post assessment 2017-18- report 1 focus on english content · sujaya content, which was included in...

POST ASSESSMENT – 2017-18- REPORT 1

Focus on English content

PREMA PRAVINYA SOCIETY WWW.PRAVINYA.NET

Abstract We introduced Sujaya English content in PLMS Ver 09p to enhance English learning opportunities in Government schools in Telangana in 2017-18. This report is based on a survey regarding the usage of this content by teachers.

PRAVINYA-POST ASSESSMENT-REPORT-1-2018

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Contents

Executive Summary ................................................................................................................................................ 3

Background ............................................................................................................................................................. 4

Introduction to the Survey ..................................................................................................................................... 4

Major Objectives of the survey .............................................................................................................................. 4

Demographics of the survey ................................................................................................................................... 4

School category-wise distribution ..................................................................................................................... 4

Subject-wise distribution ................................................................................................................................... 5

Usage of digital content .......................................................................................................................................... 6

Usage of digital content by English teachers ..................................................................................................... 6

Usage of PRAVINYA LMS for teaching .................................................................................................................... 8

Usage pattern of PRAVINYA LMS by all teachers ............................................................................................... 8

Usage pattern with specific reference to English .............................................................................................. 8

Most frequently used source ................................................................................................................................ 10

All subject teachers – most FREQUENTLY used source.................................................................................... 10

English teachers – Most used source ............................................................................................................... 11

Usage of English content provided by Sujaya Foundation ................................................................................... 13

Usage pattern of Sujaya content ..................................................................................................................... 13

Usage of sujaya content by teachers with diverse digital teaching experience .............................................. 14


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Figure 1- School category-wise distribution of respondents .................................................................................. 5

Figure 2-Subject-wise distribution of respondents ................................................................................................ 5

Figure 3- Since when teachers are using digital content ........................................................................................ 6

Figure 4-Usage of digital content by English teachers ............................................................................................ 7

Figure 5- Usage of PLMS by teachers of different school categories ..................................................................... 8

Figure 6- PLMS Usage by English teachers Vs. Other subject teachers .................................................................. 9

Figure 7- Source-wise usage by teachers.............................................................................................................. 10

Figure 8 – All teachers – Preference of sources used ........................................................................................... 11

Figure 9- English teachers - Preference of Sources .............................................................................................. 11

Figure 10- Comparative source selection - English Vs. Total ................................................................................ 12

Figure 11- Sujaya content Usage pattern ............................................................................................................. 13

Figure 12- Overlap of Sujaya content used by English teachers ........................................................................... 14

Figure 13- Usage pattern across teachers with diverse digital teaching experience ........................................... 14


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EXECUTIVE SUMMARY

A Post Assessment survey has been conducted by PRAVINYA in April 2018 with special emphasis on English

Language. The survey covered teachers from schools where PLMS Ver 09p has been implemented in the

period Nov 17 to Jan 18. The major highlight of PLMS Ver09p was inclusion of English content received from

Sujaya foundation.

The survey indicates a significant move of teachers into usage of digital content for their teaching.

79% of teachers responded to the online survey. 80% of teachers who responded said that they use PLMS.

With specific reference to English,

76% teachers of those who responded, use English. Most teachers use a combination of sources. But 30% of

English teachers use only PLMS.

Sujaya content, which was included in PLMS Ver 09p, has generated an above average interest in English

teachers.

67% English teachers started using digital content in or after 2017 – therefore it is probable that this shift

has happened due to the introduction of PLMS and the user training provided on the usage of Sujaya

content. Of the total English teachers who responded, 57% are using Sujaya content.

Some important observations from the data are -

• Many teachers – 49% (168) said that they started using digital content in 2017.

• 18% (64) of teachers said that they started using only in 2018 (upto Apr 2018). This represents only

one quarter of the year.

• With specific reference to English, while 28% said that they have been using digital content before

2017, 72% started using only in 2017 onwards (Figure 5). This confirms our field experience that

many English teachers were first time users when PLMS Ver 09p with Sujaya English was first

• implemented in their schools

• PRAINYA LMS is being used by 84% of English teachers as against 90% teachers overall. More usage is

reported from residential schools than secondary schools.

• Most teachers who use one type of content, also use other types of content. Once a teacher starts

using one digital sources, they are likely to try out other sources as well. This would give them an

opportunity to mix and match from the best resources from multiple sources depending upon ease of

use and choice of content.

• Sujaya Content is being used by 57% (97 of 168 English teachers). Of the three components in Sujaya

English, Sujaya Grammar is the most frequently used content with 55% of English teachers using it.

