The Journal of Indian Education is a peer reviewed periodical published in May, August, November and February by the National Council of Educational Research and Training, New Delhi. The NCERT encourages original and critical thinking in education. The JIE provides a forum for teachers, teacher educators, educational administrators and researchers through presentation of novel ideas, critical appraisals of contemporary educational problems and views and experiences on improved educational practices. Its aims include thought-provoking articles, challenging discussions, analysis, challenges of educational issues, book reviews and other related features.
From Vision to Policy: A Critical Study of Swami Vivekananda’s Educational Philosophy and Its Reflection in NEP 2020
The paper predominantly reflects upon the educational thought of Swami Vivekananda and its manifestation in the most recent National Education Policy 2020 (NEP 2020) of India. It is worth investigating the policy implementation of NEP 2020, which is inspired by Swami Vivekananda’s holistic and value-oriented postulation, particularly concerning education, commonly articulated as “man-making education”. The study aims to explore how the widely discussed NEP 2020, as a policy, concretises Swamiji’s emphasis on character building, self-reliance, and the integration of material and spiritual knowledge for an ardent learner. The research foregrounds qualitative methodology in philosophical analysis and policy critique. The work places primary texts from The Complete Works of Swami Vivekananda (CWSV) in dialogue with the NEP 2020. It further delves into Indian epistemological categories, such as neer-ksheer viveka and khandana–mandana, to enhance the NEP’s call for critical thinking grounded in the Indian Knowledge Systems (IKS). The NEP 2020 marks a genuine departure from systemic colonial legacies rooted in Indian education, which is evident in its emphasis on promoting Indian Knowledge Systems (IKS), experiential learning, and cultural contextuality. Taking note of Swami Vivekananda’s contribution in shaping the latest education policy, the paper situates him as an early theorist of IKS, whose educational insights align with contemporary debates on knowledge decolonisation, cultural sovereignty, and nation-building.
Web-based Life Skills Instructional and Assessment Framework for Secondary School Students in Kerala
Life skills education plays a pivotal role in promoting the psychological and social well-being of adolescents. The existing instructional and assessment tools often lack contextual relevance and technological adaptability for regional educational settings. This paper presents the development and implementation of a Web-based Life Skills Instructional and Assessment System (WLSIAS) tailored for secondary school students in Kerala. The WLSIAS was conceptualised on the World Health Organization’s ten core life skills following a pilot psychometric evaluation involving 200 Class IX students from secondary schools in Kasaragod District, Kerala. It comprises dual operational modes—Admin Mode for content management, data export, and statistical analysis; and Student Mode for interactive training and pre-test and post-test assessment for skill acquisition and retention. It is powered by a structured SQLite database and a Python Flask framework, integrating automated quiz generation, multimedia-based learning modules, and the application of t-tests, Wilcoxon signed-rank tests, and Friedman ANOVA. The system autonomously generates performance charts and report documents to visualise improvement patterns across life skills dimensions. Experimental deployment demonstrated significant post-training improvement and measurable skill retention, validating the tool’s potential as a scalable digital intervention framework for regional life skills education. The designed WLSIAS thus bridges the gap between psychometric rigour and digital pedagogy, contributing a replicable model for life skills education in secondary schools.
Empowering Readers: The Impact of Self-efficacy on Secondary School Students’ Reading Ability
Reading is regarded as the most crucial among the four essential competencies of English. This study set out to explore how self-efficacy influences the reading abilities of secondary school students. To gather meaningful insights, the researchers adopted a descriptive survey approach along with a quantitative research design. Data were collected from secondary schools located across four districts in West Bengal. A sample of 501 students was selected using stratified random sampling. To collect data, two standardised tools were employed: (i) the Self-efficacy Scale (SES) developed by Singh and Narain (2005), and (ii) the Silent Reading Ability Test (SRAT) to assess the students’ reading ability. Statistical techniques, such as mean, median, t-test, Pearson’s product-moment correlation coefficient, and regression, were used for data analysis. The findings revealed that self-efficacy influences the reading ability of students in government-aided secondary schools. The study has implications for teachers and policymakers and recommends targeted intervention strategies to improve self-efficacy and reading proficiency and promote equity and inclusion among secondary school students.
