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Proceeding of 1st World Conference on Education, Vol. 1, 2017, pp. 68-84
Copyright © IAR
ISSN 2613-8654
1st World Conference on Education, 12th -13th October 2017, Colombo, Sri Lanka
PEDAGOGY AND ITS PRAGMATIC EFFECTIVENESS ON
PUPIL’S ACHIEVEMENT IN MATHEMATICS: A STUDY OF
SAMPARK IN INDIA
Akhand Sharma & Rani Dubey
Centre for Educational Research, Department of Education, Dr.Hari Singh GourVishwaVidyalaya,
India
akhand.sharma@hotmail.com, ranidubey63@yahoo.com
Abstract: The study investigated the effect of usage of Teaching Learning Material
(TLM) of Sampark on pupil’s achievement in mathematics. The Study selected the sample
from Grade Two students studying in Government Primary School, Bhimtal Block of
Nainital District, Uttarakhand, India.
The study named this pedagogy as Sampark means in-contact. Contact between students
and between student and a teacher. Sampark pedagogy aims to develop sense of ideas, so
that students work both independently and collaboratively. Sampark promotes to work
with the partners in small groups. The teacher is responsible for ensuring that students
understand the concepts of mathematics by contacting with each individual group and
clarifying their doubts and insist them to solve their problems. Students play the
participant role which includes; listening, writing, responding, questioning, work actively
in group and critical assessment.
The proposed study used two different types of tools; Diagnostic Tool as Pre Test and
Endline Tool as Post Test for studying the effectiveness of Sampark Pedagogy.
The Diagnostic Tool was administered between Aug- Sept 2016 and End Line Tool was
administered from February- April 2017. ‘Paired T Test’ is used for analysing the
assessment result in order to study the effectiveness of Pedagogy in teaching mathematics.
The study is highly original; innovative especially it is an effort, to make teaching and
learning process more pragmatic and result oriented.
Keywords: TLM, Sampark, Pedagogy, Effectiveness, Pupil, Achievement
Introduction
akhand.sharma@hotmail.comMathematics is considered as a key subject world-wide. It is also mandated that
students should study mathematics by the end of the compulsory years of schooling. In most of the
countries the aim of teaching mathematics is to gauge mathematical literacy so that students at the end
of compulsory education can apply mathematical knowledge in their real life situations and equipped
with knowledge to serve the nation.
Akhand Sharma, akhand.sharma@hotmail.com, Centre for Educational Research, Department of Education,
Dr.Hari Singh GourVishwaVidyalaya, India
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Being a teacher, we learn what matters, what engages or frustrates, what learners are good at and what
they need to learn (Delpit. 2012). We also learn zones of proximal development so that we design our
construction which meets the needs of the learner. Teacher has to come outside of their comfort zones
and have to adopt some different methods so that it may be easy for the students to grasp.
Key Terms
Sampark Foundation
In the first phase during 2014 and 2015 the Sampark Smart Class program was implemented in 2000
schools and has trained more than 2500 teachers. On 25 Feb.2016, Sampark Foundation in
collaboration with Sarv Shiksha Abhiyan, Government of Uttarakhand, India, implemented Sampark
Smart Class Program in all government primary schools.’ Innovation led large scale social change’ as
the central idea, Sampark Foundation founded by Mr. Vineet Nayar, Former CEO, HCL Technologies
with his wife Anupama Nayar, impacting lives of 3 million children studying in 50,000 schools in
Uttarakhand, Jammu and Kashmir and Chhattisgarh states of India; making it one of the world’s largest
primary school transformation initiatives by a foundation. Sampark Foundation has a partnership with
Sarv Shiksha Abhiyan, Government of Uttarakhand, India to enhance learning outcomes in Maths and
English at Primary Level.
The objective of this initiative is that 80% of children studying in government primary school are able
to perform well in basic mathematical operations and use 500 new words to speak and write in English
after a year of implementation.
