Objectives of the study: 

1. To study the effect of Continuous and Comprehensive Evaluation (CCE) on achievement of Primary School Children in Scholastic areas, namely,Mathematics, Language and Environmental Study (Science).

2. To study the effect of Continuous and Comprehensive Evaluation (CCE) on achievement of Primary School Children in Co-Scholastic areas, namely,Regularity, Punctuality, Discipline and Cleanliness.

3. To study the relationship between Scholastic and Co-Scholastic areas of learning on achievement of Primary School Children.

The sample for the experiment comprised of 400 class V  students, 200 from Bhubaneshwar and 200 from Khurda. Further, each category has been appropriately classified randomly as Experimental and Control Groups.

Competency based test ( pre-tests), unit tests, competency based achievement test  (post-test), and five point rating scale for Co-Scholastic areas have been used.The subjects after pre-test were exposed to CCE in scholastic as well as co-scholastic areas quite systematically. At the end of the treatment, competency based tests in scholastic areas were administered as a measure of dependent variable. The final ratings with the help of five point numerical rating scale were used as a measure of the dependent variable co-scholastic areas.

Experimental designs were very well employed for the investigation. Randomized control group pre-test and post-test design for objective 1 and two groups randomized subjects post-test design for objective 2 have been suitably used.

ANCOVA (2X2), ANOVA (2X2) and Product Movement Correlation have been suitably applied for data analysis. Achievement scores on competency based tests were analyzed with the help of ANCOVA, whereas scores on co-scholastic areas were analyzed using ANOVA. The final scores were further analyzed with the help of the product movement correlation to find out the relationship, if any, between scholastic and co-scholastic abilities.

Findings of the Study:

• The CCE has been found to have significant effect on both the scholastic areas, namely, mathematics, language and environmental science, and co-scholastic areas, namely, regularity, punctuality, discipline and cleanliness.

• Area (urban and rural) has been found to have no significant effect on scholastic achievement of class V children.

• Interaction of treatment and area has been found to have no significant effect on scholastic achievement of class V children.

• Area (urban and rural) has no significant effect on achievement of class V children in mathematics.

• Interaction of treatment and area has no significant effect on achievement of class V children in mathematics.

• Area (urban and rural) has no significant effect on achievement of class V children in language.

• Interaction of treatment and area has no significant effect on achievement of class V children in language.

• Area (urban and rural) has no significant effect on achievement of class V children in environmental study.

• Interaction of treatment and area has no significant effect on achievement of class V children in environmental study.

• Area (urban and rural) has no significant effect on performance of class V children with regard to regularity.

• Interaction of treatment and area has no significant effect on performance of class V children with regard to regularity.

• Area (urban and rural) has no significant effect on performance of class V children with regard to punctuality.

• Interaction of treatment and area has no significant effect on performance of class V children with regard to punctuality.

• Area (urban and rural) has no significant effect on performance of class V children with regard to discipline.

• Interaction of treatment and area has no significant effect on performance of class V children with regard to discipline.

• Area (urban and rural) has no significant effect on performance of class V children with regard to cleanliness.

• Interaction of treatment and area has no significant effect on performance of class V children with regard to cleanliness.

• Mathematics has got significant relationship with regularity, punctuality,discipline and cleanliness.

• Language has got significant relationship with regularity, punctuality,discipline and cleanliness.

• Environmental Study has got significant relationship with regularity,punctuality, discipline and cleanliness.