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LEARNING OUTCOMES OF MONTHLY TEST IN

SELECTED PRIMARY SCHOOLS

SANIA DURRANI
Roll No. 3030
M.Ed

DISTANCE EDUCATION
UNIVERSITY OF PESHAWAR
Session 2016-17
LEARNING OUTCOMES OF MONTHLY TEST IN
SELECTED PRIMARY SCHOOLS

SANIA DURRANI

Roll No. 3030

M.Ed.

Thesis submitted to University Peshawar as partial fulfillment of the


requirement for the award of Master of Education (M.Ed.) Degree

DISTANCE EDUCATION
UNIVERSITY OF PESHAWAR
Session 2016-17
In The Name Of

Allah
Most Merciful and Compassionate, the Most Gracious and Beneficent, Whose
help and guidance we always solicit at every step at every moment.
APPROVAL SHEET

This thesis titled “Learning Outcome of Monthly Test in Selected Primary


Schools”. Submitted by Sania Durani, to the University of Peshawar, in partial
fulfillment of the requirements for the Degree of Master of Education is hereby
accepted.

1. Internal Supervisor/Examiner: _____________________


Dr. Arbab Khan Afridi

2. External Examiner ______________________


Prof. Dr. Arshad Ali

Dated: 30/09/2017
ACKNOWLEDGEMENTS

I wish to express my sincere thanks and deepest gratitude to my

supervisor Dr. Arbab Khan Afridi, at the University of Peshawar, for

his sincere help, guidance and encouragement in conducting this thesis

without which this task could never have been materialized.

I am also thankful to all the principals of the schools of Peshawar of all

these schools for their sincere cooperation and assistance in the

collection of data, which led to the completion of this study.

I would like to express a special word of thanks to my family and

specially my sister for their moral support. They tirelessly listened to

my ideas and offered encouragement when it needed. I will pay a

special thanks to my father who always motivated me for further

studies and to my mother for being so co-operative and for her prayers,

which enable me to complete the thesis.

SD

v
TABLE OF CONTENTS

Acknowledgements ...................................................................................................... v
Table of Contents ........................................................................................................ vi
List of Tables .............................................................................................................viii
Abstract ........................................................................................................................ ix
Chapter-1: Introduction .............................................................................................. 1
1.1 Background: ................................................................................................... 1
1.2 Statement of the Problem: .............................................................................. 2
1.3 Objectives: ..................................................................................................... 2
1.4 Significance of the Study: .............................................................................. 3
1.5 Delimitation of the Study: .............................................................................. 3
Chapter-2: Literature Review .................................................................................... 4
2.1 Beaconhouse school System .......................................................................... 4
2.2 Roots Millenium Schools............................................................................... 4
2.3 Qadims Lumiere: ........................................................................................... 4
2.4 Test:................................................................................................................ 5
2.5 Objective Type Tests: .................................................................................... 8
2.6 Subjective Type Tests: ................................................................................... 8
2.7 Uses of Tests: ................................................................................................. 8
2.8 Commencement and Weightage of the Test: ............................................... 10
Chapter-3: Methods and Procedure......................................................................... 12
3.1 The Nature of the Research: ........................................................................ 12
3.2 Sample: ........................................................................................................ 12
3.3 Tools of Data Collection: ............................................................................. 12
3.4 Construction of the Questionnaire: .............................................................. 12
3.5 Administration of questionnaire: ................................................................. 13
3.6 Data Analysis: .............................................................................................. 13
3.7 Schedule of Visits: ....................................................................................... 13
3.8 Delimitation: ................................................................................................ 13

vi
Chapter-4: Data Analysis .......................................................................................... 14
4.1 Teachers ....................................................................................................... 14
4.2 Studnets ........................................................................................................ 21
Chapter-5: Findings, Conclusions & Recommendations ....................................... 32
5.1 Findings: ...................................................................................................... 32
5.2 Conclusions:................................................................................................. 34
5.3 Suggestions: ................................................................................................. 35
References ................................................................................................................... 37
Appendixes-A ............................................................................................................. 39
Appendixes-B.............................................................................................................. 40
Appendixes-C ............................................................................................................. 41

vii
LIST OF TABLES

Table Title Page #


Table-4.1: Teachers Qualification ............................................................................. 14

Table-4.2: Test held in all in subject ......................................................................... 15

Table-4.3: Make up system of the test in case of: ..................................................... 16

Table-4.4: Span of Conduction of Test ..................................................................... 17

Table-4.5: Duration of Declaration of result ............................................................. 18

Table-4.6: Rewarded any Reward for your test......................................................... 19

Table-4.7: Your Opinion about text .......................................................................... 20

Table-4.8: Taken Admission ..................................................................................... 21

Table-4.9: Are you satisfied with the Learning Activities of the School .................. 22

Table-4.10: Are you in favour of the Test ................................................................... 23

Table-4.11: Do you Teachers take their Classes Regularly ........................................ 24

Table-4.12: Which grade do you usually Score .......................................................... 25

Table-4.13: Is the Marking System ............................................................................. 26

Table-4.14: Are you Tests Held Consecutive.............................................................. 27

Table-4.15: What is the Duration of the Test .............................................................. 28

Table-4.16: Is the Test Based on Taught Topics ......................................................... 29

Table-4.17: Who Supervise the Test ........................................................................... 30

Table-4.18: Who help you to Prepare the Test? .......................................................... 31

viii
ABSTRACT

This study was conducted on account of knowledge gaining about monthly test in its

relevance of understanding and better learning. Learning is the basic purpose of

education and there are many develop method testing. Which has basic purpose to

only measure the learning but it involve another most important and effective respect

‘repetition’ which by itself is a device for improving the learning of a student. My

research is touring this effective aspect of monthly test, which improve the learning of

student by a comparative analysis in the domain of education that those students who

frequently administer monthly test leave a lot than those students who skip of this

monthly exercise for improving learning.

