A STUDY OF PROBLEMS IN LEARNING TELUGU GRAMMAR AMONG STUDENTS OF

5TH CLASS OF GOVERNMENT MUNICIPAL SCHOOLS IN ANANTHAPURAMU, ANDHRA

PRADESH.

Programme Coordinator:

Dr. P.R. HARINATH

ASSOCIATE PROFESSOR, RIEM

NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING

REGIONAL INSTITUTE OF EDUCATION, MYSURU

2017
 CONTENTS

1. INTRODUCTION

2. PROCEDURAL DETAILS &

IMPLEMENTION OF THE PROJECT

3. ANALYSIS & INTERPRETATION OF THE DATA

4. MAJOR FINDINGS AND CONCLUSIONS

5. REFERENCES

APPENDIX 1

APPENDIX 2
 SAKTHUMIVA THITHUNA PUNAMTHO
YATHRA DHEERA MANASA VACHA MAKRATHA
ATHRA SAKHAYAHA SAKYANI JANATHE
BHADRAISHAM LAKSHMEERNIHITHADHI VACHI
---RIGVEDA, X-71-2

“As we are sieving the flour with a sieve and making it refine,
Scholars will sieve the speech with mind.
Such scholars will be having knowledge of the speech.
In their speech auspicious Goddess Lakshmi will be existing”.
 INTRODUCTION

The Constitution of India provides free and compulsory primary education for all children up to the

age of 14 years irrespective their caste, colour, creed, sex and religion. To meet this constitutional

requirement, educational facilities have tremendously been expanded during the post-independence era. The

National Curriculum Framework 2005, talked about teaching of Language which needs to be multilingual.

Article 350A of our Constitution, also recommended that the primary education should be in mother-tongue

to the children belonging to linguistic minority groups. This expansion has made primary education

accessible to the common citizen. However, the quantitative increase in the number of schools, the variation

in educational standards are obviously seen between different type of schools viz., Government, Municipal

and private, aided and un-aided, urban and rural schools following state, central syllabus.

Importance of Language:

Language plays a vital role in child’s learning stage. It is the language which gives the potency of

expression to child. School atmosphere adds vigour and strength in learning a language. It plays a key role

in developing strength of expression. It also helps not only in expression but also reception of facts and

ideas. It is necessary for a child to learn language, because it is through language that child learns all other

subjects in the school. Language plays an important role in learning. All aspects of the school require some

form of reception and expression of facts, ideas, thoughts and feelings. It is through language that

everything is taught and learnt in teaching-learning situations. It is not only the medium of instruction, but

also a means of socialisation at school. So the child is expected to acquire the ability of using language

skills.

Language plays a predominant role in the life of an individual. It is the basis of all human

relationships. It is a means of effective communication. It is a code whereby ideas about the world are

represented through conventional system of arbitrary signals for communication. It enables man to live,
understand his environment and design his life. It is used as an instrument to organise thoughts and ideas.

Thinking ability is developed through language. It shapes the personality of an individual.

Language enables children to learn about their world. Through language, the child can satisfy his

needs and express his wishes. It is used for interacting with others and expressing one’s ow n unique view,

feelings and attitudes. For any kind of progress relating to economic, social, scientific or technical we can

understand that language is the base for all the situations of learning. It is necessary to develop the language

skill among the children at the primary stage, so that they can take their place in the society and participate

successfully in the social life. Language skills enable them to express themselves accurately so that they can

become effective communicators.

Definition of Language:

‘A language is a code or system made up of units arranged in accepted sequences and embodying
numerous signals that mean something to people acquainted with the language’.

-Pedagogy

‘Language is a shared, patterned arbitrary system of vocal symbols with which people in a given
culture can communicate with one another’.

-Bloom Field

“Language is audible, articulate human speech as produced by the action of the tongue and adjacent

vocal organs”.

-Webster’s New International Dictionary

“Language is the expression of human personality in words, whether written or spoken”.

-Lado

“Language is the intentional or conscious use of any sound-sign-symbol-to transmits a fact, an idea,

a feeling or an emotion from one individual to another”.

-Ruskin
The Four Skills in Language:

The process of language learning goes through a few basic steps that are interdependent. These are

called as competencies or skills to learn a language. These competencies are basic and have to be developed

in any effective language learning context. They are listening, speaking, reading and writing.

a) Listening skill:

It enables pupils to identify sounds and sound units, words and their pronunciation. It also helps

to increase the vocabulary of students. They are able to differentiate sounds and locate word

stress and intonation and get the meaning conveyed by changes in them.

b) Speaking Skill:

It enables the pupils to reproduce sounds correctly and to speak with correct pronunciation and

pitch of voice. It helps to associate actions, feelings, gestures and speak with reasonable speed

and flow of language.

c) Reading Skill:

It helps pupils to acquire knowledge. From reading, students gain knowledge of the vocabulary

and sentence structure used in writing and they are able to read words with proper stress and

intonation and read continuously with reason

d) Writing Skill:

It enables pupils to write different scripts in a proper order and spell correctly. Through writing,

students can express themselves clearly. In writing, pupils are encouraged to be responsible,

thoughtful and precise.

Importance of Developing Writing Skill

Among the four skills in language, writing skill is the important because while writing, a child is

strengthening his/her thinking by classifying ideas, selecting opinions, substantiating opinions and similar

mental activities. The child needs to express him/herself adequately in writing in order to meet various
requirements of the school. “Writing is not only an orthographic symbolization of speech, it is much more

than that; it is a purposeful selection and organisation of experience”. (S. Vincent)

Through writing ability, it is easy to assess one’s personality. Writing is a means of self-expression,

which may be of therapeutic value to an individual both as a child and as an adult. Students who have

difficulty with written expression will be at a disadvantage in other subject matter areas. Writing also helps

the children to develop knowledge and it requires the child to express his ideas in encoded graphic form of

the language. Writing continues to occupy student progress in their higher education because most of the

assessment practices in India depend on written test. The one who can articulate the language in a

systematic manner can excel in their education.

