Author(s): Vinay Pratap, Dhananjoy Shaw and Akesh Yadav

Abstract:

Education is a cornerstone of sustainable development, particularly in rural regions where access to quality learning remains a persistent challenge. This study focuses on evaluating the learning outcomes of government primary school students in rural areas, measuring their performance at the start and end of an academic year. Using an outcome-based evaluation framework, this research assesses the progression in literacy, and numeracy among students. Researchers apply quasi-experimental methodology along with pretest-posttest single group research design.

This experimental research encompasses a sample of 87 students (girls-45 & boys-42) from the 4th and 5th classes across 10 rural government primary schools in Hathras district. Learning outcomes were assessed through pre- and post-tests aligned with national education department Prerna Aims.

The initial “starting line” evaluation showed notable differences in baseline performance. For Class 4, average literacy scores were Pre-WH (65%) and Pre-SH (70.71%), while numeracy stood at Pre-M (41.74%). By the end of the OBE cycle (July to December), the “end line” results demonstrated significant improvement, with literacy increasing to Post-WH (87.26%) and Post-SH (85.95%), and numeracy rising to Post-M (50.53%). For Class 5, the baseline averages were Pre-WH (67.22%), Pre-SH (63.85%), and Pre-M (42.22%) for literacy and numeracy respectively. By the end line, these improved to Post-WH (86.44%), Post-SH (84.88%), and Post-M (62.66%).

Methods: To assess the null hypothesis, a t-test was conducted for every individual class data, and a z-test was applied to the overall dataset. The t-test scores for WH, SH, and M were -17.11, -11.17, and -13.08, respectively, for Class IV, and -18.25, -19.53, and -5.98 for Class V. Correspondingly, the z-test scores were -8.37, -6.30, and -4.59.

Results: All obtained test statistics exceeded the critical values at 0.05 level of significance (p<0.05), indicating statistically significant differences between pre-test and post-test scores. These results led to the rejection of the null hypothesis.

Conclusion: The findings confirm that Learning Outcomes-Based Teaching significantly improved students’ academic performance, demonstrating its effectiveness as an innovative and data-driven pedagogical intervention in the classroom setting.

DOI: 10.22271/27891607.2025.v5.i2e.362

Pages: 428-432 | Views: 82 | Downloads: 24

Download Full Article: Click Here