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Standard of school education a big reason of worry now

Class 10 students can’t solve mathematical problems properly

New Delhi

Students in Class 10 have performed the worst in mathematics in the National Achievement Survey (NAS), conducted by the National Council of Educational Research and Training (NCERT) this year to examine learning outcomes across the county.

The average performance (mean percentage of correct responses) in mathematics was the highest in Andhra Pradesh at 40.94% and the lowest in Sikkim with 27%.

In other subjects like Science, Modern Indian language (MIL), English and Social Science the average scores varied between 50-55%, according to the survey.

A total of 1.5 million students from 44,514 schools in 610 districts across the country participated in the largest-ever survey of student achievements for Class 10 by NCERT.

A similar study covering 2.2 million students from Classes 3, 5 and 8 was carried out in 110,000 schools across the country last year. Students from rural areas had performed better than those from cities in the survey.

“We have prepared district-wise data so that states can prepare a strategy accordingly. Within the states, too, some districts require major interventions while they can also follow the best practices districts that have performed well,” said a senior NCERT official on the condition of anonymity.

Experts pointed out that the findings suggested that the mathematics syllabus needed a major overhaul as it is geared towards cracking competitive exams.

“Major concepts are squished into Class 9 and to lesser extent in Class 10 by CBSE and the state boards. The syllabus is geared for preparing for the IITs (Indian Institutes of Technology).

More than 10 years ago, the mathematics syllabus included some topics purely because there were questions on these topics in the IIT entrance exams,” said Janaki Rajan, professor of education at Jamia Millia Islamia’s Institute of Advanced Studies in Education.

“We need to reflect on Mathematics education for all children, not only for competitive exams. We need to overhaul mathematics curriculum – not to dumb it down but to prevent dumping of topics for extraneous reasons and to aim for universal quality mathematisation,” she added.

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