A Study on the Impact of Subject-Based Training (Held at URC) to Enhance the Quality Of

A Study on the Impact of Subject-Based Training (held at URC) to Enhance the Quality of Teaching Learning

at Primary School

VOLUME I: REPORT

National Academy for Primary Education (NAPE)

Mymensingh.

June 2009

Acknowledgement

The study team is indebted to the Ministry of Primary and Mass Education for sponsoring the “study on the impact of the Subject-Based training (SBT) in enhancing the quality of teaching learning of primary schools” which may provide necessary inputs to the policy makers for taking further steps for upgrading the standards of primary education in Bangladesh.

The study team is grateful to the Director and his team in Training Division of DPE for their cooperation and assistance in document analysis which made remarkable contribution in making the study a success.

The study team would like to express its deep gratitude to selected respondents groups (URC instructors/ Asst. Instructors, Trainers of SBT, Trained Teachers, and pupils) for providing facts, opinions and ideas.

The study team acknowledges a debt of gratitude to the UNOs, UEOs, AUEOs and URC instructors for their whole hearted support in administering the achievement tests to the selected schools and in field investigation.

The study team would also like to convey sincere thanks to 53 field investigators for their pains taking efforts in administering the research tools and in coding the collected data.

Thanks must go to the faculty members of NAPE for their constructive suggestions they have made throughout the course of study in particular, on the methodological aspects which made the research activities much easier to the researchers.

Thanks are due to Mr. Md. Mostaque Ahamed and his team in OMNI for their hard work in data processing and data analysis.

Finally the study team would like to mention the tremendous support and co-operation received (from the preparatory stage to the completion of the study) from Mr. Md Ilias DG, NAPE without which the study would not even have been initiated.

STUDY TEAM

Professor Dr. M Shahjahan Mian Tapan

Professor Dr. Abdule Maleque

S. M. Hafizur Rahman

A.H.M Mohiuddin

Rangalal Ray

Md. Zahurul Haque

Ayesha Akter Khathun
Md. Nazrul Islam
Md. Mazharul Haque / Senior Consultant
Consultant
Consultant
Team Leader
Member
Member
Member
Member
Member

Page

Acknowledgement / i
Study Team / ii

/ iii
Title of the figures / viii
Title of the tables / viii
Abbreviations / xv
The Executive Summary / xvi

Chapter 1: Introduction

1.1 / Background and Rationale / 1
1.2 / Recent Scenario in Primary Education / 2
1.2.1 / Different Institutions Contributing to Primary Education / 2
1.2.2 / Enrollment Status in Primary Education / 2
1.2.3 / Completion Rate of Primary Education / 2
1.2.4 / Dropout Rate of Primary Age Children / 3
1.2.5 / Survival Rate of Primary Age Children / 3
1.2.6 / Repetition Rates in Different Class / 3
1.2.7 /

Status of Primary School Teachers

3

1.3 /

Status of Different Training for Primary School Teachers Regarding Improvement of Classroom Teaching

3

1.4 /

Subject Based Training

5

1.5 /

Challenges in Primary Education in Bangladesh

5

1.5.1 /

Quality of Education

Factors Influencing Quality Teaching Learning

/ 5
1.5.2 /

Effective and Attractive Classroom Teaching

6

1.5.3 /

Low Learning Achievement

1.5.4 /

Class Size and Inadequate Space

1.5.5 /

Shortage of Resources

1.5.6 / Different Level of Students in One Classroom / 8
1.6 /

Impact Study

1.6.1 /

Purpose and Research Questions

1.6.2 /

Significance of the Study

Chapter 2: Methodology

2.1 / Research Approaches / 11
2.2 / Conceptual Frame Work / 11
2.3 /

Research Design

2.4 /

Sample of the Study / Sample Survey

Sample / 13
2.4.1 / Selection of Divisions / 14
2.4.2 / Selection of Upazilas / 14
2.4.3 / Selection of Schools / 14
2.4.4 / Selection of Teachers / 15
2.4.5 / Selection Students for Achievement Test / 15
2.4.6 / Selection of Other Categories of Respondent / 15
2.5 / Selection of Variables / 16
2.6 / Instrumentations / 17
2.6.1 / Development of Instruments / 17
2.6.2 / Piloting the Instruments and Finalization / 18
2.7 / Administrating the Instruments / 18
2.7.1 / Training of Filed Investigator and Supervisors on the Instruments and Data Collection Procedure / 19
2.7.2 / Interviewing / 19
2.7.3 / Administering the Achievement Test / 20
2.7.4 / Classroom Observation / 20
2.7.5 / Administering the Questionnaire to Trained Teacher / 21
2.7.6 / Questionnaire for the Subject Based Trainer / 22
2.7.7 / Administering the Training Observation Tools / 23
2.8 / Supervision and Monitoring for Quality Control / 23
2.9 / Data Processing / 24
2.10 / Data Analysis / 24
2.11 / Limitation of the Study / 26

