Singhal, Pooja. (2017). A STUDY OF CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE) FROM THE PERSPECTIVE OF STUDENTS, PARENTS, AND TEACHERS. Unpublished. Ph.D., Education. Jamia Milia Islamia.

Objectives of the study :

• To study the perspective of secondary school students towards CCE.

• To study the participation of secondary school students in CCE.

• To study the perspective of parents of secondary school students towards CCE.

• To study the participation of parents of secondary school students towards CCE.

• To study the attittude of secondary school teachers towards CCE.

RESEARCH QUESTION :

• What is the perspective of Students, Parents, and Teachers towards CCE?

Sample

The sample size of teachers for the study comprised of 104 teachers out of which 52 teachers were from government schools and 52 were from the private schools. A sample size of 60 students and 60 parents of secondary school students from the CBSE affiliated government and private schools located in Sangam Vihar, Delhi was also considered for the study. Both probability (simple random: lottery method) and non probability (purposive) sampling techniques were used in the present study.

Tools used for data collection

• Questionnaire for students.

• Interview schedule for parents

• Questionnaire for teachers

• Teachers attitude scacle towards CCE

Descriptive method 

Statistical methods used in the study:

• percentages

• mean

• median

• standard deviation

• t-test

• zscore

• stanine score

Findings of the study

1. To study the perspective of secondary school students towards CCE.

• Most of the secondary school students are aware of the meaning, aims, reasons for implementation and the evaluation process involved in CCE (85.2%)
  
• Two- third of the total students get support from their parents in completing their task given by the teachers such as tuition facilities, financial support, supervision in homework and projects.
  
• Majority of the students (94.6%) reported that their teachers uses different teaching methods and techniques while teaching and the teaching methods and techniques preferred by most of them are explanation methods, giving examples, note making, diagrammatic representation and elaboration on the topics.
  
• Incorrect answers are being discussed with the students individually (84.3%) by their teachers and they reteach the content/topic again which is notclear to the students and then retest after reteaching those particular difficult topics(90.5%).
  
• Two-third of the students reported their teachers check their work regularly and point out mistakes regularly with special reference to the assignment, homework and classwork.
  
• Most of the students observed that their teachers are busy in other activities rather than teaching(66.5%) but they make an effort to organise different activities apart from teaching like sharing of extra notes and class magazine(87.3%)
  
• more than half of the secondary school students are in favor of continuation of CCE (57.2%) while few (16.4%) suggested its continuation with few improvements in the system.
  
• Most of the students encounter problems with different aspect of CCE such as too many activities, lengthy syllabus (54.2%), shortage of time(35.5%), not feeling challenged (19.2%), inadequate student teacher ratio, overcrowded classrooms*8.5%) inadequate teaching staff(12.5%), biased teachers putting fake marks during evaluation (27.2%) and lack of proper infrastructure(38.5%) in the school including inadequate equipment in the labs(13.3%).
  
• Suggestions given by the students for the proper execution of CCE includes reduction in the syllabus and activities (67.2%), focus on academics rather than co-curricular activities(15.9%), more practical work and extra classes,extra time for activities, activities to be done in schools (16.9%), provision for more games, computer classes and practical in science labs, inclusion of percentage with grades, more trained and competent teachers(24.2%) improved infrastructure (36.8%) and security for the students in schools (8.6%)
  

2. To study the participation of secondary school students in CCE.

• Most of the secondary school students actively participate in CCE bye regularly appearing in their unit test (86.7%) and completing their homework including activities, projects and assignment on time (81.1%).
  
• more than half of the total students do their homework/ activity/ project on their own(66.3%) whereas one-third of the total students stated that they take help from others for completing their school task. The students mainly seek help from their father, friends and sisters.
  
• More than two-third of students reported that they enjoy the projects and activities given by the teachers while one third of the students dislike such projects and activities as they find them very challenging. Most challenging activities reported bythe students are model making, project work, note making and file work.
  
• Most of the students(89.5%) observed that CCE is helpful in improving their academic performance but not much improvement is seen in respect to co-curricular activities (68.7%) due to lack of sufficient time in school.
  
• Nearly half of the total students feel free to approach their teacher regarding any problem they face.
  

3. To study the perspective of parents of secondary school students towards CCE.

• Most of the parents are aware of CCE (71.1%) and their main sources of awareness were through PTM organised in the schools, class teacher, their own children, during their B.Ed training and from the media.
  
• More than half of the parents (61.3%) are in favor of CCE as compared to traditional examination system because the exams are conducted in the same school (5%), formative (10%), helps in all round development (8.3%) and reduce the academic stress(60.3%) among the students. But 38.7% of the parents are still in favor of traditional examination system because students were more serious towards their studies during boards and had a sense of responsibility (56.2%).
  
• Three-fourth of the parents are in favor of continuation of CCE at secondary school level because exams are conducted in the same school, reduce stress among the students (55.6%), beneficial for both the teachers as well as students, diagnose the problems at the very initial stage (16.8%) and emphasize on holistic development of the students (15%). but one-fourth of the parents want the discontinuation of CCE because it reduced the academic performance of the students in which further increases their problems in 12^th class boards (48.1%).
  