Sampark Pedagogy
Sampark is a Hindi Language word which means ‘in contact’. Sampark Pedagogy is an attempt to
bring smiles to Government Primary School Students of Uttarakhand, India. The ideology of Sampark
Pedagogy is to use mathematics toolkit in an effective way in teaching-learning process so that
students learns mathematics with ease. The message of Sampark Pedagogy is to make learning of
mathematics more interesting i.e. “Learn with Fun”.
Sampark Pedagogy for teaching mathematics used16 TLM having features:
(i) 3D teaching learning aids (ii) Games to make learning fun
The preliminary results of this pedagogy reflect that it has secured attention and interest among
students in mathematics. Sampark Pedagogy helps in maintaining the relationship between teacher and
students, between students and after all students’ relationship with mathematics as a subject. The
essence of Sampark Pedagogy is to bring all together in contact with mathematics. It eases the work of
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70
teacher as well as student and promotes the feelings of working in a group with co-operation and co-
ordination.
Teaching Learning Material (TLM)
Teaching Learning Material (TLM) refers to some specific sophisticated equipment used for making
teaching- learning process more interesting and interactive. TLM act like a tool in pedagogy resource
centre. TLM may be hand-made creativity by the teacher or brought from the market. TLM helps in
making topic more interesting and understandable for the students.
TLM is ‘By the learners, for the learners and of the learners’. Thus we can say that TLM is frugal way
of making teaching more innovative and interactive. It is a frolic way of teaching and emphasis on
permanent learning rather than fugitive.
Mathematics Teaching
School mathematics has long been seen as a static discipline rigidly defined by a known set of concepts
principles and skills (Fisher, 1990). Teacher influence student‘s classroom learning by their discourse.
Teaching of mathematics as a subject is challenging task for teacher. An old Chinese proverb says that,
‘I hear and I forget; I see and I remember; I do I understand’.
The NPE (1996) has considered the importance of mathematics in general education and suggested that
‘Mathematics should be visualised as the vehicle to train the child, to think, reason analyse and to
articulate logically’. . Mathematics, by and large is taught in a stereotyped and mechanical way in
schools. ‘Experience has shown that the majority of students normally fail in Mathematics at the end of
class X (NCERT 2000).
National Curriculum Framework (NCF, 2005) stated that developing children’s abilities for
mathematician is the main goal of mathematics.
Mathematic Tool-Kit- Primary School
Teaching of mathematics is very poor in government primary schools of Uttarakhand, India. Most of
the students are from economically backward strata of the society.
According to National Achievement Survey Class V Uttarakhand, NCERT 2014, Education Survey
Division Report. The report reveals that in Uttarakhand performance of students was lower as
compared to overall average on all the content areas of mathematics.
Sampark Mathematics Tool-Kit includes 16 TLM, their information as shown in Table.
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Table1: Sampark Mathematics Tool-Kit
No.
TLM
Description
1.
Square Counter
Coloured Square Counters are used for learning numbers
2.
Round Counter
Coloured Round Counters are used for learning
3.
Number Line & Clip
In a group of 10 beads, there are 100 beads in a wire
4.
Base 10 Block
Yellow Cubes- Unit, Blue Rods- 10th and Green- 100th Place
5.
Play Money
It helps the students tom learn transactions in day to day life
6.
Operation Mat
It represents unit, 10th and 100th place and helps in solving
problems (BODMAS)
7.
Place Value Strips
Strips of different colours represents unit 10th and 100th position
8.
Special Blocks
Blocks of different shapes; Triangle, Square, Rectangle, Circle
and Hexagon, help the students to identify them
9.
Geo Board
Square Board with pegs, by the help pf rubber band students will
draw several figures
10.
3D (Solid Fig.)
Cylindrical, Cube, Cuboid, Pyramid, Cone, Prism- Students
identify these pictures and their respective features
11.
