Study on achievement levels of the Grade 3 Sri Lankan Primary School Students

1. Study on achievement levels of the
Grade 3 Sri Lankan Primary School
Students
Dept. Early Childhood and Primary Education
Faculty of Education,
The Open University of Sri Lanka
Nugegoda

2. Research Team
Prof. G.I.C. Gunawardena
Prof. PCP Jaufer
Ms. DMW Munasinghe
Mr. P.Seneviratne
Dr. T. Mukunthan
Ms. PRD Chaturika
Ms. PLNR Rajapakshe
Dr. Anoma Alwis
Mr. S. Sriranganathan

3. Outline of Presentation
• Introduction
• Review of Literature – Sri Lanka
• Objectives of the Study
• Methodology
– Sample of schools (Target & Achieved) by Type &
Province
– Student Population by Type & Province
– Student sample (Target & Achieved) by Type & Province
– Teacher sample (Target & Achieved) by Type & Province
– ISA Sample
• Datacollection Instruments & DataAnalysis procedures
• Findings and Recommendations

4. Introduction
• Primary Education is the foundation for Secondary and
Tertiary Education as well as life-long education.
• Most of the Governments in the world give priority to
Primary Education.
• In Sri Lanka the State has provided free education to
every child over the last six decades in line with the
concept of “Education for All”. As a result we have
achieved the 98% rate literacy.
• Schooling should provide the joy of shared learning for
children to enable them to reach their full potential
and enrich their lives.

5. Cont.…
• The major features in the present primary education
system had its origins in the Education Reforms of 1972.
• Primary education would be a very positive experience
that can change children’s future for their betterment.
• The World Bank Report (Transforming School Education
in Sri Lanka) published in 2011 has stated that primary
education reform programs have been well supported by
several development initiatives which included focused
teacher education, good quality textbooks and the
supply of educational material, rearrangementof
classrooms to facilitate guided play and active learning.
• These initiatives have contributed positively and helped
improve students' learning at primary level.

6. Cont.…
• These reforms have been continued through subsequent
reforms with minor modifications and improvements in years
1997, 2003, 2007 and also in 2016.
• As a result, the current school curriculum is formulated as a
competency-based approach and the child is required to
acquire the basic competencies stipulated in the National
Education Commission (NEC) report of 2003.
• Main aspects of Primary Education in Sri Lanka,
– Key Stages
– Competency-based Curriculum
– Teaching Methodologies
– Assessment
– Identification of children
– Learning competencies

7. Cont.…
• These reforms have been continued through subsequent
reforms with minor modifications and improvements in years
1997, 2003, 2007 and also in 2016.
• As a result, the current school curriculum is formulated as a
competency-based approach and the child is required to
acquire the basic competencies stipulated in the National
Education Commission (NEC) report of 2003.
• Main aspects of Primary Education in Sri Lanka,
– Key Stages
– Competency-based Curriculum
– Teaching Methodologies
– Assessment
– Identification of children
– Learning competencies

8. Review of Literature – Sri Lanka
• National Institute of Education conducted a study
sponsored by UNICEF to study the performance of
Grade 3 students in literacy and numeracy in Sri Lanka in
1998.
• ln 2002 a study was conducted to investigate whether
the performance level of Grade 3 students’ language &
mathematics had improved with the new reforms.
• The 2002 study identified a slight improvement of
performance in both literacy and numeracy of Grade 3
students but showed that 5.2% of students had not
reached the mastery level. Disparities existed between
rural & urban schools in literacy and numeracy.
• Females outperformed males in both literacy and
numeracy.

9. Review of Literature – Sri Lanka
(Contd.)
• Nanayakkara’s study (1994) on assessment of
pupil’s achievement in primary mathematics
revealed that more than 505 of errors of
primary students in answering the written
tasks were due to lack of skills in reading &
comprehension.
• He also noted high levels of disparities
prevailing between urban & rural pupils on all
tests analyzed.

10. Objectives of the study
• To identify the achievement levels of Grade 3
students in selected competencies of First
Language and Mathematics.
• To identify the gap between the expected
levels of achievements and actual levels of
achievements at Grade 3 and identify the
strengths and weaknesses in relation to
selected subject competencies
• To propose suitable strategies to overcome the
issues faced and to improve the achievement
level of Grade 3 students.

11. School Population & Target Sample
Province 1AB 1C Type 2 Type 3 Total
P S P S P S P S P S
Western 199 9 246 12 486 25 429 21 1,360 67
Central 115 7 316 15 467 23 623 30 1,521 75
Southern 150 7 208 10 365 19 391 18 1,114 54
Northern 104 6 109 5 301 14 457 24 971 49
Eastern 94 5 181 9 351 18 480 25 1,106 57
North
Western
107 6 255 12 460 23 437 20 1,259 61
North
Central
61 3 130 7 231 14 383 19 805 43
Uva 83 4 177 9 311 16 324 16 895 45
Sabaragamu
wa
103 5 183 8 435 23 410 20 1,131 56
Total 1,016 52 1,805 87 3,407 175 3,934 193 10,162 507

