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| Tuesday, 24 August 2004 |
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Project at St. Mary's College, Trincomalee towards a learning culture by Rev. Sister Therese Ranee, AC, St. Mary's College, (National School) Trincomalee The JICA (Japanese International Co-operation Agency) pilot project began to have its impact in 25 Sri Lankan schools since July 2003. The main focus of this project is the improvement of mathematics and science education in Grades 1-13 and implementation of Kaizen activities in the 25 chosen pilot schools. There is a tremendous change that has been brought about in all 25 pilot schools owing to Kaizen activities. This is evidence from the newsletters that have been published and circulated among all pilot schools. The results at Ordinary Level examinations proved that language and numerals which are basics in education have not been given sufficient importance in the primary levels in the past. Therefore the pursuit of higher education became cumbersome. The JICA project which introduced 100 box calculations gave a deep awareness to this neglect of basic skills in Mathematics. We at St Mary's College took this challenge as an opportunity to improve in Mathematics and in Science. It was when the principal and staff were considering as how to increase the performance in Mathematics and Science in all classes at St. Mary's College, the JICA project came as a boon to boost the activities in science and mathematics. We wish to highlight the great success of activities that took place in implementing 100 box calculations and thus how the students improved in the four basic skills in mathematics. These calculation skills will be improved and become accurate only by drill and repetition. This practice has improved the power of concentration. Our success was due to the continuous effort on part of the staff and consistency in practice on the part of the students. Since students have observed their improvements by recording calculation of time and marks, which are on graphs they notice their improvement which makes them confident and helps to eliminate the fear of studying mathematics. This is certainly useful for advanced science and maths subjects. Already we have extended this practice to four other schools and we found them successfully carrying on with this effort. In these schools the students who had aversion for mathematics have begun to do calculations with earnestness. The secret was the introduction of 100 Box calculations in these schools. Therefore in future these schools if they consistently continue these practices can be sure of increased percentage of results in mathematics. "It is better to praise the light rather than to curse the darkness." Instead of being pessimists at our failures in the past efforts let's accept the opportunities offered to us by the JICA project and achieve better performances in maths and science in the future. Some may consider that the time consumed for 100 box calculations practices in school may be a waste of time with regard to the normal schedule. In the long run it has brought much benefit to the students, as we have experienced it. There's joy at the growth of the students when we compare the time lost for it. It is better to loose time now with 100 box rather than regret it later. We at St. Mary's College have taken this practice seriously and we are doing it perseveringly in grades 1-11. The results of these efforts are amazing. Almost all teachers co-operate in this activity daily and are encouraged to observe the students development. The progress is assessed monthly and is exposed to the parents. This is a sure indication of their growth in mathematics. As a result, improvement in science is inevitable. In addition to the efforts taken with four basic skills in mathematics we also have five Quality Education Circles. These QE Circles are involved in development of original teaching materials, diagnostic tests to identify weak areas, strengthening practical skills through science experiments by using locally available materials, promotion of 5 S activities and maintaining the basic school environment, so that the school premises is made into a learning environment. Through these circles both teachers and students have accumulated experiences and become very good planners and decision-makers. The participation of external bodies like the school development society, the pass students' association and parents, in the school development is noteworthy. Introducing Kaizen in the classroom has provided a well planed and systematic environment, to enhance the teaching-learning process. The traditional lecture and 'taking down notes' methods which have been replaced by practical and experiments, have promoted the teaching and learning process. All in all, the children are provided an opportunity to improve the competencies in learning by exploring their own environment. Therefore it's our duty to express our gratitude to the government of Japan, the JICA study team and the National Institute of Education for their support guidance and valuable contribution given to the pilot schools for the improvement of our standard of education. |
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