Pattern Block
6 Figures of different colours; Y- Hexagon, O-Square, R
Rectangle, G-Triangle, B-// Gram, W- Rhombus (Fig. Shapes)
12.
Clock
Time related problems by the help of wooden clock
13.
Add./Sub Chart
Chart helps in learning addition and subtraction of numbers
14.
Dice
3 pairs of dice of different colours helps in learning numbers
15.
Hundredth Chart
Consists of numbers 1-100; learning numbers and their place
16.
Square Line Chart
Chart consists of small squares it helps in practising
mathematical operations
Statement Of The Problem
To study the effectiveness of Sampark Pedagogy which used Mathematics Tool Kit in pupil’s
achievement, studying in Grade 2 of Government Primary School, Bhimtal Block District Nainital
(U.K.).
Need & Significance Of The Study
Now a days it become fashion that parents are sending their children to English Medium Public
Schools rather than Government Schools because they think that in government school teachers are not
teaching well and they will spoil the career of their children by admitting them in government school.
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72
It is generally observed that students studying in government primary schools are from economically
backward classes, since their children are getting mid-day meal, free books, free dress and scholarship
they are sending their children to these schools. Parents are not interested in education of their kids as
they are illiterate.
In most of the government primary schools traditional method is used for teaching mathematics,
students depend upon their teachers they do not apply their mind in solving problems. In such situation
if the teacher is not competent enough they will show worst result. In such situation to make teaching-
learning more interactive ‘Sampark Mathematics Toolkit’ is used in order to support students
mathematically i.e. diagnose their weaknesses and help them in learning mathematical concepts.
The study is an intensive attempt to explore how mathematics teaching can become more interesting by
using Mathematics Tool Kit having TLM in the pragmatic way in day to day classroom teaching
activities.
Wagner (2012) suggested ‘look at innovation as an approach ‘. The study is a mere attempt to study
effectiveness of TLM
Review Of Literature
Review of literature is helpful in exploring the previous studies enriches and excites the intellect of the
investigator. Some of the studies are:
Chang, D. (2000), ‘Design and Implementation of a Schema-based Learning System
on the Web’. The purpose of the study was to address the design and development of web based
system that complements the human cognition need to structure and restructure information in its
hierarchal representation. The study evaluated the usability and the effectiveness of the schema-based
learning system by collecting feedback from a group of students in this course.
Charsky (2004), ‘Evaluation of the Effectiveness of Integrating Concept Maps and Computer Games to
Teach Historical Understanding’. The purpose of the study was to determine if one of scaffolding,
concept mapping would affect the participants, games performance, game knowledge and historical
understanding. Three different ninth grade advanced global history, classes participated in the study.
The result indicates that there was not a significant difference between the treatment groups in game
knowledge and historical understanding. However the participant’s responses and comments made in
journals shows that the student did learned about theoretical history and history in general.
Cheryl Dozier, Theresa Deeney (2015),’Keeping Learners at the Center of Teaching’. The study
emphasised on building relationships between teacher and learner (adult and children) so that we can
better understand them personally and academically. The study explain various methods of building
relationships with teachers like; introduction, celebrations and artifacts later on study enlighten on
building relationships with children and families through family photographs, weekly conversations
with families. Learn about students through observation of lesson plan, anecdotal notes and reflections.
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73
The study discussed teaching as complex and teachers learn to examine both their teaching discussions
and their language choices through multiple lenses and multiple interpretations.
Dubey (1990), ‘A Comparative Study of a Play-way Self-learning Technique and the
Traditional Method of Teaching Hindi at Initial Primary Stage’.
The objectives of the study were:
i. To develop SLM for the illiterate children and;
ii. To compare self-learning and traditional method
The study was conducted at three stages. The major findings were:
i. The experimental group students were found to be superior to the controlled group in recognition of
alphabets in reading sentences and writing.
ii. Experimental group was more interesting in learning.
iii. Play way self-learning method of teaching Hindi was found to be much better than the traditional
one.
