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A Study on Factors of Student Learning Achievements and Dynamics for Better Learning Conditions: a Case Study Focused to Grade Five in Some Selected Schools

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A Study on Factors of Student Learning Achievements and Dynamics for Better Learning Conditions: a Case Study Focused to Grade Five in Some Selected Schools A Study on Factors of Student Learning Achievements and Dynamics for Better Learning Conditions: A case study focused to grade five in some selected schools Submitted to Department of Education, Ministry of Education Presented by Rural Development Society, Chabahil &Molung Foundation, Koteshwor, Kathmandu 2074 Research Team Rishi Ram Rijal, Ph. D., Team Leader Netra Prasad Paudel, Ph. D., Senior Researcher Santosh Gautam, Data Analyst Shyam Krishna Bista, Researcher Drona Dahal, Researcher Tirtha Raj Khatiwada, Researcher Karna Bahadur Chongbang, Researcher English Mahasaraswati S. School (High) Banedhungra L.S. School(Low) Nepali Sarada H.S. School (High) Sarada L.S.School (Low) Nepali Samaijee S. School (High) Siddhartha L. S. School (Low) English Kalika H.S. School (High) Maths Bhanudaya S.School (Low) Saraswati L.S. School (High) Nepal Rastriya S. School,(Low) Maths Nepaltar S. School(Low) Diyalo L.S. School(High) 3 Acknowledgements This case study report has been prepared to fulfill the requirements of research project of 2017 approved by the Department of Education under the Ministry of Education. Without the contribution made by several including Director General of DOE, under secretaries, other personnel of DOE, DEOs, SSs, RPs, head teachers, teachers, chairpersons of SMCs and PTAs of the sample schools along with the staff of consultancy office, it would not have been possible to accomplish this outcome. So, we would like to acknowledge them all here. First of all, we would like to express our sincere gratitude to the authority concerned for providing the opportunity to undertake this research to Rural Development Society, Chabahil, Kathmandu and Molung Foundation, Koteshwor, Kathmandu. Research and Development section of Department of Education deserves our sincere gratitude for providing the chance by supporting budget for conducting this research. We are also grateful to the concerned authorities working in DOE and ERO, particularly the Director General Mr. Baburam Poudel, the Joint Secretary for paying great concern and providing valuable suggestions to improve the given task. We are also sincerely grateful to the other officials who paid careful attention to the presentation of the first draft of the research report and give worthy suggestions for filling in what we had missed to do while conducting research and preparing the report. More specifically, we express our deep gratitude to Mr. Kebali Ram Adhikari, the under secretary who observed our work from the beginning to the end. For field work and report preparation, thanks go to Dr. Rishi Ram Rijal, Associate Professor of English Education and his team members: Dr. Netra Prasad Paudel, Mr. Karna Bahadur Chongbang, Mr. Drona Dahal, Mr. Tirtha Raj Khatiwada, Prof. Shyam Krishna Bista and Mr. Santosh Gautam. We are also thankful to all respondents including the DEOs, SSs, RPs, head teachers, teachers, chairpersons of SMCs and PTAs of the sample schools along with the staff of consultancy office. i Abbreviations BPEP Basic Primary Education DEOs District Education Officers DOE Department of Education ERO Educational Review Office FGD Focus Group Discussion HTs Head Teachers MOE Ministry of Education NASA National Assessment of Student Achievement PTA Parents Teacher Association RCs Resource Centers RPs Resource Persons SDG Sustainable Development Goals SLC School Leaving Certificate SMC School Management Committee SSRP School Sector Reform Program SSs School Supervisors STR Techaer-student Ratio STs Subject Teachers TPD Teacher’s Professional Training ii Table of Contents Contents Acknowledgements ........................................................................................................................................ i Abbreviations ................................................................................................................................................ ii Table of Contents ......................................................................................................................................... iii Executive Summary ....................................................................................................................................... v Objectives ................................................................................................................................................ vi Findings ................................................................................................................................................... vii Recommendations .................................................................................................................................. xii Chapter One: Introduction ............................................................................................................................ 1 Context ...................................................................................................................................................... 1 Objectives ................................................................................................................................................. 2 Scope ......................................................................................................................................................... 3 Definition of key terms ............................................................................................................................. 3 Chapter Two: Theoretical Perspectives and Conceptual Framework ........................................................... 4 Theoretical Perspectives ........................................................................................................................... 4 Efforts and Initiatives, Government of Nepal has Made for the Quality of School Education ............. 8 Conceptual Famework of the Study ........................................................................................................ 13 Chapter Three: Research Methodology ...................................................................................................... 14 Research Design ...................................................................................................................................... 14 Tool Preparation ..................................................................................................................................... 15 Piloting the Tools .................................................................................................................................... 15 Field and Sample Selection ..................................................................................................................... 15 Data Collection Procedures..................................................................................................................... 16 Limitations .............................................................................................................................................. 17 Chapter Four: Data Tabulation and Analysis .............................................................................................. 18 Cases of Schools ...................................................................................................................................... 18 Factors Affecting Students’ Learning Achievement and Good Practices, Iniitiatives and Dynamics of School Transformation ............................................................................................................................ 38 Chapter Five: Findings, Conclusion and Recommendations ....................................................................... 58 iii Findings ................................................................................................................................................... 58 Conclusion ............................................................................................................................................... 66 Recommendations .................................................................................................................................. 66 References .................................................................................................................................................. 71 नेपालीमा सारा車श ……………………………………………………………………………………………………………………………………..73 iv Executive Summary This study has covered geographical, ecological and development regions representing the diversity of the country focusing on the students’ learnimg achievement of grade five to ensure the critical trasformation of the research findings. The cases were selected from six districts which included twelve schools (two from each district high and low performing schools in English, Nepali and Mathematics). For English subject, the cases included Mahasaraswati Secondary School, a high performing school, and Banedhungra Lower Secondary School, a low performing school, from Doti; Kalika Higher Secondary School, a high performing school, and Bhanudaya Secondary School, a low performing one. For Nepali subject, they included Samaijee Secondary School, a high performing school, and Siddhartha basic level Scool, a low performing school from Kanchanpur; and Sarada Higher Secondary School, a high performing school, and Sarada basic level School, a low performing school, from Shankhuwasawa district. Likewise, for Mathematics subject, the cases were Saraswati basic level School, a high performing school, and Nepal Rastriya
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