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Chapter IV
TESTS AND EVALUATION
Longman’s Dictionary of Contemporary English defines methodology
as “the set of methods used for study or action in a particular subject as in
science or in education.” A research is “a careful investigation or inquiry
especially through search for new facts in any branch of knowledge”
(Advanced Learners Dictionary of Current English). It is “an art of scientific
investigation and it comprises defining and redefining problems, formulating
hypothesis or suggested solutions, organisaing and evaluating data, making
deductions and reaching to conclusions” (Englewood Cliffs, Research in
Education, p.19). In a research there is a systematized effort to gain a new
knowledge and in every research there is an attempt for gathering new data
from the primary or from the first hand sources using the existing data to
reach a new conclusion. The selection of a suitable instrument or tool is a
matter of vital importance for a successful research and the tool helps the
researcher to collect the existing facts or to explore new ones.
The selection of a particular method to be employed for a particular
study always depends upon the nature of the problem and the kind of data
necessary for its research. The research design is the designing of a plan for
collecting the relevant data and before starting an investigation a researcher
plans and designs an appropriate research design or methodology for attaining
the final aim.
The title of the present study is “A Diagnostic Study on the Socio-
Psychological and Linguistic Problems of Scheduled Caste and Scheduled
Tribe students in the High Schools in North Kerala in Learning English as a
Foreign Language” and it reveals that a lot of field work is necessary for the
collection of the data connected with the investigation. The study and
collection of the data connected with the present study was conducted during
the academic years 2006-2007 and 2007-2008. Both primary and secondary
data have been used in the present study and most of them were collected with
the help of various tools, methods and techniques. All the available primary
data are used to understand and to explain the existing socio psychological
and economic status of the sample mentioned above. Methods and tools like
(a) Achievement test, (b) Questionnaires to collect the data connected with the
socio-familial backgrounds and psychological and linguistic problems, (c)
opinionaires (d) interviews, (e) discussions, (f) observations and (g) survey
methods were also used for the collection of details and for the successful
completion of the present study. In addition to these the places mentioned
below have also been visited by the investigator, sometimes alone and
sometimes in the company of students, teachers, friends and similar well-
wishers who were interested in the welfare, development and education of
scheduled caste and scheduled tribe students. The institutions visited are the
following;
63
(a) various high schools and higher secondary schools situated in the
districts of North Kerala.
(b) A number of scheduled caste and scheduled tribe colonies situated in
the northern districts of Kerala.
(c) Training and guidance centres offering remedial, special and intensive
bridge courses in English and in other subjects for scheduled caste and
scheduled tribe students. The relevant details are given in the following
pages.
The required data for the study have also been collected from the secondary
sources like
(a) the records of the government agencies controlling the education of the
scheduled caste and scheduled tribe students.
(b) Various government and individual publications with details of
education of such students.
(c) Records from the offices of Welfare and Development of Scheduled
Caste and Scheduled Tribe students.
Some of the additional details were also collected from:
(a) Office of the Director of Economics and Statistics,
Thiruvananthapuram.
64
(b) Office of the Director of Census Operation, Poonkulum,
Thiruvananthapuram.
(c) Office of the Planning Board, Pattom, Thiruvananthapuram.
(d) Harijan Welfare Office, Vikas Bhavan, Thiruvananthapuram.
(e) Regional Office of the Director of Higher Secondary Education,
Kozhikode.
(f) Various Offices connected with the welfare of the Tribal students and
(g) Offices of the District Educational Offices, Kozhikode, Malappuram,
Wynad, Kannur and Kasaragod.
Opinions, suggestions and recommendations have also been collected
from various officials, parents, students, teachers, social workers and similar
types of persons working in the field of education and development of tribal
students, in the Kerala State. It is expected that the study will yield
dependable and worthwhile findings for improving the acquisition of English
language among the scheduled caste and scheduled tribe students in the high
schools in north Kerala.
Planning of the Test
Since the topic was the study of the educational problems of High
School students, it was necessary to conduct a test to understand the
performance and achievement of the sample students in learning English. The
investigator sent letters and contacted over the phone, many secondary school
65
teachers who had experience in teaching English to scheduled caste and
scheduled tribe students in the high schools. After the consultation with
teachers and experts in the field, the investigator designed and prepared a
model achievement test paper for the students of VII standard. The course
content was analysed thoroughly in consultation with the resource persons in
the education field and in accordance with the curriculum and text books
prescribed for standard VIII. The reasons for selecting VIII standard instead
of IX or X are given below.
(1) VIII standard is the beginning stage of the high school study and
there is a new set of materials for teaching and learning English as a
second language in this standard.
(2) The course contents in the English texts of standard VIII is
easier than that of standard IX and X.
