, 5th July, 2012

  2. Traditional Classroom

  3. Nali Kali Classroom

  4. What is Nali Kali? It’s a Multi grade Multi Level Activity based learning Program

  5. Where is the Evidence? • Experience of NGOs and schools • One study from Tamil Nadu (AmuktaMahapatra) • One government sanctioned 3 month study in Karnataka • Small scale research-focused on pedagogy & processes (Anandlakshmy, Ramamchandran, Sriprakash) No large scale evaluation of the impact of this program 5

  6. Limitations of ‘Before’ – ‘After’ Research Studies Baseline

  7. Limitations of ‘Before’ – ‘After’ Research Studies Baseline Intervention

  8. Limitations of ‘Before’ – ‘After’ Research Studies Baseline Intervention Endline

  9. Some growth would happen over the course of an year, even in the absence of the intervention program

  10. Our Methodology NK in 1 & 2 NK in 1, 2 & 3 NK in 1, 2 & 3 NK in 1, 2 & 3 2 3 1 2 0

  11. Our Methodology NK in 1 & 2 NK in 1, 2 & 3 NK in 1, 2 & 3 NK in 1, 2, 3 & 4? 2 3 1 2 0

  12. Sample Details Districts: Bagalkot Bidar Dakshin Kannada Davangere Dharwad Gadag Kodagu Koppal Madhugiri Mandya Shimoga Tumkur ~240 schools in 60 clusters ~12000 no. of children tested in Aug 2011 Duration 3 years, extended by 1 yr: 2009-10 to 2012-13

  13. Learning Environment

  14. Survey Tools Student Classroom School

  15. Preliminary Results

  16. Preparedness: Infrastructure & Materials High Medium Low

  17. Preparedness: Teacher Training

  18. Classroom Processes: Group Formation

  19. Classroom Processes: Peer interaction

  20. Teacher Understanding

  21. Teachers perception

  22. Implications • Steady decline in the government’s preparedness to implement the program • Teachers are not prepared to handle class 3 in the Nali Kali method (~10 days training) • Wide variations in classrooms • Improvements in teacher understanding of key aspects of classroom management • No significant change in the mode of learning (peer interaction etc.) • Combining grades 3 with 1&2 had a detrimental effect.

  23. (similar results for Language) – Class 2 students (at class 2 competencies) and class 3 students (at class 3 competencies) Regression Analysis – Mathematics

  24. Interpretation • Class 3 students are learning less than Class 2 students • Having class 3 students (“older”) reduces learning for class 2 students • No benefit to students from having younger grades in the classroom

  25. Open Questions • How is teacher preparedness related to student outcomes? • What are the key determinants of student outcomes? • What are the implications of combining multiple grade levels? • What are the observable changes in the teaching learning process? • What are the observable changes in student interactions

  26. More at Manthan 2013..

  27. Additional variation from exploiting fact that Nali Kali was piloted in small schools, starting from 2007-08 Table assumes that Nali Kali instruction is used in classes 1 to 3. Table shows data only for cohorts who were affected by phasing in of Nali Kali in small schools starting from 2007-08

  28. Infrastructure and material

  29. Group Processes Average time taken to form group is 11 mins. 95% cases, groups were formed according to NK method Process was easy-very easy in 54% case. Difficult-v. difficult in 15% On average, the ‘mood’ of the groups was positive

  30. Teacher Understanding

  31. Teacher Perception

  32. Teachers Perception

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