Teaching All, Reaching All: Pre-service Teachers’ Efficacy in Managing Diverse Classrooms
In the context of inclusive education, this study examines pre-service teachers’ efficacy in addressing diverse learning needs and explores the key factors influencing their ability to manage inclusive classrooms effectively. A mixed-methods research design was employed to achieve the stated objectives. Data were collected from 165 pre-service teachers using the Teacher Efficacy for Inclusive Practices (TEIP) scale and open-ended questions. The findings reveal no significant gender differences in overall teaching efficacy; however, male participants demonstrated marginally higher efficacy in classroom management and collaborative practices. The study also identifies several constraints affecting pre-service teachers’ preparedness, including limited practical exposure, inadequate resources, inaccessible infrastructure, and insufficient support from key stakeholders. These challenges hinder their ability to manage diverse classroom needs and behaviours effectively. The findings underscore the need for comprehensive teacher education programmes that integrate strong theoretical foundations with meaningful practical experiences, particularly in the areas of adaptive instructional strategies and inclusive classroom management. This study contributes to the broader discourse on teacher preparation by highlighting how enhanced self-efficacy can facilitate the creation of equitable learning environments that accommodate learner diversity. It further emphasises the importance of sustained professional development to bridge persistent gaps in the implementation of inclusive practices.
A Conceptual Framework for Integrating Innovative Formative Assessment Strategies Aligned with NEP 2020 Goals
Traditional assessment practices have long been criticised for their emphasis on rote memorisation, high-stakes examinations, and limited formative feedback, thereby constraining students’ holistic development. The National Education Policy (NEP) 2020 envisions a paradigm shift towards competency-based assessment that promotes higher-order thinking, conceptual understanding, and real-world application. This study delineates key criteria for innovative formative assessment, emphasising student-centred, technology-enabled, and competency-based evaluation models. Drawing on constructivist and experiential learning theories, the paper integrates theoretical perspectives with assessment practices, advocating formative approaches such as performance-based assessment, peer and self-assessment, and digital assessment tools to enhance learners’ critical thinking and adaptability. The study proposes a conceptual framework synthesising existing literature on innovative formative assessment strategies in language and science education. Additionally, it examines the role of PARAKH in standardising and transforming India’s assessment ecosystem by ensuring equitable and competency-driven evaluation practices. By incorporating global best practices and technology-enhanced assessment models, this framework underscores a transition towards holistic, adaptive learning environments that prepare learners for the demands of the twenty-first-century workforce.
Attitude of Stakeholders towards Inclusive Education for Children with Disabilities in Haryana State
Inclusive education for students with disabilities is mandated by the Right to Education Act, 2009 and the Rights of Persons with Disabilities Act, 2016. A positive attitude among stakeholders is essential for implementing inclusive education. This paper examines the attitude of various stakeholders towards inclusive education in Haryana. The sample of this study consisted of four types of stakeholders: 27 school heads, 81 classroom teachers, 26 parents, and 17 members of the School Management Committees, all randomly selected from 84 inclusive schools across four districts of the State. A descriptive survey method was employed, utilising a self-constructed 30-item attitude scale for data collection. The data were analysed using descriptive statistics. The results revealed an overall positive attitude of stakeholders towards inclusive education. The members of the School Management Committees exhibited the least favourable attitude compared to other stakeholder groups. Conversely, the parents expressed a more positive outlook than the other categories of stakeholders. Additionally, the findings indicated that female stakeholders had a more positive attitude than their male counterparts. The influence of educational qualifications and age on stakeholders’ attitudes was also observed.
Inclusive Education for Children with Disabilities
Exploring Attitude Towards English Language Learning Among Secondary School Students
Language has been identified as the most significant source of communication through which human beings share thoughts and ideas with each other. Being proficient in English, along with one’s mother tongue, is an instrumental tool to tackle the progressing globalised world. The purpose of the study is to analyse the influence of gender and medium of instruction on attitude towards English language learning among secondary school students. A descriptive survey method was followed to collect relevant information from a sample of 223 secondary school students. The Secondary Students’ Attitude towards Learning English Language Scale was adapted to collect data from the sample. One-sample t-test and the test of significance of difference between means for large independent samples were used to analyse the data. The results indicated that secondary school students have an average level of attitude towards English language learning. It was also found that female students and secondary school students studying in English-medium schools have a higher attitude towards English language learning than male students and those studying in Malayalam-medium schools.
