Goa

KONKANI

State Report
Goa

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 1
FLS 2022
Foundational
Learning Study

State Report
Goa
FLS 2022
Foundational Learning Study

State Report
Goa

Copyright © 2022 NCERT

All rights reserved. No part of this report may be reproduced in any form or by any electronic
or mechanical means – except in the case of brief quotations embodied in articles or reviews
– without written permission from its publisher.

First Edition: September 2022

Unpriced — Printed Digitally

Published by National Council of Educational Research and Training,

Sri Aurobindo Marg, New Delhi 110016.

www.ncert.nic.in
 Goa
KONKANI

About FLS
Ministry of Education launched the National Initiative for Proficiency in
Reading with Understanding and Numeracy (NIPUN) Bharat in July 2021.
NIPUN was announced as a national mission to enable all children at the end
of Grade 3 to attain foundational skills by the year 2026-2027. As a crucial step
towards strengthening efforts for Foundational Literacy and Numeracy (FLN),
a large-scale Foundational Learning Study (FLS) has been undertaken by
National Council of Educational Research and Training (NCERT) in March 2022.

Objectives of the study

Assess learning outcomes: The study aims to provide reliable and valid data
about Grade 3 students to know what they are able to do in foundational
literacy and numeracy and the extent of learning outcomes being achieved.

Set baseline for NIPUN: The data derived from the FLS Study would help in
establishing a baseline for the NIPUN Bharat mission.

Set benchmarks: The Study also aims to establish reading proficiency

benchmarks for fluency and comprehension for each of the languages (20
in number) being assessed under the study and proficiency benchmarks for
numeracy.

Report on SDG: This study will also provide data to report on SDG 4.1.1
indicators at the global level.

Coverage of the Study and Sample

Approx. 86,000 grade 3 students from 10,000 schools were covered. The
Study sample included state government schools, government aided schools,
private recognised and central government schools.

8 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa
KONKANI
FLS was conducted in 20 languages which are being used as a medium
of instruction in various state/UTs covering - Assamese, Bengali, English,
Gujarati, Hindi, Kannada, Malayalam, Manipuri, Marathi, Mizo, Odia, Punjabi,
Tamil, Telugu, Urdu, Bodo, Garo, Khasi, Konkani and Nepali.

Study Methodology
The FLS Study is a school-based performance assessment. Selected sample of
children from grade 3 were assessed by a test administrator in a one-on-one
setting where each child responded to a set of questions administered orally.

Several foundational literacy skills including oral language comprehension,

phonological awareness, decoding, reading comprehension, oral reading
fluency with comprehension were assessed as part of assessment. For
foundational numeracy, number identification & comparison, number
operations, multiplication and division facts, measurement, fractions,
patterns, and data handling are included.

Study Achievements
Psychometric analysis of the data has been carried out. Benchmarks for oral
reading fluency and comprehension in 20 languages and benchmarks for
numeracy have been established.

Foundational Learning Study 2022

A policy linking methodology has
is the largest study that assessed the
been implemented for the first
learning levels of more than 86,000
time to arrive at the benchmarks
students across India and is the only
in literacy and numeracy under the
study that has been conducted in
FLS 2022.
20 different languages.

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 9
 Goa

Educational ProfileGoa
of
KONKANI The State/UT
1,140
185 Total number of schools with
grade 3

4,407
410 Total number of teachers in primary
grades

25,356
1,984 Total enrollment in grade 3

Source: U-DISE+, 2020-21

10 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa
KONKANI

Foundational
Literacy

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 11
Foundational Learning Study 2022
Languages Assessed in the State/UT
Goa
Foundational Literacy
Foundational Literacy comprises of the ability of reading, writing and communicating in a particular
language. In the Foundational Learning Study, foundational literacy has been assessed through different
sub-tasks as explained below:

Subtasks Assessed in Foundational Literacy

Subtask Description of the subtask

Listening to 5 different texts (Comprising 1 sentence, 2 sentences

Oral Language Comprehension and 3 sentences) and matching the content of each of the texts
with the given pictures.

The task was based on identifying the initial and final sounds in
Phonological awareness
12 grade level words

Reading aloud 100 individual (but repeated) letters and syllables

Decoding Letters
of a particular language presented in the form of a grid

Decoding Words Reading aloud 50 distinct grade level words

Decoding Non-words Reading aloud 50 distinct grade level words

Reading 5 different texts (Comprising 1 sentence, 2 sentences

Picture Matching and 3 sentences) and matching the content of each of the texts
with the given pictures

Reading aloud two grade appropriate short stories and

Oral Reading Fluency (ORF)
answering questions related to retrieval and inferences.
and comprehension
 Goa
ENGLISH

 Oral Language Comprehension

The task comprised of listening to different

The ability to understand the meaning
texts (Comprising 1 sentence, 2 sentences
of language (through spoken stories or
and 3 sentences) and matching the content
pictures)
of each of the texts with the given pictures.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Listens and Comprehends four to five texts of varying lengths
88 85
correctly

 Average Score in Oral language Comprehension

(on a scale of 0 to 5)

