Friday, February 02, 2007
Education Ministryââ¬â¢s assessment study: Womenââ¬â¢s pupils good at language, poor at maths
* Survey results show male teachers better qualified than female teachers
* Multi-grade teaching in FATA 77%, in capital 19%
* Only 37% teachers use curriculum documents
By Irfan Ghauri
ISLAMABAD: An assessment study conducted by the Ministry of Education showed that students of female teachers scored higher in language tests, especially in Urdu, but that their performance in mathematics was poor.
The ministry, in collaboration with the provincial governments, recently conducted a study assessment for grades 4 and 8 for languages, mathematics, science and social studies. The findings of the report in ââ¬ÅTeacher-related Variables and Students Achievementsââ¬Â said that male teachers were better qualified than female teachers in both rural and urban areas. There were more matriculate female teachers than male teachers.
Less than 50 percent teachers had secured any kind of training. The results of the assessment study said there were no significant differences in mean scores where teachers reported teaching two or more classes together in the same period compared to those where teachers taught a single class. The highest percentage of multi-grade teaching by teachers was reported from the Federally Administered Tribal Areas (FATA) at 77 percent and the Federally Administered Northern Areas (FANA) at 74 percent. The lowest percentage (19 percent) of multi-grade teaching by teachers was reported from the Islamabad Capital Territory (ICT).
The availability of teaching resources such as libraries, teaching kits, textbooks, teaching guides, curriculum documents, etc, did not make any significant difference to the mean scores of students in either subject. Only 46 percent head teachers reported that curriculum documents were available in their schools and only 37 percent teachers said they used the curriculum documents. However, the use of curriculum documents and other teaching resources did not significantly increase studentsââ¬â¢ achievement.
According to the study, students who were never punished by their teachers performed significantly better. Amazingly, 58 percent students said their teachers never punished them and only 0.03 percent reported they were frequently punished.
Rewarding studentsââ¬â¢ performance increased achievement in all the subjects. A greater frequency of homework, assignments, monitoring homework and getting feedback on homework increased studentsââ¬â¢ achievement in all four subjects. More than 90 percent schools did not have medical and heating facilities, 20 percent schools had no toilets at all for either students or teachers. Less than 10 percent schools had up to three usable toilets.
In the October 2005 earthquake-affected areas, the performance of students was affected in all four subjects. Around 10 percent students from Azad Jammu and Kashmir (AJK) and the North West Frontier Province (NWFP) reported that they had to migrate after the quake.
The assessment took place in 127 out of 137 districts and federal regions, which is a major step forward from previous sampling designs that usually began by selecting a few districts, often for reasons of administrative convenience and financial constraints. The rate of participation was much lower than expected and instead of the desired total of 17,120 students, the actual sample was 11,954.
The ages of the grade 4 students as recorded in school admissions registers ranged from less than 9 years (0.06 percent) to between 12-14 years (42 percent). Only 50 percent students in grade 4 were registered within the appropriate age range (9-11 years). The increase in student ages did not show an increase in their performance.
Students taught by their fathers or brothers at home scored significantly higher in Urdu and mathematics compared to students who reported that their mothers or sisters taught them at home. Students who did not receive help from anybody scored the least.
http://www.dailytimes.com.pk/default.asp?page=2007\02\02\story_2-2-2007_pg11_1
Education Ministryââ¬â¢s assessment study: Womenââ¬â¢s pupils good at language, poor at maths
* Survey results show male teachers better qualified than female teachers
* Multi-grade teaching in FATA 77%, in capital 19%
* Only 37% teachers use curriculum documents
By Irfan Ghauri
ISLAMABAD: An assessment study conducted by the Ministry of Education showed that students of female teachers scored higher in language tests, especially in Urdu, but that their performance in mathematics was poor.
The ministry, in collaboration with the provincial governments, recently conducted a study assessment for grades 4 and 8 for languages, mathematics, science and social studies. The findings of the report in ââ¬ÅTeacher-related Variables and Students Achievementsââ¬Â said that male teachers were better qualified than female teachers in both rural and urban areas. There were more matriculate female teachers than male teachers.
Less than 50 percent teachers had secured any kind of training. The results of the assessment study said there were no significant differences in mean scores where teachers reported teaching two or more classes together in the same period compared to those where teachers taught a single class. The highest percentage of multi-grade teaching by teachers was reported from the Federally Administered Tribal Areas (FATA) at 77 percent and the Federally Administered Northern Areas (FANA) at 74 percent. The lowest percentage (19 percent) of multi-grade teaching by teachers was reported from the Islamabad Capital Territory (ICT).
The availability of teaching resources such as libraries, teaching kits, textbooks, teaching guides, curriculum documents, etc, did not make any significant difference to the mean scores of students in either subject. Only 46 percent head teachers reported that curriculum documents were available in their schools and only 37 percent teachers said they used the curriculum documents. However, the use of curriculum documents and other teaching resources did not significantly increase studentsââ¬â¢ achievement.
According to the study, students who were never punished by their teachers performed significantly better. Amazingly, 58 percent students said their teachers never punished them and only 0.03 percent reported they were frequently punished.
Rewarding studentsââ¬â¢ performance increased achievement in all the subjects. A greater frequency of homework, assignments, monitoring homework and getting feedback on homework increased studentsââ¬â¢ achievement in all four subjects. More than 90 percent schools did not have medical and heating facilities, 20 percent schools had no toilets at all for either students or teachers. Less than 10 percent schools had up to three usable toilets.
In the October 2005 earthquake-affected areas, the performance of students was affected in all four subjects. Around 10 percent students from Azad Jammu and Kashmir (AJK) and the North West Frontier Province (NWFP) reported that they had to migrate after the quake.
The assessment took place in 127 out of 137 districts and federal regions, which is a major step forward from previous sampling designs that usually began by selecting a few districts, often for reasons of administrative convenience and financial constraints. The rate of participation was much lower than expected and instead of the desired total of 17,120 students, the actual sample was 11,954.
The ages of the grade 4 students as recorded in school admissions registers ranged from less than 9 years (0.06 percent) to between 12-14 years (42 percent). Only 50 percent students in grade 4 were registered within the appropriate age range (9-11 years). The increase in student ages did not show an increase in their performance.
Students taught by their fathers or brothers at home scored significantly higher in Urdu and mathematics compared to students who reported that their mothers or sisters taught them at home. Students who did not receive help from anybody scored the least.
http://www.dailytimes.com.pk/default.asp?page=2007\02\02\story_2-2-2007_pg11_1