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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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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
What is Nali Kali? It’s a Multi grade Multi Level Activity based learning Program
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
Limitations of ‘Before’ – ‘After’ Research Studies Baseline Intervention
Limitations of ‘Before’ – ‘After’ Research Studies Baseline Intervention Endline
Some growth would happen over the course of an year, even in the absence of the intervention program
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
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
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
Survey Tools Student Classroom School
Preparedness: Infrastructure & Materials High Medium Low
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.
(similar results for Language) – Class 2 students (at class 2 competencies) and class 3 students (at class 3 competencies) Regression Analysis – Mathematics
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
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
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
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