12. Student Population
Province 1AB 1C Type 2 Type 3 Total
Western 19,056 16,910 18,557 25,805 63,418
Central 6,548 10,169 10,244 18,695 35,487
Southern
7,763 9,650 9,073 18,618 45,104
Northern
2,242 2,442 5,155 8,444 18,283
Eastern
3,866 6,366 9,682 13,717 33,631
North
Western 5,013 11,213 12,867 14,980 19,993
North
Central 1,147 4,966 6,368 13,014 25,495
Uva
2,371 5,986 6,603 9,159 24,119
Sabaragamu
wa 3,307 7,575 10,222 12,601 15,908
Total
51,313 29,410 65,682 135,033 327305

13. Target Student Sample
Province 1AB 1C Type 2 Type 3 Total
M L M L M L M L
Western
180 180 240 240 500 500 420 420
1,340
Central
140 140 300 300 460 460 600 600
1,500
Southern
140 140 200 200 380 380 360 360
1,080
Northern
120 120 100 100 280 280 480 480
980
Eastern
100 100 180 180 360 360 500 500
1,140
North Western
120 120 240 240 460 460 400 400
1,220
North Central
60 60 140 140 280 280 380 380
860
Uva
80 80 180 180 320 320 320 320
900
Sabaragamuw
a 100 100 160 160 460 460 400 400
1,120
Total
1,040 1,040 1,740 1,740 3,500 3,500 3,860 3,860
10,140

14. Achieved Student Sample
Province 1AB 1C Type 2 Type 3 Total
M L M L M L M L M L
Western
140 140 246 246 400 400 340 340 560 1,126
Central
80 80 171 171 320 320 467 517 1,038 1,088
Southern
100 100 114 94 218 137 215 194 647 525
Northern
96 96 96 96 240 240 422 422 854 854
Eastern
80 80 160 180 236 236 309 309 785 805
North
Western 40 40 260 260 350 350 278 278 928 928
North Central
20 20 120 140 255 255 195 215 590 630
Uva
60 60 160 160 270 270 219 219 709 709
Sabaragamuw
a 100 100 140 140 386 386 340 340 966 966
Total
716 716 1,467 1,487 2,675
2,59
4
2,78
5
2,83
4 7,643 7,631

15. Teachers’ Sample
Province 1AB 1C Type 2 Type 3 Total
Western 9 12 25 21 67
Central 7 15 23 30 75
Southern 7 10 19 18 54
Northern 6 5 14 24 49
Eastern 5 9 18 25 57
North
Western
6 12 23 20
61
North
Central
3 7 14 19
43
Uva 4 9 16 16 45
Sabaragam
uwa
5 8 23 20
56
Total 52 87 175 193 507

16. Teachers’ Achieved Sample
Province 1AB 1C Type 2 Type 3 Total
Western 7 12 20 18 57
Central 4 10 18 21 53
Southern 5 6 12 13 36
Northern 4 8 9 21 42
Eastern 8 8 13 9 38
North
Western
3 12 18 14
47
North
Central
2 7 11 11
31
Uva 2 9 12 10 33
Sabaragam
uwa
5 7 19 17
48
Total 40 79 132 134 385

17. ISAs’ sample
Province ISAs’ Target ISAs’
Achieved
Western
3 3
Central 3 3
Southern 3 3
Northern 5 5
Eastern 3 3
North Western 2 2
North Central 2 2
Uva 2 2
Sabaragamuwa 2 2
Total 25 25

18. Data collection instruments
Achievement Tests
• Achievement levels were assessed using a
written and practical test in the First
Language (Sinhala/Tamil)
• Mathematical competencies were assessed
using a written test.
• Test instruments were prepared for both
the first language and mathematics test
focussed on competencies that should be
achieved by the end of the Grade 3.
• 25 competencies were tested through the
first language tests and 39 competencies
were tested through the Mathematics paper.
• Pre- Tests were conducted in both media
(Sinhala and Tamil).
• Based on the analysis of the Pre-Test, the
question papers were further modified

19. Design of the Tests
• In the written test for Languages, there were 25
questions, 2 marks for each question.
• In the practical part, competencies in listening, reading
and speaking were tested.
• The marks given for listening, reading and speaking
were 15, 15 and 20 respectively.
• The time duration for the written part of first language
paper was 45 minutes.
• For Practical tests sufficient time was given to test
listening, reading and speaking.
• The time duration for the Mathematics paper was one
hour.
• There were 20 questions in the Mathematics paper
carrying 5 marks for each question.

20. Interview schedules
• Interview schedules were used for collect
data from ISAs and teachers.
• Interviews with the teachers focussed on
students’ socio economic background,
teaching-learning methodologies, teachers’
perceptions on teaching in primary classes
and assessment.
• ISA’s interviews focussed on issues in
teacher training and suggested strategies to
overcome issues

21. Analysis of Data
• Test Data were analyzed using
SPSS on a national, provincial, and
district basis.
• Quantitative techniques such as
%s, Means and Standard
Deviations were used for analysis
of student’s achievement at tests
• Qualitative techniques were used
to analyze data obtained from
teachers and ISA’s interviews.

