Institute of Education and Research

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    A evaluation of the teacher education programme of the teachers training college, dacca
    (© University of Dhaka, 2025-02-18) Begum, Lutfaun Nessa
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    A Qualitative Study about the Evaluation System of Primary Education in Bangladesh
    (© University of Dhaka, 2025-02-17) Mallick, Biplob
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    A study of the quality of english teaching at primary level
    (© University of Dhaka, 2025-02-17) Sultana, Mst. Jakaria
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    A Study on Curriculum Development and Classroom Practices of out of School Children Education Program in Dhaka City
    (© University of Dhaka, 2026-03-03) Razzak Roni, Mausumi
    This study focused on exploring Curriculum Development and Classroom Practices of out of School Children Education Program. The specific objectives of the study are followed, first one is to explore curriculum design according to accelerated education principle. Secondly is to find out the existing classroom practices for the students of out of school children education in line with curriculum and third one is to evaluate the teacher’s performance that influence the implementation of curriculum in out of school children education program. This study is qualitative in nature. Eighteen teachers, eighteen learning centers and four experts are selected at primary level for this study. Teachers, learning centers and experts has been selected following purposive sampling. In this study, different types of data collection tools have been used. A questionnaire for teacher has been developed to primary level. A descriptive checklist and interview schedule has used to collect data for exploring curriculum development of out of school children education program. An observation schedule has been to collect data about classroom practices as well as an observation checklist has been administered for collecting data about teachers’ performance of out of school children program. There are many findings but major findings of the research are mentioned. From the study, it was found that the curriculum was age-appropriate, competency-based but not condensed properly. Literacy and numeracy skills are highlighted on the curriculum. Moreover, learning principles, pedagogy and practice of accelerated education model was integrated throughout the curriculum and teacher training manual. In addition, teaching-learning strategy, assessment strategy, model lesson plan, instruction for daily lesson presentation, accelerated education model syllabus is well-defined in the teachers ‘guide. Sometimes, teachers follow Out of School Children (OOSC) Education Program Syllabus properly for classroom practice of previous knowledge assessment, teaching-learning strategy, on-going assessment etc. But some malpractices are observed also.
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    A study on reading comprehension for grade iii pupils of primary schools in Bangladesh
    (University of Dhaka, 2016-01-06) Saha, Shilpi Rani
    The purpose of the study was to find out grade 3 students’ present status of reading comprehension and the current practices in classroom to achieve this skill. The study also wanted to know the variations of achievement between urban and rural students as well as boys and girls of this grade. Similarly, the challenges faced by the teachers to achieve the skill were also explored. As a sample, five government primary urban schools from Gulshan thana and five government primary rural schools from Manikgong sadar thana were selected. A total of 200 students (100 boys & 100 girls) of class 3 participated from the schools. An achievement test was administered to know students’ reading comprehension and class observation as well as interview schedule was used to get the answer of the research questions. The study found that majority of the students was not able to recognize all the letters, words and the text. On an average, urban student performed comparatively better than rural students and boys performed better than girls but in some aspects girls did better. It was also found that teachers were practicing some of the strategies in a limited way and a good number of teachers had no training. Even those who had training also had forgotten training contents. The study also identified some challenges faced by the teachers and found that large class size, teaching overload, lack of congenial environment, insufficient training, students coming to schools with empty stomach, no academic support from home, lack of cooperation among parents have hindered in achieving the particular skill and also quality education. Finally, to improve students reading comprehension and their reading capacity, reading activities should be more focused in classroom as well as in early grades. Along with this, teachers’ challenges need to be addressed and scope has to be increased so that they could give more focus on practicing this skill.
