Mathematical Achievement Of Tribal Children On Eklavya Model Residential Schools And Jawahar Navodaya Vidyalayas: A Comparative Study

Abstract

The investigator tried to explore educational achievement of ST students in mathematics in class VIII in EMRS and JNV. Class VIII ST students in JNV performed better than their grade-mates in EMRS in mathematics. It may, however, be mentioned that the performance of students from two types of schools was not in the satisfactory range as students in EMRS schools scored only 41.40 % in mathematics, while those in JNV scored in the range of 48%. Even if the performance of JNV students was better than those in EMRS, their performance was not also satisfactory, as they scored 48.32 % in mathematics. there is no significant difference in mathematical achievements of ST students in EMRS and JNV. Strengths of mathematical achievement of ST students in EMRS as reported by students and teachers are: Supply of free textbooks and uniforms and learning materials, engagement of qualified teaching staff for mathematics subject, special attention and coaching to student in mathematics, remedial teaching in mathematics, supervised teaching in mathematics, interactive mathematics classroom and special attention to weak students. strengths of mathematical achievement of ST students in JNV as reported by students and teachers are: supply of sufficient and free textbooks and uniforms and learning materials, engagement of qualified teaching staff for mathematics subject, high salary of mathematics teachers, special attention and coaching to student in mathematics, remedial teaching in mathematics, supervised teaching in mathematics, house master’s role in supervised teaching in hostels, interactive mathematics classroom , special attention to weak students and online coaching in mathematics wherever required. Concerns mathematical achievement of ST students in EMRS are: poor salary and service conditions of mathematics teacher, poor hostel atmosphere for teaching-learning process in mathematics, personal problems of students in mathematics not addressed, poor community involvement in mathematical activities, no mathematics laboratory, teacher-directed rather than student-initiated activities, poor attention to build capacities of teachers and adoption of CCE in student assessment in EMRS. The concerns in JNV are: poor hostel atmosphere for teaching-learning process in mathematics, personal problems of students in mathematics not addressed, teacher-directed rather than student-initiated activities, poor attention to build capacities of teachers and adoption of CCE in student assessment in JNV. Suggestions for EMRS to improve mathematical achievement of ST students in EMRS are: regular employment, proper salary and service conditions of mathematics teacher, solving mathematical achievement crises, strengthening laboratories, adopting innovative educational practices including CCE in true spirit, special measures for improving students’ mathematics proficiency, capacity building of teaching staff, student involvement in school practices and strengthening schoolcommunity link in EMRS. Suggestions for JNV to improve mathematical achievement of ST students in EMRS are solving mathematical achievement crises, strengthening laboratories, adopting innovative educational practices including CCE in true spirit, special measures for improving students’ mathematics proficiency, capacity building of teaching staff Student involvement in school practices, strengthening school-community in JNV.