Report on Nilkhet High School - Assignment Point
Report on Nilkhet High School
Subject: Organizational Behavior | Topics:

 Introduction:

“Measurement and Evaluation” in education is very significant in the teaching learning process. Through evaluation one can verify that learning objectives of students have been achieved or not. But to have a sharp evaluation, good measurement techniques and knowledge of statistical analysis is very important.

As a part of the Honors degree every student of IER has to go to a school at 7th semester to complete his practicum course. As a student of 7th semester, I was sent to school section of Nilkhet High School, a well reputed school of Dhaka. There I had to teach     Social-science in class eight. In the 6th semester we have to complete Microteaching and Simulation course that is in fact a mock up of a real classroom situation. So it was a great opportunity for me to apply my experience of micro-teaching in the practical field.

Working as a trainee teacher in NilkhetHigh School from 7/8/’04 to 29-06-2011, I had the opportunity to know about and look through the school’s environment closely. I shall try to picture those observations in this report. This report includes some description of physical and human components of the school, identifies its strengths and weaknesses and then draws some suggestions to overcome the existing problems and further improvement as well.

aim of the report

The primary objective of this report is to fulfill the partial requirement in the Bachelor of Education (B.Ed.) degree. Besides fulfilling the degree requirement, this report intends to cover a comprehensive analysis of school profile, administration and management.

Scope

This practicum report covers almost all aspects of a school in Bangladesh. I have had the opportunity to teach the students of different classes and different subjects. It was a practical exposure of what I learned in my university. I have also come close to school teachers, administration and managing committee and to observe there activities. At the same time I have observed school environment, education system etc. I tried to compile all these in my report.

Limitations

This report may have some incompleteness due to some of the limitations I encountered while completing it, that are mentioned below:

  1. One major limitation was the time constraint. This report could have been prepared in a much broader and extensive manner with more time and space availability.
  2. Some essential data could not be gathered because of confidentiality concerns such as budget, summary of different BOG and management committee meetings.
  3. Another limitation was that the data gathered could not be verified for accuracy.

Address of the School

Name :NilkhetHigh School

Year of establishment : 1975

Address:

                  Road:                   Shonargaon Road

                  Village:               DhakaUniversity Area

                  Post office:         G.P.O.

                  Thana:                 Ramna

                  Ward No:            57

                  District:              Dhaka

                  Division:             Dhaka

                  Phone No.:          8616187

IER, DU

Nilkhet High School,Dhaka.

Location:

Nilkhet High School is situated at the Shonargaon Road of DhakaUniversity area. Dhaka University Campus stands on the east of it, while Dhanmodi Thana, Nilkhet Telephone Exchange, Gausul Azam Market stands and Shonagaon Road lies on the west. Katabon Market and New Elephant Road is situated on the north and University Police Camp, Nilkhet Bazar is situated on the south of the school. Whole land area of the school is allocated by DhakaUniversity.

LOCATION

Brief History of Nilkhet High School

NilkhetHigh School reminds Mohammad Abdul Hakim Mollah, the then Head Teacher of Nilkhet Primary School, with honor as the first promoter of establishing the school. He was the first person to make his colleagues and some local guardians interested to establish a high school through discussing with them about it’s necessity. This body of interested teachers and guardians discussed with Mr. Mokbul Hossain, the then Thana Education Officer of Ramna, and decided to establish a high school mainly for the children of the staffs working at DhakaUniversity. According to the advice of the TEO, on 18.01.1975 Mohammad Abdul Hakim Mollah and the then Assistant Examination Controllers of Dhaka University Mr. Bozlur Rahman, Mr. Rahmatul Alam, Mr. Abul Hossain and Mr. Bodruddin Ahmed went to the then District Education Officer seeking permission for using the land and a room of NilkhetPrimary School for High School. The DEO, with the permission of the then DPI, granted their application and permitted them to use the land and room for one year. On 27.01.1975 the Eleven Member Governing Committee of Nilkhet High School was formed. Assistant Examination Controller Mr. Bozlur Rahman and Mr. Bodruddin Ahmed was respectively the first Chairman and the first Secretary of the school. That Committee appointed Mr. Abdul Hakim Mollah as the Honorary Head Teacher and Mr. Emdad Ahmed and Md. Hanif as the Honorary Assistant Teacher. At last with the assistance of some local philanthropic and the Governing Committee the school was formally established on 07.02.1975. The school started his activity with 13 students and 3 teachers. At first only class six was introduced as the school’s secondary education activity.

In 1976 a tin shade building was established on the eastern side of the primary school. Educational activities of class six and seven were then transferred to that tin shade building. Class eight and nine was introduced in 1977. Four more teachers were then appointed. By the mean time an application was submitted to Dhaka University Authority seeking land and financial assistance for the school. Dhaka University Authority then formed are 3 members sub-committee whose Chairman was Dr. Wadudur Rahman, the then Provost of Haji Mohammad Mohsin Hall. The sub-committee strongly recommended for the prayer. Then Dhaka University Authority allocated 16 Shotangsho land for school considering the convenience for the education of the children of the staffs working in the University.

The first Honorary Head Teacher and two Honorary Assistant Teachers served the school without any salary for two years. Now the school has 27 teachers, 1 accountant, 1 record- keeper and other 4 fourth class staffs.

In 1976-77 financial years Dhaka University Authority granted 10,000 Taka for the development of the school. This was the first grant for the school. Now this grant has increased to about 3,00,000 Taka. By the mean time DU Authority allocated 5 Shotangsho land for the second time and then more 29 shotangsho. As a result the total land area of the school became 50 shotangsho. Later on more 28 shotangsho lands was allocated in 2 installments (13 shotangsho in first installment and then 15 shotangsho more). Now the total land area of the school is 78 shotangsho. However in 1977 the school authority submitted an application at VDPI office shantinagar, to recognize it as junior school but it failed. Then the same application was submitted to Board of Intermediate & Secondary Education. This time their application was granted and from 01.01.78 the school introduced class nine. In 1979, for the first time, 12 students attended the S.S.C. exam from the school and among them 10 passed. In 1980, the school was fully permitted to take part on S.S.C. exam. From 1981 students of science and from 1982 students of science, arts and commerce are attending the S.S.C. exam from the school. DU authority and the government actively help the school as a result. Now the school has 1 three- storied building and 4 tin- shade building.