Chapter-III: Subject Based Training

3.1 / Introduction / 27
3.2 / General Objectives / 27
3.3 / Subject-wise Objectives / 28
3.3.1 / Bangla / 28
3.3.2 / English / 29
3.3.3 / Mathematics / 29
3.3.4 / Science / 29
3.3.5 / Social Science / 30
3.4 / Planning and Development of Subject Based Training / 30
3.4.1 / Expert Opinion on Planning and Development
Conducting of Need Assessment of the Subject Based Training
Total Planning for Implementing the Subject Based Training (SBT) Program Preparation of Planning Document for SBT / 31
31
32
33
3.4.2 / Development of the ToT Material / 36
3.5 / Venue of Subject Based Training: Upazilla Resource Center (URC) / 36
3.6 / Mode of Delivery: Cascade Model / 37
3.7 / Training of Trainer (ToT) / 38
3.7.1 / Expert Opinion Regarding Development of ToT Materials and its Developer / 39
3.7.2 / Opinion of the Trainers on ToT
3.8 / Training of Teachers (The Subject Based Training) / 45
3.8.1 / Recent Status of Subject Based Training / 45
3.8.2 / Quality of the Trainers / 46
3.8.3 / Attitude of Trained Teachers Towards Subject Based Training / 48
3.8.4 / Quality of Training Manual / 61
3.9.4.1 Opinion of the Trainer / 61
3.8.5 / Duration / 68
3.8.6 / Physical Facilities of Training Center / 69
3.9.6.1 Opinion of the Trainer / 69
3.9.6.2 Opinion of the URC Instructor (Training Coordinator) / 69
3.9.6.3 Effect on training due to lack of residential facilities / 73
3.8.7 / Financial Involvement in Subject Based Training / 74
3.9.7.1 Opinion of the Trainer Regarding Financial
Involvement in Subject Based Training / 74
3.9.7.2 Opinion of the Trained Teacher / 75
3.9.7.3 Opinion of URC Instructor / 75
3.9 / Training Materials used in the Subject Based Training / 77
3.9.1 Opinion of the Trainer / 77
3.9.2 Opinion of the Trained Teacher / 77
3.10 / Monitoring of Subject Based Training / 78
3.10.1 Opinion on Monitoring of SBT / 78
3.10.2 Monitoring Format / 78
3.11 / Suggestion for the improvement of SBT / 81
3.11.1 Expert Opinion / 81
3.11.2 Opinion of the URC Instructor / 82
Findings / 83

Chapter IV: Training Process: Trainers’ Performance and the Consistency with the Training Manual

4.1 / Introduction / 87
4.2 / The Training Process / 88
4.2.1 / Bangla / 88
4.2.2 / English / 101
4.2.3 / Mathematics / 112
4.2.4 / EVS (Science) / 131
4.2.5 / EVS ( Social Studies) / 142
Findings / 154

Chapter - V: Subject Based Training and Quality of Classroom Teaching Learning

5.1 / Introduction / 155
5.2 / Observation of Teaching-learning Process in Bangla / 155
5.3 / Observation of Teaching-learning Process in English / 160
5..4 / Observation of Teaching-learning Process in Mathematics / 164
5. 5 / Observation of Teaching-learning Process in Environment Studies
(Science) / 167
5.6 / Observation of Teaching-learning Process in Environment Studies
(Social Studies) / 170
5.7 / Findings / 173

Chapter VI: Comparison of Achievement of Students

6.1 / Introduction / 175
6.2 / Nation Wide Subject Wise Achievement / 175
6.3 / Division Wise Achievement of Students / 176
6.4 / Findings / 184

