Monthly Assessment Comparison Report: ICT Project – 58 Schools Jharkhand

Table of Contents
A. Project Background 3
B. Report Summary 3
C. Objective 4
D. In-Classroom ICT Teaching 4
E. Methodology 4
F. Key Findings: 5
G. Analysis 9
H. Glimpses of the Assessment 10
I. Conclusion 11
J. Recommendations: 11
K. Way Forward 11

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 Monthly Assessment Comparison Report: ICT Project – 58 Schools Jharkhand

A. Project Background
Jharkhand Agency for Promotion of Information Technology (JAPIT), the nodal agency of
Department of Information Technology and e-Governance, Government of Jharkhand in the state
of Jharkhand selected Bennett Coleman & Co. Ltd. (BCCL) as a system integrator for the Supply,
Installation and Maintenance of IT and Physical Infrastructure for ICT labs in 58 residential high
schools and +2 Schools under the Welfare Department, Government of Jharkhand.

The primary objective of the project can be explained as following:

 To establish an enabling environment to promote the usage of ICT especially in Higher
Secondary and Secondary Schools of Welfare Department
 To enable students to acquire skills needed for the Digital world for higher studies and
gainful employment
 To provide an effective learning environment for children through ICT tools
 To promote critical thinking and analytical skills by developing self-learning
 This shall transform the classroom environment from teacher centric to student centric
learning.
 To promote the use of ICT tools in distance education including the employment of
audiovisual medium and satellite-based devices.

Since the roll out, the project has been made fully active in all the 58 schools along with
deployment of the required manpower for the project.
While the utilization of the ICT Infrastructure setup in school came to a halt during lockdown,
when the schools were shut, the focus remained on minimizing the learning loss of students by
providing them support through online channels.

B. Report Summary
This report summarizes the assessment conducted in the project between Dec, 23 to Apr, 2024.

It illustrates the work undertaken by the lab coordinators both as trainers and as active support
to the schools. The assessment of ICT skills among school students across various categories,
classes, districts, and months reveals valuable insights into their proficiency levels. Over the past
four months, an online assessment was conducted across 58 ICT (Information and Communication
Technology) schools affiliated with Trible Welfare, spanning 21 districts of Jharkhand. The
assessment aimed to evaluate the proficiency and progress of students from class 6th to class
12th in line with their monthly ICT syllabus. This report aims to analyze these findings
comprehensively, highlighting key trends, objectives, outcomes, and providing actionable
suggestions for improvement.

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 Monthly Assessment Comparison Report: ICT Project – 58 Schools Jharkhand

C. Objective
The primary objective of this assessment is to gauge the proficiency levels of school students in
Information and Communication Technology (ICT) skills. By understanding their strengths and
areas needing improvement, we aim to facilitate targeted interventions to enhance their digital
literacy and competency.

D. In-Classroom Monthly ICT Teaching

Since the opening of schools, the coordinators have been conducting in-person sessions on ICT
for the students. Initial topics covered include-

 Basics to advance Computer including parts of computer, their importance, components

of the desktops, different icons and their uses, functions of different keys and typing in
MS word, MS Excel, PowerPoint, Internet, Networking, Programing, have been covered.

For higher classes topics like DBMS, Networking, Cyber Security, ICT Tools, Programing, and higher
levels of the software already learnt

Monthly assessment is being conducted to assess the understanding of students in short and
continuous intervals. These tests are often conducted online using technology platforms like
Google Forms.

Along with computer as a subject, the coordinators include digital learning for other subjects as
well such as science, social science and math. Concepts are taught using audio-visual content and
resources available online. Explanatory videos have become an important resource to develop
conceptual knowledge of students.

For better preparation of exams, model question papers are directly downloaded from the
internet and displayed in the classrooms for students to practice.

E. Methodology
 Selection of Schools: The assessment covered a total of 58 ICT schools spread across the
21 districts of Jharkhand.
 Duration: The assessment spanned from December 2023 to April 2024, totaling five
months.
 Online Format: Due to logistical ease and other restrictions, the assessment was
conducted online.
 Assessment Criteria: Students were evaluated based on their understanding and
application of the monthly ICT syllabus.