Feng-jung Liu Bai-jiun Shih (2008), ‘E-learning activity-based material recommendation system’. The
study highlighted that computer based systems is very much helpful in sharing experiences. The paper
explains the application to utilise the techniques of LDAP and JAXB so that we can reduce the load of
search engines LDAP (Light Weight Directory Access Protocol) and JAXB (Java Architecture for
XML Binding). The major findings of the study are that generally search engine, search content by
using multiple key words at a time. The system allows learners to search by content creator, topic,
content body keywords is order to narrow the scope of learning material.
Floyed E. H. (2006), ‘The Use of Technology and Its Effect on Student Achievement’. The study was
conducted to examine the use of technology and its effect on student achievement. The responses of
the teachers in teacher technology survey and the teacher pedagogy survey showed no correlation to
student achievement and responses for the students in the student technology survey indicated a
positive correlation to student achievement. The data showed that with the increase in the use of
technology by the student their achievement increases.
HukYuen Law (2013),’Reinventing teaching in mathematics classrooms’. The purpose of the paper is
to explore the way how teaching in general and teaching of mathematics can be reinvented.
Reinvention means new possibilities of facilitating or creating new learning experiences for the
students. Teachers will experience such changes by experimenting with their students. The study
discussed that through pedagogical experiments, teachers are becoming more aware of the need to
learn from the learners in order to teach them ore effectively through the reinvention and unlearning of
their own teaching.
John Loughran (2015),’Teaching for Quality Learning: A Focus on Inclusive Pedagogy’. The study
explained about inclusive pedagogy is derived from the ability to notice. Inclusive pedagogy offers
insights into expertise that go behind the art of ‘doing teaching’ and open it for scrutiny.
Kapadia (1988),’ Development and Try-out of Programmes for Remedial Teaching of
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74
English for the post HSSC Level’. The major objectives of the study were: (i). To identify the
grammatical errors in the written expression of the student who have passed HSSC (ii) To locate the
high frequency of errors in English (iii) To develop Programmed Learning Material (PLM) for
remedial teaching in selected areas of errors in English
The sample consisted of 160 students. The major findings were:
i. Programme I (Pronoun) was found very relevant and had the instructional potential as aimed at
ii. Programme II (Concord) consisting of 100 frames was more difficult than the first one.
iii. Programme III (Tenses) having 108 frames the longest chunk of the programmed material required
revision
iv. Programme IV (Sequence of Tenses) was the most complex from all
v. Pre-test to Post-test, the mean score always increased.
Mohammad Reza Sarkar Arani (2017),’ Raising the quality of teaching through Kyouzai Kenkyuu –
the study of teaching materials’. The study attempts to examine cross-cultural learning and teaching
materials known as Kyouzai Kenkyuu in Japan. The paper investigates the Iranian and Japanese
teacher’s view and awareness about the teaching materials. The findings of the study are intended to
position Kyouzai Kenkyuu as an important aspect of Japanese lesson study and provide pedagogical
reasoning that supports the quality of teaching can be improved through lesson study. Japanese
teachers focus more on learners and the teaching materials for raising the quality of teaching whereas
Iranians teachers focus more on the content of teaching and learning behaviour.
Objectives Of The Study
The major objective of the study is to study the effectiveness of Sampark Mathematics Tool Kit on
Pupil’s achievement in mathematics. The study is a mere attempt to study whether mathematics tool kit
will be effective in teaching mathematics at primary level or not. Specific objectives of the proposed
study are:
i. To diagnose the problems faced by the students in learning mathematics.
ii. To study the adaption of the Sampark mathematics toolkit by the students.
iii. To study the effectiveness of the Sampark Mathematics Toolkit (SMT) in terms of student’s
reaction.
iv. To study the variations in achievement of students taught through traditional method (Text Book)
and taught through Sampark Pedagogy i.e. Mathematics tool Kit (TLM).
