4 Analysis

CHAPTER III DATA ANALYSIS & INTREPRETATIONS This chapter presents the analysis and interpretations of the data collected in relation to the grading system that has been introduced in Kerala to assess the performance of Xth standard students. The Researcher has attempted to find out the different aspects of the grading system from the perception of the teachers who have evaluated children under both the schemes. For a better understanding the chapter has been subdivided into 5 subsections: Section 1 Profile of the respondents Section 2 describes the grading and ranking system Section 3 analyses the attainment of the objectives of grading system Section 4 highlights teachers’ preference and Section 5 spells out the advantages of the grading system. 2.1 Profile of the respondents. The profile of the respondents has a vital relation to the views expressed regarding the ranking and grading system. Subsequently, the study analyzed the profile of the respondents by using the variables such as age, sex and qualification. Age of the respondents Age has a direct link to the responses of the respondents. The elder/senior teachers in the schools will be able to give a more authentic picture regarding the grading/ranking system. The age wise distribution of the respondents under study showed that majority (50%) of them belonged to the age category of 41-50 years. The rest were distributed among the age categories of 31-40, 20-30, and 41-50 years with 28.3%, 13.3% and 8.3% respectively ( Refer to table no.3.1& Figure No.1) The mean age of the teachers under study was 40 years

respectively. The

mean ages show that all the teachers had several years of teaching experience and were able to note the changes in the approach of the students to exams and learning under both the systems of evaluation. ( Refer Table no.3.2)

106

Table No. 3.1 Age wise distribution of the respondents Age in years

Frequency

Percent

20-30

8

13.3

31-40

17

28.3

41-50

30

50.0

Above 50

5

8.3

Total

60

100.0

Figure No. 3. 1 Age wise distribution of the respondents Above 50 8%

20-30 13%

31-40 28%

20-30

41-50 51%

31-40 41-50 Above 50

Table No. 3.2

M e an Age of the Respondents unde r study N AGE

Valid 60

Missing 0

107

Mean 40.7000

Sex wise distribution of the respondents The sex wise distribution of the respondents portrayed that 66.7% of the teachers of them fell in the female category followed by male with 33.3 %. It indicated that in most of the schools under study the female teachers outnumbered males. The fact that the male teachers evaded the participation in the survey might be also a reason for this low percentage of males. (Refer Table No. 3.3 & Figure No. 3.2) Table No. 3. 3 Sex wise distribution of the respondents Sl. No

Sex

Frequency

Percent

1

Male

20

33.3

2

Female

40

66.7

Total

60

100.0

Figure No. 3. 2 Sex wise distribution of the respondents

F em al e

40

Male

20

0

10

20

30

40

50

The age sex co-relation showed that in all the age categories females out numbered males. 70% of female teachers under study were in the age group of 41-50 years. As against this only 30% of the males were in this category. Similarly, in the 20-30-age category, the female teachers were 62.5% to 37.5% of the males. In the 31-

108

40 & above 50 age categories too the females were comparatively higher than male teachers. Probably the higher representation of the female teachers in the survey due to lack of the number of male teachers or due to the indifference of the male teachers to participate in the survey that has resulted in this variation in the percentages. (Refer Table No. 3.4& Figure no3.3) Table No. 3. 4 Age Vs Sex of the respondents Age of the Respondents

20-30

31-40

41-50

Sex of the respondents Female

3

5

8

37.5%

62.5%

100.0%

8

9

17

47.1%

52.9%

100.0%

9

21

30

30.0%

70.0%

100.0%

5

5

100.0%

100.0%

40

60

Above 50 Total

Total

Male

20 33.3%

109

66.7%

100.0%

Table No. 3. 3 Age Vs Sex of the respondents 25

Male Female

sex of the respondents

20

15

10

5

0 20-30

31-40

41-50

Above 50

Age of the respondents

Educational Qualification of the Respondents The qualification of the teachers showed that irrespective of school or sex differentiation all of them were with the required qualification.

70% were with

graduation and B. Ed qualification. Off this 55% were with BSc Bed and 15% with BA Bed. Only 26.6% of the teachers were with post graduation. Among this 18.3% were with MA Bed and 8.3% with MSc Bed. The rest, 3.3% were Vidwan qualification. All the teachers thus were with the prescribed qualification. (Refer Table No. 3.5 & Figure No. 3.4) Table No. 3. 5 Educational Qualification of the respondents Sl.No.

Qualification

Frequency

Percent

1

MA BEd

11

18.3

2

BSc BEd

33

55.0

3

BA BEd

9

15.0

4

MSc BEd

5

8.3

5

Vidwan

2

3.3

Total

60

100.0

110

Figure No. 3. 3 Educational Qualification of the respondents 35 33 30 25 20 15 11

10

9

5

5 2

0 MA BEd

BSc BEd

BA BEd

MSc BEd

Vidw an

Section 2 Grading and Ranking System This sub section of the study attempts to give various facets of the grading and ranking system introduced. Grading System Grading system introduced is a new approach to learning and its evaluation. Social changes in Kerala their nature the speed with which they happen are reflected in our educational system. Keeping in line with the drastic changes taking place there is a need to alter the approach and methods of education. Grading system is an aftermath of that which looks into the learner centered approach. This approach differentiating from the earlier approaches focus on the pupils’ nature of the learning process, favourable learning atmosphere, the role of the teacher in the teaching-learning process and to the process of evaluation. It also develops new concepts regarding learning. Learning is explained as the process of construction of knowledge.  A learner produces knowledge by constantly applying his own thinking abilities 111