Classes and Sections

NilkhetHigh School runs its educational activity from class KG to class Ten (10). Class KG – Five and Nine-Ten has no sections. Class Six, Seven and Eight has two sections each (A & B). All students of “A” sections are boys and most students of “B” sections are girls.

 Human Resources of Nilkhet High School

a)    Profile of students

                                                                                                                              Table 1

Class

Section

Boys

Girls

Total

KG

27

23

50

One

40

30

70

Two

24

23

47

Three

24

21

45

Four

32

19

51

Five

33

18

51

Six

A

71

00

138

B

00

67

Seven

A

75

00

126

B

00

51

Eight

A

63

00

103

B

00

40

Nine

63

46

109

Ten

Science

09

02

91

Arts

02

14

Commerce

48

16

Total

 

511

370

881

From the table above, we get some information as:

a)      Total number of students of Nilkhet High School 881.

b)      Number of boys is 511.

c)      Number of girls is 370.

d)     Total number of primary level students is 314.

e)      Total number of secondary level students is 567.

f)       Class nine has no students of science and arts, all are of commerce.

g)      In class ten, out of 91 students only 11 are studying science and 16 are studying arts; rest 64 are studying commerce.

h)      Summating nine and ten, a total of 173 students are studying commerce, while 11 are studying science and 16 are studying arts.

i)        Boys are studying science and commerce more than girls in number, while girls are studying arts more than boys in number.

These informations are shown below in graphs by proportion of percentage:

Graph – 1

Graph – 2

Graph – 3

Graph – 4

b) Profile of Teachers

The school has a total of 27 teachers among whom 08 are for primary level and 19 are for secondary level.

                                                Head Teachers                                 Table 2

No.

Name

Working Period

01

Md.Abdul Hakim Mollah

7 February, 1975 – 21 September,1993

02

Md.Abdur Rouf

7 May,1994 – 10 June,1994

03

Md.Mizanur Rahman

22 september 1996 – Till present

List of Teachers working at present                 Table 3

Level

No.

Name

Subjects they teach

P

R

I

M

 

A

 

R

 

Y

01

Mahmuda Begum

All subjects according to necessity

02

Tanzina Islam

All subjects according to necessity

03

Bodrunnahar Begum

All subjects according to necessity

04

Hosne Ara Begum

All subjects according to necessity

05

Hena Yasmin Bithi

All subjects according to necessity

06

Hashima Ferdousi

All subjects according to necessity

07

Fatema Begum

All subjects according to necessity

08

Rokeya Sultana

All subjects according to necessity

S

E

C

O

N

D

A

R

Y

09

Md.Mizanur Rahman

English.

10

Md.Humayun Kabir

Science, Math

11

Mrs.Nurun Nahar Begum

Beng,Eng,History,Civics,Home Economics

12

Mrs.Ferdous Ara Begum

Eng,Soc,Civics,Beng,Agrculture

13

Nonda Rani Shaha

Bengali

14

Kha.Md.Jahangir

Beng,Eng,History,Soc.Science

15

Afzal Hossain

Math,Beng,Accounting,Bus.Ent,Soc.

16

Md.Badshah Mia

Beng,Science,Bus.Ent,Bus. Int.

17

Md.Harunur Rashid

Math,Science,Geography

18

Mrs.Morsheda Begum

Math,Science,Agriculture

19

Md.Lihas Uddin Khan

Eng, Agriculture

20

Md.Mofizul Islam

Math,Eng,Science

21

Sri Ajoy Kumar Shaha

Beng,Hindu Religion

22

Mrs.Ferdous Ara Luna

Beng,Soc, Hindu Religion

23

Md.Shoriful Islam

English

24

Md.Abu Taher

Islam Religion

25

Mrs.Sultana Yasmin

Beng,Agriculture, Hindu Religion

26

Mrs.Nasrin Ara Begum

Science

27

Mrs.Mahmusa Begum

Math,Science

Level of Teachers’ Academic & Professional Education

Table 4

AcademicEducation

Professional Education

Sex

Level

No.

Nil

P.T.I.

 B.Ed.

B.Ed & M.Ed.

Male

Female

Honors

18

0

0

15

3

6

12

Masters

09

0

0

2

7

6

3

Total

27

0

0

17

10

12

15

 The structure of the managing committee of Nilkhet High School is given below:

Table 8

No.

Post

Number

Way of availing post

01

Chairman

01

Nominated by V.C. of DU.

02

Secretary

01

Head Teacher by virtue of position

03

Member

03

Nominated by V.C. of DU.

