STUDENT

Changes observed in first 6 months of intervention:

Changes that can be observed in more than 80 % student where Vikalp Experiential Learning is being practiced.

  • After two month of implementation students starts developing interest in mathematics. Fear of mathematical concepts takes a back seat. They are able to relate maths to real life and make it meaningful.
  • Once students start liking they also start doing homework on their own. It is observed that after four months most of the students are able to do homework independently.
  • Its only after six months conceptual understanding of students increases and there is a visible change in the Math’s score of 80% of the students.

THIRD PARTY ASSESSMENT SURVEY

RESULT OF IMPACT ASSESSMENT BY CARMEL GROUP OF SCHOOL

RESULT OF IMPACT ASSESSMENT BY GREY MATTERS

The students of this class were assessed by Gray Matters in Mathematics to find student’s performance and is reported in the Indian Progressive Achievement Scales (IPAS). The test papers used for the assessment are developed by Australian Council for Educational Research (ACER), an internationally renowned educational research body.

The graph below shows the performance of sample in the test across the three strands. The table is based on overall performance of sections where Vikalp methodology was implemented versus performance of sections where conventional teaching was practised.

Average scale score of sample where conventional teaching is practised – 88 out of 200
Average scale score after 1 year of implementation of Vikalp methodology – 105 out of 200

RESULT OF LEAN DATA SURVEY BY ACUMEN

Increase in interest level

  •  “…they have become more curious to learn new things and have started taking interest in Maths, though not as a subject but as games…”
  • “….now, they are more interested in the class as they see new and creative things. They can understand concepts easily with the help of these tools”.
  • “….learning has become more fun for them. They enjoy learning with these games and activities and learning automatically takes place”.

Able to do homework independently

  • “….initially they have a fear for Maths, now at least they are coming forward to solve the work …”
  • “….observed positive changes in the ability to grasp concepts, and willingness to do homework in the children post Vikalp’s Interventions”.

Increase in grasp of concepts

  • “….better base in Math, easier to understand abstract concepts such as Multiplication, Ease of demonstration with practical kits”
  • “….though they knew counting but they were unable to do back counting. With the help of the models and tools they are doing these easily. Moreover, it has become easier for them also to distinguish between large and small numbers….”
  • “….practical impacts of these tools are more than theoretical or paper pen work. Initially they have confusions and difficulties in understanding concepts. Now all the concepts are clear to them”