(3) Since most of the schools were examination oriented in their
approach and focusing on IX Standard and X Standard students for
better SSLC results the authorities were unwilling to permit the
investigator in conducting the test paper in Standard IX and X due to
their shortage of time and similar inconveniences. Still attempts have
been done to collect enough data as far as possible for a better
understanding of the results.
(4) The English textbook for standard VIII is different from that of
standard IX and X because according to “it has been prepared as a part
66
of a package of instrumental materials for use in the sixth year English
as a second language. The components of the package are (a) course
book (b) practice book (c) a supplementary reader (d) a teacher’s source
book and (e) audio cassettes. This package of instructional material
proposes a few changes to the current practices in teaching and learning
English. These changes are prompted mainly by the need for
developing communication skills.”
The basic principle behind the preparation of an achievement test paper
instead of a diagnostic test is that “an achievement test helps to assess the
degree of achievement of a student in various knowledge, skills and
performance processes areas.” It may be of two types (1) standardized
achievement tests and (2) teacher made tests. The former is structured by an
outside agency and are readily available for administration, while the latter is
constructed by individual teachers in their respective subjects or areas for
assessing the degree of the children’s achievement and diagnosing their
learning disabilities and difficulties. “The performance of the individual
students in these tests may reveal many things about the nature and extent of
the learning deficiencies and deficits related to various learning areas.”
The first and important step in planning the test is the identification of
the content area. With this aim in view a thorough analysis of the English
syllabus and English textbooks of standard VIII was made by the investigator
with the help of the secondary school teachers who were handling the subject.
Besides the text books, the investigator made use of several other source
67
books for the selection of the test and most suitable items to be included in the
test paper. Later a Blue Print was prepared by the investigator. For setting a
model question paper to be distributed to test the standard and proficiency of
the students in English language.
Preparation of the Design
Proper planning has been done connected with the objectives that are
to be included in the design with an insight into the subject matter or content
taught. Details are given below:
(1) Weightage to Objectives
Before designing the test a careful analysis of objectives and content
was done. Bloom (1979) has classified the cognitive domain into six
educational objectives. They are:
(a) Knowledge
(b) Understanding
(c) Application
(d) Analysis
(e) Synthesis
(f) Evaluation.
This classification was taken as the guideline. Cognitive domain is of
particular importance of the secondary level since curriculum stresses upon
intellectual development, development of pupil’s ability in thinking and
reasoning. Thus the test was designed to measure the objectives of three areas
68
of cognitive domain viz. knowledge, understanding and application. In order
to assign weightage, a “weightage to objective schedule” was designed with
the help of the teachers who had experience in the field. Considering the
contents nature of content of lessons in the text book of Standard VIII equal
weightage to the objectives (Knowledge, Understanding, Reproduction,
Expression, and Application) was given in the blue print.
Table showing weightage given to objectives is given below:
Standard VIII English
Sl.No. Objectives Marks allotted Percentage
1 Knowledge 10 20
2 Understanding or reproduction
18 36
3 Expression 15 30
4 Comprehension 07 14
Total 50 100
Weightage to Content
Discussions were arranged with the teachers who were handling the
subject and later it was understood that only through the medium of the
content the clear objectives could be achieved. So proper coverage was given
to the content by including varieties of questions to ensure satisfactory
coverage of the content. Later a specially designed test was conducted by
giving equal weightage to the content. On the basis of the syllabus and the
69
chapters prescribed for study, questions pertaining to vocabulary, articles
sentence patterns, spelling, tenses, prepositions and gender were also included
in the test. Details given to weightage to content are given in the table given
below:
Sl. No. Units Marks Percentage
1 Text 17 34
2 Elements of language
(a) Vocabulary 14 28
(b) Structure 12 24
(c) Comprehension 07 14
Total 50 100
Weightage to Form of Questions
A good achievement test is expected to cover all the significant
objectives of instruction as well as the course content. A question setter can
do justice to the aspects mentioned above only by giving proper weightage to
the form of questions. It was understood that since the time allotted for the
test was one and a half hour, a satisfactory coverage could be received only
by including “essay type questions” in the test. To rectify this defect there
was the need of including the other types of questions like objectives type,
short answer type etc to ensure great validity, reliability and objectivity. To
get a reasonable content coverage there was the need of increasing the number
of questions. Later it was decided to include objective type questions only
70
with multiple choice to avoid subjectivity. With the help of the teachers 50
such items have been selected and the design of the test was prepared.
Weightage to Difficulty Level
In a classroom there may be students of various types of standards.
