CHAPTER \'I

SUMMARY AND CONCLUSIONS

Page No.

6.1. INTRODUCTION

6.2. EVALUATION TOOLS

6.3. PARTICIPANTS OF THE EVALUATION

6.4. DATA ANALYSIS

6.5. EVALUATION REPORT

6.5.1. English Teachers' Views

6.5.1 .I. Syllabus 6.5.1.2. Textbooks 6.5.1.3. Examination 6.5.1.4. Suggestion for effectiveness

6.5.2. Administrators' Views

6.5.3. Views of Teachers of Other Subjects

6.5.4. Students' Evaluation

6.5.5. Achievement of Students in English

6.6. IMPLICATIONS OF THE STUDY

6.7. SUGGESTIONS FOR FURTHER RESEARCH

6.8. CONCLUSION

CHAPTER Vl

SUMMARY AND CONCLUSIONS

6.1. INTRODUCTION

The present study is " A Comparative Evaluation of English Educat~on At H~gher

Secondary Level in the States of Maharashtra and Tamil Nadu".

The objectives of the study are :

(i) To carry out an evaluation of English education at Higher Secondary level.

(ii) To compare the syllabus of Higher Secondary English course in Maharashtra with

that of Tamil Nadu.

(iii) To compare the course materials/textbooks of the Higher Secondary English course

in Maharashtra with those of Tamil Nadu.

(iv) To compare the examination and evaluation pattem in the two states.

(v) To compare the effectiveness of the course in the two states.

(vi) To help utilize the information obtained from the study for improvement of the course

in the states of Maharashtra and Tamil Nadu.

6.2. EVALUATION TOOLS

Quest~onnaire was used as the major tool for data gather~ng Structured

questionnaires were prepared for teachers of English at Higher Secondary level. teachers

of subjects other than English at the Higher Secondary level, admin~strators and students

of Class XII. Interviews were conducted in both the States to obtain views of students and

teachers on the syllabus, textbooks, exammation pattern and usefulness and effect~veness

of the course.

Marks scored by students in achievement tests were analysed to assess the

knowledge gained by students at the end of the two-year higher secondary course

6.3. PARTICIPANTS OF THE EVALUATION

Administrators, teachers of English, teachers of subjects other than English and

students participated in the evaluation.

Given below are the details of the number of partlclpants from each state -

Participants of the Evaluation

Participants Maharashtra Tamil Nadu

A. Administrators 50 B. Teachers of English

Highly experienced (more than 10 years service) - teaching science stream 50 - teaching commerce stream 30 - teaching arts stream 40

Less experienced (less than 10 years service) - teaching science stream 52 - teaching commerce stream 35 - teaching arts stream 43

Highly experienced - teaching Tamil medium - teaching English medium

Less experienced - teaching Tamil medium - teaching English medium

C. Teachers of Other Subjects Teaching Science Subjects 40 Teaching Commerce Subjects 30 Teaching Arts Subjects 30 Teaching Science

through English medium through Tamil medium

Teaching Commerce through English medium through Tamil medium

Teaching Arts through English medium through Tamil medium

D. Students Science - English medium 200

- Regional language 100' medium

Commerce - English medium 300 - Regional Language 200'

medium Arts - English medium 100

- Regional Language 1 00' medium

: Regional language medium upto Class X only

6.4. DATA ANALYSIS

Comparative evaluation of the English education at Higher Secondary level was

done with respect to syllabus, textbooks, examination pattern, learning outcomes and

effectiveness of the course on the basis of the data recelved by means of the

questionnaires. Chi-square test was used to test goodness of fit and to test assocration

between variables. Measures of means and standard deviation were found for descriptive

analysis. Critical ratios (t-test or 2-test) were calculated for differential analyses. Pearson's

product moment correlation was computed for relational analysis.