22. Components of Test Papers
Subject Components
Mathematics Num
ber
Number
Operation
s
Measure
ment
Shape and
Space
Money Data
handling
Problem
Solving
Marks 20 20 15 10 05 15 15
Languages Writi
ng
Compreh
ension
Vocabula
ry
Gramma
r
Listening Reading Speaking
Marks 04 08 16 22 15 15 20

23. Procedure of the study
1st phase: Pilot Stage
All three test papers developed by subject specialists were administered to a small
student sample (Tamil & Sinhala) who are not in the study sample for
modification.
2nd phase:
• 170 data collectors (ISAs) trained by the research team on:
1. Conduct of the written tests & practical tests
2. Marking & entering procedures
3. Procedure for returning students’ marks
4. Conduct of interviews with teachers
• Two other ISAs or experienced teachers trained by the above ISAs as
data collectors.
3rd phase:
• The written tests were administeredin the selected school sample on a particular
day at a scheduled time in all 25 districts by the data collectors.On the same day,
the practical test was also done by the same data collectors.
4th phase:
• Data were analyzed statisticallyand descriptively

24. Limitations of the study
• The target sample was only 507 (05%) of the total
number of schools(10,162) in Sri Lanka but data was
received from only 385 schools.
• Data had been collected from all the provinces for
Mathematics but only for eight provinces for Sinhala
language and six provinces for Tamil language. The
number of districts included also varied
correspondingly.
• As the tests were to be conducted in all schools on
the same day, it was not possible to administer the
tests again in the schools in which they had not been
conductedearlier.
• Total number of studentsin the sample was 10,140
but marks were received only for 7,631 of students
for first language and for 7,643 studentsfor

25. %s of students giving correct answers in Mathematics by Province and
area
Province
Number
Number
Operati
ons
Measure
ment
Shape
and
Space
Mone
y
Data
handling
Problem
Solving
Total
Western 51.0 84.7 66.8 71.5 53.8 88.9 71.2 71.0
Central 42.7 58.9 70.2 67.4 18.3 77.6 55.9 56.3
Southern 51.4 75.0 78.9 75.2 56.8 92.1 82.4 73.7
Northern 40.5 75.5 30.9 41.2 51.6 36.3 65.9 49.9
Eastern 42.2 64.5 78.6 73.2 21.8 72.7 53.2 60.4
North-
Western
52.5 88.4 71.3 77.4 60.9 91.9 75.3 74.7
North- Central 47.7 64.6 72.8 72.6 29.5 79.5 59.9 63.0
Uva 48.8 84.6 67.8 70.7 50.1 90.9 70.3 70.6
Sabaragamuw
a
50.3 65.4 77.5 76.9 32.8 86.5 66.6 67.0
Sri Lanka 47.7 72.9 67.1 69.8 40.5 79.7 66.2 65.1

27. %s of students giving correct answers in
Mathematics by Province and area
• Student performance had been best in DataHandling (79.7%)followed by
Number Operations (72.9%), island wide. The lowest performance, had
been in Money (40.5%).
• Performance in Data Handling showed high performance in all provinces
except the Northern Province and the Southern Province indicated highest
performance (92.1) followed closely by North-Western (91.9)and Uva
(90.9)provinces.
• Eastern Province had 72.7%of studentsproviding correct answers for the
entire test but Northern Province % was only 36.3
• In the Northern Province, 75.5%had provided correct answers in Number
Operationsand in the SouthernProvince, 78.9%in Measurement.
• The lowest percentages were recorded for Money in Central(18.3), Eastern
(21.8), North-Central(29.5)and Sabaragamuwa (32.8)Provinces.
• Performance of the Northern Province in Measurement was only 30.9%.

28. %s of students giving correct answers in
Mathematics by Province and area (Contd.)
• Eastern Province had 72.7% of students providing correct
answers but in Northern Province, the percentage was only
36.3
• When the performance of different provinces for the full
paper on Mathematics is considered, the best performing
province was the North-Western Province with 74.7 %.
• Three other provinces, Western, Southern and Uva had
more than 70 per cent of students obtaining correct
answers. Lowest percentages were for Northern (49.9)and
Central (56.3)provinces.

30. Performance in Mathematics by
Province
• In Number, the best performers had been North-Western, Southern,
Western and Sabaragamuwa provinces, all scoring 4.0 or more than 4.0
out of 20.
• The North-Western Province had the highest scores for the areas of
Number, Number Operations, Shapes and Space and Money.
• Three provinces (Southern, Eastern and Sabaragamuwa) had the highest
scores for Measurement (4.7 out of 15), Southern Province, North-Central
and Uva for Data Handling(5.5 out of 15).
• In Problem Solving the highest mean was for the Southern province (4.9
out of 15).
• The scores for the Northern Province were lowest for Measurement (1.9
out of 15), for Shapes and Space (1.7 out of 10) and for DataHandling (2.2
out of 15).
• Central Province had the lowest mean scores for Number (3.4 out of 20)
together with Eastern Province, for Number Operations (4.7 out of 20), for
Money (0.4 out of 5) and for Problem Solving (3.4 out of 15).