Some of them may be bright, above average, average, below average, poor or
dull. On the basis of the percentage of success the difficulty of an item can be
determined. The experts advised that “the test should cater to the bright, the
average and the dull. If the questions are too tough, the “dullards” will weep,
if they are too easy, the bright people will be at par with the backward” (SK
Mangal, Advanced Educational Psychology, p. 486). The investigator
understood that if the questions cater only to the average, it would not be
challenging to the bright and the dull. So later it was decided to include easy
questions, slightly easy questions, and 10 to 15 percent difficulty questions in
the test paper. Table showing weightage to difficulty level is given below.
Sl. No. Difficulty level Marks Percentage
1 Easy 15 30
2 Average 25 50
3 Difficulty 10 20
Total 50 100
50 to 60 percent marks were assigned to average questions since the
majority of students fall in the average category.
71
Preparation of Blue Print
Blue print is a three dimensional or four dimensional chart giving the
placement of the objectives, content, form of questions and difficulty level.
After finalizing the weightage to objectives, content, type of questions and
difficulty level, the investigator prepared a blue print as a dimensional chart in
which units were taken in the vertical axis and behaviour implied the
objectives on the horizontal axis. Detailed model of blue print is given below:
Sl. No.
Objectives
Units
KnowledgeReproduction
or understanding
ExpressionCompre-hension
Total
I Text 17
II Elements of language
a) Vocabulary
1) Spelling 2 1 3
2) Word meaning 3 3
3) Word formation
3 3
4) Antonyms 2 2
5) Nouns 1 1
6) Adjectives 1 1
7) Pronunciation 1 1
b) Structure
1) Tenses 5 5
2) Articles 1 1
3) Connective 1 1
4) Passive voice 1 1
5) Infinitive 1 1
72
6) Reflective pronoun
1 1
7) Preposition 2 2
III Comprehension 7 7
Total 10 18 15 7 50
Preparation of Test Item
The investigator developed the test material based on the objectives of
teaching. Later it was understood that it would be better to choose objective
type questions only in order to avoid subjectivity, to get greater coverage of
content and for easy evaluation. Considering these factors a model question
paper was prepared and to test the perfection it was decided to conduct a
model test to a limited number of student studying in standard VIII. For the
marking scheme there was the need of a scoring key. Later a scoring key has
been designed for marking scheme as given below:
Question Number 1 2 3 4 5 6 7 8
Scoring key B D C C A D C B
Pilot Study
In order to test the perfection of the test paper, the investigator decided
to conduct a test to a sample group. Before arranging the test the investigator
personally contacted the headmaster of a nearby school (P.T.M. High School,
Kodiyathur, Calicut district) and explained to him the need and significance
73
of the study. Later with his permission, it was decided to arrange the test on
22nd January 2007.
P.T.M. High school is situated nearly 30 kilometers away from Calicut
district. It is a well known school with very good S.S.L.C. result s since its
beginning. With the permission of the class teacher the test paper and answer
scripts were distributed. After necessary instruction the students were asked to
answer all the question in the answer paper provided within the allotted time
of one and a half hour.
As per the attendance register the total strength of the class was 42 but
4 students were absent. In the remaining 38 students there had 22 boys and
16 girls. After the time allotted to answer, the answer scripts were collected
and examined carefully with the help of the scoring key. Among the 38
answer scripts, 3 of them were incomplete and were rejected.
Table showing the score key of remaining 35 students is given below:
40 22 18 30 26 11 13 24 10
13 16 30 19 14 10 15 24 32
26 24 17 18 20 19 14 21 26
31 40 18 22 16 19 25 14
From the scoring key it was understood that the highest score was 40
and the lowest score was 10. Thus the distribution range was between 40 and
10. On the basis of the data the range of the distribution was calculated,
74
which was the difference between the highest and the lowest scores. Details
are given below:
Highest score = 40
Lowest score = 10
Range = 40 – 10 (30)
Analysis
The investigator examined the 35 scripts and they were arranged in
ascending order on the basis of the scoring key. The first half formed the
upper group and the last half formed the lower group. These two groups were
separated to find out the difficulty value and discriminating power. To
calculate the difficulty value discriminating power the following formula was
used.
Difficulty value =N
LU
2
+
Discriminating power =N
LU −
Where U = Number of correct answers in the upper group
L = Number of correct answers by the lower group
N = Number of students in each group.
From the analysis it was understood that out of 35 students 2 students
got maximum score of 40 out of 50. A detailed analysis of the score is given
below.
Score out of 50 Number of students
75
40 2
32 1
31 1
30 2
Between 29 and 25 4
Between 24 and 20 7
Below 20 18
Total 35
From the analysis it was understood that out of 35 students 10 students
got 50 percent and above marks (Upper group) and 25 students got below 50
percent marks (Lower group). Among the lower group 18 students could
score below 20 marks out of 50 (below 40 percent). With the help of the class
teacher the investigator focused the 18 students who scored below 40 percent
marks.