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    A STUDY ON SOCIO-CULTURAL ASPECTS OF READING MOTIVATION AMONG PRIMARY SCHOOL STUDENTS IN BANGLADESH
    (©University of Dhaka, 2023-08-24) Saha, Shilpi Rani
    This study used a mixed-method convergent parallel design to explore the social and cultural factors associated with the reading motivation of primary school students in various strata of society, such as family, school, and community in Bangladesh. The study was conducted in selected government primary schools from five districts in Bangladesh representing diversified geographical characteristics such as Char (a tract of land surrounded by water), Haor (a wetland in the north eastern part of Bangladesh), hilly, coastal, and plain land. A total of 437 grade four students, with an equal distribution of urban-rural and gender representation, participated in the study. Besides, the study collected the views of the concerned parents, teachers, community members, education professionals, children’s book publishers, and library officials. Along with survey questionnaire, interview protocol, FDG guideline and observation checklist, the study used a reading motivation scale for students as data collection tools. The findings revealed that students had an average level of reading motivation with a mean score of 58.75 (SD-13.22, and a scale mid-point of 57.5). Girls were found to have significantly higher (t-1.96, p =.05) reading motivation than their male counterparts whereas the urban students had higher reading motivation than the rural ones (t=3.37, p = <.01). However, no significant differences were found among the student reading motivation scores from the five geographical locations except for the hilly and plain lands (F = 2.60, p = <.05). The research found that students’ reading motivation is influenced by all four factors: family, school, community, and state level policies. In the socio-cultural contexts of Bangladesh, parents perceive reading as a functional tool for academic achievement and future employability instead of a skill for enjoying or getting pleasure. The study results indicated that parents’ education and occupation were positively associated with their children’s reading motivation. However, the study revealed limitations in providing a conducive reading environment for students at all four levels of learners' environment namely- family, school, community and state. It was reported that the reading culture and practices prevailing in the family were not conducive to students’ reading. In addition, the school environment was not found very supportive and stimulating for reading books and developing reading habits. Furthermore, there were government policies and regulations, which had been circulated to encourage reading at different institutions. However, a lack of resource mobilization at the school and community level hampered the creation of a reading-friendly environment. The study suggested that to foster a culture of reading in society, all stakeholders must ensure a supportive reading environment and adequate facilities at home, school, and community. In addition, government policies need to be implemented especially with a stronger focus on rural areas of Bangladesh. Based on the findings this study proposed, a comprehensive model for fostering a reading culture in the society of Bangladesh by coordinating the four interconnected constituents of a child’s immediate environment - family, school, community, and national-level policies and activities. The findings of this study contribute to a greater understanding of the social and cultural context of Bangladesh and help all the stakeholders to initiate relevant reading programmes, projects, and activities and ensure adequate reading facilities to build a reading-friendly society. This study paves the way for more research to be conducted on reading motivation in the future.
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    An analysis of the job of the district inspector of schools in Bangladesh
    (© University of Dhaka, 2025-02-18) Ahmed, Saifuddin
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    An Evaluation of Basic Education Curriculum of NGOs in Bangladesh
    (© University of Dhaka, 2025-02-17) Rahman, Mohammad Mojibur
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    An evaluation of the quality of the secondary teacher education programs of Bangladesh
    (© University of Dhaka, 2025-02-18) Akhter, Selina
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    Assessing the process skills of the students at junior secondary level in general science
    (© University of Dhaka, 2025-02-17) Alam, Rezwanul
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    Challenges faced by the teachers and students in implementing English curriculum in general and indigenous primary schools in Bangladesh
    (University of Dhaka, 2018-01-28) Adhikary, Bishnu Kumar
    This thesis is based on the findings evolved from a study conducted on Primary English Curriculum Implementation Challenges of General (Bangali) and Indigenous Students and teachers in Bangladesh to sort out an appropriate methodology for the challenges of implementation of English curriculum to these students and teachers. This study fully conducted on the Primary schools in Rangamati hill districts. All of the students and teachers were grade 3, 4 and 5 of General and different Indigenous community. Guardians of different grades students were also sample of this study. The school selected on purposely and students selected in simple random sampling. Teacher were same classes where students taken. Guardians were also taken as purposive. Data were collected through document analysis, classroom observation, teacher interview schedule, focus group discussion with students and an interview schedule for the guardians whose children were studying of those grades. Only Government primary schools were taken. The mixed approach based study data were analyzed theme and subtheme based and some statistically. Some result was come out which are very much significant to show the challenges of primary English curriculum implementation challenges on General and Indigenous schools in Bangladesh. Both General and Indigenous teacher were not found enough trained in English and curriculum. Teachers had a good amount of work load. 29.99% General and Indigenous teacher agreed that their lesson objectives were not clear to the students. General teachers faced mortified situation in the Indigenous language problems in the English class. 73.33% Indigenous students agreed that English teacher’s language was difficult to understand to them. 26.67% General students could not understand the English vocabularies which have used by the teachers. 73.33% Indigenous students could not understand the English vocabularies which have used by teachers. The prescribed methods of curriculum were not practice properly in the lesson. Most of curriculum objectives, competency and class wise competency were not achieved properly. Most of the teachers faced challenges to operate the audio-visual materials in the class. English language skills practices were found very poor. Assessment and feedback practice were not satisfactory. A lot dissimilarities issues were found into textbook from General and Indigenous studentsteachers perspective. Finally, some recommendation and further research suggestions were made on the basis of the findings.
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