The findings of this study illustrate the importance of the SACMEQ policy

suggestions that guided policy makers in formulating Free Primary Education (FPE).

Primary schools had autonomy (based on guidelines) to manage school grants so as to

improve pupils’ access to adequate school instructional materials. The results depict

that the level of school instructional materials was not sufficient, despite provision of

large financial resources. In particular, standard 6 pupils in good learning

environment were worse off 7 years later despite the 5 years of FPE implementation.

Similarly, improvement of pupil learning achievement was not significant with fewer

pupils attaining advanced competency skills in reading and mathematics. In other

words, higher school resources did not necessarily translate to better performance for

the standard 6 pupils. Pakistan primary education system was characterised of:

ineffective mechanism in governance and accountability of school resource; and

inadequate supervision to ensure pupils had sufficient access to school instructional

materials.

ix
CHAPTER-1
INTRODUCTION

1.1 BACKGROUND:

The word test has been derived from French word ‘Testu’ and which Later on

adopted in Latin language as ‘testum’ means to compare and it is adopted later in 17 th

century, in English langue as test (Oxford Dictionary).

A test is an assessment intended to measure a test-taker’s knowledge, skill

aptitude, physical fitness or classification in many other topics. It also means to judge

or measure some one’s knowledge.

An instrument or systematic procedure for measuring a sample of behavior, it

answers the question. “How well does the individual perform in comparison with

others (Merriam Webster).

Test is a systematic procedure for observing person and describing them with

either a numerical scale or a category system. Test may give either qualitative or

quantitative category.

In education a test consists of a question series of questions, exercises and

other devices for measuring the mental ability, capacity, skill, knowledge,

achievement, progress, aptitude, attitude, interest, social and emotional adjustment or

personality etc. of an individual or group.

Test is only an instrument to obtain data. It is means of collecting information.

Its objective is to find out the facts pertaining to some aspects. (Gronlund, 1992).

There are two types of tests.

 Ability test

 Personality test

1
Ability tests are further divided in more types.

 Achievement test

 Aptitude test

 Intelligent test
Achievement tests are also sub-divided as

 Essay type test.

 Objective type test.


On the basis of responses there are two types of tests.

 Objective test

 Subjective tests
The qualities of a good tests are.

 Validity

 Differentiability

 Reliability

 Practicability

 Objectivity

1.2 STATEMENT OF THE PROBLEM:

The learning outcome of monthly tests and how it facilitates the students in

scoring good grades in district Peshawar.

1.3 OBJECTIVES:

1. To know the status of monthly tests in their system.

2. To inquire about the weightage of tests.

2
3. To investigate the teachers and administration role in preparation of test.

4. To analyses it’s standard and fairness

5. Suggestions for its improvement and extensions to other schools.

1.4 SIGNIFICANCE OF THE STUDY:

The addressing issue in this research study is the administration and

organization of monthly tests in the schools.

Schools increase their performance by the tools of monthly tests in order to

raise the standard of learning. Monthly test is a component of learning because it

helps students to learn. When students are able to see how they are doing in a class,

they are able to determine whether or not they understand course substance.

1.5 DELIMITATION OF THE STUDY:

Researcher has confined my study to these three mentioned schools.

1. Qadim Lumiere

2. Beaconhouse School System

3. Roots Millennium Schools

3
CHAPTER-2
LITERATURE REVIEW

2.1 BEACONHOUSE SCHOOL SYSTEM

It was established since 1975 in Lahore and after a year of success it was

initiated in United Kingdom in 1976, soon after its success internationally they

inaugurated the first Beacon house branch in KPK in 1985 in the city of Peshawar. In

a short span of time Beacon house became a well-known institution of education,

therefore spending across major countries of the world including Malaysia,

Philippines, Indonesia, Bangladesh, Oman, and UAE.

Now it has around 148 schools in 30 cities and 247,000 students in Pakistan.

It is one of the largest private school networks in the world.

2.2 ROOTS MILLENIUM SCHOOLS

Roots were established in 1988 by Mrs. Riffat Mushtaq at 74 Harley Street

Rawalpindi, and later on it was initiated in KPK with the every first branch in

Peshawar in 2007. There are total seven branches in KPK.

Roots have one of the biggest business partnerships in the world including

Intel and Microsoft.

There are total 25,000 students in 85 campuses nationwide.

2.3 QADIMS LUMIERE:

It was initiated in 1998, by three sister’s Qadims Lumiere has established itself

as a well-known education institution in Peshawar with two campuees with 60% male

and 40% female students. The important aspects of this school is that they have

established students society in Debates, drama and sports.

4
They provide healthy activities for the children in other to create a healthy

atmosphere which helps the student’s to achieve better outcome. This also help’s to

bring out the best in every child.

They have achieved great success in shaping up the student’s mental and

physical activities, through extra-curricular activities.

2.4 TEST:

Test is used in schools to measure student achievement. State tests are given to

students in a district once a year, or on monthly bases, based on their grade level and

subject area. Classroom tests are given by individual teachers on a more regular basis

and may include quizzes, mid-terms, chapter test and final exams among other. Both

types of tests give educators an idea of how well their students are learning the

concepts presented to them in the classroom.

According to Welberg and Tasi, 1982 nine factors require optimization to

increase student achievement of cognitive and effective outcomes. These factors are

the student aptitude variable of

i. Ability or prior achievement.

ii. Age

iii. Motivation or self concept as indicated by personality tests or willingness to

persevere on learning tasks; the instructional variable of

iv. Quantity of instruction,

v. Quality of the instructional experience and educationally stimulating

psychological aspects of the

vi. Home environment

vii. The classroom or school environment.

