Tags: Learning assessment, education, ethnic group, Sisimpur
According to the 2014 Education Household Survey, the literacy rate of people aged seven and above was 56% in Bangladesh. However, in the Sylhet division, the literacy rate was just 51%, and ethnic populations had only approximately 40%. This inequality demonstrates significant regional diversity in literacy rates among Bangladesh's same-aged population. Bangladesh's National Education Policy aims to provide equal opportunities to all citizens, and there is already a robust policy to ensure educational access for the country's minority and ethnic communities. For competency statistics, in Dhaka 73% students gain class 3 Bangla and Mathematical competency where in Sylhet, the rate is 59% only.
Learning assessments are crucial for understanding students' comprehension styles and offering a clear overview. This evidence is also scientifically verified, indicating that learning assessment plays a significant role. With efficient assessment, teachers can grade pupils, construct appropriate teaching methods, and provide feedback accordingly. With an objective to improve learning outcomes, Sesame Workshop Bangladesh (SWB) implemented an educational intervention termed "USAID's Promoting Education for Early Learners Project" with a time frame of 2021 to 2024. The project was set to be implemented in five Upazilas of Moulvibazar and Habiganj districts.
SWB has begun showing "Sisimpur" with the full assistance of USAID, a children's program comparable to Sesame Street, to make education entertaining for youngsters aged 3 to 8. The program maximizes accessibility through a complementary learning platform and inclusive educational strategy to improve children's early-grade learning capacity. This improved strategy emphasizes the development of the Bangla and mathematics abilities of students. This technique is designed not just for students but also for teachers to assist them in improving the diversity of their teaching abilities.
The primary goal of this assessment is to gain a conceptual understanding of how the project's classroom intervention benefits children, particularly those from marginalized groups, in terms of literacy, numeracy, and socio-emotional development. Other objectives include the average grade two student learning assessment score, diversity-equity-inclusion in classroom settings, the retention rate of enrolled girls, children with disabilities, and marginalized students throughout the project, the percentage of students who report positive self-esteem, and the number of students who feel included in school.
The study was carried out using both qualitative and quantitative methodologies, with an emphasis on the teaching-learning process. Quantifiable measurements were studied using quantitative approaches, while a qualitative approach was used to analyze and uncover the underlying causes that were predicted to contribute to the project's success.
The quantitative study included at least 800 students, with 400 in each of the control and treatment groups for the study. One of the parents was contacted as part of the study to learn about the household environment of marginalized groups. The qualitative method was followed to supplement the quantitative data and better comprehend the predicted impact of inclusive education. KIIs were conducted on 30 headteachers and 40 Bangla and Mathematics teachers to learn more about the school environment.
Various tools were employed to analyze the results. Bangla and arithmetic skills were tested quantitatively using an adapted technique based on the pedagogical competency area of NCTB-endorsed grade II Bangla and Mathematics, which followed the National Student Assessment (NSA). A pilot research study with a small sample size in the study area was carried out to fine-tune the questions and tools.
Data was collected by 36 enumerators. All surveys, except for the guardian survey, were conducted in person, while the parent survey was completed over the phone. Before the field survey began, all 36 enumerators and four supervisors received training on the instruments and data collection techniques. Before conducting interviews at the school, the headteachers provided informed consent. Data was obtained via a paper questionnaire by the enumerators. Later, it was transferred to an online form created in KoBoToolbox (a mobile-based platform).
Univariate and bivariate analyses were performed on the variables of interest for the intervention and control groups. The statistical t-test and proportionate t-test were used to determine the significance of the comparison. Qualitative data was transcribed from recorded interviews and field notes.
By analyzing the collected data, we discovered that the control group had considerably higher average marks than the intervention group, and students believed they had a positive relationship with their professors and peers in the classroom. The teachers also demonstrated a good attitude toward the kids, regardless of the student's gender, race, religion, or financial status.
Nearly all the teachers reported that they were familiar with "Sisimpur." Also, they said that the program was interesting, enjoyable, and informative for the students. Due to a scarcity of equipment, teachers could not present students with "Sisimpur" in the classroom. In both situations, the control group outperformed the intervention group in confidence and feelings of inclusion at school.