31. Percentage of students providing correct
answers in Sinhala Language by Province
Province % providingcorrect answers
Writing Comprehens
ion
Vocabula
ry
Gramm
ar
Listenin
g
Reading Speakin
g
Total
Western 75.7 63.5 78.4 72.6 67.8 53.1 55.5 71.7
Southern
70.9 63.5 86.0 70.9
64.5 52.3 48.6 73.4
Eastern 87.8 61.9 82.4 68.2 55.0 40.8 39.4 70.2
North
Central 44.8 45.3 65.2 36.9
70.2 47.8 36.5 69.3
Uva
75.8 65.2 77.8 71.2
62.9 48.5 44.9 70.5
Central 80.3 64.8 81.9 64.7 61.5 44.1 41.5 69.1
North
Western
84.7 67.8 86.3 69.7 73.1 56.1 60.1 74.6
Sabaragam
uwa
87.2 68.5 88.1 70.6 63.8 52.3 47.9 74.8
All eight 81.5 65.4 82.8 59.8 65.6 50.5 50.5 71.3

33. Performance in Sinhala Language by province
• In Writing all provinces except North-Central, more than 70% of
students had demonstrated competency.
• In Comprehension, Speaking and Grammar also, %s of students
demonstrating competency in the North-Central Province were
the lowest.
• Overall, the percentages in the eight provinces were lower,
below 60, in Grammar, Reading and Speaking.
• The best performance, above 80% was seen in Writing and
Vocabulary.
• When total percentages in respect of the provinces are
considered, six of the eight provinces had more than 70% and
the overall percentage for the eight provinces, was 71.3. Even
the North-Central and Central provinces were close to 70%, with
69.3 and 69.1 respectively.

34. Performance in Sinhala Language by
Province
• The percentage giving correct answers in Writing varies
from 89.5% in Ampara district to 15.6 % in Trincomalee
district. Eleven other districts had percentages above 80.
• In Comprehension, and the percentages were lower,
especially in Trincomalee (08.4%). Only two district,
Kurunegala & Ratnapura had percentages higher than 70%.
• In Vocabulary, the percentages were higher in all districts
except Trincomalee (12.2%).This district performed lower in
Grammar too, with only 09.4 % giving correct answers.
• In Listening, the highest percentage was for Kurunegala
(76.3) and the lowest percentage was in Trincomalee (09.4).
Province Writing Comprehension Vocabulary Grammar Listening Rea
Total marks allotted
04 08 16 22 15 15
Western 3.1 5.1 12.5 15.9 10.2 7.9
Southern 3.4 5.1 13.8 15.6 9.7 7.8
Eastern 3.5 4.9 13.2 14.9 8.3 6.1
North Central 3.2 5.3 12.9 14.4 10.5 7.2
Uva 3.1 5.2 12.5 15.7 9.4 7.3
Central 3.2 5.2 13.1 14.2 9.2 6.6
North Western 3.4 5.4 13.8 15.3 10.9 8.4
Sabaragamuw
a
3.5 5.5 14.1 15.5 9.6 7.8
All 8 provinces 3.3 5.2 13.3 13.2 9.8 7.6

36. Performance of students in Tamil
language by Province
Province % providing correctanswers
Writing Compreh
ension
Vocabul
ary
Gram
mar
Listeni
ng
Readi
ng
Speaki
ng
Total
Northern 55.8 61.3 72.7 65.2 50.4 41.7 43.8 64.0
North
Central
81.2 65.7 78.4 73.9 69.6 51.2 48.8 72.7
Central 63.0 32.2 55.3 52.9 45.1 22.7 15.8 48.7
North
Western
60.0 36.3 72.5 65.0 25.0 70.0 75.0 61.8
Sabaraga
muwa
66.3 20.6 50.9 49.8 40.0 10.0 20.0 44.3
Eastern 80.1 53.9 76.2 67.9 58.9 43.2 32.9 66.3
All 6
Provinces
65.1 53.9 68.8 64.2 52.5 39.4 36.9 61.9

38. Performance of students in Tamil
language by Province
• Highest means had been scored in Writing,
Comprehension, Vocabulary, Grammar, and Listening
by the North-Central Province.
• North-Western Province had the highest mean scores
for Reading and Speaking.
• Surprisingly, the lowest means in Writing was for the
Northern Province.
• In Comprehension, Vocabulary, Grammar, Reading and
Speaking, the lowest mean scores were in the
Sabaragamuwa province.
• The lowest mean score for Listening was in the North-
Western province.

39. Achievement by
Gender_Mathematics
Performance in Mathematicsby Gender &
Province
Province
Sex
Numbe
r
Number
Operatio
ns
Measure
ment
Shap
e
and
Spac
e Money
Data
handlin
g
Probl
em
Solvi
ng
Western
Male 50.0 83.6 65.8 71.5 56.0 86.8 68.8
Fema
le 40.9 83.0 58.0 74.9 53.4 65.2 61.9
Central
Male 41.9 58.0 67.7 65.3 18.7 76.9 54.3
Fema
le 43.7 60.1 72.7 69.3 17.9 78.3 57.9
Southern
Male 50.2 64.8 75.4 78.8 39.6 89.6 65.1
Fema
le 52.7 65.6 78.2 79.5 33.6 89.2 68.8
Northern
Male 40.9 73.8 30.3 39.7 53.4 35.8 61.9
Fema
le 40.4 75.7 27.9 38.4 50.4 32.9 68.7