 By analyzing the life experiences and by interacting with others  By volunteering for experiments and by analyzing failures  Along with learning evaluation also takes place in the child Error and method is followed in the learning process. In each of the situation the children/pupils are made to use their thinking abilities specific to human nature. The application of these capabilities leads the child to learning abilities such as:  Ability to identify the similarities and dissimilarities.  Ability to establish relationship between cause and effect in a particular problem/situation  Ability to formulate concepts based on the relationships already established.  Ability to classify different items on the basis of concepts gained.  Ability to logically analyze experiences/contexts and form conclusions  Ability to apply the acquired knowledge in new situations  Ability to classify store and retrieve information contexts etc. in memory and to recall and compare them with new ones.  Ability to visualize them and to experience them in different ways in terms of sounds, pictures etc. Thus Grading system visualizes a curriculum which at a comprehensive development of the learner demands. Evaluation under grading Grading system has also a comprehensive evaluation mechanism. It adopts continuous and comprehensive evaluation strategies using a variety of measures. The major tools used to evaluate the multi dimensional competencies of the learners under grading are:  Projects  Seminars  Practical  Assignments  Collection  Records

112

 Class tests Project A project is an investigative problems, which arise while the learner passes through various learning experiences. Major steps of the project are:  Selection of topic and formulation of hypothesis  Planning the project  Data collection  Analysis of data and formulation of conclusions  Preparation of the report  Presentation  Review Continuous evaluation is carried out by the teacher at each of the project. The indicators for evaluating the projects include:  Planning skills  Ability to collect data  Ability to analyze and arrive at conclusions  Excellence of the project report and  Awareness of the contents and methodology Seminars Seminars and practical are provided to the children/pupils to develop his skill for planning and organizing the programmes. The indicators for the seminar/practical are:  Ability to plan and organize  Ability for data collection  Awareness of the contents (presentation of papers, participation in discussion etc.)  Ability to prepare papers (evaluation of observation/clarity, arrangement of ideas  Excellence in presentation

113

Practicals  Systematic procedure (understanding about scientific principles. Order of working etc.)  Skill to handle tools  Accuracy/precision in the activities (controlling variables, Measurement, recording, display)  Analysis of data  Excellence of the record Assignments The assignments are learning activities undertaken as a continuation of classroom activities t realize the curriculum objectives. They help the learner to higher level of learning from the present one. Assignments are usually given for the construction of models, writing, drawing on the projects given. The assignments are evaluated on the following indicators  Awareness of the content  Comprehensiveness of the content  Excellence in creatively, language  One’s own observations, evaluations etc.  Time bound completion Collections/Records Class tests Class tests are meant for identifying and solving learning problems. More than written test what is advisable in the grading system is performance tests. Recording Evaluation Results Along with the completion of each stage of the projects, seminars, etc. their evaluation and recording also have been completed simultaneously. Using the indicators already given recording on the prescribed formats is done. The results of continuous evaluation are shared in the classroom. The teacher for each subject should show the pupil the record. 114

Section 3 Grading system – Attainment of its objectives Grading system envisages a holistic development of the students in terms of developing their power to think creatively and to make every effort to face the challenges confronted by them and to solve each of them in matured manner. In the grading system he/she is the center and not the teacher/school. It also envisions a favourable learning atmosphere where he/she learns by doing rather than by sitting and listening passively. To attain the objectives of the evaluation under grading the elementary or the preliminary act to be taken is giving due training or awareness regarding the system highlighting its objects. The inquiry in this regard showed that excluding 3.3% of the teachers all the others i.e., 96.7% had received training for evaluating children under the grading system. There is an urgent need to impart this training to all the teachers in order to bring forth the maximum output from the evaluation under the system. (Refer Table No. 3.6 &Figure No. 3.4) Table No. 3. 6 Whether Training has Been Received Training Received Sex

Male

Female

Total

Yes

No

Total

20

20

100.0%

100.0%

34.5%

33.3%

38

2

40

95.0%

5.0%

100.0%

65.5%

100.0%

66.7%

58

2

60

96.7%

3.3%

100.0%

100.0%

100.0%

100.0%

Figure No. 3. 4 Whether Training has Been Received

115

Yes 3%

No

97%

Regarding the duration and venue of the training it was found that half of the teachers (50%) had received a training of 5 days. Among the rest, 43% had received a training of less than 5 days and 6.6% above 5 Days. Of the 43%, 18.3% and 13.3% of the teachers had received 2 &3 days training each. Maximum days of training received was 10 days by 3.3% of the teachers. The venue for the training in all the cases was there own school campus. (Refer Table No. 3.7) Table No. 3.7 Duration of Training Sl.No

Days of Training

Frequency

Percent

1

1.00

3

5.0

2

2.00

11

18.3

3

3.00

8

13.3

4

4.00

4

6.7

5

5.00

30

50.0

6

7.00

2

3.3

7

10.00

2

3.3

Total

60

100.0

116

No teacher will be able to respond to the queries regarding both the systems unless and until he/she has gone for evaluation under both the systems. Hence, a probe was undertaken to see whether the teachers under study had gone for the evaluation under the ranking and grading system. The results showed that cent percent of the teachers under study had gone evaluation under both the systems. This showed that they are the right persons to give a clear view regarding the prospects as well as the problems of both the systems and also to give suggestions for further improvement of the system. Further probe regarding the difference between the evaluation under grading and ranking systems 31.7% of the teachers were of the view that there is no difference between the two. While the rest, .e., 68.3% stated that a difference could be viewed in the evaluation of students under both t he systems. Among those who mentioned the absence of difference the females out numbers males. While 84.2% of the females stated the absence only 15.8% agreed to this. It is seen from this that there is a marked variation in the perception of males and females regarding the evaluation itself. (Refer Table No. 3.8& Figure No.3.5 ) Table No. 3.8 Whether Any Difference between Grading & Ranking Sl. No