Teachers’ Readiness in Integrating ICT in Teaching and Learning in Rural Government Schools of India, Using an Exploratory and Confirmatory Factor Analysis Approach
This study assesses teachers’ readiness to integrate Information and Communication Technology (ICT) in rural government schools of India, with a focus on competency, attitude, and usage. Using a multistage stratified random sampling method, data were collected from 235 teachers across three Regional Institutes of Education (RIE)-adopted blocks, namely Ichhawar, Chillika, and Hurda. Exploratory Factor Analysis (EFA) identified key dimensions, including three competency factors (advanced pedagogical skills, basic ICT literacy, and peripheral handling), two factors each for positive and negative attitudes, and two types of ICT usage (instructional and administrative). Confirmatory Factor Analysis (CFA) validated the proposed model, demonstrating high reliability (Cronbach’s α > 0.86). The findings indicate that teachers possess basic ICT skills and generally hold positive perceptions regarding the educational value of ICT. However, the use of advanced digital tools, such as MOOCs and Free and Open-Source Software (FOSS), remains limited. Negative perceptions, including concerns about increased workload and reduced confidence, continue to impede deeper integration. ICT usage is largely confined to basic instructional purposes, with minimal application in administrative tasks. The study highlights the need for targeted capacity-building initiatives, enhanced technical support, promotion of FOSS, and institutional incentives. While rural teachers exhibit partial readiness for ICT integration, sustainable digital transformation requires comprehensive training, infrastructure development, and policy support.
Exploratory and Confirmatory Factor Analysis
Analysis of Current Teaching Practices in English Language Based on the Multiliteracies Pedagogical Framework for Language Learning
The present study analyses current English language teaching practices through the lens of the Multiliteracies Pedagogical Framework. Grounded in a dynamic approach to language learning, the multiliteracies framework recognises linguistic diversity and the increasing prominence of multimodal forms of meaning-making. Data were collected through semi-structured interviews with in-service government school teachers in Bhubaneswar and were analysed qualitatively across all four dimensions of the multiliteracies framework. The findings reveal that the English language teachers largely conceptualise literacy as the ability to read and write, with limited awareness of the multiliteracies paradigm, which foregrounds diversity, multimodality, and active meaning-making through design (Cope and Kalantzis, 2009). Although teachers demonstrate well-intentioned pedagogical practices, these are not fully aligned with contemporary educational demands. The study also identifies a lack of uniformity in English language instruction at the elementary level. While responses varied, teachers from central government schools displayed greater awareness of the aims of language education and adopted comparatively effective pedagogical practices than their counterparts in state government schools. The study highlights an urgent need to strengthen and harmonise English language teaching practices to address the diverse linguistic and cultural backgrounds of learners. Enhancing alignment with the multiliteracies framework may contribute to more inclusive, meaningful, and future-ready language education.
Parho Punjab Parhao Punjab: Programme for Enhancing Learning Outcomes of Students
Education is one of the most vital subsystems of any society, forming the foundation for individual growth and national development. Both developed and developing nations require education systems responsive to rapid advancements in science and technology. Despite substantial progress in primary school enrolment worldwide, low learning outcomes remain a persistent challenge. To address this, the state of Punjab, India, implemented the Parho Punjab Parhao Punjab (PPPP) programme—an extensive learning enhancement initiative in government schools from Grades 1 to 12. The programme adopts Teaching at the Right Level (TaRL) strategies to improve foundational literacy and numeracy by tailoring instruction to students’ actual learning levels rather than grade expectations. Teachers receive training to implement time-bound, activity-based pedagogies, with student learning assessed through Baseline, Mid-Test, and Post-Test evaluations. Data from government sources reveal consistent improvements in learning outcomes across grades, demonstrating the programme’s effectiveness in bridging learning gaps and enhancing overall student achievement. The study highlights how targeted, evidence-based interventions such as PPPP can serve as scalable models for educational improvement and policy replication.
Mother Tongue Matters: An Empirical Review of Multilingual Education Practices in Tribal Schools of India
This empirical review examines the implementation, outcomes, and challenges of Mother Tongue-Based Multilingual Education (MTB-MLE) in tribal-dominated regions of India. Grounded in the principles of the National Education Policy (NEP) 2020, which promotes foundational literacy and multilingualism, this paper synthesises empirical findings from studies published between 2013 and 2024 across Jharkhand, Odisha, Chhattisgarh, and the Northeast. Drawing from government reports, field evaluations, and peer-reviewed articles, the review explores the pedagogical impact of using tribal languages in early-grade instruction, its effects on learning outcomes, and teacher preparedness. The analysis reveals that while MTB-MLE improves early literacy and student engagement, gaps remain in teacher training, resource availability, and community participation. Further, a lack of sustained political and financial commitment limits scalability. The paper concludes with policy recommendations for strengthening linguistic inclusivity in India’s school system and emphasises the role of contextualised pedagogy in bridging equity gaps. It argues for integrating local knowledge systems into the mainstream curriculum as a step toward culturally responsive education.