5
viii. The peer group environment and

ix. The mass media (especially television)

The model reorganizes the complexity of human learning but still is

parsimonious in that it converges on the least number of factors that powerfully and

consistently predicate student outcomes (Frase, 1982).

Evaluation:

Educational evaluation is the evaluation process of characterizing and

appraising some aspects of an educational process.

The joint committee of standards for educational evaluation published three sets of

standards of educational evaluation which are these:

The personnel evaluation standards was published in 1988.

The program evaluation standards (2nd edition) was published in 1994, and the

student evaluations standards was published in 2003.

Each publication presents and elaborates a set of standards for use in a variety

of educational settings. The standards provide guidelines for defining, implementing,

assessing and improving the identified form of evaluation. Each of the standards has

been placed in one of four fundamental categories to promote evaluations that are

proper, useful, feasible, and curate.

Measurement:

Educational measurement refers to the use of educational assessment to infer

the abilities and proficiencies of students. The approaches overlap with those in

psychometrics, educational measurement is the assigning of numerals to traits such as

achievements, interest, attitudes, aptitudes, intelligence and performance.

6
The aim of theory and practice in educational measurement is typically to

measure abilities and levels of attainment by students in areas such as reading,

writing, mathematics, science and so farther. Traditionally, attention focuses on

whether assessments are reliable and valid. In practice, the educational measurement

is largely concerned with the analysis of data from educational assessments or tests.

Typically, this means using total scores on assessments whether they are multiple

choice or open-ended and marked using marking rubrics or guides.

ASSESSMENT AND LEARNING OBJECTIVES:

Meaning and Significance of Instructional Objectives:

It is noted that assessment procedures, processes and criteria has underpinned

widespread use of coaching, practice and provision of formative feedback to boost

achievement, but that such transparency encourages instrumentalism. It concludes that

the practice of assessment has moved from assessment of learning through assessment

for learning to assessment as learning, with assessment procedures and practices

coming completely to dominate the learning experience and criteria compliance,

replacing learning (Harry Torrance, 23 Oct 2007).

Matching test items to Instructional Objectives:

Identify the learning outcome called for by the objective. Check to determine

it your item requires the same learning experience.

Decide whether the learning outcomes match the learning objectives.

Objective:

Give a written story, list the main events in chronological order. (Maryful

Grace Pabionon 5 July 2014).

7
2.5 OBJECTIVE TYPE TESTS:

Objective tests are those that have clear right or wrong answers. Multiple-

choice tests fall into this group. Students have to select a pre-determined correct

answer from three or four possibilities.

2.6 SUBJECTIVE TYPE TESTS:

Subjective tests require to marker or examiner to make a subjective judgment

regarding the marks deserved. Examples are essay questions and oral interviews. For

such tests, it is especially important that both examiner and students are aware of the

grading criteria in order to increase their validity (good luck exam, 2004).

2.7 USES OF TESTS:

Test have many uses in our schools. One thing that should be stressed in that

in the end, tests should be for the benefits of the student and not the teacher, school,

district or state.

There are two types of tests:

Ability test personality test

Ability Test:

Ability tests are used to test the ability of a student. These tests measure the

maximum performance of a student that a student can do. Ability test are further

classified into three types.

(i) Achievement Test:


These tests are used to appraise the outcomes of classroom instruction. They

measure the attained ability of student i.e. what a student has learn to do.

Achievement tests are further classified into two types of tests i.e.

Essay type test and objective type test.

8
(ii) Aptitude tests:
These test are those tests that are used to measure the potential ability of a

student i.e. what a student can learn to do. They measure the capacity of a

student to learn a given content.

According to Hull C.L “An aptitude test is a psychological test designed to

predict an individual potentialities for success or failure in a particular

occupation, subject for study etc.

(iii) Intelligence Test:


They are use to measure the native capacity or the overall mental ability of a

student. These are also called scholastic aptitude test or tests of mental ability.

Personality Test:

Personality test is used for the measurement of personality of a student. They

measure typical performance of a student i.e. what a student will do. Moreover we can

divide educational tests on the basis of its period of duration. Hence the types of tests

are:

Weekly tests and monthly tests

The qualities of a good test are validity, objectivity, differentiability and

practicality.

Validity: The most important quality of a test is its validity. The word validity means

effectiveness or soundness. It refers to the accuracy with which a thing is measured. A

test is said to be valid if it measures what it claims to measure (Wierema 2002).

Reliability: It is an important characteristics of a measuring instrument. Reliability

means consistency or measurement. The ability of test to measure the same quantity

when it is administered to an individual on two different occasions by two different

9
testers is called reliability different testers is called reliability. (Ebel and Frisble,

1993).

Objectivity: It is an important characteristics of a good test. Objectivity means the

scoring system of a test is free from personal judgment, likes or dislikes (Shabir

2014).

Differentiability: It is an important characteristic of a test. Differentiability is used

for individual differences of students. One individual is different from the other with

respect to some behaviours. These individual differences should be kept in mind

during administering or scoring a test. A good test shows us more and more individual

difference among the students. So differentiability is an important characteristics of

test.

Practibility: In selecting a test, practical consideration cannot be neglected. A test

will be practicable if it is easy to administer, easy to interpret and economical in

operation. A good test is that which have sufficiently simple instructions so that it can

be administrated even by a common person. Such test is easy in scoring and

economical. So practicability is an important characteristic of a test.

2.8 COMMENCEMENT AND WEIGHTAGE OF THE TEST:

Beaconhouse School System:

The criteria and format of the tests is the same as it was in the beginning when

the school were established.

Roots Millenium Schools:

The test Criteria changes time to time according to the syllabus prepared and

sent from the head office. (Islamabad) i.e. after one year or two year.

10
Qadims Lumiere:

The procedure of the test changes according to the lesson planners prepared by

the school and also depends upon the curriculum. The test is prepared according to the

lesson plan and curriculum of the school.