Hypothesis
The following hypotheses are formulated and tested ay 95% level of significance.
i. There is statistically no significant difference between the pre-test and post-testscores.
ii. There is statistically no significant difference between subjects; girl and boy.
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iii. There is no significant difference in mean marks betweenboys and girls when equal variances
assumed and when equal variances not assumed.
Research Methodology
Research Methodology is the systematic procedure by which the research starts from the identification
of the problem tom its final conclusion. The method of research provides tool and techniques by which
the research problem is undertaken.
Design
The design of the study is presented as
P1 T
X
P2 S
P1 Pre-Test P2 - Post-Test X- Experimental Group
T- Traditional Method S- Sampark Pedagogy (Mathematics Tool-Kit)
Area Of Study
The area for the proposed study is students studying in Grade II of Government Primary School,
Bhimtal Block District Nainital (U.K.).
Schedule Of The Study
The proposed study used two different types of tools; Diagnostic Tool as Pre Test and Endline Tool
as Post Test administered on Grade II for studying the effectiveness of Sixteen TLM used for teaching
mathematics. The Diagnostic Tool was administered between Aug- Sept 2016 and End Line Tool was
administered from February- March 2017.
Population
All the students studying in Grade II, Government Primary School, Bhimtal Block District Nainital
comes under population of the study. According to Session 2016-17, there were 148 schools in which
609 students enrolled in Grade II.
Sample & Sampling Techniques
Sampark Foundation in first phase administered this test on 25 GPS; pre and post-test.
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76
Table 2- Selected School (Understudy)
S.No.
School
B
G
Total
1.
GPS Bhowali Nagar Kshetra
4
1
5
2.
GPS Bharatpur
2
8
10
3.
GPS Mehragaon 1
5
5
10
4.
GPS Mehragaon 2
2
0
02
5.
GPS Gorakhpur
0
4
04
6.
GPS Vinayak
5
4
09
7.
GPS Haidiyagaon
1
2
03
8.
GPS Ghigrani
1
2
03
9.
GPS Pandeychod
2
3
04
10.
GPS Alchauna
1
0
01
11.
GPS Surithum
1
4
05
12.
GPS Model School, Bhimtal
1
2
03
13.
GPS Taada
3
1
04
14.
GPS Dak Bangla
1
5
06
15.
GPS Dungshill
5
1
06
16.
GPS Songaon
1
1
02
17.
GPS Kwarali
4
2
06
18.
GPS Jantwaldhura
3
1
04
19.
GPS Bilaspur
0
1
01
20.
GPS Pandeygaon
1
5
06
21.
GPS Bhankar
6
4
10
22.
GPS Sangurigaon
2
2
04
23.
GPS ThaplaiyaMehragaon
1
3
04
24.
GPS Nukichyataal
2
6
08
25.
GPS Budhadhura
3
2
05
TOTAL
57
68
125
Source: Bhimtal Block Resource Centre (Students Enrol- Session 2016-17)
Purposive sampling was used for selecting the sample; 125 students studying (Grade II) in GPS,
Bhimtal Block, Nainital was selected.
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Tools
Diagnostic Tool as Pre-test and End Line Tool as Post-test administered on Grade II students studying
in GPS.
A. Diagnostic Tool
Diagnostic Tool test reflects the outcome of Traditional Method of Teaching. It includes 11 Items and
time allotted was 1 Hour. The distribution of Items and parts were.
Table 3- Item Description
Item No.
Areas
Parts
Marks Allotted
1
Shapes
1
02
2
Quantity (>, <, =)
3
06
3
Counting
3
06
4
Number Sense
2
04
5
Place Value
1
02
6
Addition
3
06
7
Subtraction
3
06
8
Multiplication
3
06
9
Division
3
06
10
Time (Clock)
2
04
11
Pattern
2
02
TOTAL
50
B. Endline Tool
End Line Tool as Post-test administered after 6 months of Diagnostic Tool Test. It reflects the
outcome of Teaching by Sampark Mathematics Tool-Kit.End Line Tool Test was just like Diagnostic
Test covering same areas/ topics with different items, administered on same experimental group on
which diagnostic test conducted earlier.