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 Monthly Assessment Comparison Report: ICT Project – 58 Schools Jharkhand

F. Key Findings:
 Overall Performance: The overall performance of students varied across districts, with
some districts showing higher proficiency levels compared to others.
 Class-wise Analysis:
 Class 6th to Class 8th: Students exhibited a satisfactory understanding of basic ICT
concepts, with room for improvement in advanced topics.
 Class 9th to Class 12th: Performance varied significantly, with higher classes showing
better grasp in complex ICT areas.
 District-wise Disparities: Disparities were observed among districts, with some districts
showing consistently high performance while others lagged behind.
 Technology Access: Access to technology and internet connectivity emerged as
significant factors influencing student performance, with urban areas generally having
better access compared to rural counterparts.
 Teacher Training: The quality of teacher training correlated with student performance,
highlighting the importance of ongoing professional development for educators.
 Engagement Levels: Student engagement with online learning platforms varied, with
factors such as digital literacy and home environment impacting participation rates.

Result Breakdown: Understanding Student Performance Levels

The assessment results have been carefully organized into four specific levels, each offering insights into
different levels of student performance.

 Excellent: Students who score in between 31 to 40 are classified in the Excellent category.
 Good: Students with marks ranging from 21 to 30 are considered to be in the Good category.
 Average: Students with marks ranging from 11 to 20 fall into the average category.
 Below Average: Students receive marks ranging from 1 to 10, placing them in the Below Average
category

1. Gender wise Analysis:

 Males consistently outperformed females across all months, indicating a potential
gender disparity in ICT skill acquisition.

Gender wise Test Performance

Below
Gender Excellent Good Average Grand Total
Average
Female 2522 762 165 8 3457
Male 3166 1419 411 26 5022
Grand Total 5688 2181 576 34 8479

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 Monthly Assessment Comparison Report: ICT Project – 58 Schools Jharkhand

Gender Wise Test Performance Average

4000 Below Average
3166
2522 Excellent
3000
Good
2000 1419
762
1000 411
165 8 26
0
Female Male
Gender

2. Class wise Performance:

 Performance varied significantly across different classes, with higher classes generally
exhibiting better ICT skills than lower classes.

Class Wise
Class Dec-23 Jan-24 Feb-24 Mar-24 Apr-24
6 1150 897 837 872 687
7 1825 1403 1323 1384 1145
8 1849 1429 1327 1058 1195
9 1716 1272 1042 762 1068
10 1511 1096 906 155 726
11 249 179 127 8 149
12 176 100 92 1 88
Grand Total 8476 6376 5654 4240 5058

Class Wise

100%

80%

60%

40%

20%

0%
6 7 8 9 10 11 12

Class Wise Dec-23 Class Wise Jan-24 Class Wise Feb-24 Class Wise Mar-24 Class Wise Apr-24

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 Monthly Assessment Comparison Report: ICT Project – 58 Schools Jharkhand

3. District wise Disparities:

 Disparities in participation and performance were observed across districts, suggesting
the need for targeted interventions in underperforming regions.

SN District Dec-23 Jan-24 Feb-24 Mar-24 Apr-24

1 Bokaro 319 255 249 192 185
2 Chatra 440 352 320 290 259
3 Deoghar 11 11 10 9 10
4 Dhanbad 154 116 113 81 118
5 Dumka 577 420 338 249 378
6 Garhwa 349 280 226 153 241
7 Giridih 455 298 286 210 228
8 Godda 128 103 85 81 77
9 Gumla 786 623 499 365 446
10 Hazaribagh 461 383 319 246 316
11 Jamtara 178 154 144 92 93
12 Khunti 334 242 218 161 216
13 Latehar 123 100 101 80 93
14 Lohardaga 729 453 493 308 408
15 Palamu 378 279 241 175 212
Pashchimi
733 586 485 413 410
16 Singhbhum
Purbi
385 299 290 223 225
17 Singhbhum
18 Ramgarh 135 103 105 95 77
19 Ranchi 1007 753 617 445 603
20 Sahebganj 555 412 384 277 348
21 Saraikela 239 154 131 95 115
Grand Total 8476 6376 5654 4240 5058

District wise Performance

Below Grand
SN District Excellent Good Average
Average Total
1 Bokaro 288 22 9 319
2 Chatra 189 154 86 11 440
3 Deoghar 1 1 9 11
4 Dhanbad 116 28 9 1 154
5 Dumka 437 122 17 1 577
6 Garhwa 315 32 2 349
7 Giridih 278 146 31 455
8 Godda 63 46 18 2 129
9 Gumla 373 343 65 5 786
10 Hazaribagh 330 111 19 1 461
11 Jamtara 143 30 5 178
12 Khunti 258 62 14 334
13 Latehar 89 33 1 123
14 Lohardaga 528 165 36 1 730