The major function of writing is to communicate to a distant reader and it is an effective means of

developing and sustaining an awareness of reader’s needs. A child’s difficulty in any other language skill

will cause a problem in the writing area. Writing and reading are the main tools in academic success. In

written work individuals have a chance to work at their own rate and to give their attention where it is most

required.

To be successful at writing an individual must be able to write somewhat legibly, spell correctly,

construct sentences and paragraphs and have the knowledge of word usage. So writing exercise should start

when there has been some progress in reading. The individual has to acquire writing skills.

Need and Importance of the Study:

Any language of the world needs a pattern to follow and some rules to compile syntax. Any language

will be in use when it is conversed by the people. Of course, in the due time of conversation, so many new

words will be merged with the main flow of the language. When they get standardised language will be

getting expanded by taking new vocabulary with that the users also will be increased. When the population

of users grow more in number, the variations of language usage will take place. In such context, one

grammar will be fixing a frame for that language concerned. Grammar is analogy of society. Some

Scholars take it very seriously filter the vocabulary through the sieve of rules by making a frame work.

Dialectical differences will also play a vital role in the variations of language usage.
 As per Telugu language, Nannaya’s Mahabharatha is the earliest work available. On those days,

grammar was taken seriously and standard language with standard pattern was in use. Hence those works

were understood by all the people of different dialects. So when a language has to be understood by

everyone it requires specific rules. To follow that rules is very much require making it standardise. That

characteristic is depicted in grammar.

Now a day the term ‘Grammar’ is used majorly under four divisions such as

a) Human being will be learning the structure of language at his/her childhood without any special

training or trial.

b) It is a scientific book which describes about the structure of language learnt at the stage of

childhood.

c) To teach somebody or standardising a particular language a partial description of language will be

required. That description itself is grammar.

d) To write or converse a language, flawless usage is appreciated. The grammar will help for that.

Among these four divisions, the first one very important and plays a crucial role in the life of a

human being. The child will observe his/her surroundings very keenly and learns from that

observation. This will include body languages and languages used ‘which word denotes which

object’ will be learn by this observation. (In Psychology it is Bandura’s Social learning). In the later

stages, rules will be framed and grammar will emerge.

Grammar will say about the usage of right and wrong words. Hence it is told as knowledge of

words. In the school level, grammar is highly required to make the students alert about the right usages.

But there are different opinions about the grammar teaching, whether it is required or not is an issue among

academicians. Some scholars who support the direct method in teaching of languages says that teaching of

grammar is not necessary. They argue that language will be learnt by imitation. Hence the language will

have the impact of that imitation. If a child imitates language with rules automatically his language will be

in that frame. There is no need of teaching of grammar to that child. If such a child taking dictation, he/she
will not be committing more errors. They can pick up easily within a short time. Writing is an art; it is

linked with creativity. By teaching grammar there is no assurance that one can be turned as a creative

writer. Learning of grammar is required for a person who wants to be known as grammarian. A common

pupil doesn’t require grammar. If he/she wants to learn they can take it as an optional paper. Students will

quickly forget the grammar rules. Hence there is no need of grammar. This is one argument.

Contradictory to this, some scholars argue that grammar is a necessary. Their logic goes like this.

Grammar will say about the right and wrong usages of language concerned. Without the knowledge of

grammar students cannot learn the language properly. If we are giving writing work without providing them

proper understanding of grammar it will become a ‘rote learning’. Moreover, whenever they get a doubt

about the usage of language they cannot judge which is right or which is wrong. Even if somebody

questions them they cannot answer. If they know the rules of grammar, they can easily judge about the right

usage of language. Hence grammar plays a key role in learning any language. Grammar is a foundation for

language. Because of all these factors grammar is quite essential in the schools.

Objectives of learning Grammar:

Developing the knowledge of usage in language concerned will be the key objectives of learning

grammar. At school level, students are expected to be able to know about the proper usage of vocabulary,

syntax and splitting of words. By this student will develop logical capability of understanding a word

referring to its context. Even a teacher also will be helping the student to know the hidden meaning in

usage.

Principles of grammar will be focussing on this usage. Hence they will be conveyed within a short

vocabulary. By knowing the rules students need not accept or reject any word blindly, and analyse it with

rationality. By this they will develop a scientific approach in understanding a language.

OPERATIONAL DEFINITION:

Grammar:

Grammar is a science which speaks about writing and speaking in this context, of Telugu.
Government Municipal Schools:

The schools managed by the municipal authorities of the Government, which are categorised under local

bodies.

Masters:

The minimum expected competencies that a learner should possess after the completion of a particular grade

of learning.

Those students who secured 80% and above in test competencies are called as Masters.

If they secure 60 to 79% in the test competencies called as Partial Masters, and

Below 60% of score are called as Non-masters.

It will serve as a reference in the development of instruction materials, selection of suitable teaching-

learning process, and evaluating learner’s process.

Competence: Competence refers to the ability of a learner to demonstrate a composite performance which is

based on acquisition, integration and application of a set of related specific skills and knowledge, as the

expected learning outcomes have a relation with more familiar concepts of goals and objectives.

Objectives of the Study:

1. To study the problems of learning Telugu grammar of Class V and analyse them.

2. To find the remedial measures to overcome the problem.

3. To study the types of problems faced by students in learning Telugu Grammar.

4. To study the competence of learning Telugu grammar of Class V with respect to Gender.

Delimitations of the Study:

1. The present study was restricted to Class V students in Municipal schools of Ananthapuramu town.

2. The study was restricted to only in10 municipal Primary schools.

3. The test has been constructed in the Telugu language of 5th Standard.
Standardisation of Achievement Test:

Standardised tests developed in Telugu language for the survey of attainment of primary school

children a brief description of each of the achievement tests is given below.

Language Tests:

Although the four broad objectives of learning the first language (Telugu) at the primary level are

learning to listen, speak, read and write, the schools work mainly for teaching of reading and writing. The

project team therefore, decided to restrict the tests to measure achievement in reading only. As the tests had

to be the paper-pencil and multiple choice type items, testing was further restricted to competencies that

could be measured through such test.

