50D_John

1. School Success Among Bastar
Tribals in India:
Does Home Language make any
difference
Stanley V. John
School Education,
Chhattisgarh State, India
dr.stanjohn@gmail.com

2. Outline
• Background
• Objective
• Population & Sample
• Sample details
• Tool
• Results & Findings
• What do findings infer?
• A step to ignite
• Hurdles on the way-
Challenges

3. Background
Chhattisgarh StateChhattisgarh State
Literacy: 71.04%
Male Literacy: 81.45%
Female Literacy:
60.59%
Sex Ratio: 991
Tribal
population:>30%
Sample District: BastarSample District: Bastar
Tribal population: >70%

4. Objective
To compare the high school academic
performance of students with their home
language same as school language (HL=SL)
and those with home language different
from school language (HL≠SL)

5. Population & Sample
• Target group (tribal students.. )
• School levels & academic setup
• The sample: selection
• Features of the sample: two language
groups [School Language same as Home
Language (SL=HL) & SL ≠ HL]

6. Sample details
(mean age 17.4 yrs)
Gender
Language Groups
Total
HL ≠ SL HL = SL
Boys 57 115 172
Girls 38 69 107
Total 95 184 279

7. Tool used
• High School Achievement Test (standardized)
with 74 items (multiple choice)
Subject no. of
items
Hindi 22
English 12
Maths 16
Science 14
Social
Science 10

8. Results & Findings

12. What do findings infer?
If home language is made a carrier signal
for classroom delivery processes, tribal
students are found to perform better

13. a step to ignite
Adaptation of two Meena flip chart stories
(UNICEF) into tribal language-culture
domain:
1. count your chickens (मुर्गिगियों की िगिनती)
2. dividing the mango (आम का बटवारा)

14. Hurdles on the way- challenges
●reluctance of community
●english medium “affinity”
●mind set of teachers
●few mother tongue culture teachers

15. धन्यवाद
Thanks