From the school records it was understood that majority of the students
who scored below 40 percent marks in English were students from backward
families. Among them 3 students were from upper class families, 5 from
Muslims community and the remaining 10 students were from Scheduled
Caste and Scheduled Tribe families.
A detailed analysis is given below:
Scheduled Caste community
Scheduled Tribe Community
Boys Girls Total
Kanakkan - 2 1 3
76
Velluvan - 0 2 2
Velan - 1 0 1
- Paniyan 1 1 2
- Mannan 2 0 2
Total 3 2 6 4 10
From the pilot study and from the preliminary test it could understand
that in a sample class of 35 students when there are students from scheduled
caste and scheduled tribe families, the students from those communities have
more problems in learning English than the similar students from other
communities. On the basis of this preliminary investigation it was decided to
administer the same test in some selected high schools of North Kerala when
there are students from scheduled caste and scheduled tribe families.
The Final Test
Since the topic of the study is based on scheduled caste and scheduled
tribe students in the high schools of North Kerala, the investigator decided to
collect the data on the basis of conducting the test in various schools scattered
in these districts.
After consultation with the authorities in the field of education the
sample of 15 schools were selected for the collection of data. The main
consideration behind the selection was that the schools should have tribal as
well as non tribal students, the students should come from different castes and
tribes, should be spread over different socio-economic strata and come from
urban as well as rural area. 15 schools were initially selected, 12 of them from
77
rural area (expecting more sample students from rural schools) and 3 from
urban area. Later data were also collected from two schools in the
Mananthavady Taluk of Wynad district in order to get sufficient number of
sample students belonging to the “Kattunayikka” families. A detailed list of
schools selected for the collection of data is given below.
Sl. No.
Name of school District Locality Type Management
1 V.M.H.S. Anayamkunnu Calicut Rural Mixed Private
2 Govt. Fisheries H.S. Beypore
-do- Urban -do- Govt.
3 Sir Syed High School, Taliparamba
Kannur Rural -do- Private
4 Govt. H.S.S. Kottappuram Malappuram -do- -do- Govt.
5 Govt. City H.S. Kannur Kannur Urban -do- Govt.
6 G.H.S. Nayarkuzhi Calicut Rural -do- Govt.
7 Ikbal H.S.S. Kanhangad Kasaragode -do- -do- Private
8 Govt. Welfare H.S.S. cherukunnu
Kannur Urban -do- Govt.
9 Govt. H.S. Kaniyampetta Wynad Rural -do- -do-
10 Rajiv Gandhi Memorial Residential H.S. Battery
-do- -do- -do- Private
11 Jamath H.S.S. Chithari Kasargod -do- -do- -do-
12 W.M.O. H.S. Muttil Wynad -do- -do- -do-
13 K.K.M. H.S. Cheekode Malappuram -do- -do- -do-
78
14 Govt. H.S.S. Vazhakkad Malappuram -do- -do- Govt.
15 Crescent H.S. Adakkakundu, Nilambur
Malappuram -do- -do- Private
The investigator selected the sample schools for conducting the test
paper based on stratified random sampling method. With an expectation of
getting more sample students belonging to scheduled caste and scheduled
tribe families. The investigator contacted the officials working in the tribal
development offices and the various offices of the district educational officers
situated in the districts of north Kerala. After seeking advice from such
authorities the schools indicated above were selected for the administration of
the tests.
The investigator contacted over telephones, sent letters and sometimes
met in person the headmasters of the schools seeking permission and to get
convenient dates for conducting the tests. The test papers were administered
between October 2007 and March 2008. Question papers and answering
sheets were distributed by the investigator himself with the help of the
teachers who were handling the subject. Proper instruction and method of
answering the questions were explained in detail and demonstrated on the
black board. The significance of the test was also explained in detail for
motivating the students. When the time allotted for the test was over answer
sheets were collected for analysis.
79
Scoring and Analysis
Among the 15 schools selected for the study the following schools
were from Kasargode district.
(1) Government High School, Kasargode
(2) Jamath H.S.S. Chithari, Kasargode
(3) Ikbal H.S.S. Kanhangad.
After conducting the test 185 answer scripts were collected from these
schools. Among them one answer script was incomplete and was rejected.
After analysing 184 scripts the investigator understood that only 42 per cent
students could score minimum C grade (40 percent and above marks) and the
remaining 58 percent students scored grade D+ to E (between 20 to 30 marks)
in English. A later investigation revealed that among these 58 percent students
who got below 30 percent marks there was a majority from the families of
scheduled caste and scheduled tribes. The details are given below.
Sl. No.