40. Eastern
Male 63.6 63.2 62.8 40.9 74.8 78.9 66.7
Fema
le 79.4 75.3 71.7 53.0 68.4 69.3 77.0
North
Western
Male 52.8 87.2 72.0 77.5 66.2 90.4 74.5
Fema
le 52.1 89.7 70.6 77.2 55.1 93.5 76.2
North
Central
Male 44.1 59.8 67.5 67.6 28.3 77.3 53.9
Fema
le 49.2 68.4 76.9 77.1 28.6 79.8 64.8
Uva
Male 47.2 81.2 65.2 67.4 49.7 87.3 63.2
Fema
le 49.2 87.8 67.6 72.1 49.8 93.5 76.3
Sabaraga
muwa
Male 47.9 63.4 75.7 74.2 35.4 85.5 61.8
Female 52.6 67.4 79.2 79.4 30.4 87.4 71.3

42. Performance in Mathematics by
Gender & Province
• Western Province, the male students had performed better than
the females in all areas except Shapes and Space.
• In the Northern Province, performance of males was better in all
areas except Number Operations & Problem Solving.
• Female performance was better in all areas in North- Central and
Uva provinces, except Money in Central, Sabaragamuwa and
Southern provinces.
• Female percentages were higher in Number in six provinces, in
Number Operations in eight provinces, in Measurement in five
provinces, in Shapes and Space in seven provinces (except the
Northern Province), in Data Handling in four provinces.
• It is noteworthy that female percentages were higher in Problem
Solving in all provinces.
• Thus females appeared to fare better in aspects of Problem Solving,
Number Operations and in Shapes and Space.

43. Performancein Sinhala Language by Gender and Province
Province Sex Writing
Comprehen
sion
Vocabul
ary
Gramm
ar
Listeni
ng
Readin
g
Speaki
ng
Western
Male 68.0 60.3 75.1 68.8 65.48 46.1 54.6
Femal
e 83.0 67.0 81.9 76.2 69.52 60.4 57.8
Central
Male 76.7 59.6 78.0 60.7 58.47 37.0 39.4
Femal
e 84.0 70.3 86.0 68.7 64.62 51.4 43.7
Southern
Male 79.6 58.3 82.6 68.1 62.87 41.0 46.1
Femal
e 88.4 68.0 89.3 74.6 64.66 62.4 53.7
Eastern
Male 82.6 58.2 79.2 65.4 58.15 34.8 39.7
Femal
e 93.2 65.8 85.7 71.1 51.70 47.2 39.2

44. North
Western
Femal
e 90.0 39.5 91.6 74.1 75.16 55.3 51.28
North
Central
Male 69.3 58.0 71.9 59.6 66.54 43.1 34.9
Femal
e 90.4 74.3 89.2 72.0 74.02 52.8 38.2
Uva
Male 68.5 58.5 72.0 65.0 62.20 42.6 42.9
Femal
e 82.4 71.4 82.8 76.9 65.47 56.2 49.6
Sabaragamu
wa
Male 81.9 61.2 82.3 65.1 61.12 43.9 46.4
Femal
e 92.1 75.3 93.4 75.7 66.16 60.3 49.3
All 8
provinces Male 75.9 60.2 78.5 65.4 64.05 43.2 47.1
Femal
e 87.3 70.7 87.3 73.8 67.11 58.0 50.6

45. Performance in Sinhala language by
Gender and Province
• Means of females in the total sample in all aspects of
the language are higher. In respect of provinces, female
scores are higher in all aspects in Eastern and North-
Central provinces.
• However, there were differences in certain provinces in
certain areas.
• The mean score of females are lower in Reading in the
Western Province. In the North-Western Province, the
female scores are lower in six of the seven areas, in
Comprehension, Vocabulary, Grammar, Listening,
Reading and Speaking. In the Sabaragamuwa Province
also, the female mean score is lower in Writing.

46. Achievement in Tamil Language by
Gender & Province
Provinc
e Gender Writing
Comprehe
nsion
Vocabul
ary
Gram
mar
Listeni
ng
Readi
ng
Speak
ing
Norther
n
Male 54.1 59.7 64.2 61.2 45.4 41.9 45.4
Female 56.1 61.3 72.7 68.7 53.7 39.5 43.4
Central
Male 56.6 27.5 44.3 45.4 44.6 14.9 12.4
Female 70.1 36.6 63.8 59.2 44.7 27.3 15.9
Eastern
Male 76.2 48.3 71.9 64.9 55.3 38.0 32.2
Female 83.7 59.6 81.0 71.4 59.0 47.2 36.8
North-
Wester
n
Male 50.0 41.7 86.1 71.7 33.3 88.9 88.9
Female 68.2 31.8 61.4 59.5 18.2 54.6 63.6
North-
Central
Male 69.1 60.0 72.5 71.6 63.6 45.5 41.8
Female 82.1 69.3 83.0 75.8 74.3 55.7 54.3
Sabarag
amuwa
Male 57.9 15.8 43.4 44.0 57.9 0.00 15.8
Female 28.6 25.0 57.7 55.0 23.8 19.1 23.8
All 6
provinc
Male 62.0 50.8 63.5 60.3 49.2 36.6 36.6

47. Achievement in Tamil Language by
Gender & Province (Contd.)
• In all areas tested, higher percentages of female
students had given correct answers.
• In writing, the differences were higher in the Central
Province (56.6% males against 70.1% females),the North-
Western Province (50.0% males as against 68.2%
females) and in the North-Central Province (69.1% as
against 82.1% females).
• In theSabaragamuwa Province 57.9 of males and only
28.6 of females giving correct answers.
• In Comprehension, in all provinces except
Sabaragamuwa, the female percentages were higher.
• In Vocabulary, Grammar and Listening, the female
percentage was lower in the North-Western Province
and in Listening in the Sabaragamuwa province.

