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 Unpublished.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
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.
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
Tools used for
Questionnaire for students.
Interview schedule for parents
Questionnaire for teachers
Teachers attitude scacle towards CCE
methods used in the study:
Findings of the
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.
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%).
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%)
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
- 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
- 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.
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
- 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
- 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 12th
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
- 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.
the participation of parents of secondary school students towards
- 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
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.
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 12th
- 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.