Vol. 51 No. 2 (2025): Journal of Indian Education
Articles

Web-based Life Skills Instructional and Assessment Framework for Secondary School Students in Kerala

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  • Bindu T. V.,
  • A. R. R. Saravanakumar
Bindu T. V.
PhD Research Scholar, Department of Education, CDOE, Alagappa University, Karaikudi
A. R. R. Saravanakumar
Professor, Department of Education, CDOE, Alagappa University, Karaikudi

Published 2026-07-15

How to Cite

T. V., B., & Saravanakumar, A. R. R. (2026). Web-based Life Skills Instructional and Assessment Framework for Secondary School Students in Kerala. JOURNAL OF INDIAN EDUCATION, 51(2), p.190-216. https://ejournals.ncert.gov.in/index.php/jie/article/view/5623

Abstract

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.

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