04

Guardian Representative

02

Elected by direct vote of guardians

05

Teacher Representative

02

Elected by direct vote of teachers

06

Member

01

Nominated by Director General of Board of Intermediate & Secondary education

07

Member

01

Nominated by Chairman of Board of Education, Dhaka

Total

11

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ক খ ও গ তিন বন্ধু তারা প্রতি মাসে সাত(৭০০০)হাজার টাকা বেতন পায়। ক খরচ বাবদ প্রতি মাসে এক(১০০০)হাজার টাকা ব্যাংকে জমা রাখে। কিন্তূ খ তার সকল টাকাই বর্তমান ভোগের জন্য ব্যায় করে। আবার গ পাঁচ(৫০০০) হাজার টাকা বর্তমান ভোগের জন্য ব্যায় করলেও দুই(২০০০)হাজার টাকা বাবার কাছে জমা রাখে ।ক এর ১ হাজার টাকা মাসিক সঞ্চয় হলেও গ এর ২ হাজার টাকা মাসিক সঞ্চয় নয়।

  1. ভোগ বলতে কি বোঝায় ?                                                                              ১
  2. ভোগের নির্ধারক গুলো কি কি ?                                                                     2
  3. কেবল আয় ও ব্যায়ের ব্যবধানকে সঞ্চয় বলা হয় না কেন ?                                   3
  4. সঞ্চয় কিভাবে অথনৈতিক সচ্ছলতা ফিরিয়ে আনে ব্যাখ্যা কর ।                 ৪

L)  UxKv wjLt                                                                                                           2.5 x 2 = 5

  1. ভোগ ব্যায়
  2. সঞ্চয় ।

Item Specification

The item specification according to the domains of objectives of the essay type test is shown below:

 

Lower Learning Skills

Higher Learning Skills

Total mark
ObjectiveKnowledgeComprehensionApplicationAnalysisSynthesisEvaluation
Percentage

10%

20%

30%

20%

00%

20%

100%

 

Mark

No. of item

Mark

No.

of item

Mark

No. of item

Mark

No. of item

Mark

No. of item

Mark

No. of item

 

Sociology   1

1

2

1

3

1

4

1

0

0

0

0

10

Geography

0

0

2.5

1

0

0

2.5

1

0

0

0

0

05

Total

1/1

4.5/2

3/1

6.5/2

0/0

0/0

15

 

Item Specification

The item specification according to the domains of objectives of the MCQ type test is shown below:

Lower Learning Skills

Higher Learning Skills

Total mark

Objective

KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

Percentage

10%

20%

30%

20%

00%

20%

100%

Mark

No. of item

Mark

No. of item

Mark

No. of item

Mark

No. of item

Mark

No. of item

Mark

No. of item

 

History

1

1

1

1

1

1

0

0

0

0

0

0

3

Political Science

2

2

1

1

0

0

2

2

0

0

1

1

6

Economics

1

1

1

1

1

1

0

0

0

0

1

1

4

Population Education

0

0

1

1

0

0

0

0

0

0

1

1

2

Total

4/4

4/4

2/2

2/2

0/0

3/3

15

 Test Result Analysis

 Analysis of Test-1 results (Essay type test)

Student’s score in Test-1

Total student number of the class is 62 but 56 students appeared at the exam. Here, to make a decent analysis and comparison, only the scores of the students were given who attended.

Roll No.

Name

Obtained Mark (out of 15)

1

Tipu Sultan

14.5

2

Md. Abdur Rahman Shohan

15

4

Md. Ismail Hossion

12

5

Remal Mouzumdar

14.5

6

Md. Shehedull Islam

12

7

Tanvir Hossion

12.5

8

Md. Suzan Mahamud

13

9

Tasmir Ahmad

13

10

Sazzad Hossion

15

11

Sourouv Chondro

15

12

Sahazada

11

13

Shuvodip Borua

14

14

Nobina Islam Urmi

9.5

15

Niloy Sarkar Joy

12

16

Abir Hossain Zian

10.5

17

Tahsan Amin Turja

13

18

Harun-ur-Rashid

10

19

Tanzil Hossain Tuku

13

20

Sujit Kumar BIswas

14

21

Rezuanul Haque

7

22

Mehedi Hasan Asif

11

23

Sirajul Islam

11

24

Zubauer Ahammed

12

25

Naimul Hasan Sayem

10.5

26

Hasibul Hasan Siyam

8.5

27

Nazmul Haque

9

28

Tariquel Islam

8.5

29

Eftekher Alam Akash

5.5

30

Mazarul Islam

7.5

31

Salman S. Islam

5.5

33

Tahmidul Alam

05

35

Nazrul Islam

12

37

Sayed Md. Ashfaq Hossain

6

38

Emran Asif

6.5

39

Laxman Kumar

6.5

40

Shoaib Ahmed

1

41

Tanmoy

8.5

42

Sabrin Rashid

6.5

43

Md. Naimul Haque

4

45

KhanMd. Sakib

5

46

Tariful Islam

9

47

Ekramul Islam

6

48

Mahmudul Hasan

10.5

49

Mamun Hasan

7

50

Partho Protib Pal

3

51

Sabrin Rahman

8

52

Faisal Chowdhury

7

53

Ayon

5

54

Md.Habibur Rahman

8

55

Md. Ahaduzzaman

3

56

Md. Mehedul Islam

7.5

58

Md. Tipu Sultan

7.5

59

Md. Roman Ahmad

6

60

Md. Billal Hossion

8

61

Md. Jual hasan Babu

12.5

62

Humayun Kobir Shuvo

8

 

Tabulation of scores

* Number of the class = (Range/class Interval) +1

= {(Highest score-Lowest score)/Class Interval}+1

                                                = {(15 – 1)/3} +1

                                                = (14/3) +1

                                                = 4.6+ 1

                                               = 5.6

                                               = 6 (in full number)

Frequency Distribution Table

Class Interval (C.I.)

Tallies

Frequency

1 – 3

|||

3

4 – 6

|||| |||| ||

12

7 – 9

|||| |||| |||| |

16

10 – 12

|||| |||| ||||

14

13 – 15

|||| |||| |

11

                                                                                                    N = 56

Measures of Central Tendency

* The Mean

* True Mean = A.M.+(Σfd/N)i

C.I.

Mid point

Frequency (f)

Deviation (d)

Product (fd)

1 – 3

2

3

– 2

– 6

4 – 6

5

12

– 1

– 12

7 – 9

8

16

0

    0

10 – 12

11

14

+ 1

+ 14

13 – 15

14

11

+ 2

+ 22

                                                   N = 56                               Σfd = 18

Here –

A.M. = 8

Σfd = 18

N = 56

i= 3

True Mean                 = A.M. + (Σfd/N)i

                                                = 8 + (18/56)3

                                                            = 8 + (0.32)3

                                                            = 8 + 0.96

                                                            = 8.96

Mean = 8.96

The Median

# Median = L+{(N/2-cfu)/fm}i

C.I.