6.5. EVALUATION REPORT

6.5.1. English teachers' views

6.5.1.1 Syllabus

The syllabus of Tamil Nadu is better designed and better defined than that of

Maharashtra. The objectives laid down in the syllabi of the two states are not very different

from each other, except that in Tamil nadu, provision has been made to prepare the

students for competitive examinations with the inclusion of specific objectives laid down for

acquisition of listening skills and oral skills, which are absent in the syllabus of

Maharashtra. The Maharashtra syllabus recommends more activities for acquisition of

writing skills than the syllabus of Tamil Nadu. Language activities recommended for

acquisition of reference skills and interpretation skills is the same in the two states, The

syllabus of Maharashtra recommends a greater number of pages of prose and more lines

of poetry than that of Tamil nadu. The content of the non-detailed syllabus, in terms of

number of pages, is the same in the two states. The distribution of grammar syllabus in

Tamil Nadu in not balanced, with too much in the first year and too littie in the second year

of the Higher Secondary Course.

In both the states, the syllabus helps the student to a satrsfactory extent in the

remediation and consolidation of language elements learnt. It was however felt in both the

states, by administrators and teachers alike, that the syllabus was not su~table for students

who had studied through the medium of Engl~sh. It was felt that there ought to be a

separate and more advanced course for such students.

6.5.1.2. Textbooks

In both states, the textbooks were found satisfactory with respect to phys~cal

characteristics. The textbooks of Tamil nadu were found to be better with regard to content

of prose, organization of content and exercises. Text books in both states conformed to the

syllabus and achieved the objectives laid down in the respective syllabi of that state. The

Teacher's handbook formed a very significant part of the course materials in Tamil Nadu,

as it had to be used to helpb acquisition of listening (aural) and speaking (oral) skills. In

Maharashtra, the Teacher's handbook was made available to teachers of Class XI1 at an

orientation programme conducted in the state. There was no teacher's handbook for Class

XI. Some teachers, in both states, were of the opinion that the shift in the emphasis from

literature to communication in the syllabus would be detrimental to value education.

6.5.1.3 Examination

The examination paper pattern in Maharashtra sought to test the comprehension

and reading skills of the students. The students were not required to commit anything to

memory and there were no questions to test the student's power of recall. The questions

tested the students' personal opinion, global understanding and inference abilities, and not

merely recognition. Their writing abilities were tested by means of composition exercises.

However, testing of aural and oral skills was not done at any stage in the Higher Secondary

course in Maharashtra.

In Tamil Nadul the question paper sought to test the students through short answer

questions and essay questions based on the text. This led the students to memorize the

text, or the notes that were provided by obliging teachers. There were no questions to test

the students with regard to global understanding and inference. The test of aural and oral

skills was done internally in the schools. Some teachers were of the op~nion that th~s was

too subjective, because many teachers in Tamil Nadu themselves lack the competence to

teach or test aural and oral skills required for national and international level competitive

examinations. The error-spotting method of testing grammar was considered a very

effective way to teach the structure of the language. All the teachers who were interv~ewed

were of the opinion that the paper pattern of Maharashtra was superior to that of Tam11

Nadu. The only two aspects where Tamil Nadu testing was better were in the testing of

aural, oral and communication skills, which would equip the students with greater ability to

deal with real life situations. It was felt that an ideal way of testing would be to include

aural, oral and communication skills internally in Class XI, and an external exammation at

the end of Class XI1 on the lines of the paper pattern of Maharashtra, with the grammar

including error-spotting.

6.5.1.4. Suggessions for effectiveness

Teachers of English in Tamil Nadu felt that science and commerce students were

indifferent to English at Higher Secondary level for their admission into undergraduate

courses and professional courses did not consider their scores in the English examination.

They felt that their interest and acquisition of language skills would improve if the scores of

English examination were considered for admission into Higher education, especially as the

new currkulum laid emphasis on CO~municatlon sk~lls reference and lnterpretatron sk~lls

and not on literature. This opinion was shared by those teachers In Maharashtra who

taught science students.

6.5.2. Administrators' views

Administrators in both the states were sat~sfied with the English course rn their

respective states. They were satisfied with the facilities provided for the course and the

instruction given in the English classes.

6.5.3. Views of teachers of other subjects

All teachers of subjects other than English considered the knowledge of English

important for good academic performance in their discipline, including those who taught

through the medium of Tamil, for they felt it would help students to gain access to more

advanced texts in English. Some teachers especially among those teaching English

medium Science students believed "English for Class XI1 level should be subject specific"

They believed that a good knowledge of English enhanced a student's employment

prospects. One teacher of Mathamatics remarked "English teachers have it easy. They

hardly have pressure of work especially with English medium classes. There should be

less number of periods allotted for English".