Name of school
DistrictNo. of scripts
Grade D+ & below
No. of S.C.
students
No. of S.T.
students Oth
ers
1 G.H.S. Kasaragode
Kasaragode 40 28 11 07 22 40
2 Ikabal HSS Kanhangad
-do- 44 20 05 04 35 44
Total 84 48 16 11 57 84
From the table it is clear that among the students who got grade D+ and
below 28 students are from scheduled caste and scheduled tribe families.
80
Among them there were students from various sub castes and sub tribes as
indicated below.
Sl. No.
Community Sub caste/Tribe Girls Boys Total
1 Scheduled Caste
Kanakkan 03 02 05
Cheruman 04 04 08
Parayan 02 02 04
2 Scheduled Tribes
Mannan 01 03 04
Paniyan 02 03 05
Ulladan 01 00 01
Kurumban 00 01 01
Total 13 15 28
The following schools were selected from Kannur for conducting the
test.
(1) Sir Syed H.S. Thaliparamba
(2) Govt. City H.S. Kannur
(3) Govt. Welfare H.S.S. Cherukunnu
Among these 3 schools two schools were from Urban area (numbers 2
and 3) and one was from rural area (Number 1).
Total number of 138 answer scripts were collected after administering
the test in these schools. After the analysis the investigator could understand
that 76 students out of 138 scored only below 40 percent marks (Grade D+ and
below) in English. Details are given below:
The students appeared for the test = 138
Number of students who scored below 40 per cent marks (D=
and below)= 76
81
Total number of scheduled caste and scheduled tribe students
= 24
Sl. No.
Name of school
Scheduled castes
Scheduled Tribes Other
communitiesTotal
Boys Girls Boys Girls
1Sir Syed High School Thaliparamba
2 3 2 3 19 29
2Govt. City H.S. Kannur
1 2 3 2 17 35
3Govt. Welfare H.S. Cherukunnu
2 1 1 2 16 22
Total 5 6 6 7 52 76
From the above details it is clear that out of 76 students who scored
below 40 percent marks in English 24 students belonged to scheduled caste
and scheduled tribe families. Among them 11 students were from scheduled
castes and 13 were from scheduled tribes. The remaining 52 were from other
castes or communities.
Community Boys Girls Total
Scheduled Castes
Kanakkan 0 1 1
Cheruman 2 0 2
Kalladi 0 1 1
Kudumban 0 2 2
Kuruvan 1 1 2
Nayadi 1 0 1
Parian 1 1 2
Scheduled Tribes Vedan 1 1 2
Kurumbar 2 0 2
82
Paniyan 0 1 1
Malayan 1 2 3
Mannan 1 1 2
Ulladan 2 1 3
Total 12 12 24
For conducting the test the following schools were selected from
Wynad district.
(1) W.M.O. High School, Muttil
(2) Govt. H.S. Kaniyampetta
(3) Rajiv Gandhi Memorial Residential High School, Battery.
Among these 3 schools 2 were managed by private parties and the
remaining one was under the government. Since there was a hostel for tribal
students near the third school selected as the sample the investigator could get
samples belonging to Kattunayhikka which is a rare community in other
districts. Besides some other samples of rare communities were also found in
Wynad district. The details are given below:
Total numbr of answer scripts collected from Wynad = 146
Number of incomplete scripts = 4
Number of scripts selected for analysis = 142
Number of students who scored below 40% = 88
Sl. No.
Name of school
Scheduled castes
Scheduled Tribes
Other communities
Total
1W.M.O. High School Muttil
4 8 8 20
83
2Govt. H.S. Kaniyampatta
6 12 12 30
3
Rajiv Gandhi Memorial Residential H.S. Battery
7 20 11 38
Total 17 40 31 88
From the details above it is clear that out of 88 students who scored
below D= and below (40 percent) marks in English 57 students belonged to
scheduled caste and scheduled tribe families. Among them 40 students were
from scheduled tribe families and 17 from scheduled caste families.
The details regarding the communities among these students are given
below:
Community Boys Girls Total
Scheduled Castes
Velan 2 1 3
Vettuvan 3 2 5
Cheruman 1 2 3
Parjayan 2 0 2
Panan 2 2 4
Total 10 7 17
Scheduled Tribes
Kattunayikkar 8 9 17
Kurumar 5 6 11
Adiyan 2 3 5
Pulaya 2 1 3
Kanikkar 1 3 4
Total 18 22 40
84
A similar type of test was arranged in the following high schools in
Calicut district.
(1) V.M. High School, Anayamkuttu, Mokkam
(2) G.H.S. Nayarkuzhi, Calicut
(3) Govt. Fisheries High School, Beypore.
