Assessment of Academic Readiness in Government School Children and its Knowledge among Teachers
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Date
2019
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Punjab Agricultural University, Ludhiana
Abstract
The present study was conducted to assess the academic readiness in rural and urban
government school children and its knowledge among teachers. The study was based on 200
class-I students (i.e. 100 rural and 100 urban) and 100 teachers (i.e. 50 rural and 50 urban)
teaching class-I. The sample was randomly drawn from seven Government primary schools of
Ludhiana district. Self -structured Academic Readiness Checklist was prepared to assess
different domains viz. pre-reading, pre-writing and pre-arithmetic readiness of Class-I
students. Similarly, Self -structured Teachers‟ Knowledge Questionnaire was prepared to
assess the knowledge of rural and urban teachers regarding various aspects of academic
readiness. Results revealed that overall academic readiness of children was found at average
level. Pre-reading and pre-arithmetical skills were found to be average but pre-writing skills
were low. Locale differences in academic readiness of rural and urban children were found to
be non-significant in all the domains, however urban children were found to be performing
better than rural children. Urban girls had better pre-reading and pre-writing skills than rural
girls. Gender differences in academic readiness of urban children showed significant
differences in majority of the domains, except in pre-arithmetical skills. However, in rural
children non-significant gender differences were observed in all the domains except in high
level of pre-arithmetical skills. Majority of both rural and urban teachers had low level of
knowledge regarding academic readiness. Non-significant differences were found in the
knowledge levels of rural and urban teachers. Irrespective of age, education, teaching
experience and degree, all teachers depicted poor knowledge regarding academic readiness.
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