Report on Idea Outcome data for state of Uttrakhand

Introduction

Under Zero Investment Innovations for Education Initiatives (ZIIEI), state wide trainings were conducted for
sensitization and prospects on bringing innovations in teachings methodologies requiring no additional
resources. The basic premise of the project is based on the fact that learning level among government
school students can be enhanced by harnessing the skills of teachers and using new approaches to teaching.
As on today nearly 1.5 lakh schools have already implemented ZIIEI innovations, therefore there arises a
need to assess the level of implementation, contributing factors and benefits thereof. This report is an
attempt to analyze ZIIEI initiatives in the state of Uttrakhand. SPSS software was used for analyzing the data
and preparing this report.

Profile of School

A total of 52 schools spread in 8 districts and 11 blocks participated in survey details of which are given in
Table 1. As can be seen in below Table, Dehradun district has highest average per school teacher while
Chamoli district has lowest per school teacher.

Table 1: Distribution of Schools

District Names Name of Blocks Number of Schools Number of Teachers in

School
Almora Chaukhutiya, Tarikhet 15 42
Chamoli Dasholi 2 3
Champawat Champawat, Pati 14 34
Dehradun Sahaspur 2 9
Nainital Betaalghat 2 4
Pauri Garhwal Nainidanda, Yamkeshwar 5 14
Pithoragarh Berinag 9 16
Uttarkashi Purola 3 8
Total 52 130

Innovations Implemented (Q1)

The received responses on innovations implemented in percentage terms are presented in Figure 1. As can
be seen that nearly 2/3rd of total schools have implemented Learning Through Games innovation which is far
higher than rest of the innovations. It seems that this innovation might have been preferred over others as
requires no resources at all and the onus of implementation lies solely on the teacher. Others innovations
were implemented by only few schools. It is interesting to note that Concept Mapping innovation has not
been implemented by any of the schools. As this was a multiple response question therefore, total
percentage will not add up to 100.

A class wise observation of innovation Learning Through Games reveal that it was implemented in Class 2 in
highest number of schools. Further, this innovation seems to have been mostly preferred in Class 1 to Class
5 across the state. A class wise distribution of this innovation is presented in Table 2 below.

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Figure 1: Innovations Implemented in Schools (in percentage)

65.4

5.8 7.7 3.8 5.8 7.7 7.7 3.8 3.8 3.8

As this was also a multiple answer question, total will not add up to 100. Figures in parenthesis show
percentages. Innovative idea and Innovation have been used interchangeably.

Innovation activity Learning with Comic Strips was found to be most teacher intensive activity requiring 3.5
teacher on average per school while activity Children’s Newspaper was found to be least teacher intensive
requiring only 1.75 teacher on average per school. Activity Learning Through Games required 2.15 teacher
on average per school.

Table 2: Class wise Learning Through Games innoavtion implemented

Class Number of Responses

I 20 (59)
II 26 (77)
III 20 (59)
IV 18 (53)
V 17 (50)
VI 3 (9)
VII 3 (9)
VIII 3 (9)

Activities undertaken for implementation of innovation (Q2)

To undertake the innovations mentioned in Question No 1, a number of steps had to be taken at school
level. This question mentions about the process undertaken to implement innovate ideas and below Figure
2 gives us activity wise account. As can be seen, that Discussion with Teachers was done by nearly half of the
schools since the innovated ideas were to be implemented by Teachers. This is closely followed by Creation
of TLMs meaning an innovative idea was given a formal shape and customized. It is interesting to note that
more than 1/3rd of total schools also held Discussion with Students.

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However, it is noteworthy that only 1 school held Discussion with SMC/Community/Parents indicating caveat
to the sustainability of the initiative. Further, little more than 1/10th of total schools have reported of Using
Existing Resources while nearly 1/6th of total schools have reported of taking Other Special Steps which have
not been captured/recorded in the data set. This was also a multiple option question hence total will not
add up to 100.

Figure 2: Activities/Steps for implementation of innovations at School (in percentage)

48
44
37

17
12
8
2

Help sought for implementation of innovation (Q3)

This question talks about resources/institutions which helped in implementation of innovative ideas at the
school. As can be seen in below given Figure 3, little more than 3/4th of total schools took help of ZIIEI
provided Nawachar Pustika which shows the extent of ZIIEI intervention in implementation of innovative
ideas in state of Uttrakhand.

It is also seen that nearly 2/5th of total schools took help of SMCs and Community in implementation of
innovative ideas which is in sharp contradiction of reach of SMC/Community as reported in Figure 2. It
appears that seeking help from SMC and Community relating to implementation of innovative idea are not
considered equal to having Discussion with SMC/Community/Parents, hence this discrepancy. This was also
a multiple option question.