Lower and upper limit of C.I.

Frequency (f)

Cumulative Frequency (cfu)

1 – 3

0.5 – 3.5

3

3

4 – 6

3.5 – 6.5

12

15

7 – 9

6.5 – 9.5

16

31

10 – 12

9.5 – 12.5

14

45

13 – 15

12.5 – 15.5

11

56                  

Here-

L = 6.5

Cfu = 15

fm = 16

i = 3

N = 56

 Median                       = L+ {(N/2-cfu)/fm}i

                                     = 6.5 + {(28 – 15)/16} 3

                                                = 6.5 + (13/16) 3

= 6.5 + (0.8125) 3

= 6.5 +2.4375

                                                =8.9375

= 8.94 (Approx.)

Median = 8.94

4(x).2.c The Mode

                                                      Mode = 3 median – 2 mean

                                                             = 3 x 8.94 – 2 x 8.96

                                                            = 26.82 – 17.92

                                                                = 8.90

Mode = 8.90
Comment

The value of mean, median and mode is respectively 8.96, 8.94 and 8.90. The value of mean, median and mode is nearer to each other.. Here 7 – 9 class intervals contain maximum number of frequency and mean, median and mode belong to that class interval.

Measures of Variability

a) The Range

                                   Range = Highest score – Lowest score

                                                     =      15 – 1

                                                     = 14

Range = 14

b) The Quartile Deviation

# Q1 = L1 + {(N/4-F1)/fq1}I

Here-

L1 = 3.5

F1 = 3

fq1 = 12

i = 3

N = 56

Q1 = L1 + {(N/4-F1)/fq1} i

                                                                   = 3.5 +{(14 – 3)/12} 3

                                                                        = 3.5 + {11/12} 3

                                                                        = 3.5 + 2.75

                                                                        = 6.25

Q1= 13.9 (Approx.)

                         

* Q3 = L3 + {(3N/4 – F3)/fq3} i

Here-

L3 = 9.5

F3 = 31

fq3 = 14

i =  3

N = 56

Q3 = L3 + {(3N/4 – F3)/fq3} I

                                              = 9.5 + {(42 – 31)/14} 3

                                                          = 9.5 + {11/14} 3

                                                          = 9.5 + 2.35

                                                          = 11.85

Q3 = 11.85 (Approx.)

Quartile Deviation, Q = ( Q– Q1 )/2

                                                                        = (11.85 – 6.25)/2

                                                                                    = 5.6/2

                                           = 2.8

Quartile Deviation = 2.8 (Approx.)

c) Mean Deviation

# Mean Deviation = S|fd| /N

C.I.

Mid point (X)

Mean

f

d = x – M

fd

1 – 3

2

8.96

3

– 6.96

– 20.88

4 – 6

5

8.96

12

– 3.96

– 47.52

7 – 9

8

8.96

16

– 0.96

– 15.36

10 – 12

11

8.96

14

+ 2.04

+ 28.56

13 – 15

14

8.96

11

+ 5.04

+ 55.44

                                                                                                                 S|fd| = 0.24

Here-

S|fd| = 0.24

N = 56

Mean Deviation = S|fd| /N

                                                                 = 0.24/56

           = .004

Mean Deviation =.004 (Approx.)

d) Standard Deviation

# S.D. or s = Ö{Sfd2/N – (Sfd/N)2}I

C.I.

f

Deviation (d)

fd

fd2

1 – 3

3

– 2

– 6

12

4 – 6

12

– 1

– 12

12

7 – 9

16

0

    0

0

10 – 12

14

+ 1

+ 14

14

13 – 15

11

+ 2

+ 22

44

                                                                          ∑fd = 18             ∑fd2 =82

fd = 18

fd2 = 82

 i =3

N = 56

        S.D. or s = Ö{Sfd2/N – (Sfd/N)2}i

        = Ö{82/56 – (18/56)2} x 3

        = Ö{1.464 – (0.321)2} x 3

        = Ö{1.464 – 0.103} x 3

        = Ö(1.361) x 3

        = 1.166 x 3

        = 3.499

Standard Deviation = 3.50 (Approx.)
Comment

The value of range is 14, Quartile Deviation is 2.8, Mean Deviation is 0.004 and Standard Deviation is 3.5. As Standard Deviation is the most consistent measure of variability, considering it, it can be said that lower scores are not much dispersed; they remain nearer to the mean. From the analysis of Measures of Central Tendency &Variability, some findings can be noted:

  • 27 scores (48%) stand below the mean and 29 scores (52%) stand above the mean. So the distribution is supposed to be normal.
  • The mean, median and mode are very near to the same. But Mean>Median>Mode.
  • Most scores are near the mean and the further from the mean a score is, the fewer the number of subjects who attained that score.
  • Mean ± 1.0 S.D., that is, 12.46 –5.46 contains 7 scores (46.66%)
  •  Mean ± 2.0 S.D., that is, 15.96 –1.96 contains 14 scores (93.33%).
  •  Mean ± 2.5 S.D., that is, 17.71 –0.21 contains 17.5 scores (116%).

These findings show that although the distributions of Mean ± 1.0 S.D but the distribution of Mean ± 2.0 S.D. and Mean ± 2.5 S.D. is too far from the normal curve. The distribution is said to be normal and kurtosis.

The distribution is very near to normal but very little positively skewed

Here, Mean > Median > Mode.

Skewness of the distribution = 3 (mean – median) / S.D = 0.01 (Approx).

The value is very low which indicates the distribution is very near to the normal distribution.