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 Monthly Assessment Comparison Report: ICT Project – 58 Schools Jharkhand

15 Palamu 238 99 39 2 378

16 Pashchimi Singhbhum 505 204 24 733
17 Purbi Singhbhum 232 104 49 385
18 Ramgarh 63 65 7 135
19 Ranchi 660 241 100 7 1008
20 Sahebganj 443 82 27 3 555
21 Saraikela 139 91 9 239
Grand Total 5688 2181 576 34 8479

District wise Performance

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Average Below Average Excellent Good

4. Monthly Trends:
 Fluctuations in performance were evident over the four-month period, reflecting
varying levels of preparedness and engagement among students

Month wise Result Comparison

Result Dec-23 Jan-24 Feb-24 Mar-24 Apr-24
Excellent 6858 3780 1097 2648 2497
Good 1303 1598 2554 980 1267
Average 299 955 1891 586 1272
Below Average 16 43 112 26 22
Grand Total 8476 6376 5654 4240 5058

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 Monthly Assessment Comparison Report: ICT Project – 58 Schools Jharkhand

RESULT COMPARISON
Average Below Average Excellent Good

1303 980
1598 1267
2554

2497
6858 3780 1097 2648
112
22
43 1891 26 1272
16 955 586
299

DEC-23 JAN-24 FEB-24 MAR-24 APR-24

5. Result Distribution:
 Majority of students fell into the "Excellent" category, indicating a strong overall
proficiency level in ICT skills. However, a notable percentage also fell into the "Below
Average" and "Average" categories, highlighting areas for improvement.

Percentage Wise comparison

Result Dec-23 Jan-24 Feb-24 Mar-24 Apr-24
Excellent 81% 59% 19% 62% 49%
Good 15.37% 25.06% 45.17% 23.11% 25.05%
Average 3.53% 14.98% 33.45% 13.82% 25.15%
Below Average 0.19% 0.67% 1.98% 0.61% 0.43%
Grand Total 100.00% 100.00% 100.00% 100.00% 100.00%

G. Analysis
This report analyzes the gender distribution across different months based on the provided data.
The data comprises the number of males and females categorized by month, spanning from
December to March.

The highest total count was observed in December with 8476 individuals, followed by April with
5058 individuals.

The distribution of males and females varies across months. For instance, January had a relatively
lower total count compared to December but still had a significant number of males (5022) and
females (3457).

March consistently shows lower counts compared to the other months, with a total count of 4240
individuals due to Annual/Board exam, Class were suspended.

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 Monthly Assessment Comparison Report: ICT Project – 58 Schools Jharkhand

H. Glimpses of the Assessment

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 Monthly Assessment Comparison Report: ICT Project – 58 Schools Jharkhand

I. Conclusion
This comparison report provides a comprehensive analysis of the ICT skill assessment data,
offering insights into performance trends and actionable recommendations for improvement.

The online assessment of ICT schools in Jharkhand from December 2023 to April 2024 provided
valuable insights into student performance, highlighting both achievements and challenges. By
addressing the identified recommendations, stakeholders can work towards enhancing the
quality and accessibility of ICT education for students across the state.

J. Recommendations:
 Infrastructure Improvement: Improving digital infrastructure, particularly in rural and
remote areas, to ensure equitable access to technology.
 Digital Literacy Programs: Digital literacy programs to equip students with essential skills
for online learning and future employment.
 Community Engagement: Foster partnerships with local communities and Schools to
support students’ ICT education beyond the classroom.

K. Way Forward
Moving forward, it is imperative to adopt a multidimensional approach towards enhancing ICT
skills among school students. This involves collaboration between educational institutions,
government agencies, civil society organizations, and other stakeholders to create a holistic
ecosystem conducive to digital literacy and competency development. By implementing the
suggested interventions and continuously monitoring progress, we can empower the future
generation with the necessary skills to thrive in the digital age.

 Activity’s is being designed to conduct interactive ICT activities for students to aid their
learning and develop their computer skills.
 Half Year Assessments are also being designed to regularly assess the progress in a planned
flow and manner. This would also identify the gaps so that remedial instructions can be
provided to students by the lab coordinators.
 More training programs are being planned for the coordinators to improve their efficiency
and skills. Regular training is essential to enhance the overall outcome of the intervention.

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