V.M. High school, Anayamkunnu is situated near the boarder of
Wynad and Calicut. Majority of the students in the school were from “Mysore
Mala” where there are a lot of families belonging to schedule caste, and
scheduled tribes, G.H.S. Nayarkuzhi is in Calicut district with a number of
students from three Harijan colonies known as Malikathadam colony,
Vellalassery Kushava Colony and Priyadharshini colony, Nayarkuzhi.
Beypore fisheries school is situated near the coastal area and the investigator
expected to get a number of samples belonging to the natives of Lakshadweep
who were settled in Beypore area and belonged to scheduled tribe families.
A total number of 172 students participated in the test. During the
analysis 4 answer scripts were found in complete and were rejected. From the
remaining 168 scripts 64 students scored 40 percent and above marks. The
remaining 104 scripts were analysed and was found that among them 47
papers were the scripts answered by students from scheduled caste and
scheduled tribe families. Details are given below.
Sl. No.
Name of school
No. of Scheduled caste students
No. of Scheduled Tribe students
Total
Boys Girls Boys Girls
85
1V.M. High School Anayamkunnu
3 4 2 5 14
2 G.H.S. Nayarakuzhi 2 7 3 4 16
3Govt. Fisheries H.S. Beypore
4 3 6 4 17
Total 9 14 11 13 47
From the details given above it is clear that among the 47 students who
scored below 40 percent marks in English 23 students belong to scheduled
caste community and the remaining 24 students belong to scheduled tribe
communities. Among them 20 students are boys and 27 students are girls. On
further analysis the investigator could understand that these students were
from the communities given below:
CastesNo. of students
TotalBoys Girls
Scheduled castes
Cheruman 1 4 5
Kuravan 2 3 5
Kudumban 1 2 3
Kanakkan 5 5 10
Scheudled Tribes
Dweep Muslims 7 9 16
Mannan 2 3 5
Hill Pulaya 2 1 3
A similar test was administered in the following high schools in
Malappuram district.
1) Govt. H.S.S.Kottappuram
2) K.K.M.H.S. Cheekode
86
3) Govt. H.S.S. Vazhakkad
4) Crescent H.S. Adakkakundu, Nilambur.
Crescent H.S. Adakkakundu is situated near Nilambur, a well known
tribal area with a hostel for tribal students. The investigator selected this
school with an expectation of getting enough rare samples from the school.
Govt. H.S.S. Kottappuram is situated near the national high way very near to
Calicut Airport. The remaining two schools namely K.K.M.High School,
Cheekode, and Govt. High School, Vazhakkad are in rural areas near river
Chaliyar. From these schools 149 students appeared for the test. The answer
scripts were collected and analysed by the investigator. After analysis it was
understood that among 149 students 81 students scored below 40 percent
marks. On Further investigation it was understood that among the 81 students
36 students were from scheduled caste and scheduled tribe families.
The number of students who belonged to various communities is given
in the following table:
Schools No. of SC students No. of ST students
Boys Girls Boys Girls
K.K.M.H.S. Cheekode
Velan 1 0
Vettuvan 1 1
Cheruma 0 2
Adiyan 1 1
Pulaya 1 2
Crescent H.S. Andiyoorkunnu
Kanakan 2 0
Cheruma 2 0
87
Vedar 1 2
Kanikar 0 1
Kurichiyar 2 1
Govt. H.S.Vazhakkad
Kanakka 2 1
Cheruma 1
Velan 1 1
Pulaya 0 1
Govt. H.S.S. Kottappuram
Velan 2 1
Cheruma 1 1
Adiyan 1 1
Pulaya 0 1
Total 12 6 7 11
After conducting the test paper in the 15 selected schools indicated
above, the investigator could understand that out of 690 students who
appeared for the test 397 students scored below 40 percent marks in English.
Among the 397 students 180 students were students from scheduled caste and
scheduled tribe families.
Socio Economic Status Scale
The next attempt was to assess the socio-economic and psychological
status of those scheduled caste and scheduled tribe students who participated
in the tests mentioned above. A questionnaire with fifty questions was
prepared. Questions 1 to 6 in the questionnaire were to collect the details of
the family background of those students, like the family status, total number
of the members of the family, educational status of the parents and such
similar details. Questions 7 to 32 were about the educational facilities
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available to the students and the economic status of the member of the family.
Questions 33 to 46 were about the problems responsible for the difficulties in
learning English language. Students were asked to respond to those questions
about their socio-psychological linguistic problems related to their learning.
Questions 47 to 50 were to collect the suggestions and opinions of the
students to solve the problems of learning English language.
The questionnaires were distributed to the students from scheduled
caste and scheduled tribe families who participated in the test paper. Proper
instructions were given before answering the questions. Students had various
doubts when they began to write and all of them were clarified in detail and
they were motivated to write correct and original answers based on their own
personal experiences. The details of their responses are given in the following
pages.