The distribution is very near to normal but is very little platykurtic

Leptokurtic – where more scores than normal distribution stand in mean ±2.0  & 3.0S.D.

Measures of Relative Positions

Major measures of relative positions are percentile ranks, Z-score and T-score. I shall determine only Z-score and T-score here as they are more reliable than percentile ranks.

# Standard score (Z – Score), Z = (X – M) / s

# T = 50 + 10Z

 Roll No.

 

Z –score

(Z = (X-M)/ s)

T-score

(T = 50 + 10Z)

1

(14.5- 8.96) / 3.5 = 1.58

65.8

2

(15- 8.96) / 3.5 = 1.72

67.2

3

(12- 8.96) / 3.5 = 0.86

58.6

4

(14.5- 8.96) / 3.5 = 1.58

65.8

5

(12- 8.96) / 3.5 = 0.86

58.6

6

(12.5- 8.96) / 3.5 = 1.01

60.1

7

(13- 8.96) / 3.5 = 1.15

61.5

8

(13- 8.96) / 3.5 = 1.15

61.5

(15- 8.96) / 3.5 = 1.72

67.2

10

(15- 8.96) / 3.5 = 1.72

67.2

9

(11- 8.96) / 3.5 = 0.58

55.8

12

(14- 8.96) / 3.5 = 1.44

64.4

13

(9.5- 8.96) / 3.5 = 0.54

55.4

14

(12- 8.96) / 3.5 = 0.86

58.6

15

(10.5- 8.96) / 3.5 = 0.44

54.4

16

(13- 8.96) / 3.5 = 1.15

61.5

17

(10- 8.96) / 3.5 = 0.29

52.9

18

(13- 8.96) / 3.5 = 1.15

61.5

19

(14- 8.96) / 3.5 = 1.44

64.4

20

(7- 8.96) / 3.5 = – 0.56

44.4

21

(11- 8.96) / 3.5 = 0.58

55.8

22

(11- 8.96) / 3.5 = 0.58

55.8

23

(12- 8.96) / 3.5 = 0.86

58.6

24

(10.5- 8.96) / 3.5 =0.44

54.4

25

(8.5- 8.96) / 3.5 = – 0.13

48.7

26

(9- 8.96) / 3.5 = 0.04

50.4

27

(8.5- 8.96) / 3.5 = – 0.13

48.7

28

(5.5- 8.96) / 3.5 = – 0.98

40.2

29

(7.5- 8.96) / 3.5 = – 0.41

45.9

30

(5.5- 8.96) / 3.5 = – 0.98

40.2

31

(5- 8.96) / 3.5 = – 1.13

38.7

32

(12- 8.96) / 3.5 = 0.86

58.6

33

(6- 8.96) / 3.5 = – 0.84

41.6

34

(6.5- 8.96) / 3.5 = – 0.70

43

35

(6.5- 8.96) / 3.5 = – 0.70

43

36

(1- 8.96) / 3.5 = – 2.27

27.3

37

(8.5- 8.96) / 3.5 = – 0.13

48.7

38

(6.5- 8.96) / 3.5 = – 0.70

43

39

(4- 8.96) / 3.5 = – 1.41

35.9

40

(5- 8.96) / 3.5 = – 1.13

38.7

41

(9- 8.96) / 3.5 = 0.04

50.4

42

(6- 8.96) / 3.5 = – 0.84

41.6

43

(10.5- 8.96) / 3.5 = 0.44

54.4

44

(7- 8.96) / 3.5 = – 0.56

44.4

45

(3- 8.96) / 3.5 = – 1.70

33

46

(8- 8.96) / 3.5 = – 0.27

47.3

47

(7- 8.96) / 3.5 = – 0.56

44.4

48

(5- 8.96) / 3.5 = – 1.13

38.7

49

(8- 8.96) / 3.5 = – 0.27

47.3

50

(3- 8.96) / 3.5 = – 1.70

33

51

(7.5- 8.96) / 3.5 = – 0.41

45.9

52

(7.5- 8.96) / 3.5 = – 0.41

45.9

53

(6- 8.96) / 3.5 = – 0.84

41.6

54

(8- 8.96) / 3.5 = – 0.27

47.3

55

(12.5- 8.96) / 3.5 = 1.01

60.1

56

(8- 8.96) / 3.5 = – 0.27

47.3

Comment

From this table relative position of any student in comparison to other or whole as a group can easily be made. The T-score shown above itself is a comprehensive presentation of relative position. Scores above 50 are more than average, scores below 50 are less than average.

Grading of Test-1 Results:

Norm of Grading

Number Range (Approx)

Grade

GPA

13 and above

A+

5.00

11-12

A

4.00

9 – 10

B

3.00

7 – 8

C

2.00

5 – 6

D

1.00

0 – 4

F

——

 Grading of students:

Roll No.

Obtained Mark

Grade

GPA

1

14.5

A+

5.00

2

15

A+

5.00

3

12

A

4.00

4

14.5

A+

5.00

5

12

A

4.00

6

12.5

A+

5.00

7

13

A+

5.00

8

13

A+

5.00

9

15

A+

5.00

10

15

A+

5.00

11

11

A

4.00

12

14

A+

5.00

13

9.5

B

3.00

14

12

A

4.00

15

10.5

A

4.00

16

13

A+

5.00

17

10

B

3.00

18

13

A+

5.00

19

14

A+

5.00

20

07

C

2.00

21

11

A

4.00

22

11

A

4.00

23

12

A

4.00

24

10.5

A

4.00

25

8.5

B

3.00

26

9

B

3.00

27

8.5

B

3.00

28

5.5

D

1.00

29

7.5

C

2.00

30

5.5

D

1.00

31

05

D

1.00

32

12

A

4.00

33

6

D

1.00

34

6.5

C

2.00

35

6.5

C

2.00

36

1

F

00

37

8.5

B

3.00

38

6.5

C

2.00

39

4

F

00

40

5

D

1.00

41

9

B

3.00

42

6

D

1.00

43

10.5

A

4.00

44

7

C

2.00

45

3

F

00

46

8

C

2.00

47

7

C

2.00

48

5

D

1.00

49

8

C

2.00

50

3

F

00

51

7.5

C

2.00

52

7.5

C

2.00

53

6

D

1.00

54

8

C

2.00

55

12.5

A+

5.00

56

8

C

2.00

 

It is to be noted that this grading was not executed in the school’s test result; it is done only to fulfill the purpose of statistical analysis report.