• The main problems encountered by the parents are related to the number of activities (55.3%), shortage of time (14.8%), lack of transparency, low academic performance (13.3%), inadequate student teacher ratio (10%), non-serious teachers (4.9%), lack of proper infrastructure (14.4%) and security (8.6%) in the school and difficulty to afford the activities involved in CCE due to financial constraints.
  
• One-fifth of the parents suggested the reduction in the number of activities which should be done in the schools, focus on academics, inclusion of vocational training (8.3%), use of percentages instead of grades, provision for more games, computer and practical classes (34.7%), appointment of more teaching staff (13.2%) to improve the teacher student ratio (13.3%) in the classrooms, removal of extra duties of teachers apart from teaching, more operation from teachers (11.4%), adequate infrastructure (48.8%) and regular parent teacher association meetings (3.3%) in schools.
  

4. To study the participation of parents of secondary school students towards CCE.

• Most of the parents actively participate in CCE (80.1%) by regularly attending the parent teacher association meeting (PTM) of their children, regularly checking their school dairy (55%), maintaining contact with the class teachers through phone, school reception and social media (80%), helping their children to complete their homework and noticed their wards improving academically and non-academically in various co-curricular activities(%3.3%).
  
• Two-third (75%) of the total parents reported that they are regularly informed by the teachers about the performance of their children in school through PTM (100%) or by school website/ email (3.3%) and take remedial steps to improve their weaker aspects (63.3%).
  

5. To study the attitude of secondary school teachers towards CCE.

• Very few (5.7%) secondary school teachers possess high level of awareness about CCE, more than half (56.7%) of the total teachers have average level of awareness and more than one third (37.5%) teachers possess low level of awareness of CCE.
  
• There is a significant difference in the level of awareness between the private and govt. School teachers.
  
• The level of awareness about CCE is higher in private school teachers than govt. School teachers.
  
• Nearly one fifth(18.2%) of secondary school teachrs possess high level of understanding, more than two- third (36.5%) teacher possess average and almost half (45.3%) of the total teachers possess low level of understanding about CCE.
  
• There is a significant difference in the level of understanding of private and govt. School teachers.
  
• The level of understanding about CCE is higher in private school teachers than govt. School teachers.
  
• The dimension of understanding on characteristics/ attributes of CCE is the most dominant dimension whereas dimension on arguments of CCE is the least dominant dimension.
  
• The teachers have got a mixed reaction for both CCE and board examination system. Less than half (43.3%) are in favor of CCE because they are of the opinion that it helps in the holistic development of students enabling improved students behavior. It is learner centered approach which helps in identifying the hidden talents of the students, reduce stress among students, deemphasiSe memorization, encourage regular assessment, improved teaching learning and collaboration among students, parents and teachers etc. Whereas the more than half(54.8%) of the total teachers are in favor of board examination over CCE because in their opinion grading system lack transparency, marks and percentages re better than grades, no fear of failing in students which made them non serious towards academics, increased workload of teachers and it also fails to prepare students for 12^th boards.
  
• 52.9% of the total teachers reported that the parents are not supportive because they are uneducated, unaware of of CCE, not satisfied with grades, favour board examinations and cannot afford activities due to their financial constrains. On the other hand 47.1% of the teachers reported they receive the support from parents who are aware of CCE.
  
• More than half (69.2%) of the secondary school teachers receives the support from their school administration ? Inchharge in organising scholastic and coscholastic activities, educational trips, competitions, seminars and workshops, providing relevant information and suggestions, adequate infrastructure, teaching material and maintaining the discipline in the school.
  
• Most of the secondary school teachers possess 98.95%) above average favorable attitude towards CCE and very few (1.05%) have average/ moderate favorable attitude towards CCE.
  
• Among the three major dimension of attitude towards CCE child related dimension is the most dominent dimension.
  
• There is no significant difference in the attitude of private and govt. School teachers.
  

• Efforts could have made in organiZing more workshops, seminars, conferences and orientation programs on CCE from time to time for booth students and teachers.
• In order to equip teachers with understanding, concepts, teaching methods, tools and techniques involved in CCE, changes need to be instituted in both pre-service and in-service teacher education programs.the recruitment procedure should be quick,regular andflexible so that the vacant teaching positions can be filled without any delay
• Apart from academic involvements provision for recreational activity, yoga sessions, meditation and moral eduication should be made for teachers inorder to destress them and awake their inner conscience.
• Schools should ensure basic infrastructire facilities to execue CCE in school
• Provision of strict security should [provided in the school.
• The focus of school administraton should be on learning and development of the students rather than result oriented.
• The teacher must be aware of different teaching methods and approaches of evaluation in order to use the most appropriate approach in the teaching learning process.

Keyword(s): Continuous and Comprehensive Evaluation, Perspective, Awareness, Understanding, Attitude.