11
CHAPTER-3
METHODS AND PROCEDURE

3.1 THE NATURE OF THE RESEARCH:

It was descriptive in nature, the data was collected from the selected schools.

It was arranged in tables for analyses and it was interpreted through approach

according to the selected schools policy who regularly organizes the monthly test for

better learning of students, that these monthly tests are functional in achieving batter

learning.

3.2 SAMPLE:

Three schools with different systems were selected as the sample of the study.

Qadims Lumiere

Beaconhouse School System

Roots Millenium Schools

3.3 TOOLS OF DATA COLLECTION:

Data was collected through questionnaires. The questionnaire was designed

and used for collection of requisite information on the study.

3.4 CONSTRUCTION OF THE QUESTIONNAIRE:

As for the distribution of the sample size among these schools concerned.

1. 100% teachers from each school were selected.

2. 40% students from class 5th were selected

3. All the heads of the institution were included in the sample research.

12
3.5 ADMINISTRATION OF QUESTIONNAIRE:

In order to obtain the reliable and correct information though questionnaire the

researcher’s personality visited these schools. The researcher handed over the

questionnaire making a request to help in providing the required data.

3.6 DATA ANALYSIS:

The collected data was tabulated analyzed and interpreted. Analyses were

mainly based on primary data for appropriate tabulation percentages and averages of

different variables were used.

3.7 SCHEDULE OF VISITS:

The researcher visited these three schools on 05-03-2017 and met the teachers

of the three schools on 25-03-2017 and then visited on 10-04-2017 to meet the

students.

3.8 DELIMITATION:

The researcher has selected class 5th of the three selected schools.

13
CHAPTER-4
DATA ANALYSIS

4.1 TEACHERS

Table-4.1: Teachers Qualification

Schools B.A/ B.Sc M.A/M.Sc B.Ed M.Ed

Qadims Lumiere 1/14.3% 3/42.9% 2/28.6% 1/14.3%

Beaconhouse School System 1/14.3% 2/28.6% 3/42.9% 1/14.3%

Roots Millenium Schools 1/14.3% 2/28.6% 2/28.6% 2/28.6%

50%
45% 43% 43%

40%
35%
30% 29% 29% 29% 29% 29%
B.Sc
25% M.A/M.Sc
20% B.Ed
14% 14% 14% 14% 14%
15% M.Ed
10%
5%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.1: Teachers Qualification

Analysis: Table & Figure-4.1 B.Sc 14.3% same percentage of all schools M.A/M.Sc

32.9% in Qadims Lumiere and 28.6% in both of schools percentage Beaconhouse

School System, Roots Millenium Schools in teachers qualification Qadims Lumiere

and Roots Millenium schools 28.6% and 42.9% Beaconhouse school system B.Ed

qualification and M.Ed is 13.3% in Qadims Lumiere, Beaconhouse School System

29.6% Roots Millenium Schools in teachers qualification.

14
Table-4.2: Test held in all subject

Schools Yes No

Qadims Lumiere 5/71.4% 2/28.6%

Beaconhouse School System 6/85.7% 1/14.3%

Roots Millenium Schools 4/57.1% 3/42.9%

90% 86%

80%
71%
70%

60% 57%

50%
43%
Yes
40%
29% No
30%

20% 14%
10%

0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.2: Test held in all subject

Analysis: Table-4.2 Shows 71.4% Qadims Lumiere 85.7% Beaconhouse School

System 57.1% Roots Millenium Schools says Yes in test held all in subjects and

whose says No 28.6% Qadims Lumiere 14.3% Beaconhouse School System 42.9%

Roots Millenium Schools in test held all in subjects.

15
Table-4.3: Make up system of the test in case of:

Schools Illness Absentees Failure Other

Qadims Lumiere 3/42.9% 4/57.1% 0/0% 0/0%

Beaconhouse School System 2/28.6% 4/57.1% 0/0% 1/14.3%

Roots Millenium Schools 3/42.9% 4/57.1% 0/0% 0/0%

60% 57% 57% 57%

50%
43% 43%
40%
Illness
29%
30% Absentees
Failure
20%
14% Other

10%

0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.3: Make up system of the test in case of:

Analysis: Table & Figure-4.3 make up system of the test in case of Illness 42.9% in

Qadims Lumiere, Roots Millenium Schools and 28.6% Beaconhouse School System

Absentees are 57.1% in each schools and 14.3% other in bechonhouse school system

make up system of the test.

16
Table-4.4: Span of Conduction of Test

Schools 1 Week 2 Week 3 Week Other

Qadims Lumiere 2/28.6% 5/42.9% 0/0% 0/0%

Beaconhouse School System 2/28.6% 4/57.1% 0/0% 1/14.3%

Roots Millenium Schools 3/42.9% 4/57.1% 0/0% 0/0%

60% 57% 57%

50%
43% 43%
40%
1 Week
29% 29%
30% 2 Week
3 Week
20%
14% Other

10%

0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.4: Span of Conduction of Test

Analysis: Table & Figure-4.4 shows 28.6% in Qadims Lumiere 57.1%, Beaconhouse

School System and 42.9 Roots Millenium Schools 1st week span of conduction of test

and 2nd week 57.1% Bechonhouse and Roots Millenium and 42.9% Qadims Lumiere

and other only Bechonhouse school system span of conduction of test.

17
Table-4.5: Duration of Declaration of result

Schools 1 Week 2 Week 3 Week Other

Qadims Lumiere 2/28.6% 5/42.9% 0/0% 0/0%

Beaconhouse School System 2/28.6% 4/57.1% 0/0% 1/14.3%

Roots Millenium Schools 3/42.9% 4/57.1% 0/0% 0/0%

60% 57% 57%

50%
43% 43%
40%
1 Week
29% 29%
30% 2 Week
3 Week
20%
14% Other

10%

0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.5: Duration of Declaration of result

Analysis: Table & Figure-4.5 shows 28.6% in Qadims Lumiere, Beaconhouse School

System and 42.9 Roots Millenium Schools 1st week duration of declaration of results

and 2nd week 57.1% Bechonhouse and Roots Millenium and 42.9% Qadims Lumiere

and other only Bechonhouse school system span of conduction of test.