Percentage of pass and Fail:

P/F

No. of students

Percentage

Pass

52

98.2%

Fail

04

1.8%

Percentage of grading:

Grade

No. of students

Percentage

A+

13

                20%

A

11

18%

B

07

30%

C

13

34%

D

08

14%

F

04

2%

 Analysis of Test-2 results (MCQ & Essay type test)

Student’s score in Test-2

Roll No.

Name

Obtained Mark (out of 15)

1

Razia Sarmin

14.5

2

Farzana Akthar Tonnee

11.5

3

Sonia Akthar

9

4

Tohomina

12.5

5

Morshada Akhtar

12

6

Shohagi Mim Lza

11.5

7

Fatama Akhtar

12.5

8

Sadia Islam

13

9

Moriam Barek

13.5

10

Shanta Islam

12.5

11

Sanjida Jahan

15

12

Jannatul Naim

11.5

13

Fatema Tuj Johra

12.5

14

Fariha Jahan Konok

10.5

15

Sanjida Begum

9.5

16

Hajera Sultana

12

17

Jeba Akter

12.5

18

Jamim Natia

11

19

Habiba Akter

14

20

Afrin Sultana

7.5

21

Shahid Akter

12

22

Jannatul Naim

11.5

23

Modinatul Ferdous

12.5

24

Usma Akter

8

25

Rupoma Akter

8.5

26

Anushi Choudoury

7

27

Sumaiya Najmunnahar

6

28

Saika alam

5.5

29

Jannatul Baki naurin

2

30

Tanis fahima

10

31

Salma Akter

9.5

32

Momo Khanom

10

33

Trisha Chokroborti

8

34

Najmunnahar

11

35

Maliha Tabassum

8.5

36

Sumona Akter

2.5

37

Afroja Akter

8.5

38

Hamida Akter

7.5

39

Faria Sultana

5.5

40

Sumona Akter

11.5

41

Joti Hajra

8.5

42

Sumaiya Akter

9

43

Najiba Harun

11

44

Sumona Haque

7

45

Jannatul Ferdous

3

46

Asifa Rahman

6

47

Marjan Alam

9

48

Khadija Akter

5

49

Sadia Afrin

4

50

Nasrin Akhtar

3.5

51

Nurnahar Akhtar

8.5

52

Hasina Akhtar Sume

12

53

Kawsar Ferdushe

5.5

54

Sonia Sigma

10

55

Puza Rani

10.5

56

Momotaz Akhtar Lotha

10

Tabulation of scores:

    # Number of the class = (Range/class Interval) +1

= {(Highest score-Lowest score)/Class Interval} +1

                                                = {(15 – 2)/3} +1

                                                = (13/3) +1

                                                = 4.33 + 1

                                                = 5.33

                                                = 6 (in full number)

Frequency Distribution Table:

Class Interval (C.I.)

Tallies

Frequency

1 – 3

  |||

3

4 – 6

|||| ||

7

7 – 9

  |||| |||| |||| ||||

19

10 – 12

|||| ||||  ||||  |||| ||

22

13 – 15

||||

5

                                                                                                    N = 56

Measures of Central Tendency:

The Mean

# True Mean = A.M.+(Σfd/N)i

C.I.

Mid point

Frequency (f)

Deviation (d)

Product (fd)

1 – 3

2

3

– 2

– 6

4 – 6

5

7

– 1

– 7

7 – 9

8

19

0

    0

10 – 12

11

22

+ 1

+ 22

13 – 15

14

5

+ 2

+ 10

                                                            N = 56                                          Σfd = 19

Here –

A.M.= 8

N = 56

Σfd = 19

i = 5             

True Mean = A.M.+(Σfd/N)i

                                                            = 8 + (19/56) 3

                                                            = 8 + (0.339) 3

                                                            = 8 + 1.017

                                                            = 9.017

Mean = 9.02

The Median

# Median = L+{(N/2-cfu)/fm}I

C.I.

Lower and upper limit of C.I.

Frequency (f)

Cumulative Frequency (cfu)

1 – 3

0.5 – 3.5

3

3

4 – 6

3.5 – 6.5

7

10

7 – 9

6.5 – 9.5

19

29

10 – 12

9.5 – 12.5

22

51

13 – 15

12.5 – 15.5

5

56

Here-

L = 6.5

Cfu = 10

fm = 19

i = 3

N = 56

   Median = L+ {(N/2-cfu)/fm} i

                                                                        = 6.5 + {(28 – 10)/ 19} 3

                                                                        = 6.5 + (18/19) 3

            = 6.5 + (0.947) 3

= 6.5 + 2.841

             = 9.341 (Approx.)

Median = 9.34

The Mode

Mode = 3 median – 2 mean

=3 x 9.34 – 2 x 9.02

                                                                 = 28.02 – 18.04

                                                                 =  9.98

Mode = 9.98
Comment

The value of mean, median and mode is respectively 9.02, 9.34 and 9.98. The values of mean and median and mode are nearer to each other. Here 10 – 12 class intervals contains maximum number of frequency, mode, mean and median belong to that class interval.