48. Province
School
Type Number
Number
operation
Measurem
ent
Shape
and
space Money
Data
handlin
g
Proble
m
Solving
Western Type 1AB 53.2 89.1 74.8 80.0 52.9 94.3 63.8
Type 1C 43.4 84.2 59.0 70.1 53.5 85.1 54.7
Type 2 39.3 81.4 57.3 60.0 50.9 85.4 44.2
Type 3 47.3 88.5 70.9 79.4 56.9 92.7 62.9
Central Type 1AB 69.4 69.7 81.3 82.5 17.5 89.6 76.7
Type 1C 59.2 56.3 76.6 72.2 19.9 73.9 66.7
Type 2 57.1 57.9 70.0 65.0 14.0 79.4 61.2
Type 3 56.6 58.9 73.6 65.2 20.7 75.8 64.0
Southern
Type 1AB 72.8 67.0 86.0 81.0 31.0 88.7 75.0
Type 1C 71.5 67.3 81.6 70.7 30.9 87.2 67.7
Type 2 61.5 58.4 70.3 76.3 24.1 88.1 68.4
Type 3 75.3 70.4 86.6 86.3 51.0 91.2 79.7

49. Achievementin Mathematics by School Type & Province (Contd.)
School Type Number
Number
Operations Measurement
Shape
and
Space Money
Data
handling
Problem
Solving
Northern
1AB 50.3 83.1 45.8 52.6 64.6 47.2 63.2
1C 35.2 75.3 36.5 49.5 58.3 43.4 49.7
Type 2 30.9 66.3 16.4 25.6 47.5 24.6 37.2
Type 3 37.7 79.2 30.9 45.6 49.5 38.9 47.5
Eastern
1AB 77.5 73.8 100.0 95.0 40.0 81.7 76.7
1C 72.1 69.2 82.2 78.3 33.3 78.9 72.2
Type 2 54.6 64.7 76.4 70.2 15.2 70.0 61.3
Type 3 67.0 73.1 87.5 78.5 31.3 87.2 78.7
North Western 1AB 50.6 89.4 71.7 77.5 57.5 90.8 55.8
1C 53.9 92.6 79.5 79.6 63.5 93.2 67.1
Type 2 42.9 85.4 60.5 76.4 58.9 88.4 53.1
Type 3 48.8 89.6 69.7 79.1 61.9 94.8 64.3
North Central
1AB 63.8 52.5 81.7 87.5 20.0 75.0 80.0
1C 50.9 56.9 68.1 62.8 27.7 72.3 56.9
Type 2 63.0 64.2 71.7 69.3 31.5 75.5 64.6
Type 3 71.9 70.5 83.5 80.6 29.1 88.5 70.5
Uva 1AB 41.3 81.3 68.9 68.3 40.0 89.4 46.7
Type 1C 48.9 87.3 68.3 70.3 51.9 93.1 57.7
Type 2 39.9 82.9 59.3 70.6 45.9 87.7 50.4
Type 3 47.5 86.1 70.2 71.9 56.6 93.8 56.5
Sabaragamuw
a
1AB 63.5 65.3 83.3 68.0 28.0 90.0 71.3
1C 71.1 63.9 82.4 77.9 44.3 86.4 70.2
Type 2 69.7 65.5 81.9 75.7 33.0 84.7 69.7
Type 3 67.8 66.0 82.7 79.0 32.0 87.4 70.9

50. Achievement by School Type &
Province -Mathematics (Contd.)
• Students in 1AB schools haveperformed best in Number in six provinces except North-
Western, Uva and Sabaragamuwa provinces,where the percentages were higher in 1C
schools.
• In Number Operations,in Western, Central,Northern and Eastern provinces, 1AB
schools had higher percentages.
• In Measurement, 1AB schools had performed best in Western, Central,Northern,
Eastern and Sabaragamuwaprovinces.
• The performance of 1C schoolswas best in the North-Western province. At the same
time, Type3 schools were best in Southern, North-Centraland Uva provinces.
• In Shapes and space, the performance of 1AB schools was the best in Western, Central,
Northern, Eastern and North-CentralProvinces. 1C schools had performed best in
North-Western and Sabaragamuwa provinces.In Uva and Southern provinces, the best
performing schools had been Type 3 schools.
• In Money, 1AB schools had performed best in Southern, Northern and Eastern
Provinces. The performance of 1C schools had been the best in North-Western and
Sabaragamuwaprovinces.Type 2 schools had performed best in the North-Central
province and Type 3 in Western, Central,and Uva provinces.

