University of Cambridge > >  Mathematics Education Research Group (MERG)  > Teaching Science to Disadvantaged Students Learning Hurdles and Remedial Measures

Teaching Science to Disadvantaged Students Learning Hurdles and Remedial Measures

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Due to social stratification in India those at the bottom of social ladder are unable to benefit from formal schooling. In the context of learning science they encounter a variety of difficulties. A systematic study was, therefore, undertaken to investigate learning hurdles faced by these students and to design appropriate remedial measures. Studies conducted on a sample of socially deprived students from the school system of Mumbai Municipal Corporation revealed that the difficulties encountered by these students fall into three categories: Learning Prerequisites, Educational Opportunities and Communication competence. As a part of a remedial programme academic inputs were offered to a group of selected students to overcome hurdles in all these domains. These inputs resulted into significant improvement in the scholastic achievement of experimental group of students in science. The Remedial Instructional Strategy developed through pilot study undertaken in the city of Mumbai was then implemented on large scale in tribal regions of India. Teacher training followed by on-spot guidance and supporting material could equip the teachers to implement the strategy in their day to day teaching. This practice resulted into improved teacher pupil interaction and enhanced level of scholastic performance of students at the school leaving examination. The design and findings of the research study in learning hurdles and remedial measures would be discussed along with its implications for conducting cross cultural research.

This talk is part of the Mathematics Education Research Group (MERG) series.

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