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Figure 3: Resources/Institutions assisted in implementation

76%

31%

8% 12%

NAWACHAR SMC COMMUNITY EDUCATION

PUSTIKA OFFICER

It is also interesting to note that no response have come from any of the schools regarding difficulties faced
during implementation of any innovative idea. Only 1 school from Pithoragarh district has reported of
inadequate support from school staff and SMC while implementing innovation.

Areas of Improvement post implementation of Innovation (Q6)

Post implementation of innovation, major perceived improvements are given in below Table 4. As can be
seen, improvement in student’s attendance has been most notable improvement at school observed by
nearly 1/3rd of total teachers. While the innovation has led to overall improvement of student’s attendance,
it has also led to increase in girl student’s attendance. Among other improvement areas, increase in
student’s interest and curiosity level, increase in enrollment and attendance of special need children have
also been reported. Figures in parenthesis show number of responses received in absolute numbers. This is
also a multiple answer question.

Table 3: Post implementation improved areas

Aspects Percentage of Responses

Attendance of Students 32.7 (17)
Academic results of Students 26.9 (14)
Inculcated deeper human values in teaching and 26.9 (14)
learning of students
Attendance of girl students 19.2 (10)
Multi grade teaching 11.5 (6)
Others Student’s learning power 9.6 (5)
Community involvement in schools 9.6 (5)

A cross tabulation of innovations implemented (Q1) along with areas of improvement post implementation
of innovation (Q6) show that Learning through Games has led to increase in attendance of students,
academic results and inculcation of deeper values in more than 1/5th of total schools. Another cross
tabulation of areas of improvement post implementation of innovation (Q6) with reasons for uniqueness of
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ZIIEI (Q11) has found that increased motivation and instillation of new ideas of teaching has led to an
increase in little more than 1/5th of total schools.

Teaching aids usage before and after implementation of Innovation (Q7 & Q8)

No data is received either before or after implementation of innovation.

Perception on Student’s level of Participation (Q9)

Below Table 4 presents level of student’s participation before and after innovation. As can be seen according
to teachers, all schools have attributed increased student’s participation level to ZIIEI initiative. However,
this result seems too a simplistic view and needs to be probed further or again researched.

Table 4: Student's participation level (in percentage)

Aspects of participation Before implementation After implementation

Level of engagement in class 0 100
Focus in doing class work 0 98
Behavior/Attitude 0 100
Preparation 0 100

Another idea implementation (Q10)

Nearly 4/5th of total schools have reported of implementing Any Other Idea at their school with zero cost.
Among schools not implementing any other ideas maximum number fall in districts of Almora and
Champawat (6% each). Further, submission of any other idea to ZIIEI has taken place in only 2/3rd of schools
implementing any other idea (41 in number) where 6% schools have reported of some reasons associated
with it and another 6% schools have not listed any reason. Nearly 1/4th of schools have not answered this
particular question. Below given Table 5 gives a complete picture of the scenario while figures in parenthesis
show absolute number of schools.

Table 5: Another idea implementation status (in percentage)

Any other idea implementation Submitted Other idea being implemented to ZIIEI
Yes No Yes No Missing/No answer
79 (41) 21 (11) 67 (35) 6 (3) 27 (14)

Uniqueness of ZIIEI (Q11)

Almost all schools find ZIIEI different. The reasons for uniqueness of ZIIEI have been shown in below Figure
4. All listed reasons by schools were grouped in one of the categories given in below chart and analyzed
accordingly. As can be seen, nearly 1/3rd of total schools have listed increased motivation and instilling new
ideas for teaching as the prime reason. Nearly 1/7th of total schools either do not know or see no difference
despite finding ZIIEI unique in preceding question. Further, only 8% of total schools are able to appreciate
ZIIEI because of its zero investment features.

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Figure 4: Reasons for uniqueness of ZIIEI (in percentage)

Do Not Know

7.8 3.9 9.8 No difference

19.6
Increased motivation and
new ideas of teaching
7.8 33.3 Good training

17.6 Good provided one follows

training
ZIIEI is effective/has
increased teaching level
Dependent on zero
investment

Suggestions for better implementation of innovative ideas (Q12)

Figure 5 presents suggestions by schools to implement innovation in better manner. All listed reasons by
schools were grouped in one of the categories given in below chart and analyzed accordingly. As can be seen
that more than 3/5th of total schools need some inputs in form of training/TLM, new ideas or financial
resources. Maximum numbers of schools (more than 1/4th of total) require some inputs from ZIIEI while
another quarter of schools need financial resources/TLM from any other sources. Only a small proportion
(little more than 1/10th) of total schools requires no support in any form. Such schools need to be studied
further for replication.

Figure 5: Support needed for implementing innovation (in percentage)

No support needed

11.4 Training/Expertize/TLMs
25.7
required from ZIIEI

Need of new ideas/materials

28.6

11.4
Need
SMC/Parents/Community/Ed
14.3 8.6 ucation Department support
Need Teachers/Staff

Need Financial/TLM
resources

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