18
Table-4.6: Rewarded any Reward for your test

Schools Increment Confirmation Honorarium Other

Qadims Lumiere 2/28.6% 2/28.6% 0/0% 3/42.9%

Beaconhouse School System 3/42.6% 1/14.3% 1/14.3% 2/28.6%

Roots Millenium Schools 2/28.6% 1/14.3% 1/14.3% 3/42.9%

50%
45% 43% 43% 43%

40%
35%
30% 29% 29% 29% 29%
Increment
25% Confirmation
20% Honorarium
14% 14% 14% 14%
15% Other
10%
5%
0%
0%
Qadims Limiere Beachonhouse School Roots Millenium
System Schools

Figure-4.6: Rewarded any Reward for your test

Analysis: Table & Figure-4.6 shows 28.6% in Qadims Lumiere, Roots Millenium

School and 42.6% Bechonhouse Schools System increment rewarded any reward for

your test and confirmation 14.3% Bechonhouse, Roots Millenium and 28.6% Qadims

Lumiere and Honorarium 14.3% Bechonhouse, Roots Millenium and in other 42.9%

Qadims Lumiere, Roots Millenium school, 28.5% Beaconhouse School system

rewarded any reward for your test.

19
Table-4.7: Your Opinion about test

Schools Agree S. Undecided Disagree S.D


Agree
Qadims Lumiere 3/42.9% 2/28.6% 2/28.6% 0/0% 0/0%

Beaconhouse School 2/28.6% 2/28.6% 1/14.3% 1/14.3% 1/14.3%

System

Roots Millenium Schools 2/28.6% 1/14.3% 2/28.6% 1/14.3% 1/14.3%

50%
45% 43%

40%
35%
30% 29%29% 29%29% 29% 29% Agree
S. Agree
25%
Undecided
20%
14%14%14% 14% 14%14% Disagree
15%
S.D
10%
5%
0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.7: Your Opinion about test

Analysis: Table & Figure-4.7 shows 28.6% in Beaconhouse School system, Roots

Millenium School and 42.9% Qadims Lumiere agree his opinion about text and S.

Agree 28.6% Qadims, Beaconhouse and 14.3% Roots Millenium and Undecided

28.6% Qadims, Roots Millenium and 14.3% Beaconhouse and in disagree 1.3%

Becachonhouse, Roots Millenium in other 14.3% Beaconhouse, Roots Millenium

school, his opinion about text.

20
4.2 STUDNETS

Table-4.8: Taken Admission

Schools By your own choice Parent’s choice Other

Qadims Lumiere 1/6.7% 14/93.3% 0/0%

Beaconhouse School System 14/6.7% 14/93.3% 0/0%

Roots Millenium Schools 2/13.3% 12/80% 1/6.7%

50%
45% 43% 43%

40%
35%
30% 29% 29% 29% 29% 29%
B.Sc
25% M.A/M.Sc
20% B.Ed
14% 14% 14% 14% 14%
15% M.Ed
10%
5%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.8: Taken Admission

Analysis: Table & Figure-4.8 shows that by your own choice 6.7.6% in Qadims

Lumiere, 6.7% Beaconhouse School system, 13.3% Roots Millenium School taken

admission, by parent’s choice in 93.3% Qadims Lumiere, Beaconhouse School

System & 80% Roots Millenium and other 6.7% only Roots millennium school taken

admission.

21
Table-4.9: Are you satisfied with the Learning Activities of the School

Schools Yes No

Qadims Lumiere 13/86.7% 2/13.3%

Beaconhouse School System 14/93.3% 1/6.7%

Roots Millenium Schools 15/100% 0/0%

90% 86%

80%
71%
70%

60% 57%

50%
43%
Yes
40%
29% No
30%

20% 14%
10%

0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.9: Are you satisfied with the Learning Activities of the School

Analysis: Table & Figure-4.9 says Yes 86.7% Qadims Lumiere, 93.3% Beaconhouse

School system, 100% Roots Millenium School satisfied with the learning activities of

the school. While 13.3% in Qadims Lumiere and 6.7% Beaconhouse school system

are says No.

22
Table-4.10: Are your in favour of the Test

Schools Yes No

Qadims Lumiere 12/80% 3/20%

Beaconhouse School System 15/100% 0/0%

Roots Millenium Schools 15/100% 0/0%

60% 57% 57% 57%

50%
43% 43%
40%
Illness
29%
30% Absentees
Failure
20%
14% Other

10%

0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.10: Are your in favour of the Test

Analysis: Table & Figure-4.10 says Yes 80% Qadims Lumiere, 100% Beaconhouse

School system, Roots Millenium School satisfied only 20% is Qadims Lumiere says

No in favour of the Test.

23
Table-4.11: Do your Teachers take their Classes Regularly

Schools Yes No

Qadims Lumiere 15/100% 0/0%

Beaconhouse School System 15/100% 0/0%

Roots Millenium Schools 15/100% 0/0%

60% 57% 57%

50%
43% 43%
40%
1 Week
29% 29%
30% 2 Week
3 Week
20%
14% Other

10%

0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.11: Do your Teachers take their Classes Regularly

Analysis: Table & Figure-4.11 says Yes 100% Qadims Lumiere, Beaconhouse

School System & Roots Millenium School teachers take their classes regularly.