1

2

Sex of the Respondents

Difference between Grading & Ranking Total

Male

Female

Total

Yes

No

17

3

20

85.0%

15.0%

100.0%

41.5%

15.8%

33.3%

24

16

40

60.0%

40.0%

100.0%

58.5%

84.2%

66.7%

41

19

60

68.3%

31.7%

100.0%

100.0%

100.0%

100.0%

117

Figure No. 3.5 Whether Any Difference between Grading & Ranking Male 24

25 20

Female

17

16

15 10

3

5 0 Yes

No

Moreover, the study also inquired to the teachers about the perception of children on the grading system. As per the opinion of teachers most of the children preferred grading system to ranking due one or the other reasons cited below. Majority of the teachers i.e. 50% stated that the children favoured the grading system as it provided them with ample opportunity for the free expression of their ideas through group activity & that it encourages active participation. 30% mentioned that it reduced the tension level and were able to approach the examinations with more confidence. 10% said that the grading system is more of child/pupil centered and hence often doubles the thinking power of the pupil. For the remaining 10% it was the destroyal of inferiority & superiority complexes that prompted for opting for the grading system. Table No 3.9 Perception of the children regarding grading system Sl.No 1 2 3

Opinion Grading gives opportunity for free expression of ideas Reduces the tension level of children Child centred & increases the thinking

118

Frequency 30

Percent 50

18 6

30 10

4

power Destroys inferiority & superiority complexes Total

6

10

60

100

Although all the teachers expressed the positive side of the grading system, they were not totally against the ranking system. Several of them stated that ranking system is also equivalent to grading in evaluating the children because it motivates them to achieve higher marks and that it is a competitive learning. However, all had the impression that ranking system promotes mechanic way of recalling. Undoubtedly, all these responses point out that grading system is the most suitable method for evaluating children. Grading system is more scientific With regard to the query whether grading is more scientific or not than ranking the data revealed that three fourth of the teachers were favourable stating that grading is more scientific when compared to ranking. 25% however were on the negative. The sex wise distribution showed that comparatively the males were favourable than females. While 80% of the males had agreed to the statement that grading is more scientific, the corresponding figures for the females were only 72.5%. Table No. 3.10 Whether Grading is more Scientific Sex of the respondents

Male

Female

Total

Whether Grading is more Scientific

Total

Yes

No

16

4

20

80.0%

20.0%

100.0%

35.6%

26.7%

33.3%

29

11

40

72.5%

27.5%

100.0%

64.4%

73.3%

66.7%

45

15

60

75.0%

25.0%

100.0%

100.0%

100.0%

100.0%

119

Figure No. 3.6 Whether Grading is more Scientific 29

Male

30

Female 25

20

16

15

11

10 4 5

0 Yes

No

Concerning the reasons for their agreement to the statement the teachers highlighted the following for their favouring grading system: they were a) it avoids unhealthy competitions b) it avoids biased discussions c) students get more chance for expressing their abilities d) it is more innovative e) it is much more apt for the accurate assessment f) pupils get a clear idea regarding the various concepts g) gives room for wider thinking h) it helps much more for the overall development and i) it doubles the abilities of children. (Refer Table No. 3.11 & Figure No. 3.7) Table No. 3.11 Reasons Cited for Grading System Sl.No 1 2 3

Reasons for the above statement Avoids unhealthy competitions Avoids Biased Discussions Students get more chance for

Frequency 5 3 15

Percentage 8.3 5 25

4 5 6

expressing their abilities More innovative 8 Apt for the accurate assessment 6 Pupils get a clear idea regarding the 4

13.3 10 6.6

7

various concepts Gives room for wider thinking

8.3

120

5

8 9

Helps for the overall development Doubles the abilities of children. Total

121

6 8 60

10 13.3 100

Figure No. 3.7 Reasons Cited for Grading System Healthy competitions 13%

8%

Unbiased Discussions 5%

Ample opportunities Innovative Accurate assessment Clear idea on concepts

10%

Develops w ider thinking Promotes overall development Doubles the abilities

8%

26%

7%

10%

13%

Advantages in evaluating under Grading Regarding the evaluation under grading and ranking systems the teachers opined that grading system has more advantages than ranking. The data from the teachers portrayed that 75% of the teachers under study had agreed saying that grading system has more advantages when compared to ranking. Only 13.3% percentage were doubtful regarding the advantages. (Refer Table No. 3.12 & Figure No. 3.8)

Table No. 3.12 Whether Grading has advantage over Ranking Sex of the respondents

Male

Whether Grading has advantage over Ranking

Total

Yes

No

15

5

20

75.0%

25.0%

100.0%

28.8%

62.5%

33.3%

122

Female

Total

37

3

40

92.5%

7.5%

100.0%

71.2%

37.5%

66.7%

52

8

60

86.7%

13.3%

100.0%

100.0%

100.0%

100.0%

Figure No. 3.8

Whether grading has advantage over ranking

Whether Grading has advantage over Ranking Female Male

No

Yes

0

5

10

15

20

25

30

35

40

Attainment of objectives Although the time is not fully ripe to state on the attainment of the objectives of the grading system, the study ventured to see what the teachers perceive regarding the attainment of the goals set while introducing the system. The figures in this regard highlighted that only 33.2% of the teachers mentioned that grading system has attained it objectives. The majority i.e., 63.3% stated that the system is yet to travel a long distance to attain the set objectives. Negation in this regard does not mean that grading system has fully failed in its attainment but rather it only refers that the attainment of the objectives was only to a certain extent and not to the fullest