Scoring
0- If child does not attend the item
1- Child has answered but answer is wrong
2- Child answered correctly
* The maximum mark was 50 for analysis we convert all the marks out of 100.
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Analysis
SPSS 21 used for Paired T Test, ANOVA andIndependent T Test for analysing the results. Percentage
analysis is also used for studying other facts related to TLM.
Results & Discussions
I. No Significant Difference Between Pre-Test and Post-Test Scores
Paired Samples Statistics
Mean
N
Std. Deviation
Std. Error Mean
Pair 1
PRE_TEST
39.360
125
18.4454
1.6498
POST_TEST
57.408
125
22.0966
1.9764
Paired Samples Correlations
N
Correlation
Sig.
Pair 1
PRE_TEST & POST_TEST
125
.907
.000
Paired Samples Test
Paired Differences
t
df
Sig. (2-tailed)
Mean
Std.
Deviation
Std. Error
Mean
95% Confidence
Interval of the
Difference
Lower
Upper
Pair 1
PRE_TEST -
POST_TEST
-18.0480
9.4270
.8432
-19.7169
-16.3791
-21.405
124
.000
When we have to study within subjects then we willselect‘Paired Sample T Test’. The Mean marks
attained by the students in pre-test is 39 which shows below average whereas mean marks attained in
post-test is 57 which shows average; the difference in the average is 18.0480. There is very high
positive correlation r= +0.907 between pre-test and post-test score. The p value < 0.05 which reflects
that, Null Hypothesis is rejected that there is no statistically significant difference between pre-test and
post-test scores. Thus we can say that Post-test scores are better than Pre-test.
II. Between Subjects
When we have to study difference between the groups we will go for ANOVA.
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Dependent Variable- Change (Difference in Marks)and Fixed Factor- Category (Boy, Girl)
Descriptive Statistics
Dependent Variable: Difference in Marks
CATG
Mean
Std. Deviation
N
BOY
18.46
8.281
57
GIRL
17.71
10.339
68
Total
18.05
9.427
125
LLevene's Test of Equality of Error Variancesa
Dependent Variable: Difference in Marks
F
df1
df2
Sig.
3.492
1
123
.064
T Tests the null hypothesis that the error variance
of the dependent variable is equal across groups.
a. Design: Intercept + CATG
T Tests of Between-Subjects Effects
Dependent Variable: Difference in Marks
Source
Type III Sum
of Squares
df
Mean Square
F
Sig.
Partial Eta
Squared
Noncent.
Parameter
Observed Powerb
Corrected Model
17.454a
1
17.454
.195
.659
.002
.195
.072
Intercept
40548.910
1
40548.910
453.317
.000
.787
453.317
1.000
CATG
17.454
1
17.454
.195
.659
.002
.195
.072
Error
11002.258
123
89.449
Total
51736.000
125
Corrected Total
11019.712
124
a. R Squared = .002 (Adjusted R Squared = -.007)
b. Computed using alpha = .05
In case of Boy mean difference is very large. In case of Levene’s Test the p value > 0.05 therefore null
hypothesis that error variance of the dependent variable is equal across groups is accepted which
reflects homogeneity in groups.
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In case of Tests of Between-Subjects Effects the sig. value for category to change (F Value)
(difference) i.e. p value= 0.195 > 0.05. Therefore Null Hypothesis is accepted that there is no
statistically significant difference between girl and boy.
Partial Eta Squared (Fact of Size) is 0.002 (0.2%). Fact size explains how much movement in one
variable can be explained by movement in another variable. 0.2% Fact size is negligible low we can’t
explain the movement in difference to movement in category.