Chapter VII: Impact of subject based training

7.0 / Introduction / 185
7.1 / Impact of Subject Based Training on the Classroom Teaching Learning Process / 185
7.2: / Impact of Subject Based Training on Achievement of Students / 186
7.3 / Opinion of Trained Teachers Regarding Impact of Subject Based Training on Teachers’ Quality / 187
7.4 / Impact on the Raising Teaching Quality of Teacher / 192
7.5 / Impact on Teacher’s Professional Development / 193
7.6 / Impact on Level of Interest and Participation of Students / 194
7.7 / Impact on Students’ Attraction and Attention in the Class / 194
7.8 / Impact on Methods to Keep Students’ Attention in the Class / 195
7.9 / Changes Among Students in the Classroom After the SBT / 196
7.10 / Classroom Observation Vs Student Achievement by School / 197

Findings

206

Chapter VIII: Conclusion and Recommendations

8.1 Conclusions / 207
8.2 Recommendation / 210

References

Annexure

Title of the figures

Figure 2.1: /

Conceptual framework of this study

Figure 2.2: /

Research design for the proposed study

Figure-3.1: /

Link of URC with present primary education organization

Title of the tables

Table-2.1: /

Sample size

Table-2.2: /

Sample size for other category of respondents

Table-2.3: /

Subject wise sample size of students, who appeared in the achievement tests

Table-2.4: /

Number of classroom observed in the study

Table-2.5: /

Sample of trained teacher

Table-2.6: /

Division wise number of trainer for subject based training

Table-2.7: /

Division wise number of observed subject based training

Table-3.1: /

Experts’ opinion on reasons for introducing subject based training

Table-3.2: /

Personnel involved the need assessment

Table-3.3 /

: Methods and techniques used for need assessment

Table-3.4: /

Personnel involved in planning of Subject Based Training

Table-3.5: /

Contents of the document (brochure)

Table-3.6: /

Provision for evaluating the progress of the program

Table-3.7: /

Duration for evaluating the implementation of SBT

Table-3.8: /

Personnel involved in determining of curricula of the SBT program

Table-3.9: /

Professional position of developers of the curriculum/contents of the SBT program

Table-3.10: /

Process for designing the training curriculum

Table-3.11: /

Developer of training material

Table-3.12: /

Professional position of developers of the training material of the SBT program

Table-3.13: /

The criterion for selection of SBT material developers

Table 3.14: / Process of developing training materials /

Table 3.15: / The process of editing the SBT materials /

Table 3.16: / Process of development of the curriculum and contents of the ToT /

Table 3.17: / Developers of ToT material /

Table 3.18: / Professional position of the ToT material developer /

Table 3.19: / Personnel involved as ToT trainer /

Table 3.20: / Eligibility of the ToT trainer /

Table 3.21: / The criteria for selection of ToT trainer /

Table 3.22: / Participants of ToT training /

Table 3.23: / Selection criterion for ToT participants /

Table 3.24: / SBT trainer’s opinion on different aspect of ToT training process /

Table-3.25: / Opinion about the standard of the material supplied in the ToT Training /

Table-3.26: / Appropriateness of test used /

Table-3.27: / Test Items from different sub-domains of the cognitive domain /

Table-3.28: / Opportunity for doing of practice teaching in the ToT /

Table-3.29: / Opinion on the aspects of opportunities during training /

Table-3.30: / Completion of training Activities within the allotted time /

Table-3.30a: / The progress of implementation of subject-based training /

Table-3.31: / Trainer’s educational qualification /

Table-3.32: / Trainer’s long-term training /

Table-3.33: / Short-term training received /

Table-3.34: / Level of satisfaction trained teachers of Bangla regarding the session of subject-based training to meet the classroom teaching need /

Table-3.35: / Level of satisfaction trained teachers of English regarding the session of subject-based training to meet the classroom teaching need /

Table-3.36: / Level of satisfaction trained teachers of Mathematics regarding the session of subject-based training to meet the classroom teaching need /

Table-3.37: / Level of satisfaction trained teachers of EVS (Science) regarding the session of subject-based training to meet the classroom teaching need /

Table-3.38: / Level of satisfaction trained teachers of EVS (Social Studies)regarding the session of subject-based training to meet the classroom teaching need /

Table-3.39: / The extent to which the following contents followed during subject based training in Bangla /

Table-3.40: / The extent to which the following contents followed during SBT in English /

Table-3.41: / the extent to which the following contents followed during subject based training in Mathematics. /

Table-3.42: / The extent to which the following contents following contents followed during subject based training in EVS (Science) /

