Author(s): Pankaj Kumar

Abstract: This study evaluates the impact of the Experience, Language, Picture & Symbol (ELPS) approach on numeracy skill development among Class 1 and 2 students (aged 6-8) in Darbhanga district, Bihar, a rural region marked by persistent educational challenges. Using a quasi-experimental design, 200 students (100 ELPS, 100 control) across 20 government primary schools participated in an 8-week intervention from December 23, 2024, to February 17, 2025. Pre- and post-tests assessed four numeracy domains: counting (1-20), number recognition, single-digit addition/subtraction, and word problems. Results revealed significant improvements in the ELPS group (post-test mean = 54.4/80, SD = 6.2) compared to the control group (44.4, SD = 7.8), with a large effect size (Cohen’s d = 0.83). Domain-specific gains were substantial, particularly in number recognition (d = 0.92) and word problems (d = 0.85). These findings underscore ELPS’s efficacy as a multi-sensory, constructivist alternative to rote-based methods in Darbhanga, where only 20% of Class 3 students achieve expected numeracy benchmarks (Pratham, 2023) [12]. Implications include integrating ELPS into Bihar’s curriculum and supporting resource provision to enhance foundational learning.

Pages: 226-229 | Views: 12 | Downloads: 7

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