Again, as observed in overall usage patterns, as well as English language usage patterns, significant

part of users used more than one component of the Sujaya content. The most used combination is

Sujaya Grammar with Text-book based content with 42% English teachers using it.


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BACKGROUND

PRAVINYA Learning Management System (PLMS) is the main project of digital education being implemented by

PREMA PRAVINYA SOCIETY (PRAVINYA), since 2012. As on Mar 31, 2018, PLMS has been implemented in over

1600 government schools.

PLMS offers a combination of digital content comprising passive as well as interactive modules. While slightly

under 25% is proprietary, the remaining content is from multiple content providers including SIET, Hyderabad,

Telangana SCERT, C-DAC, EYF, AdiClasses and some individual teachers.

In 2017-18, PLMS Ver09p was released after including English content provided by Sujaya Foundation,

Mumbai. With this new content added to the existing content in English, PLMS offered a significant coverage

of English language for the first time. In this year 677 Schools were provided PLMS Ver09p and over 600

English Teachers were provided user training.

Sujaya English content comprises three major components, all in interactive mode –

• Content based on Exercises from Telangana State English text book for classes 3 to 8

• Grammar in eight levels with extensive coverage of different elements of grammar

• Audio modules which provide the foundation for English speaking

INTRODUCTION TO THE SURVEY

• The Survey was conducted between 25th April and 20th May 2018 – during the summer vacation

between Academic Years 2017-18 and 2018-19

• The survey was conducted using an online survey form which could be filled in by the teachers on

their mobile phones.

• Teachers from schools where PLMS Ver09p was installed between November 2017 and Feb 2018

were contacted. Maths, Science and English teachers were covered in this survey.

• A link to the online survey form was shared with 446 teachers. Of these, 355 teachers (80%)

responded.

• All teachers were from schools where PLMS was introduced for the first time.

MAJOR OBJECTIVES OF THE SURVEY

Major objectives of the survey were to assess

• Whether the content being provided is being used as part of integrated teaching (classroom plus

digital methods) by teachers

• Whether there has been upskilling of teachers with reference to using digital content

• Usage pattern of different digital sources by teachers and relative usage of PLMS and third-party

content.

DEMOGRAPHICS OF THE SURVEY

A total of 446 teachers were contacted and requested to participate in the survey. Of these, 355 teachers

responded. The demographics of the survey can be explained from two perspectives viz- School category-wise

and Subject-wise.

SCHOOL CATEGORY-WISE DISTRIBUTION

The school category-wise distribution of respondents was as follows (Figure 1) –


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• Secondary Schools teachers constituted 67% (239) and Residential school teachers constituted 28%

(100). The remaining teachers who accounted for 5% were from Primary schools.

SUBJECT-WISE DISTRIBUTION

English, Mathematics and Science teachers were requested to respond. The final distributions of subject

teachers who responded comprised of 48% English teachers, 19% Mathematics teachers and 33% Science

teachers - of these 23% were Physical science teachers, 9% were Bio science teachers and 1% teachers were

General science teachers (Figure 2).

Figure 1- School category-wise distribution of respondents

Figure 2-Subject-wise distribution of respondents


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USAGE OF DIGITAL CONTENT

We asked teachers since when they have been using digital content. The easy access to internet through

Mobile phones has catalysed usage of digital content. Further, since the last two years, the Telangana

government has provided KYANs (Computer plus projector) to almost all government secondary schools.

Lessons are being telecast in MANA TV as per stipulated timetable and efforts have been made by the

Education department to increase utilisation of these lessons. With this background, it is important to

understand when teachers converted to digital teaching and what could have been the triggers. For PRAVINYA,

it is important to understand to what extent, installation of PLMS or provision of specific content has been

instrumental in either beginning or increasing usage of digital content.

We have observed that a few teachers have been using some kind of digital content for over 2 years. (Figure 3)

• 14% (47) of teachers said that they have been using for more than 2 years; this means that they

started using digital content before 2016.

• 19% (67) of teachers said that they had started using digital content in 2016.

• Many teachers – 49% (168) said that they started using digital content in 2017.

• 18% (64) of teachers said that they started using only in 2018 (upto Apr 2018). As this represents only

one quarter, this number is expected to increase in the next 3 quarters.

USAGE OF DIGITAL CONTENT BY ENGLISH TEACHERS

In relative terms, larger percentage of English teachers started using digital content later by almost an year;

only in 2017 and in 2018. While 28% said that they have been using digital content before 2017, 72% started

using only in 2017 onwards (Figure 4). This confirms our field experience that many English teachers were

first time users when PLMS Ver 09p with Sujaya English was first implemented in their schools.