6.5.4. Students' Evaluation

The students in Maharashtra were highly satisfied with the course. Those who came

from English medium background found it very easy to comprehend the textbooks and

course materials when compared to those students who came from a background of

regional language medium of instruction. They were highly satisfied with the examination

pattern and had benefited from the course to a very large extent.

The students in Tamil Nadu were fairly satisfied with the course. Those studying in

English medium were more satisfied with the course than those studying in Tamil medium.

6.5.5. Achievement of Students in English

Students of the science faculty scored better marks in their Class X English

examination than in their Class XI1 English examination.

Students who had an English medium background fared better in English in Class

XI1 than students who had regional language medium backgrounds.

6.6. IMPLICATIONS OF THE STUDY

At the Higher Secondary stage, the major objective of English teaching should be

remediation and consolidation of language elements already learnt. In addition, the syllabus

should aim at preparing the student to deal with daily life and real life situations and to

tackle the various tests of English necessary for entry into various professional courses in

India and abroad.

English education at Higher Secondary level in Maharashtra does aim at achieving

these objectives to a very large extent. The communicative approach to language teaching

is a very effective and efficient method to familiarize students with various communication

- skills that they will e n c b m r in dg& life and real life, no maher what field of study they

rllr

pursue after the Higher Secondary Course. ~h: new examination pattern with its emphasis

on comprehension and reading for understanding is a e.ry welcome and desirable change

from the previous Paper Patterns which tested the students' memory and recall rather than

comprehension. The disadvantage, if it can be so called. is that students, especially those

with an English medium background tend to become indifferent to the English course. It is

upto a skillful teacher to make the students realizeathe value of the new system and to help

the students enjoy the new curriculum and make learning effective.

The textbooks in Maharashtra need to include more exercises in grammar and

vocabulary. Though the syllabi in both states recommend identical grammar topics, the

treatment, explanation, exercises and testing are different in the two states.

The testing of aural-oral skills, introduced in Tamil Nadu, has brought mixed

reactions from teachers. There are some teachers who are very enthusiastic about this.

though a large number feel it will not be possible to teach or test these skills in a proper

manner, especially in the interiors of Tamil Nadu. The results might be disastrous, leading

to improper teaching and testing, or to malpractice. Workshops and orientation courses by

experts in the field would be a good way to overcome this problem.

Though the need for the study of English is undisputed, there are many students

who neglect the study of English and even after twelve years of being exposed to the

language, are unable to speak, comprehend, read or write even simple tests. Teaching,

learning and assessing have to be improved if this is to be avoided. The casual attitude of

students towards English at Higher Secondary level especially by the students with an

English medium background and in the science stream, can be changed if the scores in

English are considered for admission into professional courses like engineering and

medicine.

The textbooks in Tamil Nadu have plenty of exercises in grammar and vocabulary.

The examination Pattern, however, is not in keeping with the requirement of the modern

day learner of English in India. As has been done in Maharashtra, the questions requiring

memory and recall can be done away with and replaced with comprehension type of

questions on reading and understanding.

A combination of the paper patterns in the two States, with proper testing of

aural/oral skills also included would be ideal.

6.7. SUGGESTIONS FOR FURTHER RESEARCH

A similar study may be undertaken with participants from smaller towns of

Maharashtra and Tamil Nadu.

Each State, that is Maharashtra and Tamil Nadu, may be compared with some other

Indian State with respect to English education at Higher Secondary level.

A comparison of the achievements of students in English at the end of the old

Higher Secondary course and the new one may be undertaken.

Comparison of Higher Secondary education of other subjects may be carried out.

6.8. CONCLUSION

The revised Higher Secondary English course in both states is decidedly a step in

the right direction for preparing the students in the special skills of language necessary for

coping with eventual job requirements, academic demands or life. The course is no longer

a mere academic formality but a means to an advancement in the level of achievement,

with a view to enhancing the difference between the students' entry level and exit level.

Designing separate English courses for English medium and non-English medium students,

and separate courses for commerce, arts and science students would result in five different

courses, which is decidedly not feasible. The syllabus and course materials of each state

aim at helping the student in consolidation of language elements already learnt. English

education at Higher Secondary level in both the states can be improved by taking into

consideration the valid suggestions made by teachers and students and the major findings

of this study,