Language experts, educationists and teachers met together to identify skills and competencies that

children were expected to acquire for reading and writing in their mother tongue at the end of class V.

Curricula and competencies laid down by the NCERT were kept in mind in developing the test. The

following item-type were used for testing reading comprehension.

- A brief write-up followed by multiple-choice questions, the children could read/refer to the

passage as often as they wanted to. The test type gave the maximum freedom, both with respect

to choice of material and to the competencies to be tested.

- A significant word was eliminated in a sentence out of the given alternatives the pupil was to

select the one which made the sentence most meaningful.

For testing skills in writing a word was left out in a sentence. The pupil was to select one out of the

given four words which would fit in best from the point of view of style and grammar.

- Given construction of a sentence, the pupil was required to identify the most accurate one.

- The correct spelling of word spelt in four different ways was to be recognised.

In addition, a test of word knowledge was prepared. The test was meant more as a measure of verbal

ability than of reading comprehension. In this test, a pair of words was given and the pupil had to identify

whether the given pair of words are synonyms, the following items was constructed.
Planning the Tool design:

The investigator approached the District Higher Authority for getting the permission to visit the

schools and then the Head of Authority of Municipal Schools The commissioner has given authorisation for

conducting the study. Then, teachers from 10 schools who are teaching the Telugu for Class V selected on

the basis of random sampling procedure for training. Out of this, 5 teachers attended for training and

prepared the tool. Then these teachers are administered the test for all 10 schools.

A set of sample items in 11 competencies wise were framed and sent to the teachers working in the

primary school teachers to judge the validity of test items which are selected from the test book. A group of

teachers were participated in this, and test items were returned to the RIE. The pooled items were again sent

to the experts in the field of Telugu language. The poor quality of test item was removed from the pooled

items. However, the basic items were good and also prepared some fresh items. Finally, 100 test items were

found suitable under 11 competencies which are given below.

Sl. No Competencies No. Of Items Score

1 Spelling, aspiration words, finite and Infinite verbs 20 20
2 Double consonants 7 7
3 Intonation 7 7
4 Compound letters 6 6
5 Tenses 6 6
6 Idioms and Phrases 4 4
7 Meanings 10 10
8 Parts of speech-(Noun, pronoun, adjective, Verb) 13 13
9 Parts of Speech(subject, object, verb) 5 5
10 Cases 9 9
11 Simple, Complex and Compound sentences 13 13

Item Analysis:

Item analysis data obtained from the responses of 149 pupils were analysed and items were selected

for the final tests by subject specialists. The items were selected for the final test are on the basis of internal
consistency by using independent sample t-test. The items from some competencies were removed if they

are above 0.05 level of significance which are not differentiated between low and high group scores.

Independent Samples Test

t-test for Equality of Means

t Df Sig. (2-
tailed)

Equal variances
C1 4.076 78 .000
assumed

Equal variances
C2 3.907 78 .000
assumed

Equal variances
C3 2.210 78 .030
assumed

Equal variances
C4 2.663 78 .009
assumed

Equal variances
C5 3.649 78 .000
assumed

Equal variances
C6 4.160 78 .000
assumed

Equal variances
C7 1.864 78 .066
assumed

Equal variances
C8 4.333 78 .000
assumed

Equal variances
C9 6.288 78 .000
assumed

Equal variances
C10 3.059 78 .003
assumed

Equal variances
C11 6.637 78 .000
assumed

Equal variances
C12 3.172 78 .002
assumed

Equal variances
C13 5.469 78 .000
assumed

Equal variances
C14 7.777 78 .000
assumed

Equal variances
C15 2.777 78 .007
assumed

Equal variances
C16 2.816 78 .006
assumed
 Equal variances
C17 1.356 78 .179
assumed

Equal variances
C18 -.464 78 .644
assumed

Independent Samples Test

t-test for Equality of Means

t Df Sig. (2-
tailed)

Equal variances
C19 2.777 78 .007
assumed

Equal variances
C20 8.678 78 .000
assumed

Equal variances
C21 4.931 78 .000
assumed

Equal variances
C22 6.764 78 .000
assumed

Equal variances
C23 2.576 78 .012
assumed

Equal variances
C24 4.556 78 .000
assumed

Equal variances
C25 4.871 78 .000
assumed

Equal variances
C26 5.436 78 .000
assumed

Equal variances
C27 2.003 78 .049
assumed

Equal variances
C28 4.333 78 .000
assumed

Equal variances
C29 6.624 78 .000
assumed

Equal variances
C30 3.846 78 .000
assumed

Equal variances
C31 2.793 78 .007
assumed

Equal variances
C32 10.014 78 .000
assumed

Equal variances
C33 4.284 78 .000
assumed

Equal variances
C34 2.802 78 .006
assumed
 Equal variances
C35 5.369 78 .000
assumed

Equal variances
C36 6.626 78 .000
assumed

Independent Samples Test

t-test for Equality of Means

t Df Sig. (2-
tailed)

Equal variances
C37 4.555 78 .000
assumed

Equal variances
C38 5.444 78 .000
assumed

Equal variances
C39 2.986 78 .004
assumed

Equal variances
C40 4.978 78 .000
assumed

Equal variances
C41 4.006 78 .000
assumed

Equal variances
C42 4.297 78 .000
assumed

Equal variances
C43 3.649 78 .000
assumed

Equal variances
C44 4.837 78 .000
assumed

Equal variances
C45 3.045 78 .003
assumed

Equal variances
C46 5.130 78 .000
assumed

Equal variances
C47 8.743 78 .000
assumed

Equal variances
C48 9.612 78 .000
assumed

Equal variances
C49 6.624 78 .000
assumed

Equal variances
C50 5.895 78 .000
assumed

Equal variances
C51 3.015 78 .003
assumed
 Equal variances
C52 .670 78 .505
assumed