Pandit Deendayal Upadhyaya: Relevance of His Thoughts in the Present Education System
Independence posed a formidable challenge. Under the hegemony of the British education system, the aims of education lacked clarity and relevance to indigenous needs. Consequently, there arose an urgent need to redefine and reconstruct the educational framework. Several commissions and committees were constituted to review the existing system and recommend reforms. Numerous thinkers and reformers contributed significantly to the revival and restructuring of Indian education. Pandit Deendayal Upadhyaya was one such visionary who provided ideological direction for the reconstruction of a new Bharat. He envisioned a nation where no individual is left behind (Antyodaya), where the citizens are socially responsible, culturally rooted, and economically self-reliant. This paper aims to highlight Pandit Deendayal Upadhyaya’s educational philosophy and examine the relevance of his ideas in the contemporary education system.
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Culturally Responsive Pedagogy in Science Education: A Conceptual Study
In the culturally rich and diverse context of India, science education presents both opportunities and challenges in addressing the varied socio-cultural experiences of learners. This qualitative conceptual study examines the significance and application of Culturally Responsive Pedagogy (CRP) within science education in Indian schools. The primary objectives of the study are to explore the theoretical evolution of CRP, assess its relevance to science education, and examine its applicability in Indian classroom settings. Adopting a qualitative conceptual framework, the study undertakes an interpretative analysis of key theoretical perspectives, educational frameworks, national education policies, and contemporary scholarly literature. The thematic analysis identifies five central dimensions shaping culturally responsive science education: the cultural context of science learning; the role of identity and representation; the significance of language and communication; the influence of teacher beliefs and competencies; and the potential of science education to advance social justice. The findings suggest that integrating culturally responsive practices into science classrooms can enhance student engagement, promote equity, and strengthen critical scientific literacy. The study further underscores the need to align curriculum design, teacher education, and educational policy with culturally responsive principles to foster inclusive and transformative science education in India.
Effect of Co-Scholastic Activities and Activities of Daily Living (ADL) Skills in Enabling Children with Multiple Disabilities for Active Classroom Participation
This study examines the effect of co-scholastic activities and Activities of Daily Living (ADL) skills in enabling children with multiple disabilities to actively participate in classroom activities. The children were engaged in curricular, co-curricular, and independent living skill (ADL) activities. The intervention was implemented over a period of three months, following a structured weekly timetable that included activities such as yoga, ADL skills training, reading and writing concepts, play activities (rolling balls), musical dance, number skills, passing balls, and throwing balls into baskets on all working days. Pre-test assessments were conducted before the intervention, and post-test assessments were carried out after the completion of the intervention period. The level of classroom participation of children with multiple disabilities was recorded periodically. The study explores the effectiveness of co-scholastic activities and ADL skills in enabling children with multiple disabilities to actively participate in classroom activities.
Influence of Some Demographic Factors on the Professional Development of Secondary Teacher Educators in West Bengal
The National Education Policy (NEP) 2020 emphasises the continuous professional development of teacher educators to help them achieve the desired competency levels. In the present study, the influence of selected demographic factors, namely gender and academic qualification, on the professional development of B.Ed. teacher educators in West Bengal was investigated. An ex post facto research design was adopted. The sample comprised 309 B.Ed. teacher educators drawn from 57 B.Ed. colleges across 18 districts of West Bengal using a proportionate stratified random sampling technique. An information schedule developed by the researcher was used for data collection. The data were analysed using an independent samples t-test. The findings revealed that the professional development of teacher educators was independent of gender. Further, the results showed that teacher educators possessing a Ph.D. degree had significantly higher professional development levels compared to those without a Ph.D. The findings of the study may be useful for improving the quality of teacher education in terms of both teaching and research across different contexts.