When we go for complicated research design ANOVA has much more flexibility than the T-test.
III. Mean Marks
Group Statistics
CATG
N
Mean
Std. Deviation
Std. Error Mean
Difference in Marks
BOY
57
18.46
8.281
1.097
GIRL
68
17.71
10.339
1.254
Independent Samples Test
Levene's Test for
Equality of
Variances
t-test for Equality of Means
F
Sig.
t
df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower
Upper
Difference
in
Marks
Equal
variances
assumed
3.492
.064
.442
123
.659
.750
1.698
-2.612
4.112
Equal
variances
not
assumed
.450
122.766
.653
.750
1.666
-2.547
4.048
When equal variances assumed t =0.442 whereas equal variances not assumed t= 0.450. In both the
cases mean difference= 0.750, whereas in both cases p value> 0.05 [0.659 and 0.653] which represents
that Null Hypothesis is accepted that there is no significant difference in mean marks between boys and
girls in both the cases.
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IV. Facts Related to TLM
It helps in studying the effectiveness of each TLM in Mathematics Tool-Kit in terms of achievement
i.e. marks obtained in particular section of Post- Test (End Line Tool).
1. Shapes
In almost 100% cases students secured full marks i.e. 2×1= 2 Marksin identifying the shapes in post-
test. It reflects that it helps the students in identifying shapes like rectangle, square, triangle circle etc.
2. Quantity
In almost 100% cases students secured full marks i.e. 2×3= 6Marks in identifying the (>, <, =). It
reflects that it helps the students in identifying quantities greater than, less than or Equal to.
3. Counting
In almost 100% cases students secured full marks i.e. 2×3= 6Marks in counting the items. It reflects
that it helps the students in counting the articles.
4. Number Sense
In almost 100% cases students secured full marks i.e. 2×2= 4 Marks in completing the series. It
reflects that it helps the students in identifying the series either they are in ascending or in descending
order. It helps the students in recalling the number.
5. Place Value
In almost 100% cases students secured full marks i.e. 2×1= 2 Marks in identifying the Unit and Tenth
place. It reflects that it helps the students in identifying number and their respective position.
6. Addition
In 72% cases students secured full marks i.e. 2×3= 6 Marks in adding the numbers none of the student
secured 0 Mark in this section. It reflects that teacher has to change their way of teaching. Students are
making mistakes while adding the numbers.
7. Subtraction
In 69% cases students secured full marks i.e. 2×3= 6 Marks in subtracting the numbers none of the
student secured 0 Mark in this section. It reflects that teacher has to change their way of teaching and
try to guide the students in subtracting the numbers. Students are making mistakes while subtracting
the numbers especially in carrying the numbers.
8. MULTIPLICATION
In 18% cases students secured full marks i.e. 2×3= 6 Marks in adding the numbers whereas 42%
students secured 1 markin this section none of the student secured 0 mark in this section. It reflects that
teacher has to change their way of teaching and try to guide the students in multiplication of the
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numbers. Students are making mistakes as they have not learned table and their applications in solving
problems.
9. Division
In 10 % cases students secured full marks i.e. 2×3= 6 Marks in division of the numbers whereas 45%
students secured marks between 0-1 in this section. It reflects that TLM requires modification student
unable to grasp knowledge whatever it is required, teacher has to change their way of teaching and try
to guide the students in division of the numbers.
10. Time (Clock )
In 6.4 % cases students secured full marks i.e. 2×3= 6 Marks in time related problems whereas 78%
students secured marks between 0-1 in this section. It reflects that TLM requires modification student
unable to read clock that’s why they were making mistakes in reading time. Teacher has to guide the
student regarding minute, hour and second needles in the clock.
11. Pattern
In 5.60 % cases; 7 students secured full marks i.e. 2×1= 2 Marks in pattern related problems whereas
32% students secured marks between 0-1 in this section. Students are doing well in this section they
requires assistance of the teacher in understanding the pattern.