51. Achievement in Mathematics by
School Type & Province (Contd.)
• In Data Handling, the best performers had been 1AB schools in Western,
Central, Northern and Sabaragamuwa provinces. Type 3 schools had
performed in Southern, Eastern, North-Western, North-Central and Uva
provinces.
• In Problem Solving, 1AB schools had performed best in Western, Central,
Northern, North-Central and Sabaragamuwa provinces while Type 3
schools were the best performers in Southern and Eastern and 1C schools
in North-Western and Uva provinces.
• Overall, the best performance in seven competency areas in nine
provinces amounts to a score of 63. Out of 63, IAB schools had29 as their
score, 1C schools had a score of 12, Type 2 of 1, and Type 3 a score of 20,
falling slightly behind 1AB schools/
• Thus while the expectation that 1AB schools would perform best has been
borne out in this analysis, it is noteworthy that Type 3 schools, which are
primary schools have performed better than Type 2 schools.
• It indirectly confirms that small schools with a lower number of students
which are nearest to children’s homes perform their functions well

52. Performance in Mathematics by
School Type & Province (Contd.)
• In the Northern Province the Mean scores in all areas
were highest in 1AB schools. In Western, Central,
Northern, and Eastern provinces, 1AB schools had the
highest mean scores in Measurement.
• The Mean scores obtained for Number and Number
Operations, in 4 provinces (Western, Central, Northern
and Eastern) were highest in 1AB schools.
• The mean scores obtained for six areas of competency,
except Money, were highest in 1AB schools in Western,
and Central, Provinces. 1AB schools had performed
best in Shapes and Space and Problem Solving in the
North-Central Province also

53. Performance in Mathematics by
School Type & Province (Contd.)
• The Mean scores were highest for 1C schools in North-Western
(except in Money), Uva (in Number, Number Operations, Problem
Solving) and Sabaragamuwa (in Measurement, Data Handling and
Problem Solving) provinces.
• The Mean scores in Type 3 schools were highest in Data Handling in
the North-Western Province
• The Mean scores obtained for Money was highest for Type 3
schools in Western and Central Provinces.
• Type 3 schools had performed best in all areas in the Southern
Province, in Data Handling and Problem Solving in the Eastern
Province, in all areas except Shapes and Space and Problem Solving
in the North-Central Province, in all areas except Number, Number
Operations and Problem Solving in the Uva Province, in Number
Operations and Shapes and Space in the Sabaragamuwa Province.

54. Teachers’ Responses
• The majority of teachers (74.3%) had responded that support for
education from the home was either good or moderate.
• More than 50% of teachers stated that the support for obtaining learning
aids was good.
• 77.7 % of teachers responded that the parents of a majority of students
check on their children’s progress.
• More than 70% of the teachers said students’ attendance was good or
satisfactory.
• The teachers were happy about the support received from their principals.
• More than 60 % considered parents’ interest on children’s progress to be
very good/good, and more than 80% stated that the parents provide
needed facilities.
• However, 44.5%of the teachers were only ‘satisfied’ regarding parents’
encouragement on doing homework.
• The difficulties faced by teachers are more related to the curriculum and
the level of competency of students than to teaching methods.

55. Responses of In-Service Advisers
(ISAs)
ISAs highlighted problems with the teachers such as,
• lack of required knowledge and skills for language and
Mathematics teaching,
• Lower participation in In-Service sessions,
• Teachers not applying new knowledge obtained from
In-Service sessions,
• Not using recommended teaching-learning materials,
and
• Delay in the supply of teachers’ guides and hand books

56. Conclusions -Performance by Location
• The percentage of students providingcorrect answers to componentsin Mathematics
indicatedthat a good percentage of 65.1 had revealedtheir competency, overall,% in
which performance was low were Number & Money.
• District-wise, low performance in Number is shown in the districts in Central & Northern
Provinces and in Money, in Central,Eastern & North-Western Provinces.
• Mean scores in Mathematicsshowed that the mean scores for Sri Lankawere lowest in
Money and Shapes & Space. Central & Eastern Provinces stand out as low performers in
Money and Northern Province in Shapes and Space. There are variationswithin districts.
• In SinhalaLanguage, the lowest performer was North-CentralProvince in Grammar and
Speaking and Eastern province in Reading. Within these provinces,Trincomaleehad the
lowest percentage in all three areas in Eastern Province and Matalein Readingin the
Central Province.
• When the mean scores were considered, the deviationswere less, except for Eastern
Province which had lowest scores for Listening, Readingand Writing.

57. Conclusions -Performance by
Location(Contd.)
• In Tamil Language, in the areas with lower percentages
(Comprehension, Grammar, Reading and Speaking), among
the provinces the lowest performer was Sabaragamuwa
Province.
• Twelve districts had more than 50% of students indicating
competency in Writing and Vocabulary.
• Provincial analysis of mean scores of Tamil language
showed Northern Province having scores lower than the
overall mean scores in Writing and Listening while higher
scores had been secured by North-Central Province.
District-wise too, the mean scores in Writing are low in
districts in Northern Province, in Listening, except in
Mullativu and in Speaking, except in Jaffna.

58. Conclusions -Performance by Location
& Gender (Contd.)
• The male students had performed better than
the females in six areas in Mathematics in
Western Province while female students had
performed better than the males in six areas
in Central, Sabaragamuwa,and Southern
Provinces. In Northern Province, the
performance of males was better in five areas.
Females appeared to fare better in areas of
Problem Solving, Number Operations and in
Shapes and Space.