Figure 3- Since when teachers are using digital content


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Figure 4-Usage of digital content by English teachers


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USAGE OF PRAVINYA LMS FOR TEACHING

The sample of teachers was only from schools where PLMS was installed as the main objective of the survey.

One of the key objectives was to evaluate usage patterns of PLMS and its individual components. We looked at

this data based on overall responses and with specific reference to English.

USAGE PATTERN OF PRAVINYA LMS BY ALL TEACHERS

Highest percentage usage has been reported from residential schools. 94% (93 out of 99) teachers said that

they were using PLMS.

This could be attributed to the fact that students and teachers get more time to spend on the computer even

after the school hours. Further, the relatively lower strength of students in residential schools could also

facilitate higher usage.

Respondents from Primary schools were very close at 93% with 14 out of 15 teachers saying that they were

using PLMS. However, the sample size of primary schools is very low because coverage of Primary schools by

PLMS is rather low because only few schools have computers.

85% (198 out of 232) teachers from secondary schools said that they were using PLMS.

The above data indicates a reasonably high number of teachers using PLMS with 85% being the lowest usage

percentage indicated.

However, this data needs to be accepted with caution as the sample is biased. We assume that teachers who

responded are those who use PLMS and therefore, it may not accurately represent the population of teachers

covered by PLMS. To overcome that bias, we calculated the teachers using PLMS as a percentage of the total

teachers to whom the link was sent, irrespective of whether they responded or not.

65% (305 out of 466) teachers responded that they use PLMS. Therefore, even considering the worst-case

scenario, that all the teachers who did not respond do not use PLMS, we find the usage pattern by teachers

very encouraging.

USAGE PATTERN WITH SPECIFIC REFERENCE TO ENGLISH

When we looked at the responses from English teachers as against all other teachers, we discovered that

usage by English teachers is marginally lower than that of other subject teachers.

Figure 5- Usage of PLMS by teachers of different school categories

Used PLMS


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Significant number of Science and Mathematics modules were introduced in July 2016 whereas English content

was largely introduced in the last week of Oct 2017. This reflects in the responses.

It is seen in Figure 6 that in every category, the usage by English teachers is slightly lower than the overall

usage pattern of teachers. The highest usage by English teachers was again in residential schools with 91%

teachers as against 94% teachers of other subjects and the lowest was in Secondary schools with 82% as

against 85% usage by teachers of other subjects.

Although usage by English teachers is not significantly lower, we expect this to increase rapidly as majority of

English teachers started using Digital content only in 2017.

Figure 6- PLMS Usage by English teachers Vs. Other subject teachers


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MOST FREQUENTLY USED SOURCE

Users of digital content have a choice of one-way (passive content) as well as Interactive content. In Telangana

Government schools, teachers have access to three primary sources –

• Mana TV lessons predominantly consist of classroom lectures by experienced teachers. There are

some with demonstration of activities apart from the theoretical inputs. Mana TV modules are

provided in two formats to schools -

o Telecast as per stipulated schedules (One-way content together with suggested hands on

activities)

o Provided in hard disk to schools

• PLMS is provided as a computer resident (offline) Learning Management System. PLMS offers a

combination of passive and interactive modules from multiple sources

o Lessons from multiple sources such as Mana TV modules created by SIET and SCERT,

Adiclasses, Teachers, and PRAVINYA

o Sujaya and OLabs Interactives.

We tried to understand which source has been used more commonly used by teacher than others.

For this study, we have studied data related to Mana TV, PLMS and OLabs as three major sources. The number

of teachers who used each source. (Figure – 7). Several teachers used more than one source for teaching.

• 79% (282 teachers of the 355 respondents) said that they used PLMS.

• 43% (153 teachers) said they used Mana TV

• 31% (112 teachers) said that they used OLabs.

As a next step we analysed overlaps between usage of different sources.

ALL SUBJECT TEACHERS – MOST FREQUENTLY USED SOURCE

Figure 8 Shows the usage pattern of single and combined sources. We analysed the data in two ways –

Subject-wise, source-wise comparison and overall source-wise frequency.

Figure 7- Source-wise usage by teachers


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The following are conclusions from the responses of teachers with respect to usage of sources, either

individual or in combination.

• Combination of sources are popular among teachers.