Table-3.43: / The extent to which the following contents were followed during SBT in EVS (Social Studies) /

Table-3.44: / Level of using the methods and techniques in the session of the SBT /

Table-3.45: / Getting opportunity for teaching practice /

Table-3.46: / Reasons for unable to use acquired knowledge (Through training) at the classrooms /

Table-3.47: / Appropriateness of the allotted time to present the content of the SBT manual following the techniques mentioned in the manual /

Table-3.48: / Opinion of the SBT Trainers on the effectiveness of the content of the manual to prepare competent teacher /

Table-3.49: / Opinion on the necessity for adding contents in the SBT to prepare competent teacher /

Table-3.50: / Opinion of the SBT Trainers on the relevancy of the content of the manual to prepare competent teacher /

Table-3.51: / Opinion on the necessity for adding contents in the SBT to prepare competent teacher /

Table-3.52: / Opinion of the SBT Trainers on the effectiveness of the contents of the manual in preparing competent teacher /

Table-3.53: / Opinion on the necessity for adding contents in the SBT to prepare competent teacher /

Table-3.54: / Opinion of the SBT Trainers on the effectiveness of the content of the manual to prepare competent teacher /

Table-3.55: / Opinion on the necessity for adding contents in the SBT to prepare competent teacher /

Table-3.56: / Opinion of the SBT Trainers on the effective of the content of the manual to prepare competent teacher /

Table-3.57: / Opinion on the necessity for adding contents in the SBT to prepare competent teacher /

Table-3.58: / Duration of training /

Table-3.59: / Opinion of the trainers about the state of necessary physical facilities for smooth conducting of the SBT /

Table-3.60: / Suitability of Infrastructural design of URC for arranging the subject based training /

Table-3.61: / The quality of URC training for conducting day long training /

Table-3.62: / Seating arrangement and sitting shape of URC seating arrangement of URC /

Table: 3.63: / Infrastructural development/renovation required to maintain the quality of training. /

Table: 3.64: / The area where infrastructural development is needed for arranging quality training /

Table-3.65: / Effect on the training due to lack of residential facilities in the training center /

Table-3.66: / Recommended areas for expenditure /

Table-3.66a: / Recommended amount for trainers allowance /

Table-3.67: / Expected daily allowance of teachers /

Table-3.68: / The problem for drawing and disbursing money for the training. /

Table-3.69: / Opinion about financial management /

Table-3.70: / Appropriateness of the training materials for conducting quality training /

Table-3.71: / Appropriateness of the training materials for conducting quality training /

Table-3.72: / Opinion on the existence of monitoring of SBT /

Table-3.73: / Effectiveness of monitoring system /

Table 3.74: / Feedback system of monitoring, opinion of trainer and URC coordinators /

Table 3.75: / Staying duration of monitoring in SBT /

Table-3.76: / Effects on aspects of SBT for the presence of the monitor /

Table-3.77: / Suggestions of training improvement of the monitoring system to raise the quality of the SBT /

Table-3.78: / Monitors of Subject Based Training /

Table-3.79: / The suggestions for improving SBT /

Table-3.80: / Suggestion to improve the overall qualities of subject based training. /

Table 4.1: / Daily performance of trainers to conduct training activities of Day – 1 /

Table 4.2: / The duration of session /

Table 4.3: / Starting and ending of the session /

Table 4.4: / Daily performance of trainers to conduct training activities of Day – 2 /

Table 4.5: / The duration of session /

Table 4.6: / Starting and ending of the session /

Table 4.7: / Daily performance of trainers to conduct training activities of Day – 3 /

Table 4.8: / The duration of session /

Table 4.9: / Starting and ending of the session /

Table 4.10: / Daily performance of trainers to conduct training activities of Day – 4 /

Table 4.11: / The duration of session /

Table 4.12: / Starting and ending of the session /

Table 4.13: / Daily performance of trainers to conduct training activities of Day – 5 /

Table 4.14: / The duration of session /

Table 4.15: / Starting and ending of the session /

Table 4.16: / Daily performance of trainers to conduct training activities of Day – 1 /

101

Table-4.17: / Session duration /

102

Table 4.18: / Starting and ending of the session /

102

Table 4.19: / Daily performance of trainers to conduct training activities of Day – 2 /

103

Table 4.20: / The duration of session /

104

Table 4.21: / Starting and ending of the session /

104

Table 4.22: / Daily performance of trainers to conduct training activities of Day – 3 /