24
Table-4.12: Which grade do you usually Score

Schools A B C D

Qadims Lumiere 11/73.3% 4/26.7% 0/0% 0/0%

Beaconhouse School System 8/53.3% 6/40.0% 1/6.7% 0/0%

Roots Millenium Schools 9/60.0% 6/40.0% 0/0% 0/0%

60% 57% 57%

50%
43% 43%
40%
1 Week
29% 29%
30% 2 Week
3 Week
20%
14% Other

10%

0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.12: Which grade do you usually Score

Analysis: Table & Figure-4.12 shows in A 73.3% in Qadims Lumiere, 53.3%

Beaconhouse School system, 60% Roots Millenium School in B 26.7% Qadims

Lumiere, 40% Beaconhouse School system, Roots Millenium and in C 6.7%

Beaconhouse school system usually score.

25
Table-4.13: Is the Marking System

Schools Fair Unfair

Qadims Lumiere 13/86.7% 2/13.3%

Beaconhouse School System 10/66.7% 5/33.3%

Roots Millenium Schools 15/100% 0/0%

50%
45% 43% 43% 43%

40%
35%
30% 29% 29% 29% 29%
Increment
25% Confirmation
20% Honorarium
14% 14% 14% 14%
15% Other
10%
5%
0%
0%
Qadims Limiere Beachonhouse School Roots Millenium
System Schools

Figure-4.13: Is the Marking System

Analysis: Table & Figure-4.13 fair 86.7% Qadims Lumiere, 66.7% Beaconhouse

School System, 100% Roots Millenium School and unfair 13.3% in Qadims Lumiere

and Beaconhouse School system marking system.

26
Table-4.14: Are your Tests Held Consecutive

Schools Yes No

Qadims Lumiere 13/86.7% 2/13.3%

Beaconhouse School System 9/60.0% 6/40.0%

Roots Millenium Schools 10/66.7% 5/33.3%

50%
45% 43%

40%
35%
30% 29%29% 29%29% 29% 29% Agree
S. Agree
25%
Undecided
20%
14%14%14% 14% 14%14% Disagree
15%
S.D
10%
5%
0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.14: Are your Tests Held Consecutive

Analysis: Table & Figure-4.14 says Yes 86.7% Qadims Lumiere, 60% Beaconhouse

School system, 66.7% Roots Millenium School and Qadims Lumiere 13.3%

Beaconhouse School system 40%, Qadims Lumiere 33.3% says No in tests held

consecutive.

27
Table-4.15: What is the Duration of the Test

Schools 30 min 45 min Other

Qadims Lumiere 1/6.7% 0/0% 14/93.3%

Beaconhouse School System 4/26.7% 6/40.0% 5/33.3%

Roots Millenium Schools 7/46.7% 4/26.7% 4/26.6%

60% 57% 57%

50%
43% 43%
40%
1 Week
29% 29%
30% 2 Week
3 Week
20%
14% Other

10%

0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.15: What is the Duration of the Test

Analysis: Table & Figure-4.15 that in 30 min 6.7.6% Qadims Lumiere, 26.7%

Beaconhouse School system, 46.7% Roots Millenium School, in 45 min 0% Qadims

Lumiere, 40% Beaconhouse School System & 26.7% Roots Millenium and other

93.3% Qadims Lumiere, 33.3% Beaconhouse School System and 26.6% Roots

Millenium duration of the test.

28
Table-4.16: Is the Test Based on Taught Topics

Schools Yes No

Qadims Lumiere 13/86.7% 2/13.3%

Beaconhouse School System 14/93.3% 1/6.7%

Roots Millenium Schools 15/100% 0/0%

60% 57% 57%

50%
43% 43%
40%
1 Week
29% 29%
30% 2 Week
3 Week
20%
14% Other

10%

0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.16: Is the Test Based on Taught Topics

Analysis: Table & Figure-4.16 says Yes 80% Qadims Lumiere, 100% Beaconhouse

School system, Roots Millenium School satisfied only 20% is Qadims Lumiere says

No in favour of the Test.

29
Table-4.17: Who Supervise the Test

Schools Student Teacher Management

Qadims Lumiere 1/6.7% 14/93.3% 0/0%

Beaconhouse School System 1/6.7% 14/93.3% 0/0%

Roots Millenium Schools 0/0% 15/100% 0/0%

50%
45% 43% 43% 43%

40%
35%
30% 29% 29% 29% 29%
Increment
25% Confirmation
20% Honorarium
14% 14% 14% 14%
15% Other
10%
5%
0%
0%
Qadims Limiere Beachonhouse School Roots Millenium
System Schools

Figure-4.17: Who Supervise the Test

Analysis: Table & Figure-4.8 shows that by the student 6.7% in Qadims Lumiere,

Beaconhouse School system, says teacher 93.3% Qadims Lumiere, Beaconhouse

School System & 100% Roots Millenium supervise the test.

30
Table-4.18: Who help you to Prepare the Test?

Schools Teacher Management By your


own
Qadims Lumiere 2/13.3% 0/0% 13/86.7%

Beaconhouse School System 2/86.7% 0/0% 13/86.7%

Roots Millenium Schools 0/0% 0/0% 15/100%

50%
45% 43%

40%
35%
30% 29%29% 29%29% 29% 29% Agree
S. Agree
25%
Undecided
20%
14%14%14% 14% 14%14% Disagree
15%
S.D
10%
5%
0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System

Figure-4.18: Who help you to Prepare the Test?

Analysis: Table & Figure-4.18 shows that by teacher 13.3% in Qadims Lumiere,

86.7% Beaconhouse School system, by our in 86.7% Qadims Lumiere, Beaconhouse

School System & 100% Roots Millenium prepare the test.