• 16% (58 teachers) used all three resources – PLMS, Mana TV lessons and OLabs

• 39% (140 teachers) used PLMS and Mana TV combination

• 28% (101) used only PLMS

• Single use of with either Mana TV or OLabs was rate with only 10 teachers each.

The above information leads us to believe that once a teacher starts using one digital sources, they are likely to

try out other sources as well. This would give them an opportunity to mix and match from the best resources

from multiple sources depending upon ease of use and choice of content.

ENGLISH TEACHERS – MOST USED SOURCE

The responses from English teachers followed the same pattern of choice as the total set of respondents. But

the percentage of teachers using each type of combination varied slightly. (Figure 8 and Figure 9)

• 76 % (128 of 168) English teachers use PLMS

• 42% (70) English teachers use Mana TV

• 25% (42) English teachers use OLabs

As seen with all subjects, teachers’ preferences of sources vary from single source to all three sources.

Figure 8 – All teachers – Preference of sources used

Figure 9- English teachers - Preference of Sources


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• The most used combination was PLMS and ManaTV as stated by 31% (62 of the total 168) English

teachers

• The most used single source was PLMS as stated by 26% (52 of the total 168) English teachers

Figure 10- Comparative source selection - English Vs. Total


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USAGE OF ENGLISH CONTENT PROVIDED BY SUJAYA FOUNDATION

Based on the visits of the Field executives and the calls from teachers, it is our hypothesis that a significant

percentage of English teachers started using digital content, especially computer-based content, after PLMS

was implemented in their school. Typically, PLMS implementation involves a demo which gives an overview to

teachers about the overall content and presentation in PLMS. This is followed by a detailed hands-on user

training to subject teachers. In the year 2017-18, our Field Executives specifically focused on training English

teachers. Over 600 English teachers were provided user training.

As part of this survey, teachers were asked questions about whether and which of the three major

components of Sujaya English they used–

• Sujaya Telangana Text book-based content which includes interactive exercises based on the

exercises prescribed in the text book

• Sujaya Grammar which consists of eight levels of proficiency in Grammar and can be mapped to

language learning requirements of classes 1st to 10th.

• Sujaya Audio which consists of 13 Weeks of audio exercise with four focus areas – Structured

Exercises, Verb conjugations, Micro-conversations and Edited Verbs

USAGE PATTERN OF SUJAYA CONTENT

Following patterns emerge from the data on usage of Sujaya content.

• 57% (97 Of 168 English teachers) said they use Sujaya content

• Of the three components in Sujaya English, Sujaya Grammar is the most frequently used content.

• Again, as observed in overall usage patterns, as well as English language usage patterns, significant

part of users used more than one component of the Sujaya content. Figure 11 presents data regarding

total English teachers, teachers who use PLMS in comparison Overall Sujaya content usage and

individual Sujaya component usage.

• 23% (39 teachers of all English teachers who responded) used all three components of Sujaya English

content.

• 55% (92 of 168 English teachers who responded) said they use Sujaya Grammar. Of these 66 used it in

combination with text book-based content and 60 used it in combination with audio files whereas 15

teachers used only Grammar content. (Figure 12 – Overlap of usage of components of Sujaya content)

• 41% (69 English teachers) said they use Sujaya Text book-based content – of these 66 used it in

combination with grammar and 39 used it in combination with audio files whereas only 3 used only

text book-based content.

0

20

40

60

80

100

120

140

160

180

TotalEnglish

teachers

Teacherswho use

PLMS

Sujayacontent

Sujaya Textbook based

SujayaGrammar

SujayaAudio clips

Figure 11- Sujaya content Usage pattern


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• 30% (51 teachers) said that they use Sujaya Audio - Of these 50 used it in combination with grammar

and 39 used it in combination with Text book-based content whereas only 1 used only text book-

based content.

USAGE OF SUJAYA CONTENT BY TEACHERS WITH DIVERSE DIGITAL TEACHING EXPERIENCE

Sujaya content is being used by teachers with different digital teaching experience. The usage of Sujaya

content varied between 48% to 65% by teachers with different digital teaching experience. On an average,

59% of the total teachers use Sujaya content. This follows a pattern very similar to that shown by all teachers.

(Figure 13).

39

Text book based

Audio Grammar

66 39

50 1

5

3

1

Figure 12- Overlap of Sujaya content used by English teachers

0

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Digital for > 2years

Digital for > 1years

Digital since2017

Digital since2018

Sujaya content users

Total English respondents

Figure 13- Usage pattern across teachers with diverse digital teaching experience

post assessment 2017-18- report 1 focus on english content · sujaya content, which was included in...

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