123

measure. It is therefore warranted that serious efforts need to be taken to direct the flow of system in the right direction facilitating its attainment in cent percent. A great deal is still to be accomplished. (Refer Table No. 3.13 & Figure No. 3.9) Table No. 3.13 Whether Grading has achieved its objectives Grading has achieved its objectives

Sex of the respondents

Male

Female

Total

Total

Yes

No

5

15

20

25.0%

75.0%

100.0%

22.7%

39.5%

33.3%

17

23

40

42.5%

57.5%

100.0%

77.3%

60.5%

66.7%

22

38

60

36.7%

63.3%

100.0%

100.0%

100.0%

100.0%

Figure No. 3.9 Whether Grading has achieved its objectives Female Male 23 No

15

17 Yes

5

0

5

10

15

124

20

25

Concerning the reasons for lagging in the attainment of the objectives the teachers opined lack of awareness on the grading system as the major reason. Indepth and training need to be imparted to all the teachers on the various aspects of the grading system. Only then they will be able to carry out the evaluation in an effective manner. The training they received was insufficient in many cases as it was merely for the sake of it. Common training programmes preferably in certain other location rather than in their own schools will provide better result from the training. (Refer Table No. 3.14 & Figure No. 3.10) The other reasons cited included: High teacher student ratio and magnitude of the syllabus. Probably, better training and reduction of the number of students in each class could bring forth better output that is enshrined in the grading system when it was introduced. Table No. 3.14 Reasons for the lag in the attainment of the objectives Sl.No 1 2 3

Reasons Lack of awareness High teacher student ratio Magnitude of the syllabus Total

Frequency 45 10 5

Percentage 75 16.6 8.3 100

Figure No. 3.10 Reasons for the lag in the attainment of the objectives Lack of aw areness High teacher student ratio

8%

Magnitude of the syllabus

17%

75%

125

Rating of Grading The figures of table no.3.15 depicts that 80% of male teachers and 35% of the female teachers opined that grading is superior to ranking. 20% and 40% of males and females expressed the grading as equivalent to ranking. Inferior to ranking was mentioned by only 25% of the females. The overall figures thus portray the perception of teachers that grading is comparatively superior or better than ranking. ( Refer table no. 3.15& Figure no. 3.11) Table No. 3.15 Evaluation under Grading Evaluation under Grading Sex of the Superior to Equivalent to Inferior respondents ranking ranking ranking

Male

Female

Total

to

Total

16

4

0

20

80.0%

20.0%

0.0%

100.0%

30.2%

57.1%

0.0%

33.3%

14

16

10

40

35.0%

40.0%

25.0%

100.0%

58.3%

64.0%

90.9%

66.7%

24

25

11

60

40.0%

41.7%

18.3%

100.0%

100.0%

100.0%

100.0%

100.0%

Figure No. 3.11 Evaluation under Grading

126

Male

40

Female

37

35 30 25 20

16

15 10 5

4 2

0

Superior to ranking Equivalent to ranking

1 0 Inferior to Ranking

The Co-relation between the rating of evaluation under grading and the perception of the scientific nature of grading the figures show that among those who stated that grading is more scientific 82.2% had rated grading as superior to ranking. Of the rest, 15.6% and 2.2% each had ranked as equivalent to ranking and inferior to ranking respectively. Off those who negated 80% had stated that grading is superior in evaluating the students when compared to ranking. 13.3% and 6.7% each mentioned that it is equivalent to ranking or that it is inferior to ranking respectively. (Refer Table No. 3.16) The chi-square scores and the co-relation results between the two variables indicated that the scientific nature of the grading system might have contributed in rating the evaluation under grading as superior to ranking. The results show that the scores are significant at .05 level. The results also is verifying and testing the first hypothesis which states that there is significant improvement in assessing through grading system.

Table No. 3.16 Cross tabulation Between Whether Grading is more scientific 127

& Evaluation under Grading Whether Grading is more Scientific

Evaluation under Grading Superior

to Total

to Equivalent to Inferior

ranking

ranking

ranking

37

7

1

45

82.2%

15.6%

2.2%

100.0%

75.5%

77.8%

50.0%

75.0%

12

2

1

15

80.0%

13.3%

6.7%

100.0%

24.5%

22.2%

50.0%

25.0%

49

9

2

60

81.7%

15.0%

3.3%

100.0%

100.0%

100.0%

100.0%

100.0%

Yes

No

Total

Evaluation under Grading A rating was also carried out to see how far the teachers accept the grading system for evaluating the children. The questions were purely on the various elements of grading and ranking system. The questions were rated on a 5 five point scale. Rating of the teachers on the grading system indicated that grading system is superior to ranking in evaluating children (students). The mean scores secured by the questions related to the grading system clearly point to the positive bend of teachers to the grading system. The high mean scores of the first 7 questions excluding the second one indicated the holistic nature of the assessment of children under the grading system.. The mean scored secured by the questions related to ranking is comparatively low. Table No. 3.17 Evaluation under Grading Sex Male

128

Female

Total

3.8500

3.8500

3.8500

20

40

60

3.1500

3.2750

3.2333

20

40

60

Project preparation contributes greatly to student learning

3.3500

3.9000

3.7167

20

40

60

Seminars/practicals develop the organizational and leadership qualities of the student

3.6500

4.0000

3.8833

20

40

60

Project preparation inculcates the ability to the problems themselves

3.1000

3.6500

3.4667

20

40

60

3.4500

3.5250

3.5000

20

40

60

3.5000

3.6250

3.5833

20

40

60

2.7500

3.4750

3.2333

20

40

60

3.3000

3.3750

3.3500

20

40

60

3.1000

3.1750

3.1500

20

40

60

2.8000

3.0000

2.9333

20

40

60

3.4000

3.5500

3.5000

20

40

60

2.7000

3.0250

2.9167

20

40

60

3.3000

3.3750

3.3500

20

40

60

Grading system has brought down the tension level of children Grading is more biased than Ranking

