Chandra B P Singh
Hindi language, Knowledge, Skill, Application, Learning, Teachers
|PUBLISHED DATE||November 2017|
|PUBLISHER||The Author(s) 2017. This article is published with open access at www.chitkara.edu.in/publications|
The study identified reasons for poor performance (about 40%) in Hindi language of class VI students in Kasturba Gandhi Balika Vidyalaya (KGBV) of Bihar and also noticed loss in transition (about 6 to 24 %) at the upper primary level despite residential facilities being provided to them. There existed acute shortage of teachers (46%) as well as wardens (46%) in KGBV, resulting in poor management of residential facilities. Additionally, non-availability of language teacher for teaching Hindi and their limited understanding of pedagogical processes left the teaching-learning transaction unattended. Their insufficient training to language at the time of induction showed a gap in inputs concerning what the students desired and what the teachers had. In some KGBVs (e.g. Kishanganj) there existed minimal activities to overcome learning deficiencies in Hindi. They had virtually no idea about how to evaluate students and formulate plan for improving Hindi language. Non-literate mothers had strong desire to educate their daughter (40 per cent achievement in Hindi language). Attitudinal problem of the school teachers and headmasters were prominently observed. They attributed to the KGBV stakeholders for the managerial activities. The study suggested deployment of teachers and their intensive training for improving Hindi language among the students of KGBV.
|ISSN||Print : 2320-7655, Online : 2320-8805|