The same questionnaires were also distributed to students from
Scheduled Caste and Scheduled Tribe families studying in various similar
secondary schools in the districts of North Kerala in person and sometimes
with the help of teachers who were engaging English classes in those
secondary schools. The same questionnaires were also distributed in the
selected hostels for scheduled caste and scheduled tribe students and in the
selected Harijan colonies in the various parts of the northern districts of
Kerala. In these hostels there were students studying in various secondary
schools scattered in the various parts of the northern districts. Analysis of the
details collected are given in the following pages of the present study.
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The next attempt was to conduct personal interviews to collect the
information regarding the socio psychological and linguistic problems of the
scheduled caste and scheduled tribe students in the high schools from the
heads of schools, teachers, wardens of pre-matric and post-matric hostels of
scheduled cast and scheduled tribe students, from the experts in the field of
education of such students, administrators, social workers, community leaders
and from the well wishers who are interested in the upliftment of the
scheduled caste and scheduled tribe students. The details of the opinions are
given in the following pages.
The investigator visited in person and in the company of local people
various colonies of scheduled caste and scheduled tribe population scattered
in the various parts of the districts of north Kerala to observe and to collect
first hand information about the atmosphere, surroundings, economic status
and other familial problems of the scheduled caste and scheduled tribe
students.
Detailed opinions and suggestions were collected from the following
colonies scattered in the various parts of the northern districts of Kerala.
1. Aduvad colony near Mavoor, Calicut
2. Ammavankada Panakkachal Girijan Colony near Koodaranchi, Calicut
3. Ammayikkode and Vattachira colonies near Kodancherry, Calicut
4. Chengottukavu Colony near Koyilandi
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5. Cheruthadam and Eranjiparamba Harijan colonies in Chathamangalam
Panchayath, Calicut.
6. Eranchikkunnu Colony of Pullaloor, Madavoor
7. Kakkadampoyil Colony near Tiruvampady
8. Kannadichola Harijan Colony at Kayalam near Peruvayal, Calicut.
9. Karassery Tribal Colony near Mokkam
10. Kattileri mala colony near Chelannur
11. Kattunayikka Colony, Kudilpara, Pashukkadavu near Kuttiady,
Calicut.
12. Kuliramutti Harijan Colony, Kalaranthira near Thamarassery, Calicut.
13. Kushava Colony, Chakkadamkunu, Pazhur, Calicut
14. Kuzhipramala Scheduled Tribe Colony near Madavoor, Narikkuni,
Calicut
15. Malikathadam colony, R.E.C. Calicut
16. Mutheri Harijan Colony, Mukkom, Calicut
17. Nellikkooth Colony, Meenpatta mala near Kuttiady
18. Pambizhanchapara Colony near Thamarassery
19. Poovaramala Colony near Chulliyodemukku, Koduvally
20. Priyadarshini Harijan Colony, Parayarukotta, near R.E.C.Calicut
21. Puthukkudi Kunnummal Colony near Koduvally, Calicut
22. Sarkar Colony, Nellikkaparamba, Mokkam
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23. The Tribal Colonies of Kolikkunnu and Chembily near ward I
Kodencherry, Calicut
24. Theyyappara colony near Thiruvampady Calicut.
25. Vattoliparamba colony, Manassery, Calicut
26. Vettiozhincha thottam Colony near Thamarassery, Calicut.
27. Kannaram and Koodali Colonies near Thalassery, Kannur
28. Muzhuppilangad and Chembilodu Colonies at Kannur Taluk.
29. Ramanthali Harijan colony and Velloor tribal colony of Taliparamba
Taluk, Kannur.
30. Ummathur Parakkadavu colony at the boarder of Kannur
31. Adoor, Arrikkadi and Kunchathoor Harijan Colonies near Adoor
village, Kasargode.
32. Chithari Tribal Colony near Kanchangad
33. Mangalasseri Harijan Colony, near Kanchangad, Kasaragode
34. Thalangara Harijan Colony, Kasaragode.
35. Chelembra Colony at Tirurangadi Taluk near University of Calicut,
Malappuram
36. Chenayakunnu Colony near Edavanna,Malappuram
37. Keezhuparamba Harijan Colony, Karakkunnu colony, Kuzhimanna
colony, musliyarangadi colony, in Eranad Taluk, Malappuram.
38. Mundakkadavu Tribal Colony near Karulayi, Nilambur, Malappuram.
39. Nediyirippu Colony near Kondotty, Malappuram
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40. Ponniyam Kurshi Colony near Perinthalmanna, Malappuram
41. Thiruvali Harijan Colony, Vandoor colony, and Vazhikkadavu colony
in Nilambur Taluk, Malappuram.