Evaluation by Grading is more holistic

Grading is superior to ranking Ranking system was scientific/systematic in evaluating Ranking system was prejudiced Assignments burden the students & spares no time for learning Collection/records hinders the flow of learning Project preparation/practicals limit the time for classes Project preparation is a burden for the students

Ranking system depends purely on by hearting

129

Grading & ranking are equivalent

2.7000

2.8000

2.7667

20

40

60

The holistic nature of evaluation through grading has prompted the teachers to prefer grading to ranking. The data in this regard revealed that of those who preferred grading excluding 9.8% all the others had either agreed (60.8%) or moderately agreed (29.4% ) that grading is more holistic than ranking agreed. Off those who preferred ranking 22.2% strongly agreed to the statement that grading is more holistic than ranking. 11.1% and 55.6% each had agreed and moderately agreed to the statement. The chi square score is significant at .05 level. (Refer Table No. 3.18 & Figure No. 3.12) Table No. 3.18 Cross tabulation of Evaluation by grading is more holistic than Ranking & Preference between the two Evaluation by grading is more holistic than Ranking

Preference between the two

Strongly

Agree

Agree

Total

Disagree

Agree

31

15

5

51

60.8%

29.4%

9.8%

100.0%

96.9%

75.0%

83.3%

85.0%

2

1

5

1

9

22.2%

11.1%

55.6%

11.1%

100.0%

100.0%

3.1%

25.0%

16.7%

15.0%

2

32

20

6

60

3.3%

53.3%

33.3%

10.0%

100.0%

100.0%

100.0%

100.0%

100.0%

100.0%

Grading

Ranking

Total

Moderately

Figure No.3.12 Cross tabulation of Evaluation by grading is more holistic than Ranking & Preference between the two

130

35

Grading Ranking

Preference between grading and ranking

30

25

20

15

10

5

0 Strongly Agree

Agree

Moderately Agree

Disagree

Evaluation by grading is holistic than grading

Lacunae Most of the teachers under study had no doubt on the limitations of the grading system. 88.3% of them stated that grading system several lacunae and they have to be rectified to make the system more efficient and effective. Only 11.7% opined that the system is devoid of limitations. Sex wise distribution showed that compared to the 92.5% of the females who reported lacunae, the corresponding figures for males in this regard was only 80%. If we look into the preceding pages too we can see that the females comparatively had a higher apprehension regarding the grading system. ( Refer Table No. 3.19) Table No. 3.19 Whether any lacunae in Grading

Sex of the Respondents

Male

Whether Grading

any

lacunae

in Total

Yes

No

16

4

20

80.0%

20.0%

100.0%

30.2%

57.1%

33.3%

131

Female

Total

37

3

40

92.5%

7.5%

100.0%

69.8%

42.9%

66.7%

53

7

60

88.3%

11.7%

100.0%

100.0%

100.0%

100.0%

Preference for ranking Substitution of ranking system by grading system has taken place Three years back. Differentiating the approach of students over the past three years while grading system was in vogue and prior to the three years while ranking system was in force, the teachers were very positive to the grading system. A considerable change in the attitude and approach to exams could noticed among the students. The analysis of the teachers’ preference to grading or ranking system, the data showed that an overwhelming majority of the teachers i.e., 85% preferred the application of grading system for the evaluation of students. Only 15 per cent of the teachers opted for ranking system. ( Refer Table No. 3.20 & Figure No. 3.13)) It is also to be noted here that although the teachers were overloaded with many an activities stipulated or prescribed by the grading system, they had opted for this type of evaluation. No doubt, it is because of the positive facets of the system. Table No. 3.20 Preference between the two Sex of the respondents

Male

Preference between the two

Total

Grading

Ranking

14

6

20

70.0%

30.0%

100.0%

27.5%

66.7%

33.3%

132

Female

Total

37

3

40

92.5%

7.5%

100.0%

72.5%

33.3%

66.7%

51

9

60

85.0%

15.0%

100.0%

100.0%

100.0%

100.0%

Figure No. 3.13 Preference between Grading & Ranking 40

37

35 30 25

Male

20 15

Female

14

10

6 3

5 0 Grading

Ranking

Preference betw een Grading & Ranking

The Positive effect of the grading system is prime reason for their preference for grading system. The other supportive reasons could be summarized as: Grading systems makes learning more enjoyable through various activities It also brings down the tension level of students and develops a healthy competition( Refer Table No. 3.21) Table No. 3.21 Reasons for the Preference Sl.No 1 2 3 4

Reasons Positive aspects of the grading system Makes learning enjoyable Brings down the tension level Develops healthy competition Total

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Frequency 30 5 20 5 60

Percentage 50 8.3 33.3 8.3 100

The ability of all children are given due consideration It increases the confidence of children Envisages the all round development of children And Reduces the unhealthy competition If we look to the preceding pages we can find the students too has preferred the grading system for one reason or other. Moreover, the ranking of grading system by teachers indicated that more than 80% of them had rated it as superior to ranking system. In addition, the depiction of the advantages and disadvantages show that compared to the ranking system, the lacunae of grading system are low. All these are re emphasizing the preference of the teachers and students for the grading system. ( Refer Table No. 3.22)

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Table No. 3.22 Cross tabulation between the scientific nature of grading and the preference between the two Whether Grading is more Scientific

