Drop outs - The Ultimate Student Disengagement

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To Identify a wide area, Brainstorm, Identify multiple challenges in different areas. To collect secondary data and conduct primary research on one selected area, analyse data and come with possible (Tangible) design intervention in-terms of a product or a service AREA CHOSEN : EDUCATION Research title : Student drop out - The Ultimate Disengagement in high school level students studying in coaching centres

Design Methods | Jan - Apr’17

BRAINSTORMING SESSION Mind-mapping the area “Education� - Its history, Indian education system, Stakeholders, Governance, Resources, Spaces and Technology. After this process brainstorming the challenges in education to arrive with research topics.

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Challenges in education via media

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Consolidation

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CHALLENGES IN EDUCATION

Improving quality of entertainment (content monitoring).

Language barrier to comprehension, using lingo to connect with masses.

To increase outreach of learning networks (online portals, Govt. policies Media as a teaching tool yet to be explored.

Exploiting story-telling to reinforce value education.

Challenges in Special needs

Challenges with respect to the Indian Culture

Identification of area

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Inadequate funding, lack of Physical accessibility & Accom Universal Design approach in learning systems, spaces a Developing effective means of communication for stude Teacher training to cope with needs of differently able k Creating sensitivity and awareness about differently able

Challenges at Governance level

Challenges at school level & Post schooling

Increase consumption of western ideals leading system of education Commodification of education Unconscious promotion of discrimination(Quota Increased professional stereotyping (Engineer, doc

Awareness about schemes is low (Non comprehensive low visibility) Cumbersome process of enrolment/accessing schemes Accountability and transparency Sharp dropout rate (student retention) Quality control at implementation level is unchecked

Confidence in higher education is less Lack of vision of executive and academic body Absence of experiential learning Measuring and improving learning outcomes is difficult Evaluation and assessment criteria is not uniform Urban Government schools have space shortage High drop-out rate

. s).

mmodation. and resources. ents with special needs. kids. e kids. to the loss of indigenous

system) ctor, lawyer, etc.‌)

e communication,

s

Image Source : feintandmargin.com

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Sinclair, Christenson, Evelo, & Hurley. (1998). Dropout prevention for high risk youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65(1), 7-21.

Education is a principal instrument in awakening the child to cultural values, in preparing him for later professional training and in helping him to adjust normally to his environment (Pandya and Bora 1997). It is the catalytic factor which leads to human resource development comprising better health and nutrition, improved socioeconomic oppor tunities and more congenial and beneficial natural environment for all (Chauhan 1997). Education is the means through which a society perpetuates and spreads its own culture. It is indispensable for understanding social problems and coping with social Stresses and changes. It is also considered to be a means through which the general productivity of the population is raised leading to better standard of living.

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Taylor, L. and Parsons, J. (2011). Improving Student Engagement. Current Issues in Education, 14(1), pp.1-33.

The Three Block Model of Universal Design for Learning (UDL): Engaging students in inclusive education. (2013). Canadian Journal of Education, 36(1), pp.153-194.

Mcpartland, J. (n.d.). Dropout Prevention in Theory and Practice. 1st ed. Washington: Office of Educational Research and Improvement (ED), Washington, DC., pp.1-36.

Image source - svairs.com

Dropout may refer to leaving school before passing any recognize exams or unqualified to pursue employment opportunities of personal fulfilment.

(Dowrick, 2003)

Image source - schooldropoutprevention.com

INTRODUCTION Educationalist Milind Wagh calls it as “forced out” rather than drop

Weak Incentives to Stay

out. “Drop out implies as if kids are leaving schools willingly. In fact, system is pushing them out of schools. Furthermore, adolescents are too old and too independent to follow teachers’ demands out of obedience, “Poverty, availability, and accessibility are three big reasons why children drop out of school,” says Soha Moitra of Child Rights and You (CRY). Drop out among poor from remote & rural areas is much higher than the urban areas.While India has made sig-

THEORIES OF DROPOUT

nificant progress in raising enrolment rates for primary education schools have been less successful at preventing dropouts during this critical learning phase.

According to data put out by the Ministry of Human Resource Development (MHRD), the national dropout rate at the primary level was 4.34 per cent in 2014-15, and it was even higher at the secondary level, at 17.86 per cent. There are many reasons why a

Strong Incentives to Stay

child might drop out from school, which range from migration of families and child marriage, to lack of school infrastructure such as drinking water and toilets.