Measures of Variability:

The Range

                                   Range = Highest score – Lowest score

                                                = 15 – 2

                                                =13

Range = 13

The Quartile Deviation

# Q1 = L1 + {(N/4-F1)/fq1}I

Here-

L1 = 6.5

F1 = 10

fq1 = 19

i =  3

N = 56

Q1 = L1 + {(N/4-F1)/fq1} i

                                                            = 6.5 +{(56/4 – 10)/19} 3

                                                            = 6.5 + {(14 -10)/19} 3

                                                            = 6.5 + (4/19) 3

                                                            = 6.5 + 0.631

                                                            = 7.131

Q1= 7.13  (Approx.)

# Q3 = L3 + {(3N/4 – F3)/fq3} i

Here-

L3 = 9.5

F3 = 29

fq3 = 22

i =  3

N = 56

Q3 = L3 + {(3N/4 – F3)/fq3} I

                                              = 9.5 + {(42 – 29)/22} 3

                                                          = 9.5 + {13/22} 3

                                                          = 9.5 + (0.590) 3

                                                          = 9.5 + 1.77

                                                          = 11.27

 Q3 = 11.27 (Approx.)

 

Quartile Deviation, Q = (Q3 Q1)/2

                                                                   = (11.27 – 7.13)/2

                   = 4.14/2

                = 2.07

Quartile Deviation = 2.07 (Approx.)

Mean Deviation

# Mean Deviation = S|fd| /N

C.I.

Mid point (X)

Mean

f

d = x – M

fd

1 – 3

2

9.02

3

– 7.02

– 21.06

4 – 6

5

9.02

7

– 4.02

– 28.14

7 – 9

8

9.02

19

– 1.02

– 19.38

10 – 12

11

9.02

22

+1.98

+ 43.56

13 – 15

14

9.02

5

+ 4.98

+ 24.90

                                                                                                      S|fd| = – 0.88

Here-

S|fd| = -0.88

N = 56

Mean Deviation = S|fd| /N

                                                                               = – 0.88/56

                         =  – 0.01

Mean Deviation = -0.01 (Approx.)

Standard Deviation

# S.D. or s = Ö{Sfd2/N – (Sfd/N)2}I

C.I.

f

Deviation (d)

fd

fd2

1 – 3

3

– 2

– 6

12

4 – 6

7

– 1

– 7

7

7 – 9

19

0

    0

0

10 – 12

22

+ 1

+ 22

22

13 – 15

5

+ 2

+ 10

20

                                                                                               ∑fd = 19             ∑fd2 = 61

fd = 19

fd2 =61

 i =3

N = 56

S.D. or s = Ö{Sfd2/N – (Sfd/N)2}i

= Ö{61/56 – (19/56)2} x 3

= Ö{1.089 – (0.339)2} x 3

= Ö{1.089 – 0.114} x 3

= Ö(0.975) x 3

= 0.987 x 3

= 2.961

Standard Deviation = 2.96 (Approx.)
Comment

The value of range is 13, Quartile Deviation is 2.07, Mean Deviation is -0.01 and Standard Deviation is 2.96. As Standard Deviation is the most consistent measure of variability, considering it, it can be said that lower scores are not much dispersed; they remain nearer to the mean. From the analysis of Measures of Central Tendency &Variability some findings can be noted:

  • 26 scores (46%) stand below the mean and 30 scores (54%) stand above the mean. So the distribution is nearly normal.
  • The mean, median and mode are not the same. Mean>Median>Mode.
  • Most scores are near the mean and the further from the mean a score is, the fewer the number of subjects who attained that score.
  • Mean ± 1.0 S.D., that is, 11.98 – 6.06 contains total 5.92 scores (39.46%).
  •  Mean ± 2.0 S.D., that is, 14.94 – 3.1 contains total 11.84 scores (78.93%).
  •  Mean ± 3.0 S.D., that is, 17.9 – 0.14 contains total 17.76 scores (118.4%).

These findings show that although the distributions not so far from the normal distribution and it are a little negatively skewed also.

The distribution is very near to normal & very little negatively skewed.

Here, Mean < Median < Mode.

Skewness of the distribution = 3 (mean – median) / S.D = – 0.32

The value of skewness is very low and therefore ignorable.

The distribution is very  nearly normal.

Measures of Relative Positions:

Major measures of relative positions are percentile ranks, Z-score and T-score. I shall determine only Z-score and T-score here as they are more reliable than percentile ranks.

# Standard score (Z – Score), Z =  (X – M) / s

# T = 50 + 10Z

Roll No.

 

Z –score

(Z = (X-M)/ s)

T-score

(T = 50 + 10Z)

