The results of the evaluation of the performance, review and analysis of knowledge for the holistic development of Rashtriya Sarvekshen (ParaKh RS), formerly known as the National Success survey (NAS), revealed that Pandjab, Himachal Pradesh, Kerala, Nagar Havel and Daman & Du and Chandigarh are in schools in schools.
ParaKh RS evaluated the performance of 21.15 022 children in grades 3, 6 and 9 of 74 229 schools in 781 countries of the country in the following subjects: language and mathematics (for grades 3, 6 and 9), the world around us (for years 3 and 6) and science and social science (for class 9). Up to 2,70,424 teachers and school leaders responded through questionnaires.
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Panjab, Himachal Pradesh and Kerala appeared as the highest conditions in class 3. Sahebganj in Jharkhand and Reasi and Rajouri of Jammu and Kashmir were low -level districts for this segment.
Kerala, Punjab and Dadra Nagar Havel and Daman & Diu were the best artists for class 6. North Garo Hills, South Garo Hills and South West Garo Hills Meghalaya were three low -level districts in this category
Pandjab, Kerala and Chandigarh were the best executive states for class 9. Shi Yomi of Arunacal Pradesh, southwestern Garo Hills and North Garo Hills Meghalaya were low -level districts in this segment.
Kendriya Vidyalayas, operated by the Union Government, recorded the lowest performance in mathematics in class 3. At the 6th degree of schools supported and the state government showed a weak performance of mathematics. For class 9, students from Kendriya Vidyalayas were the best across all subjects, especially in the language.
The results found that at 3 degree 67% of students know and use enough words to effectively perform everyday interactions and could guess the meaning of new words using existing vocabulary.
Sixty percent of children could read stories and understand their meaning – by identifying characters, storyline and what the author wanted to say – himself. 61% of students could read and understand the importance of short news, instructions and recipes and advertising materials. The survey found.
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In mathematics, 68% of students in class 3 could sort objects into groups and subgroups based on more than one characteristic, while 69% could identify and expand simple patterns in their vicinity, shapes and numbers. Only 55% could organize numbers up to 99 in ascending and descending order. It was found that 61% of students could recognize and use numbers to represent a quantity of up to 99 with an understanding of the decimal system. 58% could make the addition and subtraction of two -digit numbers and 54% recognize multiplication as repeated adding and division as the same sharing. Only half of the students responded in class 3 could recognize, produce and classify basic geometric shapes and their observable properties and understand and explain the relative relationship of objects in space.
The survey showed that 61% of them could make easy time measurement in minutes, hours, days, days, weeks and months, and 50% that could make simple transactions with money up to 100 GBP.
Analysis of Grade 6 Results
In stage 6, only 54% could represent numbers using the structure of the Indian Numerous System Value and could read the names of very large numbers. Only 38% of students could solve puzzles and problems with everyday life that include one or more operations on integers.
Only 29% of students could represent and compare commonly used fractions in everyday life (such as ½, ¼) as part of the whole, as places on numerical lines and as a division of integers. 42% of students could invent strategies for estimating distance, length, time, circuit (for regular and irregular shapes), area (for regular and irregular shapes), weight and volume.
About 44% of Student 6 students could observe and identify natural (insects, plants, birds, animals, geographical features, sun and moon, stars, planets, natural resources) and social (houses, relationships) in their immediate environment.
Only 38% of Students of Grade 6 asked questions and made predictions of simple samples (change of season, food chain, phases of the moon, movement of stars and planets, trees, plants, leaves and flowers, celebrations, celebrations) observed in the immediate environment. It was found that 56% of them could explain the functioning of local institutions (family, school, bank/mail, market and Panchayat) in various forms (story, drawing, data table, messages) and analyze their roles.
View of Class 9 Results
In the 9th year, 45% of students could explain how the constitution happened, and understood the ideas and ideals of the Indian national movement anchored and those that were drawn from the Indian civilization heritage. About 54% of students could identify the main points in the text from careful listening or reading news articles, messages or editorials.
Only 31% could explore and understand numbers, such as integers, fractions, integers, rational numbers and real numbers and their properties, reported the results of the survey. Only 28% explored the idea of a percentage and applied it to problem solving, while 31% applied fractions (both in decimal form) in daily situations. It was found that 37% of students observed and explained phenomena caused by differences in pressure, temperature and density (eg breathing, sinking, water pumps in households, cooling things, wind creation). One third of students could describe how electricity worked with different elements in simple circuits, and has shown heating and magnetic effects of electricity.
With regard to Natural Surroundings, 47% of Grade 9 Students Were Ability to Describe the Diversity of Living Things (Insects, Earthworms, Snails, Birds, Mammals, Reptiles, Spiders, Diversity Plants, and Fungi), Including at and Smaller Scale But Just 34% Dentinguisted the Characteristic of Living Organisms (Need for Nutrition, Growth and Development, Need for Respiration, Response to Stimuli, Reproduction, Exclusion, Cell Organization) from inanimate things. It was found that 37% of students were able to describe biological changes (growth, hormonal) during adolescence and to come up with measures to ensure overall well -being.