Yes

No

Total

Preference between Grading & Ranking

Total

Grading

Ranking

39

6

45

86.7%

13.3%

100.0%

76.5%

66.7%

75.0%

12

3

15

80.0%

20.0%

100.0%

23.5%

33.3%

25.0%

51

9

60

85.0%

15.0%

100.0%

100.0%

100.0%

100.0%

The table below portray that off the total respondents under study 76.5% of the teachers who preferred grading to ranking stated that it is more scientific than ranking. Only 23.5% claimed otherwise. Probably, lack of proper understanding and bias might have been the reasons for stating that it is not scientific. Among those who preferred ranking too 66.7% opined that grading is more scientific. The remaining however was not in favour of ascribing more scientific nature to Grading. Indifference to change and low awareness on the evaluation under grading might have contributed to this response. ( Refer Table No. 3.23)

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Table No. 3.23 Priorities among the different factors of Grading

Project Seminars Preparation

Sex

Class tests

Practicals

Assignments Collection

Records

3.05000

2.60000

3.45000

3.35000

3.85000

4.45000

4.40000

20

20

20

20

20

20

20

2.06410

1.39170

1.73129

1.56525

1.42441

1.43178

1.14248

2.30000

3.07500

3.77500

2.90000

4.42500

3.60000

4.42500

40

40

40

40

40

40

40

1.50555

1.59144

1.27073

1.53255

1.15220

1.12774

1.17424

2.55000

2.91667

3.66667

3.05000

4.23333

3.88333

4.41667

60

60

60

60

60

60

60

1.73132

1.53260

1.43405

1.54509

1.26714

1.29001

1.15409

Male

Female

Total

Advantages and Disadvantages The study also ventured into analyzing the various factors that hinders/obstructs or promotes/encourages proper evaluation under grading and ranking system. As the respondents of the study had the experience of evaluating under both the systems they could clearly spell out the advantages and disadvantages of both the systems for evaluating the students.

The major advantages and

disadvantages of both has been spelt out below separately under the titles grading and ranking. Advantages Grading  It promotes only reasonable competition  Reduces the tension level of children  Makes learning an enjoyable business  Envisages continuours monitoring  Ensures active participation of all children  Inculcates within the pupil the need to study 136

 Provides extra chances to express their views  Increases their thinking and creative power  Promotes group activity & sociability  Aims at the overall development of children  Decreases the tension level Ranking  Motivates them to achieve high marks  Promotes competitive learning  Comparatively lesser work burden for the teachers Disadvantages The major disadvantages are found in the system itself but in its implementation part. The major limitations in this regard are: Grading  The teachers are not given due awareness regarding the grading system  Passiveness of teachers often curtains the attainment of the objectives  Lack of proper training to teachers in evaluating the students  Increased number of students  Exorbitant syllabus for the classes  Increased teacher student ratio Ranking  Develops unhealthy competition  Reduces learning into mere by hearting/recalling  Avoids group activity/active participation  Lacks proper and continuous monitoring of students  Weak students are not given the due attention/care  Doubles the tension level of children

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DATA ANALYSIS AND INTREPRETATION Part -II STATISTICAL TESTS AND THE INTREPRETATIONS This part of the data analysis and interpretation chapter deals with the use of statistical measures like correlation co-efficient. Relationship between the variables and their degree of association is studied by means of correlation co-efficient. Chi-square test The Hypothesis is tested by means of the chi-square method and the validity of the same is analyzed. Correlation Correlation is the relationship between two or more paired variables or two or more sets of data. The degree of relationship is measured and represented by the coefficient of correlation. Thus correlation is an analysis of the co-variation between two or more variables. There are two types of correlation positive and negative. A Positive correlation implies that a change in one variable will result in a corresponding change in the other variable in the same direction. A negative correlation implies that a change in the other variable in the opposite direction. There are different measures of correlation. 1.Karl Pearson’s co-efficient of correlation 2. Spearman’s rank correlation Of this the correlation measure, which is used in this study, is Karl Pearson co efficient correlation. Karl Pearson’s coefficient of correlation According to this method the co-efficient of correlation between any two series is computed by dividing the product of deviation from arithmetic average by the product of two standard deviations to the number of pairs in it. 138

Γ= Σ dx – Σdy Σdx² - Σdy² Where dx + deviation of item values of x series from eh arithmetic average. Where dy + deviation of item values of y series from the arithmetic average Where Σdx² = Sum of the squares of the deviation of x values Where Σdy² = Sum of the squares of the deviation of y values The Karl Pearson’s co-efficient of correlation lies between –1 and +1 Value 0 -1 +1 0.7-0.9 0.5-0.699 Less than 0.5

Interpretation No correlation Perfect negative correlation Perfect Positive correlation High Correlation Moderate degree of correlation Low degree of correlation

Hypothesis Hypothesis 1 The table value at .05% significant level is .372 Df= 1 Chi squre value= .392 1. There is a significant association between the scientific nature of grading and the preference for the same. The chi square value calculated is higher than the table value whereby rejecting the null hypothesis and accepting the alternative Value

df

Asymp. Sig. (2- Exact Sig. sided) (2-sided)

Chi-Square

.392(b)

1

.531

Probability of chance

.372

1

.542

Co-relation Asymp. Std. Error(a)

Value

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Approx. T(b)

Approx. Sig.

Interval Interval

by

Pearson's R

.081

.139

.618

.539(c)

Ordinal Ordinal

by Spearman Correlation

.081

.139

.618

.539(c)

Correlation value .539

Interpretation Positive and moderate degree of correlation

The co-efficient co-relation of Karl Pearson show that the assumption of the teachers on the scientific nature of grading system in evaluating the students and the preference for the same is positive and that there is a moderate degree of correlation between the two. The correlation indicate that the scientific nature of the grading system contributes in opting for the same by the teachers. This verifies the first hypothesis that grading brings improvement in the assessment of the students. 2. Hypothesis 2 The talbe value at .05% significant level is 13.925 Df = 3 Chi squre value= 16.454 2. There is a relationship between the Holistic nature of the evaluation under grading and the teachers’ preference for the grading system. The chi square value calculated is higher than the table value whereby rejecting the null hypothesis and accepting the alternative Value Chi-Square Probability of chance

df Asymp. Sig. (2-sided)

16.454(a)

3

.001

13.925

3

.003

Co-relation Evaluation by grading is more holistic than Ranking

140

Preference between the two

Pearson Correlation

1.000

.032

.032

1.000

.