Equal variances
C53 3.365 78 .001
assumed

Equal variances
C54 4.978 78 .000
assumed

Independent Samples Test

t-test for Equality of Means

t Df Sig. (2-
tailed)

Equal variances
C55 7.706 78 .000
assumed

Equal variances
C56 4.187 78 .000
assumed

Equal variances
C57 4.284 78 .000
assumed

Equal variances
C58 4.479 78 .000
assumed

Equal variances
C59 9.612 78 .000
assumed

Equal variances
C60 10.908 78 .000
assumed

Equal variances
C61 9.242 78 .000
assumed

Equal variances
C62 6.354 78 .000
assumed

Equal variances
C63 5.469 78 .000
assumed

Equal variances
C64 8.198 78 .000
assumed

Equal variances
C65 6.245 78 .000
assumed

Equal variances
C66 5.663 78 .000
assumed

Equal variances
C67 5.858 78 .000
assumed

Equal variances
C68 6.590 78 .000
assumed

Equal variances
C69 4.696 78 .000
assumed
 Equal variances
C70 5.895 78 .000
assumed

Equal variances
C71 5.099 78 .000
assumed

Equal variances
C72 5.152 78 .000
assumed

Independent Samples Test

t-test for Equality of Means

t Df Sig. (2-
tailed)

Equal variances
C73 5.177 78 .000
assumed

Equal variances
C74 4.333 78 .000
assumed

Equal variances
C75 7.706 78 .000
assumed

Equal variances
C76 7.145 78 .000
assumed

Equal variances
C77 4.479 78 .000
assumed

Equal variances
C78 9.018 78 .000
assumed

Equal variances
C79 9.018 78 .000
assumed

Equal variances
C80 3.236 78 .002
assumed

Equal variances
C81 4.636 78 .000
assumed

Equal variances
C82 2.816 78 .006
assumed

Equal variances
C83 6.626 78 .000
assumed

Equal variances
C84 10.043 78 .000
assumed

Equal variances
C85 7.706 78 .000
assumed

Equal variances
C86 6.590 78 .000
assumed
 Equal variances
C87 5.827 78 .000
assumed

Equal variances
C88 7.164 78 .000
assumed

Equal variances
C89 8.084 78 .000
assumed

Equal variances
C90 6.232 78 .000
assumed

Independent Samples Test

t-test for Equality of Means

t Df Sig. (2-
tailed)

Equal variances
C91 4.864 78 .000
assumed
Equal variances
C92 7.555 78 .000
assumed
Equal variances
C93 5.757 78 .000
assumed
Equal variances
C94 -.283 78 .778
assumed
Equal variances
C95 -.299 78 .765
assumed
Equal variances
C96 6.637 78 .000
assumed
Equal variances
C97 4.816 78 .000
assumed
Equal variances
C98 5.270 78 .000
assumed
Equal variances
C99 3.343 78 .001
assumed
Equal variances
C100 5.444 78 .000
assumed
 From the above table, from competence 1 item no C7, C17, C18, from competence 7 item no. C52

and from competence11, item no. C94, C95 were deleted (total 6 items was deleted from 100 items). Finally,

94 items retained for final study.

Content Validity:

Content Validity is based on what qualified professionals can determine by examining the test itself,

its table of specifications and method of development. A test that reflects the knowledge and the skills

presented in a particular school’s curriculum has curricular validity.

In the present study, the content validity and curricular validity of the tests were established by

referring them to subject experts along with the list of competencies and the test booklets were given. Their

specific suggestions were incorporated in the final form of the test.

According to Lindquist, “the validity of test may be defined as the accuracy to which it measures that

which it intended to measure”. The mastery of the competency has been accepted as an important aspect of

behaviour and the validity has been ascertained. But the difficulties in getting the empirical validity

measure are quite serious. Even the so-called empirical procedures are not completely impersonal and

objective and they require some amount of rational judgement.

Reliability of the Test:

Reliability of a test is an indication as to how consistently a test measures what is measured. This is

also called ‘precision’ of measurement, to differentiate it from the accuracy analogue for validity. The data

collection tool of the study must be reliable. By reliability we mean that the test yields similar results when

it is repeated over a short period of time or when a different form is used. A reliable test can be viewed as

consistent, dependable and stable. Test’s reliability can be improved by using Test-retest method, Parallel

form and Split-half method.

Sl. Name of the test Score

No.
1 Spearman-Brown 0.851
 Coefficient
2 Guttman Split-Half method 0.837
3 Cronbach's Alpha 0.943

From the above table, it is found that the Spearman-Brown Coefficient it is 0.851, from Guttman Split-

Half method the reliability is 0.837, Cronbach’s Alpha test is 0.943. Hence the given tool is highly reliable.

Selection of the sample: The Govt. Municipal primary schools selected on the basis of simple random

sampling procedure in Ananthapuram town of Andhra Pradesh. A total of 10 schools were selected for

administering the test and the details of schools are listed below.

Sl. School name No. Of sample

No. cases
1 Jhansi Lakshmi Bai Municipal Primary 11
school
2 Mother Theresa Municipal Primary 11
school
3 Nehru Municipal Upper Primary 10
school
4 Bharatha Matha Municipal Primary 14
school
5 Sri KrishnaDevaraya Municipal 32
Primary school
6 Sarvepalli Radhakrishna Municipal 19
Primary school
Administration of the Test:
7 Rahamath Municipal Upper Primary 19
After the try-out the test is to be field-tested. For this purpose, adequate number of test booklets
School
printed and kept for distribution. The investigator visited the above listed schools. The test booklets were
8 Dr. B.R. Ambedkar Municipal 11
Primary school
9 Alluri Sitharamaraju Municipal 7
distributed and instructions were given to the students. Pupil were informed clearly the purpose and the

nature of the tests and the test administered in comfortable atmosphere.

Evaluation of the Test: All the 149 test booklets were meticulously scored and the items score for right

answer 1 and for wrong answer 0 is awarded. The component wise marks were allotted and the total score is

94 for the test. The entire data is analysed by using SPSS software.