Impact of Self-regulation and Self-efficacy on Academic Success Among School Students
Self-regulation refers to an individual’s capacity to manage behaviour, thoughts, and emotions, while self-efficacy denotes belief in one’s ability to achieve specific goals. Academic success is a key indicator of future educational and career opportunities. This study examined the influence of self-regulation and self-efficacy on academic success among school students. A sample of 212 students (103 males and 109 females), aged 12–18 years, from Kelambakkam participated in the study using convenience sampling. Data were collected using the General Self-efficacy Scale (Schwarzer et al.) and the Short Self-regulation Questionnaire (Carey et al.). Pearson’s correlation and independent samples t-tests were used for data analysis. Findings revealed a significant positive relationship between self-regulation and academic success, while self-efficacy showed no significant correlation with academic success. No significant gender differences were observed in self-efficacy, self-regulation, or academic success.
Transforming Schools as Learning Organisations: Analysis of Leadership Practices
School leadership has gained considerable importance in recent years for improving student learning outcomes by transforming schools into dynamic learning communities. As the roles and responsibilities of school leaders continue to expand, administrators are increasingly expected to be reflective and responsive to students’ academic performance and overall school effectiveness. Consequently, enhancing school performance requires developing schools as self-sustaining organisations capable of continuous growth and improvement. However, prevailing policies, structures, and organisational cultures in India largely position schools as institutions that primarily implement government directives rather than function as autonomous learning organisations. This administrative orientation often limits innovation, collaboration, and creativity. To operationalise the concept of schools as learning organisations, the present article examines school leadership practices that support organisational learning and transformation. The findings suggest that aligning leadership practices with the reforms envisioned under the National Education Policy (NEP) 2020, strengthening professional learning communities, and fostering community participation are critical pathways for transforming Indian schools into vibrant learning communities. By situating school leadership within a conceptual framework that links leadership roles with the transformation of learning environments, this paper contributes to the ongoing discourse on school reform and organisational learning in the Indian context.
Exploring Competencies: From Policy to Practice
This paper examines the evolution and implementation of competency-based education reforms in India, highlighting the gradual shift from traditional, content-heavy curricula to a more holistic and learner-centred approach. It analyses how clearly defined learning standards—namely Minimum Levels of Learning (MLLs), learning outcomes, and competencies—have been introduced through key policy documents such as the National Curriculum Frameworks (NCF), the Right to Education (RTE) Act, and the National Education Policy (NEP) 2020. The paper further outlines the defining characteristics of competencies, their implications for pedagogy and assessment, and their role in promoting equity, inclusivity, and meaningful learning. It concludes with strategic recommendations for strengthening implementation, including sustained teacher professional development, supportive infrastructure, and collaborative professional learning communities.
Art Integrated Learning and Its Impact on Students’ Stress
Recognising the increasing prevalence of stress among students and the growing need for effective coping strategies, the present study investigates the potential of Art Integrated Learning (AIL) as an educational intervention to strengthen coping mechanisms and promote emotional well-being. AIL integrates artistic modalities such as visual arts, music, drama, and movement into core academic instruction, thereby fostering creativity, emotional expression, and problem-solving skills. Grounded in the principles of multiple intelligences and experiential learning, this approach offers a holistic framework for student development. The study employed a mixed-methods design, combining quantitative and qualitative approaches. A sample of 120 students, engaged in both traditional and art-integrated curricula, constituted the basis of the study. The quantitative component involved pre- and post-intervention measurements of stress levels, while the qualitative component comprised thematic analysis of interviews to capture students’ personal experiences and perceptions of AIL. The findings revealed that students exposed to AIL reported significantly lower stress levels, improved emotional regulation, and enhanced coping strategies compared to those in traditional instructional settings. These findings support the educational vision articulated in the National Education Policy (NEP 2020) and the National Curriculum Framework for School Education (NCF-SE 2023), both of which advocate arts-based, inclusive, and emotionally responsive pedagogies. The study positions AIL as a viable psycho-educational tool that fosters a supportive and engaging learning environment, enabling students to express themselves creatively and manage academic pressures more effectively.