.805

Sig. (2-tailed)

.805

Correlation value .805

.

Interpretation Positive and High degree of correlation

The holistic nature of evaluation through grading has prompted the teachers to prefer grading to ranking. The Correlation value i.e. .805 indicate positive and high correlation between the two variables. This means that the holistic nature of evaluating children under the grading system has contributed to the option for grading by teachers. 3. Hypothesis 3 The talbe value at .05% significant level is 6.3 Df = 3 Chi squre value- 8.310 3. There is a relationship between the Reduction of the tension level of children and the preference of teachers for the grading system. The chi square value calculated is higher than the table value whereby rejcting the null hypothesis and accepting the alternative

Chi-Square Probability of chance

Value

df Asymp. Sig. (2-sided)

8.310(a)

3

.040

6.311

3

.097

Co-relation Preference between Grading has brought Grading & Ranking down the tension level

141

Pearson Correlation

1.000

.037

.037

1.000

.

.777

.777

.

Sig. (2-tailed)

Correlation value .777

Interpretation Positive and High degree of correlation

Teachers during the interview cited advantage of grading system in relation to the reduction of the tension level among children in facing examination or assessment. The co-relation value of .777 indicated that these two has a high corelation. 4. Hypothesis 4 The talbe value at .05% significant level is 28.024 Df = 3 Chi squre value- 31.895 4. There is significant association between the advantages of grading system and the preference for grading system indirectly indicating the improvement in the assessment of children. The chi square value calculated is higher than the table value whereby rejcting the null hypothesis and accepting the alternative

Value Chi-Square Likelihood Ratio Linear-by-Linear Association

df

Asymp. Sig. (2-sided)

31.895(a) 15

.007

28.024

15

.021

2.747

1

.097

Co-relation Overall advantages of grading

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Preference between Grading &

system Pearson Correlation

Sig. (2-tailed)

Overall advantages of grading system Preference between the two

1.000

.087

.087

1.000

.

.510

.510

.

Overall effectiveness Preference between the two

Correlation value .510

Ranking

Interpretation Positive and moderate degree of correlation

The correlation value.510 indicates a moderate relation between the two. The overall advantages is comparatively higher than ranking and that has resulted in preferring for the grading system by the teachers. This also point to the improvement that is made in assessing the children through the grading system. The results of the hypothesis show that scientific and holistic nature of evaluation has been the major reason for their preference for grading system. The association between various grading related variables and the preference show positive correlation with either moderate of high degree of relationship which only reveals that assessment under grading is more preferred due to the advantages and accuracy it has in assessing the children. Moreover, these positive aspects of the system vindicate to the significant improvement in the assessment using grading than ranking system.

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CHAPTER IV FINDINGS & SUGGESTIONS

The present study titled “An analysis of the Grading and ranking system in the evaluation of SSLC students with special reference to teachers’ perception” was formulated with the purpose of analysing the grading and ranking system objectively according to the perception of the teachers. Moreover, the study also made an attempt to unearth the factors that promote/hinder both the in achieving its envisioned objectives and suggest measures for improving the same. The findings of this study would also help the research scholars to idn3etiy related areas of study and further probe in this regard. Major Objectives of the study were: 1. To profile the grading and ranking system 2. To study the demographic profile of the respondents 3. To assess the fulfillment of the objectives of the grading system 4. To find out the vulnerabilities of the system 5. To identify the advantages and disadvantages of the grading and ranking system 6. To understand the preference of teachers among the two 7. To suggest measures for improving the implementation of the grading system

The Universe of the study comprised all the teachers in the Govt. Aided high schools functioning with the administrative area of Thrissur district of the State of Kerala. As a preliminary step all the Govt. aided high schools within the area of Thrissur were enlisted. Thereafter, from the list using a lottery method 6 schools were selected randomly. From each selected schools 10 teachers each were selected randomly for obtaining the relevant data pertaining to the study. Care was taken to include only those teachers who a minimum of 5 years teaching experience and those who have gone for evaluating the students under ranking and grading system. Thus a

144

total of 60 teachers were contacted and relevant information was collected using the pre-tested interview schedules and informal discussions This chapter highlights the findings as well as the suggestions of the study, which probed into the various factors of the grading and ranking system, which was used for evaluating the children of Xth standard. 3.1

MAJOR FINDINGS

The findings of the study has been scripted under four heads viz., Profile of the respondents, Grading/Ranking systems & attainment of objectives, and Advantages / disadvantages and Preference between the two Profile of the respondents  Majority (50%) of the teachers under study belonged to the age category of 41-50 years  The rest were distributed among the age categories of 31-40, 20-30, and 4150 years with 28.3%, 13.3% and 8.3% respectively  The mean age of the teachers under study was 40 years  66.7% of the teachers fell in the female category followed by male with 33.3 %.  The age sex co-relation showed that in all the age categories females out numbered males  70% of female teachers under study were in the age group of 41-50 years  in the 20-30-age category, the female teachers were 62.5% to 37.5% of the males  70% were with graduation and B. Ed qualification  Only 26.6% of the teachers were with post graduation  irrespective of school or sex differentiation all of them were with the required qualification