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Engaging schools. (2006). 1st ed. Washington, D.C: National Academies Press.

Obiozor, W., Onu, V. and Ugwoegbu, I. (2011). Academic and Social Challenges Facing Students with Developmental and Learning Disabilities in Higher Institutions: Implications to African colleges and universities. African Journal of Teacher Education, 1(1).

Rungta, A. and Poddar, V. (2016). Assessment of the Dropout Percentage in Indian Schools and Application of Gamification and Incentives to Reduce the Dropout Rate. International Journal of Advanced Research in Education & Technology (IJARET), 3(4), pp.56-58.

, • School leadership, School size, Student-staff ratio, Grade retention practices • Gender mix of school (coeducational or single-sex) Quality of school infrastructure • Disciplinary climate, Social climate e.g. tolerance of diversity, prevalence of bullying and anti-socia behaviours.

• Staff professional development, Staff workload and relationships, Parental and community par ticipation • Socio-economic status of students and community

• Gender—maleness • Non-Anglo race or ethnicity • Neighbourhood and regional characteristics — low socio-economic status, remote or rural location, negative community norms e.g. prevalence of anti-social behaviour • Post-Traumatic Stress Disorder, Oppositional Defiant and Conduct Disorder

• Large family size • Family dysfunction e.g. conflict and abuse • Family break-up and the formation of new families, High family mobility • Separation from family, Parental illness • Low socio-economic status—low income and educational attainment, unemployment

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School Factors

Psychological Factors

Individual Factors

Family Factors

• Access to learning resources, e.g. technology Classroom climate or culture • Student-teacher relations, Peer relations • Teacher experience and knowledge • Teacher morale and commitment • Teacher planning and behaviours • Curriculum, Instructional activities Assessment practices

• Poor self-esteem, Low intelligence • Psychological and psychiatric problems • Physical ill-health and disability • Poor academic performance, Repeating a grade, Specific learning problems e.g. poor literacy or numeracy • Learning disabilities, Behavioural problems, Frequent or chronic school non-attendance

REASONS FOR STUDENT DISENGAGEMENT

The high rates of school dropout worldwide and their relevance highlight the need for a close study of its causes and consequences. Literature has suggested that school dropout might be explained by multiple causes at different levels (individual, family, school, and neighbourhood). The reasons are different for boys to that of girls. For girls such as sexual harassment, Teen marriage and pregnancy, lack of proper toilet facilities would also be the reason for dropout. The aim of studying the factors is to examine the relation between individual (defiant attitude, irresponsibility, alcohol abuse, and illegal drugs use), family (educational figure absent and parental monitoring), school factors (truancy and school conflict) and school dropout.

Research says, globally about 25% to 66% of the students are considered to be disengaged in different levels of high school. 39% of dropout happens with boys and 33% with girls. It seems girl students are more willing to learn. source - Ministry of Human Resource Development (MHRD)

Image source - livechennai.com

OBJECTIVES

BRAIN STORMING School environment

Health issues

Suspension Wrong motivation

Unemployment

Involvement in criminal justice system

affected Remote & rural areas

Incomplete education

Self directing

Student dropouts

Punishments

Forced education Poor school system

Graduation rate Poverty

Teacher/ Student absenteeism

Discrimination

Poor teaching Boredom, long teaching hours, difficulty in lesson understanding

Poor concentration Students good in academics will not be engaged in Extracurricular

Unprepared situations

Stress, Lots of Homework

Humiliation

Sleep deprivation/ Sore eyes

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Heum Lee, S. (1999). Usability Testing for Developing Effective Interactive Multimedia Software: Concepts,Dimensions, and Procedures. Journal of Educational Technology & Society, 2(2). Finn, J.D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.

Fredericks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.

POSSIBLE PREVENTION The basic core

strategies

• Mentoring / tutoring • Alternative schooling • After schoo l opportunities

ons Early interventi • • • •

tio to • Teacher to student ra be maintained.

• CBSE mentions the in a optimum no. of students class as 40, no, of • CISCE mentions that ed students should not exce .