Perception and Attitude of Tertiary-level Students towards Infographics-embedded Teaching Strategies
The present study aims to examine the perceptions and attitudes of tertiary-level students towards infographics-embedded teaching strategies. Using a descriptive survey design, data were collected from a sample of 246 tertiary-level students enrolled in B.A. (Education Honours), M.A. in Education, B.Ed., and M.Ed. programmes at government and government-aided institutions in West Bengal, India. A standardised instrument, namely the PAIET (Perception and Attitude towards Infographics-embedded Teaching Strategies) scale, was employed to assess the students’ responses. The instrument demonstrated high reliability, with a Cronbach’s alpha coefficient of 0.97. The study examined core variables such as perception and attitude, along with the contextual variables including gender, habitat, type of institution, nature of study, digital literacy, artistic skills, and graphic design expertise of the respondents. The findings revealed that participants exhibited a positive perception and attitude towards infographics-based instructional strategies. The study underscores the significance of integrating visual learning strategies in higher education and emphasises the crucial role of teacher training for the effective implementation of infographics-embedded pedagogy.
Infographics-embedded Teaching Strategies
Perception of Incivility in Higher Education Institutions: A Review
This paper critically examines incivility in Indian higher education, demonstrating that it is more than mere rudeness; it reflects deeper cultural and structural tensions. Drawing on both student and faculty perspectives, the paper traces the evolution of incivility since the 1990s and explores its varied manifestations across disciplines and groups. Incivility includes disrespect, misuse of authority, exclusion, and subtle microaggressions, all of which weaken trust, erode academic relationships, and disrupt teaching and learning. In India, everyday acts of incivility are tied to systemic issues, including postcolonial language hierarchies, the dominance of English, and caste-based discrimination. These factors create hostile and unequal campus climates, significantly affecting the academic success, mental health, and sense of belonging of marginalised students. Recent research also links incivility to educator burnout, student stress, and challenges posed by the digital era. The paper argues that interventions must go beyond enforcing politeness or codes of conduct. It advocates for transformative pedagogical practices and policy reforms that promote dignity, inclusion, and accountability, making higher education truly equitable and humane.
Quality of Learning in Primary Education: A District-level Comparison of Kerala and West Bengal
The quality of learning remains a widely debated issue in the contemporary school education system. Despite significant progress in enrolment due to various policy interventions, the persistent challenge is the decline in learning levels among children across age groups. This paper assesses the learning quality of primary school children using ASER data (2006–2024) for the districts of Kerala and West Bengal. Four and two key learning indicators for the periods 2006–2016 and 2018–2024, respectively, are used to evaluate grade-level learning outcomes. A Learning Achievement Index has been constructed using Principal Component Analysis (PCA) to provide a clearer picture of learning trends, and inter-district disparities have been examined accordingly. A correlation analysis is also undertaken to identify any significant associations between the index and trends in the private and public-school enrolment.
Assessment of Grade 3 Students’ Foundational Literacy and Numeracy Levels and the Influence of Key Factors
In a nation’s social and political context, education is viewed as a vital driver of social progress, economic prosperity, political development, and modernisation. Acquiring Foundational Literacy and Numeracy (FLN) skills during the early years of schooling equips children with essential abilities for learning and everyday life. In this context, the present study aims to examine the FLN skills of Grade 3 students from government schools in Delhi. The study uses a mixed-methods approach and draws data from 150 students and 50 teachers. Descriptive and inferential statistics were applied using the Statistical Package for Social Sciences (SPSS). Data collection involved self-structured questionnaires for students and semi-structured interviews with teachers. Factor analysis was employed for analytical purposes. The findings show that participants demonstrated medium-level literacy skills in oral language, phonological awareness, and print awareness, but low levels in writing and reading fluency. In numeracy, students achieved medium levels in basic number concepts, addition and subtraction, patterns, and number series, but exhibited low performance in shape identification. The study further identifies key factors influencing literacy and numeracy learning, including parental involvement, student engagement, learning environment, external support, teacher and peer influence, and teacher feedback. These factors play a critical role in the acquisition of FLN skills. The study recommends that policymakers and other stakeholders strengthen FLN at the primary stage by integrating technology-based approaches and training parents to support children’s skill development.
Foundational Literacy and Numeracy (FLN)
A Meta-Analysis of the Effect of Private Tutoring on the Academic Achievement of Secondary School Students in India
This study, aimed to conduct a meta analysis on the effectiveness of private tutoring on the academic achievement of students at the secondary stage in India. Fifteen data sets from seven studies published between 2000 and 2024, with a combined sample size of 7,961 students, were included. Using MetaEssentials software and a random effects model, the combined effect size was found to be 0.24, indicating a small positive effect of private tutoring on students’ scholastic gains. The findings suggest that while private tuition may offer a modest benefit, its overall contribution to enhancing academic performance is limited, challenging the often-held perception that private tutoring results in substantial gains in students’ academic achievement.