1

( 14.5- 9.02) / 2.96 = 1.85

68.5

2

( 11.5- 9.02) / 2.96 = 0.83

58.3

3

( 9- 9.02) / 2.96 = -0.00

50

4

( 12.5- 9.02) / 2.96 = 1.17

61.7

5

( 12- 9.02) / 2.96 = 1.00

60

6

( 11.5- 9.02) / 2.96 = 0.83

58.3

7

( 12.5- 9.02) / 2.96 = 1.17

61.7

8

( 13- 9.02) / 2.96 = 1.34

63.4

9

( 13.5- 9.02) / 2.96 = 1.51

65.1

10

( 12.5- 9.02) / 2.96 = 1.17

61.7

11

( 15- 9.02) / 2.96 = 2.02

70.2

12

( 11.5- 9.02) / 2.96 = 0.83

58.3

13

( 12.5- 9.02) / 2.96 = 1.17

61.7

14

( 10.5- 9.02) / 2.96 = 0.5

55

15

( 9.5- 9.02) / 2.96 = 0.16

51.6

16

( 12- 9.02) / 2.96 = 1.00

60

17

( 12.5- 9.02) / 2.96 = 1.17

61.7

18

( 11- 9.02) / 2.96 = 0.66

56.6

19

( 14- 9.02) / 2.96 = 1.68

66.8

20

( 7.5- 9.02) / 2.96 = – 0.51

44.9

21

( 12- 9.02) / 2.96 = 1.00

60

22

( 11.5- 9.02) / 2.96 = 0.83

58.3

23

( 12.5- 9.02) / 2.96 = 1.17

61.7

24

( 8- 9.02) / 2.96 = – 0.34

49.66

25

( 8.5- 9.02) / 2.96 = – 0.17

48.3

26

( 7- 9.02) / 2.96 = – 0.68

43.2

27

( 6- 9.02) / 2.96 = – 1.02

39.8

28

( 5.5- 9.02) / 2.96 = – 1.18

38.2

29

( 2- 9.02) / 2.96 = – 2.37

26.3

30

( 10- 9.02) / 2.96 = 0.33

53.3

31

( 9.5- 9.02) / 2.96 = 0.16

51.6

32

( 10- 9.02) / 2.96 = 0.33

53.3

33

( 8- 9.02) / 2.96 = – 0.34

49.66

34

( 11- 9.02) / 2.96 = 0.66

56.6

35

( 8.5- 9.02) / 2.96 = – 0.17

48.3

36

( 2.5- 9.02) / 2.96 = – 2.20

28

37

( 8.5- 9.02) / 2.96 = – 0.17

48.3

38

( 7.5- 9.02) / 2.96 = – 0.51

44.9

39

( 5.5- 9.02) / 2.96 = – 1.18

38.2

40

( 11.5- 9.02) / 2.96 = 0.83

58.3

41

( 8.5- 9.02) / 2.96 = – 0.17

48.3

42

( 9- 9.02) / 2.96 = -0.00

50

43

( 11- 9.02) / 2.96 = 0.66

56.6

44

( 7- 9.02) / 2.96 = – 0.68

43.2

45

( 3- 9.02) / 2.96 = – 2.03

29.7

46

( 6- 9.02) / 2.96 =- 1.02

39.8

47

( 9- 9.02) / 2.96 = -0.00

50

48

( 5- 9.02) / 2.96 = – 1.35

36.5

49

( 4- 9.02) / 2.96 = – 1.69

33.1

50

( 3.5- 9.02) / 2.96 = – 1.86

31.4

51

( 8.5- 9.02) / 2.96 = – 0.17

48.3

52

( 12- 9.02) / 2.96 = 1.00

60

53

( 5.5- 9.02) / 2.96 = – 1.18

38.2

54

( 10- 9.02) / 2.96 = 0.33

53.3

55

( 10.5- 9.02) / 2.96 = 0.5

55

56

( 10- 9.02) / 2.96 = 0.33

53.3

 Comment

From this table relative position of any student in comparison to other or whole as a group can easily be made. The T-score shown above itself is a comprehensive presentation of relative position. Scores above 50 are more than average, scores below 50 are less than average.

Grading of Test-2 Results:

Norm of Grading

Number Range (Approx)

Grade

GPA

13 and above

A+

5.00

11-12

A

4.00

9 – 10

B

3.00

7 – 8

C

2.00

5 – 6

D

1.00

0 – 4

F

——

Grading of students

Roll No.

Obtained Mark

Grade

GPA

1

14.5

A+

5

2

11.5

A

4

3

9

B

3

4

12.5

A+

5

5

12

A

4

6

11.5

A

4

7

12.5

A+

5

8

13

A+

5

9

13.5

A+

5

10

12.5

A+

5

11

15

A+

5

12

11.5

A

4

13

12.5

A+

5

14

10.5

A

4

15

9.5

B

3

16

12

A

4

17

12.5

A+

5

18

11

A

4

19

14

A+

5

20

7.5

C

2

21

12

A

4

22

11.5

A

4

23

12.5

A+

5

24

8

C

2

25

8.5

B

3

26

7

C

2

27

6

D

1

28

5.5

D

1

29

2

F

0

30

10

B

3

31

9.5

B

3

32

10

B

3

33

8

C

2

34

11

A

4

35

8.5

B

3

36

2.5

F

0

37

8.5

B

3

38

7.5

C

2

39

5.5

D

1

40

11.5

A

4

41

8.5

B

3

42

9

B

3

43

11

A

4

44

7

C

2

45

3

F

0

46

6

D

1

47

9

B

3

48

5

D

1

49

4

F

0

50

3.5

F

0

51

8.5

B

3

52

12

A

4

53

5.5

D

1

54

10

B

3

55

10.5

A

4

56

10

B

3

It is to be noted that this grading was not executed in the school’s test result; it is done only to fulfill the purpose of statistical analysis report.

Percentage of pass and Fail

P/F

No. of students

Percentage

Pass

54

96%

Fail

02

4%

Percentage of grading

Grade

No. of students

Percentage

A+

11

                     27%

A

14

B

14

33%

C

06

23%

D

06

13%

F

05

4%

 Conclusion

Considering all the things, it can be said that NilkhetHigh School has more shortcomings than advantages for effective teaching. Two major reasons for this are: insufficient physical, human and monetary resources, and lack of faith of teachers upon students. Improving resource is time consumiong. Especially supply of sufficient money is a pre condition to improve the physical and human resources. Lack of supply of monetary resources can hinder the improvement of quality and quantity development.

But I believe students of NilkhetHigh School have the ability to do well. I have got them very intelligent, curious and participating in the class. They have interests in pleasant studies. Before joining the school since leaving and till now I have heard it many times that the students of Nilkhet High School are very dull, they are not meritorious even not mediocre because of their weak social and economic condition. Of course social and economic background is very important factors, but my quest was if the school authority and teachers were careful enough to help them do good. Are they really as much weak as they are said? My answers are NO and NO. I have experienced them. A little care, a pleasant and participating teaching-learning environment can do much for them to become successful. I am hoping for those days.

Bibliographies

  •  Gay, L. R. , Educational Research: Competencies for analysis and application, Prentice Hall inc, New Jersey, 1996.
  • Audit Report 2001-2002 & other recent  documents of Nilkhet High School

Nilkhet High School

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