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Grading system – Attainment of its objectives  Excluding 3.3% of the teachers all the others i.e., 96.7% had received training for evaluating children under the grading system  duration and venue of the training  half of the teachers (50%) had received a training of 5 days  43% had received a training of less than 5 days and 6.6% above 5 Days  Maximum days of training received were 10 days by 3.3% of the teachers.  The venue for the training in all the cases was there own school campus.  cent percent of the teachers under study had gone evaluation under both the systems  31.7% of the teachers were of the view that there is no difference between the grading and ranking system  68.3% stated that a difference could be viewed in the evaluation of students under both t he systems  Among those who mentioned the absence of difference the females out numbers males  84.2% of the females & 15.8% of males stated the absence of any difference  As per the opinion of teachers most of the children preferred grading system to ranking  50% stated that the children favoured the grading system as it provided them with ample opportunity for the free expression of their ideas through group activity  30% mentioned that it reduced the tension level and were able to approach the examinations with more confidence  10% said that the grading system is more of child/pupil centered and hence often doubles the thinking power  For the remaining 10% it was the destroyal of inferiority & superiority complexes  Several of them stated that ranking system is also equivalent to grading in evaluating the children because it motivates them to achieve higher marks and that it is a competitive learning

146

Grading system is more scientific  Three fourth of the teachers were favourable stating that grading is more scientific when compared to ranking  25% however were on the negative  While 80% of the males had agreed to the statement that grading is more scientific  , the corresponding figures for the females were only 72.5%  the reasons for their agreement included: a) it avoids unhealthy competitions & biased discussions c) students get more chance for expressing their abilities e) it is much more apt for the accurate assessment f) pupils get a clear idea regarding the various concepts g) gives room for wider thinking h) it helps much more for the overall development and i) it doubles the abilities of children  75% of the teachers under study had agreed saying that grading system has more advantages  Only 13.3% were doubtful regarding the advantages Attainment of objectives  Only 33.2% of the teachers mentioned that grading system has attained it objectives  The majority i.e., 63.3% stated that the system is yet to travel a long distance to attain the set objectives  Lack of proper awareness and training on the grading system were cited as the prominent reasons for the above  The mean scores of the overall rating showed that the questions related to the grading system had obtained higher scores than those related to the ranking system.  The least mean score was for the statement that grading and ranking are equivalent.  The mean scores of all the first six statements viz., grading has brought down the tension level, Grading is more biased than Ranking, Project preparation contributes greatly to student learning, Seminars/practicals develop the 147

organizational and leadership qualities of the student, Project preparation inculcates the ability to the problems themselves, Evaluation by Grading is more holistic, and Grading is superior to ranking are higher than three or between 3 & 4 indicating the agreement of the teachers to the statement..  88.3% of them stated that grading system several lacunae and they have to be rectified  11.7% opined that the system is devoid of limitations  the limitations are mostly at the implementation stage.  92.5% of the females & 80% of males reported lacunae in the system Preference Between the two  85% preferred the application of grading system for the evaluation of students  Only 15 per cent of the teachers opted for ranking system  prime reason for their preference for grading system is the positive effect of the grading system  Other factors  It brings down the tension level of students and develops a healthy competition  The ability of all children are given due consideration  It increases the confidence of children  Envisages the all round development of children  And Reduces the unhealthy competition Advantages and Disadvantages Advantages Grading  It promotes only reasonable competition  Reduces the tension level of children & Makes learning an enjoyable business  Envisages continuous monitoring & active participation of all children  Provides extra chances to express their views  Increases their thinking and creative power  Promotes group activity & sociability

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 Aims at the overall development of children Ranking  Motivates them to achieve high marks  Promotes competitive learning  Comparatively lesser work burden for the teachers

Disadvantages Grading  The teachers are not given due awareness regarding the grading system  Passiveness of teachers often curtails the attainment of the objectives  Lack of proper training to teachers in evaluating the students  Increased number of students & Exorbitant syllabus for the classes  Increased teacher student ratio Ranking  Develops unhealthy competition  Reduces learning into mere by hearting/recalling  Avoids group activity/active participation  Lacks proper and continuous monitoring of students  Weak students are not given the due attention/care  Doubles the tension level of children SUGGESTIONS The suggestions to make the grading system more systematic and thereby fulfill the objectives the teachers highlighted the following suggestions:  Reduce the teacher student ratio into 1: 25  Decrease the syllabus for the classes  Give proper in-depth and detailed training to the teachers  Sensitize the students and parents on the grading system  Improve the school facilities

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 Continued evaluation should be valued uniformly by nominated group of teachers by examination board. Conclusion: The study which delved into the perception of the teachers on various aspects of the grading system and ranking system unearthed the preference of teachers for grading system than ranking system, The holistic development of the students, accurate assessment, reducing the tension level of children, promoting healthy competition and overall development of the students were the major reasons for the preference. According to them the project preparation, seminars, practical, class tests, assignment, collection, and records consumes a great deal of the time of children by way of preparation and of teachers by way of correction. However, they were unanimous in speaking out the positive part of these in the overall development of the students. Assessment of students through grading hence is considered to be much more effective and efficient than ranking by most of the teachers. Nevertheless, certain lacunae exist in the implementation process especially due to the lack of proper training to the teachers. Hence timely direction and training could bring maximum or cent percent accuracy in the evaluation of students under the grading system. Limitations of the study The study was mainly intended to get a perception of the teachers on the grading and ranking system. The real assessment of the system required to be done with the overall performance level of the children. Non incorporation of the children’s performance was a major limitation of the study. The sample size of the study too was small. Many of the teachers were unaware of the various facets of the grading system and hence the answers at times looked very vague and unclear. Lack of time was yet another constraint of the study.

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