Scoring:

The items in each of the competence were scored using the scoring key for the test. The number of

items answered correctly for each competence was obtained. From this the number of master form each

competence was obtained. From the masters of individual competencies and the number of masters of

overall competencies was determined.

Descriptive Statistics:

Competence 1: Spelling, aspiration words, finite and Infinite verbs

Competence Descriptive statistics Value

 1 Mean 10.81
Spelling, Median 11
aspiration Standard Deviation 3.406
words, finite Quartile Deviation 2.75
and Infinite Skewness -2.77
verbs
From the above table, the mean score of competence 1 is 10.81and the median is 11. It means that 65% of
the students are able to score above 55% marks. The histogram shows that it is nearly to the normal curve.
It is skewed slightly negative. Hence, the pupil are competent in Spelling, aspiration words, finite and
Infinite verbs. The quartile deviation 2.75 is signifies the same.

Competence 2: Double consonants

Descriptive statistics Value

Mean 5.21
Competence Median 6
2 Standard Deviation 1.75
Double Quartile Deviation 1.5
consonants Skewness -8.33

From the above table, the mean score of competence 2 is 5.21 and the median is 6. It means that 75%

of the pupil are able to score above 55% marks. The histogram shows that it is highly skewed towards

negative side. Hence, the pupil are competent in the Double consonants. The quartile deviation 1.5 is

signifies the same.

Competence 3: Intonation

Descriptive statistics Value

Mean 4.95
Competence Median 5
3 Standard Deviation 1.68
Intonation Quartile Deviation 1
Skewness -0.669

From the above table, the mean score of competence in Intonation is 4.95 and the median is 5. It

means that 71% of the students are able to score above 55% marks. The histogram shows that it is highly

skewed towards negative side. Hence, the students are competent in Intonation of Telugu language. The

quartile deviation 1.0 is also signifies the same.

Competence 4: Compound Letters

Descriptive statistics Value

Mean 4.62
Competence Median 5.0
4 Standard Deviation 1.544
Compound Quartile Deviation 1
letters Skewness -1.123

From the above table, the mean score of competence i.e., Compound letters in Telugu language is

4.62 and the median is 5. It means that 83% of the students are able to score above 55% marks. The

histogram shows that it is highly skewed towards negative side. Hence, the students are competent in

Compound letters in Telugu language. The quartile deviation 1.0 is also signifies the same.
Competence 5: Tenses

Descriptive statistics Value

Mean 4.10
Median 4.00
Competence
Standard Deviation 1.833
5
Quartile Deviation 1.5
Tenses
Skewness -0.757

From the above table, the mean score of competence in Tenses in Telugu language is 4.10 and the

median is 4. It means that 68% of the students are able to score above 55% marks. The histogram shows that

it is skewed slightly towards negative side. Hence, the students are competent in Tenses. The quartile

deviation 1.50 is also signifies the same.

Competence 6: Idioms and Phrases

Descriptive statistics Value

Mean 1.57
Competence
Median 1.00
6
Idioms and Standard Deviation 1.582
Phrases Quartile Deviation 1.5
Skewness 0.403

From the above table, the mean score of competence Idioms and Phrases is 1.57 and the median is

1.0. It means that 39% of the students are able to score above 55% marks. Hence 61% of the students are not

having enough competence. The histogram shows that it is a platy curtic curve, skewed towards positive
side. Hence, the students are not competent in Idioms and Phrases. The quartile deviation 1.5 is also

signifies the same.

Competence 7: Meanings

Descriptive statistics Value

Mean 2.91
Competence Median 2.00
7 Standard Deviation 2.827
Meanings Quartile Deviation 1.0
Skewness 0.739
 From the above table, the mean score of competence in Meanings of Telugu words is 2.91 and the

median is 2.0. It means that 22% of the students are able to score above 55% marks. Hence 78% of the

students are not having enough competence. The histogram shows that it is a platy curtic curve, skewed

towards positive side. Hence, the students are not competent in Meanings of Telugu words. The quartile

deviation 1.0 is also signifies the same.

Competence 8: Parts of speech-(Noun, pronoun, adjective, Verb)

Competence Descriptive statistics Value

8 Mean 7.95
Parts of Median 8.00
speech- Standard Deviation 3.456
(Noun, Quartile Deviation 2.75
pronoun, Skewness -0.375
adjective,
Verb)
 From the above table, the mean score of competence in Parts of speech is 7.95 and the median is 8.0.

It means that 61% of the students are able to score above 55% marks. The histogram shows that it is skewed

towards negative side. Hence, the students are competent in Parts of Speech. The quartile deviation 2.75 is

also signifies the same.

Competence 9: Parts of speech-(Subject, Object, Verb)

Descriptive Value
statistics
Competence 9 Mean 3.22
Parts of speech-(Subject, Median 4.00
Standard 1.55
Deviation
 Object, Verb) Quartile 1.50
Deviation
Skewness -0.553

From the above table, the mean score of competence in Parts of speech is 3.22 and the median is 4.0.

It means that 64% of the students are able to score above 55% marks. The histogram shows that it is skewed

towards negative side. Hence, the students are competent in the competence in Parts of Speech. The quartile

deviation 1.5 is also signifies the same.

Competence 10: Cases

Descriptive statistics Value

Mean 4.52
Competence Median 4.00
10 Standard Deviation 3.075
 Cases Quartile Deviation 2.50
Skewness 0.548

From the above table, the mean score of competence in Cases of Telugu language is 4.52 and the

median is 4.0. It means that 50% of the students are able to score above 55% marks. But the remaining 50%

of the students are not able to reach 50% of marks. The histogram shows that it is skewed towards positive

side. Hence, half of the students are competent in Cases of Telugu Language. The quartile deviation 2.5 is

also signifies the same.