45 in a section of a class

ducation e d o o h d il h c ly Ear ent Family engagem evelopment Early literacy d Making the most of the er Parents - Teach wider community engagement • Systemic Renewal • School - community collaboration • Career & technical education • Safe schools

n to the Paying attentio f the warning signs o iour students behav

Making the mo st of Instruction • Professiona l development Active learning Educational Tec hnology Individualized In struction

CONTEXT FAMILY

ACADEMIC Grades, Performance on standardized tests Passing basic skills tests Graduation

Academic and motivational support for learning Goals and expectations Monitoring / supervision Learning resources in the home

Academic

Time on task Credit hours toward graduation homework completion

SOCIAL Social awareness Relationship skills with peers and adults

OUTCOMES

Behavioural

STUDENT ENGAGEMENT

Attendance Classroom participation (Voluntary) Extracurricular participation Extra credit options

Self regulation Relevance of school to future aspirations Value of learning (Goal setting) & Strategizing)

Affective Self awareness of feelings Emotion regulation Conflict resolution skills

EMOTIONAL 1.

2.

Cognitive

Identification with school Sense of belonging School membership

SCHOOL School climate Instructional programming and learning activities Mental health support Clear and appropriate teacher expectations Goal structure (Task vs. Ability) Teacher- student relationships

PEERS Educational expectations Shared common school values Attendance Academic beliefs and efforts Peers’ aspiration for learning

Cabus, S. and De Witte, K. (2016). Why Do Students Leave Education Early? Theory and Evidence on High School Dropout Rates. Journal of Forecasting, 35(8), pp.690-702.

Hoyt, J. and Winn, B. (2004). Understanding Retention and College Student Bodies: Differences Between Drop-Outs, Stop-Outs, Opt-Outs, and Transfer-Outs. NASPA Journal, 41(3).

Rebellion

Retreatism

Diverted attention NO commitment

NO attention Low commitment

Strategic Compliance

Fully Engaged

High attention High commitment

High attention Low commitment

LEVE LS O F ENGAGE M E N T There are five ways that students respond or adapt to school-related tasks and activities

Ritual Compliance

Low attention Low commitment

“Just try to make me do it”

Rebellion

“I want to do it”

Authentic Engagement

Rebellion

Retreatism

CHARACTERISTICS OF THE Strategic Compliance

“I won’t do it” Ritual Compliance

LEVELS OF ENGAGEMENT “I should do it”

“I’ll do it if I have to”

8%

7%

Authentic Engagement Strategic Compliance

HIGHLY ENGAGED SPACES & ENGAGEMENT LEVEL

Ritual Compliance

25 % 60 %

Retreatism Rebellion

1. To know what is engagement & Disengagement for a student, Teacher and parent.

2. Picking up samples in each level of high school and analyze to know which level needs to more concentrated and why ?

PRIMARY RESEARCH

Structure and Plan

3. Engagement measuring devices– Attendance, Test scores and Graduation rates and how does it help 4. In what type of engagement (Academic, cognitive, intellectual, Institutional, Emotional, Behavioural , Social and psychological) 5. The places where the engagement involvement can be made to decrease the drop out rates.

- Classroom and Tuitions - Party/ excursion - Unconventional spaces (Playground, auditorium, Etc.) 6. Existing ways that the school employs for the same - SEI. 7. Ask the student what about the work was

- Meaningful?

- Interesting?

- Challenging?

- Caused persistence?

- Satisfying?

- Casual conversations

- Interviews

- Questionnaire Identified Coaching centres

QUESTIONNAIRE

DATA COLLECTION & PLOTTING

Total number of students taken for conducting primary research is 50 in 3 different coaching centres and the collected data is plotted in excel sheet for drawing out inferences and for mathematical analysis

10th

5

3

Male

23

1

11th

12

4

Female

27

2

0

3

Others DATA COLLECTION 22 5 AND ANALYSIS

12th

Gender % of the Survey

Class and students of the survey

Male

25

Female

Others

0% no of students

20 15 10

46%

54%

5 0 Series1

8th Std 4

9th 7

10th 5

11th 12

12th 22

Class

No

Code

8th Std

4

1

Male

23

1

9th

7

2

Female

27

2

10th

5

3

Others

0

3

11th

12

4

12th

22

5

Gender

Gender % of the Survey Male

Female

Others

The survey consists of male students and 46% female students out of which 4 members are from Class and students of 54% the survey 25 20

0% 12th std 8th std, 7 from 9th, 5 of them studying in 10th, 12 students from 11th and 22 students from

AVERAGE ENGAGED SPACE STUDENT STUDENT ENGAGEMENT ENGAGEMENT % %

Region Region of Hometown of Hometown

STUDENT ENGAGEMENT %

Region of Hometown

Delhi Delhi Students Students Delhi Students Outside Delhi Outside Delhi Delhi Outside