31
CHAPTER-5
FINDINGS, CONCLUSIONS & RECOMMENDATIONS

5.1 FINDINGS:

1. 14.3% same percentage of all schools M.A/M.Sc 32.9% in Qadims Lumiere

and 28.6% in both of schools percentage Beaconhouse School System, Roots

Millenium Schools in teachers qualification Qadims Lumiere and Roots

Millenium schools 28.6% and 42.9% Beaconhouse school system B.Ed

qualification and M.Ed is 13.3% in Qadims Lumiere, Beaconhouse School

System 29.6% Roots Millenium Schools in teachers qualification.

2. 71.4% Qadims Lumiere 85.7% Beaconhouse School System 57.1% Roots

Millenium Schools says Yes in test held all in subjects and whose says No

28.6% Qadims Lumiere 14.3% Beaconhouse School System 42.9% Roots

Millenium Schools in test held all in subjects.

3. 42.9% in Qadims Lumiere, Roots Millenium Schools and 28.6% Beaconhouse

School System Absentees are 57.1% in each schools and 14.3% other in

bechonhouse school system make up system of the test.

4. 28.6% in Qadims Lumiere 57.1%, Beaconhouse School System and 42.9

Roots Millenium Schools 1st week span of conduction of test and 2nd week

57.1% Bechonhouse and Roots Millenium and 42.9% Qadims Lumiere and

other only Bechonhouse school system span of conduction of test.

5. 28.6% in Qadims Lumiere, Beaconhouse School System and 42.9 Roots

Millenium Schools 1st week duration of declaration of results and 2nd week

57.1% Bechonhouse and Roots Millenium and 42.9% Qadims Lumiere and

other only Bechonhouse school system span of conduction of test.

32
6. 28.6% in Qadims Lumiere, Roots Millenium School and 42.6% Bechonhouse

Schools System increment rewarded any reward for your test and confirmation

14.3% Bechonhouse, Roots Millenium and 28.6% Qadims Lumiere and

Honorarium 14.3% Bechonhouse, Roots Millenium and in other 42.9%

Qadims Lumiere, Roots Millenium school, 28.5% Beaconhouse School

system rewarded any reward for your test.

7. 28.6% in Beaconhouse School system, Roots Millenium School and 42.9%

Qadims Lumiere agree his opinion about text and S. Agree 28.6% Qadims,

Beaconhouse and 14.3% Roots Millenium and Undecided 28.6% Qadims,

Roots Millenium and 14.3% Beaconhouse and in disagree 1.3%

Becachonhouse, Roots Millenium in other 14.3% Beaconhouse, Roots

Millenium school, his opinion about text.

8. 6.7.6% in Qadims Lumiere, 6.7% Beaconhouse School system, 13.3% Roots

Millenium School taken admission, by parent’s choice in 93.3% Qadims

Lumiere, Beaconhouse School System & 80% Roots Millenium and other

6.7% only Roots millennium school taken admission.

9. 86.7% Qadims Lumiere, 93.3% Beaconhouse School system, 100% Roots

Millenium School satisfied with the learning activities of the school. While

13.3% in Qadims Lumiere and 6.7% Beaconhouse school system are says No.

10. 80% Qadims Lumiere, 100% Beaconhouse School system, Roots Millenium

School satisfied only 20% is Qadims Lumiere says No in favour of the Test.

11. 100% Qadims Lumiere, Beaconhouse School System & Roots Millenium

School teachers take their classes regularly.

12. 73.3% in Qadims Lumiere, 53.3% Beaconhouse School system, 60% Roots

Millenium School in B 26.7% Qadims Lumiere, 40% Beaconhouse School

33
system, Roots Millenium and in C 6.7% Beaconhouse school system usually

score.

13. 86.7% Qadims Lumiere, 66.7% Beaconhouse School System, 100% Roots

Millenium School and unfair 13.3% in Qadims Lumiere and Beaconhouse

School system marking system.

14. 86.7% Qadims Lumiere, 60% Beaconhouse School system, 66.7% Roots

Millenium School and Qadims Lumiere 13.3% Beaconhouse School system

40%, Qadims Lumiere 33.3% says No in tests held consecutive.

15. 6.7.6% Qadims Lumiere, 26.7% Beaconhouse School system, 46.7% Roots

Millenium School, in 45 min 0% Qadims Lumiere, 40% Beaconhouse School

System & 26.7% Roots Millenium and other 93.3% Qadims Lumiere, 33.3%

Beaconhouse School System and 26.6% Roots Millenium duration of the test.

16. 80% Qadims Lumiere, 100% Beaconhouse School system, Roots Millenium

School satisfied only 20% is Qadims Lumiere says No in favour of the Test.

17. 6.7% in Qadims Lumiere, Beaconhouse School system, says teacher 93.3%

Qadims Lumiere, Beaconhouse School System & 100% Roots Millenium

supervise the test.

18. 13.3% in Qadims Lumiere, 86.7% Beaconhouse School system, by our in

86.7% Qadims Lumiere, Beaconhouse School System & 100% Roots

Millenium prepare the test.

5.2 CONCLUSIONS:

1. All these three schools staff are highly qualified at least with a B.Ed degree.

2. All these schools conduct tests for students evaluation and promotion too.

3. In all these three systems teachers are responsible for the preparation of test.

34
4. All these schools have a very conductive, pleasant and learning environment.

5. Teachers are working with dedication but they are receiving an average

honoree for their work.

6. Normally well-off parents send their children to these schools because they are

receiving high fees from children.

7. In these school systems children

8. Beside Qadims Lumiere other two schools are spread over the region all over

the world.

9. In all these school systems the stake holder having great trust / confidence for

providing better education to the children.

10. All these three systems arrange, parents teacher meeting very regularly.

11. In all these three schools they give great attention to the cleanliness and better

classroom arrangement.

12. In all these three systems they have a small number of students in each

section.

5.3 SUGGESTIONS:

1. The time duration of monthly tests may be decreased and the results may be

declared the next week after the conduction of tests.

2. Teachers may be always rewarded after the best achievements of his/her

students.

3. It will be better that these tests systems may be introduced in all other

institutions.