Competence 11: Simple, Complex and Compound Sentences

Descriptive Value
statistics
Competence 11 Mean 5.23
Simple, Complex and Compound Median 5.00
Standard 3.098
Sentences Deviation
Quartile Deviation 2.0
Skewness 0.281
From the above table, the mean score of competence in Simple, Complex and Compound Sentences is 5.23

and the median is 5.0. It means that 45% of the students are able to score above 55% marks. But the

remaining 55% of the students are not having the competence. The histogram shows that it is skewed

towards positive side. Hence, the students are not competent in Simple, Complex and Compound Sentences.

The quartile deviation 2.0 is also signifies the same.

Total competencies of the given test:

Descriptive Value
statistics
Total Mean 55.09
Competencies Median 55.00
Standard Deviation 18.106
Quartile Deviation 12.75
Skewness -0.117

From the above table, the mean score of test is 55.09 and the median is 55.0. It means that 58% of

the students are able to score above 55% marks. But the remaining 42% of the students are not having the
test competencies. The histogram shows that it is skewed towards positive side. The quartile deviation 12.75

is also signifies the same.

ANALYSIS OF PROMOTION OF MASTERS OF COMPETENCIES:

In order to evaluate the minimum levels of learning in Telugu among students of different groups

considered in the study, a thorough analysis of master of the individual competencies and overall

competency were made. For this purpose, the number of masters of each of the eleven competencies and

number of masters of overall competency were obtained for the groups being compared. Chi-square test was

used to determine the significance of the individual competencies and overall competency. In applying chi-

square test it was assumed that the students from each of the groups were random samples and they would

be designated as masters, partial masters and non-masters of a competence. An assumption was also made
that each students had a probability of being a master independent of whether or not the other students are

masters.

Comparison of Gender wise competence:

Competencies Gender N Mean Std. t Level of

Deviation significance
(2-tailed)
C1 Boys 61 10.80 3.11 -0.026 0.979
Girls 88 10.82 3.61
C2 Boys 61 5.26 1.76 0.275 0.784
Girls 88 5.18 1.74
C3 Boys 61 5.03 1.60 0.522 0.602
Girls 88 4.89 1.73
C4 Boys 61 4.59 1.62 -0.223 0.824
Girls 88 4.65 1.49
C5 Boys 61 4.21 1.75 0.622 0.535
Girls 88 4.02 1.89
C6 Boys 61 1.61 1.59 0.231 0.818
Girls 88 1.55 1.58
C7 Boys 61 2.89 3.06 -0.075 0.941
Girls 88 2.92 2.66
C8 Boys 61 7.74 3.51 -0.612 0.541
Girls 88 8.09 3.43
C9 Boys 61 3.13 1.56 -0.591 0.556
Girls 88 3.28 1.54
C10 Boys 61 4.59 3.14 .242 0.809
Girls 88 4.47 3.04
C11 Boys 61 4.79 3.25 -1.453 0.148
Girls 88 5.53 2.96
C total Boys 61 54.64 19.06 -.251 0.802
Girls 88 55.40 17.51
*sig. at 0.05 level.

H1: There is no significant difference between boys and girls in spelling, Aspiration words, finite and

infinite verbs.

The mean scores of boys and girls are 10.80 and 10.82 which are nearly equal. The t-value is 0.02,

hence there is no significant difference between boys and girls in spelling, Aspiration words, finite and

infinite verbs at 0.05 level of significance.

H2: There is no significant difference between boys and girls in Double consonants.

The mean scores of boys and girls are 5.26 and 5.18 which are nearly equal. The t-value is 0.275.

Hence there is no significant difference between boys and girls in Double consonants at 0.05 level of

significance.

H3: There is no significant difference between boys and girls in Intonation.

The mean scores of boys and girls are 5.03 and 4.89 which are nearly equal. The t-value is 0.522.

Hence there is no significant difference between boys and girls in Intonation at 0.05 level of significance.

H4: There is no significant difference between boys and girls in Compound letters.

The mean scores of boys and girls are 4.59 and 4.65 which are nearly equal. The t-value is 0.223.

Hence there is no significant difference between boys and girls in Compound letters.

H5: There is no significant difference between boys and girls in Tenses.

The mean scores of boys and girls are 4.21 and 4.02 which are nearly equal. The t-value is 0.622.

Hence there is no significant difference between boys and girls in Tenses at 0.05 level of significance.

H6: There is no significant difference between boys and girls in Idioms and Phrases.

The mean scores of boys and girls are 1.61 and 1.55 which are nearly equal. The t-value is 0.231.

Hence there is no significant difference between boys and girls in Idioms and Phrases at 0.05 level of

significance.

H7: There is no significant difference between boys and girls in Meanings.

The mean scores of boys and girls are 2.89 and 2.92 which are nearly equal. The t-value is 0.075.

Hence there is no significant difference between boys and girls in Meanings at 0.05 level of significance.

H8: There is no significant difference between boys and girls in Parts of Speech (Noun, Pronoun,

adjective and Verbs)

 The mean scores of boys and girls are 7.74 and 8.09 which are nearly equal. The t-value is 0.612.

Hence there is no significant difference between boys and girls in Parts of Speech (Noun, Pronoun, adjective

and Verbs) at 0.05 level of significance.

H9: There is no significant difference between boys and girls in Parts of Speech (subject, object and

Verb)

The mean scores of boys and girls are 3.13 and 3.28 which are nearly equal. The t-value is 0.591.

Hence there is no significant difference between boys and girls in Parts of Speech (subject, object and Verb)

at 0.05 level of significance.

H10: There is no significant difference between boys and girls in Cases.

The mean scores of boys and girls are 4.59 and 4.47 which are nearly equal. The t-value is 0.242.

Hence there is no significant difference between boys and girls in Cases at 0.05 level of significance.

H11: There is no significant difference between boys and girls in simple, complex and compound

sentences.

The mean scores of boys and girls are 4.79 and 5.53. The t-value is 1.453. Hence there is a

significant difference between boys and girls in simple, complex and compound sentences at 0.05 level of

significance. It means the girls are having more competence than boys in simple, complex and compound

sentences.
 Genderwise differences in competence 11

4.79

5.53

H12: There is no significant difference between boys and girls in overall competencies of the test.

