2 of 14

Student Engagement

There are several research that talks about student engagement in the classroom, out of which Finn and Zimmer defined the student engagement into three buckets

Behavioural Engagement

Behavioral engagement refers to involvement in academic and extracurricular activities and includes indicators such as school attendance and participation in class activities

Cognitive Engagement

Cognitive engagement involves students' investment in learning, including understanding coursework relevance, employing effective strategies, self-regulating, feeling competent, and exerting effort to master skills.

Adaptive Engagement

Affective engagement addresses the student's perceived connection to the school environment and salient individuals within the school context. It includes positive and negative reactions toward the school climate (e.g., fairness of rules), teachers, and classmates

A confluence of literature suggests that behavioral, affective, and cognitive engagement have demonstrated relationships with academic outcomes such as state test performance, student achievement, and high school completion

3 of 14

Usage ICT Tools in Education

The rapid growth in ICT has been accompanied by recognition of the potential for such technology to transform the classroom environment

Ainley and Armatas (2006) highlight the potential of technologically rich learning environments to transcend the limitations of time and space in their offerings to students

Findings from PISA 2003 suggest that the majority of students across the participating countries engage in at least moderate use of computers at school, with 44% of students reporting frequent use

The rapid growth and development of ICT have prompted two key questions in the minds of educators and policy makers –

To what extent are our students receiving adequate training in this area?

How best can we use such technologies to facilitate student learning and engagement

4 of 14

Government of Haryana’s Efforts to improve Foundational Literacy and Numeracy by using technology

5 of 14

The Government of India launched the NIPUN Bharat mission for Foundational literacy and Numeracy (FLN) on 5th July 2021

Vision of the NIPUN Bharat mission

To create an enabling environment to ensure universal acquisition of foundational literacy and numeracy, so that by 2026-27 every child achieves the desired learning competencies in reading, writing and numeracy at the end of Grade III and not later than Grade V.

6 of 14

Hon’ble CM, Haryana launched the NIPUN Haryana mission on 30th July 2021

79 K

Grade 1

Grade 2

Grade 3

1.68 lakh

2.19 lakh

Teachers

35,815

Primary Schools

8,669

The NIPUN Haryana mission directly impacts 4,87,704+ students studying in Grades B-3 across Government schools of Haryana every year. Please visit here for more information

1,476

Mentors

ABRC+BRP

22 Districts

119 Blocks

*All the numbers presented above are for Haryana government primary schools

7 of 14

The NIPUN Haryana mission is planned to run from 2021 to 2025

Phase 2

AY 22-23

Phase 1

AY 21-22

Phase 3

AY 23-25

Mission: ‘To improve learning outcomes of Gr 1 to 3 students for Language and Numeracy including a strong ECE school-readiness component’

DESIGN AND LAUNCH

Focus on program design, baseline, setting up the building blocks

STRENGTHEN AND STABILIZE

Iterate to further improve the program, stabilize on-ground adoption

GOAL-FOCUSED FLN DELIVERY

Strong program monitoring, data, accountability and decision-making

Goal-based District-level FLN governance & accountability

8 of 14

Usage of ICT tools in the Mission

Usage of Smartboards

Usage of Teacher App

Usage of Mentor/Monitor App

Usage of Parent App

Usage of Centralized Dashboard

Usage of DIKSHA platform for teachers’ development

9 of 14

A group of applications has been developed to enable NIPUN Haryana mission monitoring

Features:

Classroom observation
Student spot assessment
Teacher feedback
Cluster review meeting
Content repository for professional development

Features:

Student attendance
Student periodic assessment
Feedback from mentor
Training management
Content repository for professional development
Communication with parents

Features

Student attendance
Student practice assessment
Daily progress report
Student report card
Communication with teachers

NIPUN Mentor/Monitor App

NIPUN Teacher App

NIPUN Parent App

~1,900 users

~26,000 users

10 of 14

Research Methodology

A group of 10 public schools have been selected

Five schools were designated as group-1 schools, characterized by robust technology integration including smart classrooms, teachers' technological tools, and monitoring tools

Conversely, the remaining five schools comprised group-2, serving as the control group with comparatively limited technology integration

Through quantitative and qualitative analyses, student engagement was evaluated based on the following parameters :

Student Enrollment
Student Attendance
Student Mastery in Foundational Literacy and Numeracy
Teachers’ effectiveness

11 of 14

Key Research Findings

Quantitative Findings

In group-1 schools, notably higher student enrollment rates were observed compared to controlled group schools
Oral Reading Fluency data exhibited significant improvements in group-1 schools compared to group-2 schools
There was a noticeable increase in student attendance within group-1 schools

Qualitative Findings

Conversations with teachers, mentors, and students revealed enhanced student engagement (behavioral, cognitive, and affective) in group-1 school
However, there was a concurrent decrease in teachers' efficiency attributed to initial challenges in technology acceptance
Teachers' acclimatization to new technological tools is ongoing and necessitates further reinforcement and improved quality training programs

12 of 14

Conclusion

Following a comprehensive analysis of both quantitative and qualitative data, along with a review of relevant literature:

It is evident that the utilization of ICT tools has resulted in heightened student engagement in elementary classrooms

However, there remains a pressing need to enhance teachers' acceptance of these new tools

13 of 14

Challenges

Initially, there was some reluctance among teachers to embrace the technological and structured interventions.

The delivery of training content faced challenges in reaching the last mile due to cascading losses

Internet and technical glitches in remote areas posed obstacles to the implementation of technological interventions

It is crucial to enhance the importance of middle management roles, such as BEOs, Mentors, and CRCs, in driving technological interventions