35
4. It is suggested that poor and needy students may be given scholarship / stipend

or remit of tuition fees.

Further Studies:

1. A comparative study of their curriculum may be conducted.

2. It is suggested to study. The impact of these school systems on the society.

36
REFERENCES

1. Abedi, J., Leon, S., & Kao, J. (2008). Examining differential distracter
functioning in reading assessments for students with disabilities. (CSE
Report No. 743). Los Angeles: National Center for Research on
Evaluation, Standards, and Student Testing.

2. Abedi, J., Leon, S., & Mirocha, J. (2003). Impact of students’ language
background on content-based data: Analyses of extant data (CSE
Report No. 603). Los Angeles: University of California, Center for the
Study of Evaluation and National Center for Research on Evaluation,
Standards, and Student Testing.

3. Benbow, J. et al. (2007). Large Class Sizes in Developing World: What do we


know and what can we do? USAID U.S Agency for international
Development.

4. Burnett, G. (1995). Overcrowding in Urban Schools. ERIC Clearinghouse on


Urban Education New York. NY. 107. ED384682 1995-07-00.

5. Caravaggio, J. (2011, March). Effects of Overcrowded Classrooms. Helium.


Retrieved December 17, 2012 from http://www.helium.com/items/
2056911-effects-of-overcrowded-classrooms.

6. Corcoran, T. et al. (1988). Working in Urban Schools. Washington D.0


Institute of Educational Leadership. Retrieved March 27, 2013
fromhttp://www.escholarship.org/uchtem/5sw56439?display=a11.

7. Dillman, D. (1978). Mail and Telephone Surveys. The Total Design Method,
New York: Jhon Wiley & Sons, Inc.

8. Earthman, G. I. (2002). School Facility Conditions and Students' Academic


Achievement. UCLA institute 'Or Democracy, Education and Access.
Retrieved March 07, 2012 fromWWW.UCLA-idea.org.

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9. Ehrenberg, R.G. & Brewer, D.J. (1995). Did Teachers' Verbal Ability and
Race Matter in the 1960s? Coleman revisited. Economics of Education
Review, 14, 1-21, 291-299.

10. Fontana, D. (1981) Class Control and Management. In D. Fontana, (Ed.),


Psychology for Teachers. London: The Macmillan Press.

11. Gamoran, A., Nystrand, M., Berends, M., & LePore, P.C. (1995). An
Organizational Analysis of the Effects of Ability Grouping. American
Educational Research Journal, 32, 687-715.

12. Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability,
validity and educational consequences. Educational Research Review,
2(2), 130–144.

13. Mislevy, R. J., Steinberg, L. S., & Almond, R. G. (2002). Design and analysis
in task-based language assessment. (CSE Report No. 597). Los
Angeles: National Center for Research on Evaluation, Standards, and
Student Testing.

14. Wang, J., Niemi, D., & Wang, H. (2007a). Impact of different performance
assessment cut scores on student promotion. (CSE Report No. 719).
Los Angeles: National Center for Research on Evaluation, Standards,
and Student Testing.

38
APPENDIXES-A

QUESTIONNAIRE

MONTHLY TESTS LEARNING OUTCOME OF SELECTED SCHOOLS

Head of Department

1. What is the name of the institution? _________________________________

2. What is your good name? _________________________________

3. What is your qualification? _________________________________

General: (i) F.Sc (ii) B.Sc (iii) M.Sc (iv) Other


P. Qualification: (i) B.Ed (ii) M.Ed (iii) Other
4. Your institution conduct test regularly? Yes No

5. Do you conduct test on


(i) Weekly (ii) Monthly (iii) Quarterly (iv) Other

6. Who prepare test?


(i) Management (ii) Teacher (iii) Other

7. Is there any weightage for the test? Yes No

In case yes how much? (i) 25% (ii) 50% (iii) 100%

8. Do you have preparation period before test? Yes No

39
APPENDIXES-B

QUESTIONNAIRE

MONTHLY TESTS LEARNING OUTCOME OF SELECTED SCHOOLS

Teacher

1. Your Qualification?
General Qualification: (i) F.Sc (ii) B.Sc (iii) M.Sc (iv) Other
Professional Qualification: (i) B.Ed (ii) M.Ed (iii) Other

2. Is the test held in all subject? Yes No

3. Is there any make up system of the test in case of:


(i) Illness (ii) Absentees (iii) Failure (iv) Other

4. What is the span of conduction of test?


(i) 1 Week (ii) 2 Week (iii) 3 Week (iv) Others

5. What is the duration of declaration of result?


(i) 1 Week (ii) 2 Week (iii) 3 Week (iv) Others

6. Are you rewarded any reward for your test? Yes No

In case Yes
(i) Increment (ii) confirmation (iii) Honorarium (iv) Other

7. What is your opinion about test?


(a) Agree (ii) Strongly Agree (iii) Undecided
(iv) Disagree (v) strongly disagree

40
APPENDIXES-C

QUESTIONNAIRE

MONTHLY TESTS LEARNING OUTCOME OF SELECTED SCHOOLS

Student

1. Have you taken Admission


(i) by your own choice (ii) by parent’s choice (iii) Other

2. Are you satisfied with the learning activities of the school? Yes No

3. Are you in favour of the test? Yes No

4. Do the teachers take their classes regularly? Yes No

5. Which grade do you usually score?


(i) A (ii) B (iii) C (iv) D

6. Is the marking system (i) Fair (ii) Unfair

7. Are your tests held consecutive? Yes No

8. What is the duration of the test?


(i) 30 min (ii) 45 min (iii) Other

9. Is the test based on taught topics? Yes No

10. Who supervise the test?


(i) Student (ii) Teacher (iii) Management

11. Who help you to prepare the test?


(i) Teacher (ii) Management (iii) By your own

41