The mean scores of boys and girls are 54.64 and 55.40. The t-value is 0.251. Hence there is no

significant difference between boys and girls in overall competencies of the given test at 0.05 level of

significance. It means the girls and boys are having equally competent in the competencies of the given test.

But from the graph, girls are slightly more competent than boys.

Genderwise difference in over all competencies

55.4

55.2
mean scores of test

55

54.8

54.6

54.4

54.2
1 2
1-Boys & 2-Girls
Competence wise Masters, Non-Masters and Partial Masters:

Competencies Non-Masters Partial Masters Masters χ2

Boys Girls Boys Girls Boys Girls
C1 18(21) 34(31) 34(30) 39(43) 9(10) 15(14) 0.380
C2 12(12) 18(18) 15(15) 22(22) 34(34) 48(48) 0.989
C3 9(12) 19(16) 25(24) 34(35) 27(25) 35(37) 0.571
C4 13(13) 20(20) 9(9) 14(14) 39(38) 54(55) 0.950
C5 21(20) 27(28) 9(12) 19(16) 31(30) 42(43) 0.570
C6 6(8) 13(11) 10(9) 11(12) 20(20) 28(28) 0.581
C7 44(47) 70(67) 2(2) 3(3) 15(12) 15(18) 0.528
C8 29(27) 36(38) 18(18) 25(25) 14(17) 27(24) 0.560
C9 19(16) 20(23) 11(9) 11(13) 27(32) 51(46) 0.222
C10 31(32) 48(47) 3(6) 12(9) 27(22) 28(33) 0.115
C11 45(42) 58(61) 6(9) 16(13) 10(10) 14(14) 0.363
Note: The expected frequency is in Bracket.
In competence Spelling, aspiration words, finite and Infinite verbs, there are 18 boys are non-masters
where as expected is 21, similarly 34 girls are non-masters where as expected is 31. In partial masters, 34
boys whereas expected is 30 and the girls are 39 whereas expected is 43. In case of Masters, 9 boys whereas
expected is 10 and 15 girls are masters whereas 14 is expected. 24 members (16%) are the masters in this
competence area.

In competence 2, the boys and girls in all categories i.e., masters, non-masters and partial masters are

the same as expected. 82 students (55%) are the masters in this competence.

In competence 3, there are 9 boys are non-masters whereas expected is 12 and 19 girls whereas

expected 16. In partial masters, 25boys whereas expected 24 and 34 girls are where as expected is 35. In

case of masters, 27boys whereas expected 25 and 35 girls whereas expected is 37. 62students (41.6%) are

the masters in this competence area.

In competence 4, the boys and girls in all categories i.e., masters, non-masters and partial masters are

the same as expected. 93students (62%) are the masters in this competence.

In competence 5, 21boys are non-masters whereas expected 20 and 27girls whereas expected is 28.

In partial masters, 9boys are there whereas expected is 12 and 19girls whereas expected is 16. In case of

masters, 32boys and 42girls where as expected is 30,43 respectively. 73students (49%) are the masters in

this competence.
 In competence 6, 6 boys are non-masters whereas expected 8 and 13girls whereas expected is 11. In

partial masters, 10boys are there whereas expected is 9 and 11girls whereas expected is 12. In case of

masters, 20boys and 28girls are same as expected. 48students (32%) are the masters in this competence.

In competence 7, 44boys are non-masters whereas expected 47 and 70girls whereas expected is 67.

In partial masters, 2boys and 3girls are same as expected. In case of masters, 15boys whereas expected 12

and 15girls are whereas expected is 18. 30students (20%) are the masters in this competence.

In competence 8, 29boys are non-masters whereas expected 27 and 36 girls whereas expected 38. In

partial masters, 18boys and 25 girls are same as expected. In case of masters, 14boys whereas expected is 14

and 27girls whereas expected is 24. 41students (27.5%) are the masters in this competence.

In competence 9, 19boys are non-masters whereas expected 16 and 20girls whereas expected 23. In

partial masters, 11boys and 11girls are whereas expected is 9 and 13 respectively. In case of masters, 27boys

whereas expected is 32 and 51girls whereas expected is 46. 78students (52%) are the masters in this

competence.

In competence 10, 31boys are non-masters whereas expected 32 and 48girls whereas expected 47.

In partial masters, 3boys and 12girls are there whereas expected is 6 and 9 respectively. In case of masters,

27boys whereas expected is 22 and 28girls whereas expected is 33. 55students (37%) are the masters in this

competence.

In competence 11, 45boys are non-masters whereas expected 42 and 58girls whereas expected 61.

In partial masters, 6boys and 16girls are there whereas expected is 9 and 13 respectively. In case of masters,

10boys and 14 girls are there which same is expected. 24students (16%) are the masters in this competence.
Competence wise Graphical representation of Non-masters, Partial Masters and Masters:

Genderwise Non-masters

70

60

50
Number of students

40

30

20

10

0
1 2 3 4 5 6 7 8 9 10 11
Competencies
Blue: Boys & Red: girls
 Genderwise partial masters

40

35

30

25
Number of students

20

15

10

0
1 2 3 4 5 6 7 8 9 10 11
Competencies
Blue: Boys & Red: Girls
Conclusions:

Genderwise masters
60

50

40
number of students

30

20

10

0
1 2 3 4 5 6 7 8 9 10 11
Competencies
Blue: Boys & Red: Girls

 In Competence wise,

In Spelling, aspiration words, finite and Infinite verbs, 65% of students are able to score above 55%

of marks. This shows their ability in Spelling, aspiration words, finite and Infinite verbs.

In Double consonants, 75% of students are scored above 55% of marks. This denotes that students

understood well in the particular topic.

71% of the students in Intonation and 83% of the students in Compound letters are able to score

above 55% marks.