42. Ambedkar Colony, Chamal near Wynad
43. Chakkini Colony near Appappara, Thirunelli, Wynad
44. Kachierikkunnu, Eengapuzha, Parambathkavu, Parathodu,
Nooramthodu, Kireetiparambu, Nadammal Kadavu Colonies near
Thamarassery at the boarder of Wayanad.
45. Kavilumpara Koranapara Colony near Thottilppalam at the boarder of
Wynad and Kannur
46. Mysore Mala and Elambilasseri Tribal Colonies of the boarder of
Wynad.
47. Nallur Nad Tribal Colony, East Palamukku, Mananthavadi, Wynad.
48. Nedunkayam, Mundukadavu, Vettilakolli, Vaniyampuzha,
Punchakolli, Kuttimunda Colonies in Wayanad.
49. Paniyan colony near Ambumala Wynad
50. Pattarayal Colony near Meppadi, Wynad
410 students studying in various secondary schools and staying in
nearly 50 Tribal, Harijan and Girijan colonies were interviewed to collect the
details regarding their problem they faced in the field of education especially
socio psychological and linguistic problems in learning English. The details
collected from them are given in the following chapter of this study. 252
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parents, 22 social workers and many well wishers who were in the field of
welfare and development of the backward students responded. The details of
there are given in the following chapter.
As a part of the study the investigator interviewed the following
officials in the field of tribal development and in the education of scheduled
caste and scheduled tribe students.
1. Director, Directorate of Census Operation, Vellayani, Ponkulam,
Thiruvananthapuram.
2. Director, Ambedkar Memorial Rural Institute for development of tribal
students Wynad.
3. Director, Kerala State Backward Class Development Corporation
Limited, Kasaragode.
4. Director, Pre-Examination Coaching Centre, Cherooty road, Calicut.
5. Director Backward Development Corporation, West Hill, Calicut.
6. Tribal Development Officer, Thamarassery.
7. Scheduled Caste Development Officer, Civil Station, Calicut
8. Taluk Development Officers for Scheduled Castes, Malappuram and
Calicut
9. Research Assistant, KIRTADS, Chevayur, Calicut.
10. Shanmugadas, Junior Employment Officer, Kayinatti, Wynad.
11. Mohamed Chettoor, Employment Officer, Nilambur, Malappuram.
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12. T.K. Abdurahiman, Regional Deputy Director of Higher Secondary
Education, Calicut.
13. Rajagopalan, Coaching Cum Guidance Centre for Scheduled Castes
and Scheduled Tribes, Vellimadkunnu, Calicut.
14. Librarian, KIRTADS, Calicut
15. Special Extension Officer, Scheduled Castes and Scheduled Tribes,
Kannur
16. Sidheeq Ali Tribal Welfare Officer, Mananthavady.
17. T.T.Antony, Director, Scheduled Tribe Development, Vikas Bhavan,
Thiruvananthapuram.
18. Roxy, Field Officer, Tribal Development, Calicut.
19. Prema and Deepa, Library Assistants, Directorate of Census,
Poonkulam.
20. Rajasekharan, Investigator, Directorate of Census Corporation.
21. Heads of various High Schools, Higher Secondary Schools and
Vocational Higher Secondary Schools in the Districts of North Kerala.
The opinions, suggestions and recommendations collected from them
are given in the following chapter of the study. Besides, the investigator
interviewed various well wishers and educationalists who are interested in the
educational progress of the scheduled caste and scheduled tribe students. The
responses collected from them are also given in the present study.
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As a part of the field study the investigator collected response and
details from the following hostels for scheduled caste and scheduled tribe
students.
1. Post-matric Hostel, Wythiri, Wynad
2. Unnikrishnan Memorial Hostel for Scheduled Caste and Scheduled
Tribe Students, near Mokkom.
3. Hostel for Scheduled Caste and Scheduled Tribe Students, near Govt.
Higher Secondary School, Mavoor.
4. Vettilappara Scheduled Caste and Scheduled Tribe Hostel,
Malappuram.
5. Hostel for Tribal Students Nilambur
6. Scheduled Caste and Scheduled Tribe Hostel at East Hill, Calicut.
7. Hostel for Tribal Students near C.W.R.D.M. Kunnamangalam.
8. Pre-matric Hostel, Vayathoor, Kannur
9. Hostel for Scheduled Caste and Scheduled Tribes, Puthuppady of the
Boarder of Wynad.
10. Rajiv Gandhi Residential High School Hostel, Kallur, Bathery, Wynad.
11. Ambedkar Memorial Model Residential School Hostel, Nalloornad,
Wynad.
12. Hostel for Scheduled Caste and Scheduled Tribe Students near
Mangalassery, Kanchangad, Kasaragode.
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