29 29 29 21

21 21

Engagement

Engagement Engagement

1 1 1

Strategic Compliance

4

8% 8%

2 2 2

4 7

4

1

1 2

26% 26% 26%

8% 14%

Engagement Engagement Engagement

14% 14%

Strategic Compliance

Strategic Strategic Compliance Compliance

Ritual Compliance

1

Strategic Strategic Compliance Compliance7 8 7 Ritual Compliance

23 2

Ritual Ritual Compliance Compliance 8 188 Retreatism

34 3

Rebellion Retreatism Retreatism

18 1318

45 4

Rebellion Rebellion

13 13

5

RitualRitual Compliance Compliance

16%

16% 16% Retreatism 36%

Retreatism Retreatism

Rebellion

36% 36%

Rebellion Rebellion

5

The level 1 questionnaire was framed in such a way that answering it will show what kind of engagement category the student falls into. So based on the coding done to the options selected bu the students, the survey has 26% of engaged students and 14% of strategic compliance, 16 % of Ritual compliance, 36% of retreat-ism and 8% of Rebellion students.

Q8 4 2 1 4 2 2 4 4 5 5 5 1 1 2 3 5 5 2 1 4 4 5 2 2

1 4 2 2 1 1 1 5 5 2 3 4 4 4 1 2 2 5 5 1 4 4 1 1 4 3

1 4 2 1 2 2 2 4 4 4 3 3 4 5 1 1 1 4 3 2 5 4 1 1 3 3

COEFFICIENT OF CORRELATION 6 5 4 Q8

Q4 3 2 2 3 2 2 5 5 4 4 4 1 2 1 3 5 3 2 2 5 5 3 2 2

3

Q8 Linear (Q8)

2 1 0 0

1

2

3 Q4

4

5

6

The coefficient of correlation for the Data X & Y is 0.78 and from the scatter diagram it is strong positive correlation. That means Humiliation can also happen because of Language Barrier

Q4.Am afraid of humiliation that happens in my study environment during my unprepared situations.

Q8. “Supremacy in English”. Language is a barrier to showcase my talents.

9 Simple ways to engage students

GAMES Playground, play courts

COLLABORATE Party, auditoriums, Cultural events

MUSIC Canteen, Excursions, events

SCENERY Excursions, field trip

FOOD Breaks and lunch hours, birthday parties

STUDENT LED Conference, Meetings, Classrooms, Labs

TECHNOLOGY Classrooms, Labs

MOVEMENT

CREATE

Classroom, Library Playground, Outbound

Classroom, art class

FACILITY | COLLABORATION | FUN | EMOTION | MOTIVATION

POSSIBLE DESIGN SOLUTIONS Source: timesofoman.com

MULTI FUNCTIONAL WORKING TABLE

The product combines the aspect of movement and creative that will help them to work without any constraints. This table allows them to do their home work when it is put flat and also with the adjustment segment it also allows them to draw.

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COLLAPSIBLE TABLE About 42% of the students have disagreed that fellow students (classmates, friends) in the school care about me in my academics that help me score better. About 38% agreed and 20 % were neutral This creative table arrangement gives Class room environment, encourages group studies. Since it is coaching centre and there will be students from all subject category, this arrangement collaborates all and much more easier to verify credentials. This also can be dismantled and joined in different ways, helps in peer interaction.

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THE FUN’ISHMENT WALL This approach is proposed to overcome the basic torment that every student face in their education life “Punishment“.

Teacher’s think that the student will engage by doing so but the real fact is the student misses the class.The “Chain“ is well known punishable tool. Hence it will not affect the students emotionally and inturn warns them in a positive manner

DIGITAL EMOTICON WATCH Emotional Ability as a tool to help teens manage their feelings. Emotional Ability is not to be scared of emotions, but rather to be able to learn from them. Clocks that play tunes are fitted with music boxes. The sound box and animation in quartz movement cuckoo clocks are powered by batteries and require minimal maintenance.

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SELF MOTIVATIONAL BOOK COVERS Based on the Engagement levels and the character of the student studied, Motivation and goal driven approach is proposed which constantly reminds them the fact. In individual factor student have drop out reason as “Low motivation to learn and study“. 7/50 members are strategic compliance where 6 of them have strongly agreed to reward and motivation and has agreed to the same.