68% of the students in Tenses and 39% of the students in Idioms and Phrases are scored above 55%

marks.
 In Meanings, 78% of the students are not having the competence. 61% of students in Parts of speech

(Noun, pronoun, adjective, Verb) and 64% of students in Parts of speech (Subject, Object, verb) are able to

score above 55% marks.

50% of students in Cases and 45% of students in Simple, Complex and Compound sentences are

score above 55% of marks.

 In all Competencies, 58% of the students are able to score above 55% marks and 42% of the students

are having test competencies below 55% of marks.

 In Gender wise comparison, by analysis we conclude that the boys and girls are having equal

competence in all the competencies of the given test except the competence 11. That is in simple,

complex and compound sentences, the girls are having more competence than boys.

In Competence wise analysis,

24students are the masters in Spelling aspiration words, finite and infinite verbs; 82students of the

given sample are competent in Double consonants, and 93students are the masters in Compound letters. 62

students are the masters in Intonation. 93 students are masters in Compound letters and 73 students are

masters in Tenses. 48 students are masters in Idioms and Phrases. 30students are masters in Meanings and

41students are masters in Parts of Speech (Noun, Pronoun, adjective, verb). 78students are masters in Parts

of Speech (subject, object, Verb) and 55students are masters in cases. 24 students masters in Simple,

Complex, and Compound Sentences.

Not a single student could master the overall competence of the given test.

This study reveals that student of 5th class are able to achieve the tasks successfully which are at the

standard of 2nd class level, whereas they felt difficulty to achieved the tasks which are at the standard of

higher class level.

Grammar is creating a phobia among students. In the past, a Scholar told to his students about

grammar “It is a ruby with dazzling light don’t get confused to fire”. This phobia provokes errors. If it is
removed from the tender heads of the learners then grammar learning will never become a heavy task, nor it

creates any problem of learning also. In a play-way method child can learn easily.

Of course, there are certain rules in formation of words, compounds and sentences also. When these

rules are shown in colloquial usage of language, the learner will never feel discomfort in learning. Grammar

has to be learnt without strain or pain.

This test is framed to understand the problems of learners in grammar. The test items were limited to

the textbook of 5th Standard. Spellings are most important in learning any language. Hence spell test was

conducted in the beginning of the questionnaire. Learners felt confused between common letters and

Intonation letters.

Majority of students felt difficult in writing synonyms for given words. Most of the students could

not achieve that particular topic. Some even skipped in attempting also. It is also observed that students felt

difficulty in syntax formation specifically formation of complex and compound sentences gave hic ups to

students.

Hence the teacher should take care about synonyms and syntax well. Focus may be given on

Intonation of words. Dictation of words has to be conducted frequently. Spelling problems can be

overcome with frequent writing habits. Writing activity needs to be a compulsory one to attain flaw less

lettering.

Clarification on finite and infinite verbs has to be given to students. Simple exercises about this

topic may be conducted frequently. In majority cases of students, it is observed that spelling mistakes were

more throughout the test. Hence, it shows that basic learning of letters needs to be given thrust.

To improve the spelling ability of students, teacher can take up play card activity as a tool. Just like

Scrabble game in English language, in Telugu also Spelling game may be played. To making of sentences

also the same game can be played with ready-made words. Simple to complex and compound sentences can

be practiced in a play way method.

 Teachers may spare more time in conducting exercises to children. Learning of Grammar will

become an easy task with the innovative practices of teachers. An expert teacher will be an asset for any

subject in making learning a joyful activity.

Limitations of the Study:

1. The study is limited to urban area municipal primary school students of Ananthapuramu Town.

2. The study is limited to Telugu medium students.

3. The number of items in each competence is not equally distributed.

4. The competencies 1, 8, 10 and 11 are having mixture of four competencies.

Suggestions for further study:

1. Similar study can be conducted in both Rural and Urban areas.

2. Similar study can be conducted in English and Telugu medium.

3. The given competencies in test are 11 can be extended with large in number.

4. Each competency of 1, 8, 10 and 11 can split into individual component.

5. All the components can be distributed equally.

REFERENCES:

Bloomfield.L. “Language” NY: Holt, Rinehar & Winston, 1983

Mininimum Levels of Learning at Primary Stage, New Delhi: NCERT, 1990

Vasishta.K.K, Bansal, I.K and Savita Varma Implementation of MLL Programme in Four Backward States

(Abstract), New Delhi: NCERT, 1994.

Hall, G.E., and Jones, H.L., ‘Competency Based Education’. A process for the Improvement of Education’,

New Jersey, Prentice Hall, 1976.

Lalithamma, et.al., ‘Mysore Minimum Levels of Learning Project’, Ongoing project, University of Mysore,

1991.

Kurien, J., ‘Pune Municipal Corporation MLL’, Mimeo, Centre for Learning Resources, Pune 1991.

National Curriculum Framework, 2005 NCERT, New Delhi.

Subramanyam, (1993) P.S. “Adhunika Basha Shastra Sidhanthalu” Telugu University publications:

Hyderabad. Pp.15-22.

Sheshaiah, R.V. (1996) ‘Telugu bodhana paddhathulu’ Telugu Academy Publication: Hyderabad.

Narasimha Rao, K.V.V.L. (2000) ‘Essentials of Second Language Teaching’ CIIL publication: Mysuru.s
Resource Persons:
1. Prof. G. Viswanathappa

Professor & Head.,

Department of Extension Education,

Regional Institute of Education (NCERT), Mysore.

2. Dr. G. Sai Prasad

Lecturer in Psychology,

DIET, KarvetiNagar,
Chittoor Dt., A.P.
3. Dr. E. Suresh Babu

Head Master, MPUP School,

Apparacheruvu (vil)
Bathalapalli Md., A.P
4. P. Lakshmi Narayana
ZPHS, A.R. Roppam (vil)
Madakasira Md.,
Ananthapuram Dt., A.P.
5. G. Rajendrakumar

School Asst. (P.S)

ZPHS, Muddanapalli (post)

Chittoor Dt., A.P.
6. R. Rajesh Babu

Research Scholar,

RIE, Mysore