105

Table 4.23: / The duration of session /

106

Table 4.24: / Starting and ending of the session /

107

Table 4.25: / Daily performance of trainers to conduct training activities of Day – 4 /

108

Table 4.26: / The duration of session /

108

Table 4.27: / Starting and ending of the session /

109

Table 4.28: / Daily performance of trainers to conduct training activities of Day – 5 /

109

Table 4.29: / The duration of session /

110

Table 4.30: / Starting and ending of the session /

110

Table 4.31 / Daily performance of trainers to conduct training activities of Day – 1 /

112

Table 4.32 / The duration of session /

114

Table 4.33 / Starting and ending of the session /

114

Table 4.34: / Daily performances of trainers to conduct training activities of Day – 2 /

116

Table 4.35: / The duration of session /

118

Table 4.36: / Starting and ending of the session /

119

Table 4.37: / Daily performance of trainers to conduct training activities of Day – 3 /

120

Table 4.38: / The duration of session /

121

Table 4.39: / Starting and ending of the session /

122

Table 4.40: / Daily performance of trainers to conduct training activities of Day – 4 /

124

Table 4.41: / The duration of session /

125

Table 44.42: / Starting and ending of the session /

126

Table 4.43: / Daily performance of trainers to conduct training activities of Day – 5 /

128

Table 4.44: / The duration of session /

128

Table 4.45: / Starting and ending of the session /

129

Table 4.46: / Daily performance of Trainers to conduct training activities of Day 1 /

131

Table 4.47: / Duration of session /

132

Table 4.48: / Starting and ending of the session /

132

Table 4.49: / Daily performance of trainers to conduct training activities of Day 2 /

133

Table 4.50: / Duration of session /

134

Table 4.51 / Starting and ending of the session /

134

Table 4.52: / Daily performance of trainers to conduct training activities of Day 3 /

135

Table 4.53: / Duration of session /

136

Table 4.54 / Starting and ending of the session /

137

Table 4.55: / Daily performance of trainers to conduct training activities of Day 4 /

138

Table 4.56: / The duration of session /

138

Table 4.57: / Starting and ending of the session /

139

Table 4.58: / Daily performance of trainers to conduct training activities of Day 5 /

140

Table 4.59: / Duration of session /

140

Table 4.60: / Starting and ending of the session /

140

Table 4.61: / Daily performance of trainers to conduct training activities of Day – 1 /

142

Table 4.62: / The duration of session /

143

Table 4.63: / Starting and ending of the session /

143

Table 4.64: / Daily performance of trainers to conduct training activities of Day – 2 /

144

Table 4.65: / The duration of session /

145

Table 4.66: / Starting and ending of the session /

145

Table 4.67: / Daily performance of trainers to conduct training activities of EVS (Social Studies), Day – 3 /

147

Table 4.68: / The duration of session /

147

Table 4.69: / Starting and ending of the session /

148

Table 4.70: / Daily performance of trainers to conduct training activities of EVS (Social Studies), Day – 4 /

149

Table 4.71: / The duration of session /

150

Table 4.72: / Starting and ending of the session /

150

Table 4.73: / Daily performance of trainers to conduct training activities of EVS (Social Studies), Day – 5 /

152

Table 4.74: / The duration of session /

152

Table 4.75: / Starting and ending of the session /

153

Table 5.1: / Ratings of performance of trained and non-trained teacher in Bangla in terms of percentage /

156

Table 5.2: / Ratings of performance of trained and non-trained teacher English in terms of percentage /

160

Table 5.3: / Ratings of performance of trained and non-trained teacher in Math in terms of percentage /

164

Table 5.4: / Ratings of performance of trained and non-trained teacher in Environment Studies (Science) in terms of percentage /

167

Table 5.5: / Ratings of performance of trained and non-trained teacher in Environment Studies (Social Studies) in terms of percentage /

170

Table 6.1: / Nation wide subject wise achievement of students taught by trained and non-trained teachers /

175

Table 6.2: / Mean achievement of students of Barisal division in different subjects /

176

Table 6.3: / Mean achievement of students of Chittagong division in different subjects /

177

Table 6.4: / Mean achievement of students of Dhaka division in different subjects /

178

Table 6.5: / Mean achievement of students of Khulna division in different subjects /

179

Table 6.6: / Mean achievement of students of Rajshahi division in different subjects /

180