59. Conclusions -Performance by Location
& Gender
• In Sinhala Language, in all areas, higher % of females in
the total sample have performed better than males. All
provinces except Eastern Province, had a higher
percentage of females in five areas.
• Mean scores of females in the total sample and in
Eastern and North-Central provinces, in all areas of
Sinhala language are higher. But the mean scores of
females are lower in one area in Western and
Sabaragamuwa Provinces and in six areas in the North-
Western Province.
• .

60. • In all areas tested, higher % of female students in
the total sample had given correct answers for
Tamil language questions. Sabaragamuwa
Province had a higher % of males giving correct
answers.
• In all areas of Tamil Language, the mean scores of
female students are higher than of males in the
total sample. In the North-Western Province,
however, the male scores are higher all areas
except in Writing and in Sabaragamuwa Province
in Writing and Listening

61. Conclusions -Performance by Location
& School Type
• Higher % of students in 1AB schools have
performed best in Number in 6 provinces, in
Number Operations in 3 provinces, in
Measurement in 6 provinces, in Shapes and space
in 5 provinces, in Money in 3 provinces, in Data
Handling in 4 provinces, and in Problem-solving in
5 provinces.
• The performance of 1C schools was best in
Number in 3 provinces, in Shapes and space in 2
provinces, in Money and Problem-solving in 2
provinces.

62. • The performance of Type 2 schools was best
only in Money in only one province.
• Type3 schools were best in 2 provinces in
Measurement, in Shapes and space, in Money
in 3 provinces, in Data Handling, in 5
provinces, in Problem-solving in 2provinces.
• Over all, Type 3 schools appear to have
performed better than Type 2 schools.

63. Conclusions -Performance by Location
& School Type (Contd.)
• Students in 1AB schools had obtained the highest % in
Sinhala Language in Writing, Comprehension,
Vocabulary, Grammar and Listening in 2 provinces and
in Reading in 1 province. In the Sabaragamuwa
province equal % of students in 1AB and Type 2 schools
had performed well in Writing.
• In Writing students in 1C schools had the highest % in
the Eastern (which did not have any 1AB schools) and
North-Western provinces, in Comprehension,
Vocabulary and Listening in 2 provinces, in Grammar in
1 province and in Reading in 4 provinces.

64. • Students in Type 2 schools had the highest %
in Comprehension in 2 provinces, in
Vocabulary, Grammar, Listening and Reading
in 1 province and in Speaking in 6 provinces.
• Students in Type 3 schools had the highest
percentages in Writing, Comprehension and
Speaking in 2 provinces, in Vocabulary,
Grammar and Listening in 3 provinces and
Reading in 1 province.

65. Conclusions -Performance by Location
& School Type (Contd.)
• In Tamil Language, students in 1AB schools
had the highest % in Writing in two provinces,
in Comprehension,in 3 provinces, in
Vocabulary in 2 provinces, in Grammar and
Listening and Reading and Speaking in 1
province each.
• 1C schools had the highest % in
Comprehension,Listening and Speaking in 1
province each.

66. • Students in Type 2 schools had the highest % in
Writing in 1 province and in Speaking in 2
provinces.
• Type 3 schools had the highest % in Writing,
Comprehension, Vocabulary and Listening, in 1
province, and in Reading in 2 provinces.
• It clearly shows is that at the level of Grade 3,
1AB schools or 1C schools had not always
emerged as the best in helping students to
achieve expected competencies.

67. Conclusions – Teachers’ Views
• More than 50 % of the teachers stated that
the content to be covered was too much and
time was insufficient.
• More than 70% stated that the opportunities
for training were insufficient.
• More priority being given to the Scholarship
Examinationand student absenteeism were
also cited by more than 70% of the teachers.

68. Gap between expected levels of achievement
and actual levels of achievementat Grade 3
• The above analysis clearly indicates the
existence of gaps in expected and achieved
levels of achievement of students at Grade 3.
• If the expectation is that all students (100%)
should demonstrate achievement in the areas
examined in the three subjects, none of the
provinces, districts, neither of the sexes or
none of the four school types had
demonstrated such competency.

69. • This is understandable given that the
capabilities of individual students would differ
even when the curriculum, methods of
teaching and the quality of teachers are
similar across all schools.
• What should be given attention is for those
provinces, districts, the sex and the school
type that appears as under-performing.

70. Recommendations to overcome issues faced & to
improve achievement level of Grade 3 students
1. National Institute of Education should ensure not
to overload the curriculum, especially as activity-
based teaching-learning would demand more time.
2. It is mandatory for teachers at the primary level
to be provided training, especially on teaching at
primary school level using activity and practical
methods rather than desk work.
3.Training should ensure that teachers possess
knowledge to teach the First Language and
Mathematics and to use the Teachers’ Manuals
provided to them.

71. 4. Principals should release teachers for in-service
sessions and compel the teachers to participate in
such sessions.
5. In-Service training sessions, should emphasize
attitudinal change rather than just providing
knowledge inputs.
6. As large classes could affect devoting time to the
children who need more support from teachers,
this factor should be given consideration, especially
in 1AB and 1C schools.

72. Thank You