Delimitations &Suggestions For The Further Studies
Since the present case is delimited to study the effectiveness of Sampark Pedagogy supported by
mathematics tool-kit used for the studying students in Grade II , Government Primary School, Bhimtal
Block District Nainital of Uttarakhand, India. Toolkit was distributed to all schools of Bhimtal Block
but the pre-test and post-test was administered only at 25 schools.
The suggestions for upcoming studies would be:
The study should be conducted for students studying in other schools of Uttarakhand.
Mathematics Tool-kit should be design for Upper- Primary and Secondary classes and later on study
will be conducted in order to study the problems in administering and its effectiveness.
Toolkit should be modified on the basis of findings of the studies and further studies should be
conducted in order to study the effectiveness of changes made in Toolkit
Toolkit can also be developed for other subjects also like English, Hindi, Social Science etc. and
study should be conducted for studying their effectiveness.
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We can also design Computer Assisted Instructions in Mathematics so that student learns at their
own pace.
If the upcoming studies will cover these areas/ issues than the results will present several facts and
findings which will help the Government and other agencies working in Education sector to check their
progress and implement the suggestions given by the researcher.
Conclusion
The most important function from teaching point of view is to provide materials and experiences in
order to provoke interests among the students. Sampark Pedagogy is a mere attempt or an experiment
to study the effectiveness of this pedagogy by using Mathematics Toolkit having teaching learning
material in order to bring all together in Sampark; Educand, Educator and Mathematics as a subject
i.e. in contact of each other so that we can make teaching- learning process more interesting and result
oriented. TLM makes a learning process as an active participation of students rather than passive. TLM
in \mathematics teaching helps the learner to learn at their own pace and promotes the feeling of group
dynamics; it helps the teacher to increase the participation of the learner through activities and game.
Sampark Pedagogy by using Mathematics Tool-Kit is an experiment in the area of mathematics so that
we can generate interest of the student in Mathematics at primary level and this habit inherited to
upcoming classes.
References
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Interactive Technology and Smart Education, Vol. 4 Iss 4 pp. 200 – 207
Helen Forgasz Jill Cheeseman (2015),"Effective and Inclusive Mathematics Teaching and Learning" In
Inclusive Pedagogy Across the Curriculum. Published online: 04 Dec, pp.73-97
Mohammad Reza SarkarArani , (2017)," Raising the quality of teaching through KyouzaiKenkyuu –
the study of teaching materials ", International Journal for Lesson and Learning Studies, Vol. 6 Issue 1,
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Huk Yuen Law, (2013),"Reinventing teaching in mathematics classrooms", International Journal for
Lesson and Learning Studies, Vol. 2 Iss 2 pp. 101 – 114
John Loughran (2015). "Teaching for Quality Learning: A Focus on Inclusive Pedagogy" In Inclusive
Pedagogy Across the Curriculum. Published online: 04 Dec; 281-289.
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New Delhi: NCERT
NCERT (2014), National Achievement Survey Class V [Cycle3], Uttarakhand (Subject Wise Report),
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William L. Schaaf (1941) A Bibliography of Mathematical Education, Forest Hills, N.Y. :Stevinus
Press, link from HathiTrust
http://ssa.uk.gov.in/
www.samparkfoundation.org
Further Readings
ArunAgarwal (2013), Development and Try-Out of Teaching Learning Material on English for
Standard VIII Students of AdarshNivasi Schools for Scheduled Tribes in Gujarat, Thesis Submitted to
CASE, MSU Baroda , Gujarat (For the Degree of Doctor of Philosophy)
Prabhune (1984). “A Critical Study of the Effects of Using Self-learning and Discussion Methods of
Instruction and Objective Assessment Tools, Measuring Higher Level Intellectual Skills and abilities
as Teaching Devices, on the Development of Learners’ Scientific Attitude and Problem solving Skills”.
Ph. D. Thesis, Poona University, Pune
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