14 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa
ENGLISH

 Phonological Awareness

The ability to identify sounds within a given The task was based on identifying the initial
word and final sounds in grade level words

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Correctly identifies at least one initial sound in grade level words 95 95
Correctly identifies at least one final sound in grade level words 89 93
Not able to identify the initial sound and final sound in any of the
4 4
given grade level words

 Average Score in Identification of Initial and Final Sound of a

Word (on a scale of 0 to 12)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 15
 Goa
ENGLISH

 Decoding Letters

The ability to sound out the symbols The task comprised of reading aloud letters
(akshara or letters) and syllables of a particular language.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Reads 80-100 letters correctly and fluently 91 95
Reads 50-79 letters correctly/reads some letters with self
4 3
correction
Reads 10-49 letters correctly/hesitantly with self correction 5 2
Reads less than 10 letters correctly/hesitantly with self correction 1 1

 Average Score in Identification of Symbol-Sound

Correspondence (on a scale of 0 to 100)

16 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa
ENGLISH

 Decoding Words
On average
The ability to sound out grade- The task was based on reading students can read
39 words correctly.
level real words aloud 50 grade level words.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Reads 80% and more words correctly and fluently 69 73
Reads 50% to Less than 80% words correctly (with self correction
17 13
wherever needed)
Reads 10% to less than 50% words correctly (with self correction
9 8
wherever needed)
Reads less than 10% words correctly (with self correction
5 7
wherever needed)

 Average Score in Decoding of Common, Isolated Words

(on a scale of 0 to 50)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 17
 Goa
ENGLISH
 Decoding Non-Words
On average
the ability to sound out non-words by The task was based on students can read
identifying each symbol’s (akshara or reading aloud 50 non- 31 non-words
letter) sound words. correctly.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Reads 80% and more words correctly and fluently 49 62
Reads 50% to Less than 80% words correctly (with self correction
18 18
wherever needed)
Reads 10% to less than 50% words correctly (with self correction
12 9
wherever needed)
Reads less than 10% words correctly (with self correction
21 11
wherever needed)

 Average Score in Decoding of a Non-word/Non-sense word

(on a scale of 0 to 50)

18 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa
ENGLISH
 Picture Matching

The task comprised of reading different texts (Comprising

The ability to understand the
1 sentence, 2 sentences and 3 sentences) and matching
meaning of written text
the content of each of the texts with the given pictures

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Reads and Comprehends four to five texts of varying lengths
89 87
correctly

 Average Score on Picture Reading Comprehension

(on a scale of 0 to 5)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 19
 Goa
ENGLISH
 Benchmark of ORF with Comprehension and Student Performance
Below Partially Meets
Partially Meets Global Meets Global Exceeds Global
Global Proficiency Levels Global Minimum
Minimum Proficiency Minimum Proficiency Minimum Proficiency
Proficiency
Learners lack the Learners have developed Learners have
Learners have limited
most basic knowledge sufficient knowledge developed superior
knowledge and skills.
and skills. As a result, and skill. As a result, knowledge and skill.
Definition As a result, they can
they generally cannot they can successfully As a result, they can
partially complete basic
complete the most basic complete the most basic complete complex
grade-level tasks.
grade-level tasks. grade-level tasks. grade-level tasks.
0 - 14 15 - 34 35 - 53 54 and above
correctly read words correctly read words correctly read words correctly read words
Benchmark
with comprehension in with comprehension in with comprehension in with comprehension in
one minute. one minute. one minute. one minute.
Percentage State/UT 21 26 19 34
of Students
meeting the National 17 29 21 33
standard
Percentage of State/UT 23 22 17 38
Girls meeting the
standard National 17 29 21 33
Percentage of State/UT 19 30 20 31
Boys meeting the
standard National 16 30 21 33

 Distribution of Students by Global Proficiency Levels in the

State/UT (In percentage)

20 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa
KONKANI

 Oral Language Comprehension

The task comprised of listening to different

The ability to understand the meaning
texts (Comprising 1 sentence, 2 sentences
of language (through spoken stories or
and 3 sentences) and matching the content
pictures)
of each of the texts with the given pictures.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Listens and Comprehends four to five texts of varying lengths
65 65
correctly

 Average Score in Oral language Comprehension

(on a scale of 0 to 5)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 21
 Goa
KONKANI

 Phonological Awareness

The ability to identify sounds within a given The task was based on identifying the initial
word and final sounds in grade level words

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Correctly identifies at least one initial sound in grade level words 94 94
Correctly identifies at least one final sound in grade level words 90 90
Not able to identify the initial sound and final sound in any of the
6 6
given grade level words

 Average Score in Identification of Initial and Final Sound of a

Word (on a scale of 0 to 12)

22 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa
KONKANI

 Decoding Letters

The ability to sound out the symbols The task comprised of reading aloud letters
(akshara or letters) and syllables of a particular language.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Reads 80-100 letters correctly and fluently 60 60
Reads 50-79 letters correctly/reads some letters with self
15 15
correction
Reads 10-49 letters correctly/hesitantly with self correction 11 11
Reads less than 10 letters correctly/hesitantly with self correction 15 15

 Average Score in Identification of Symbol-Sound

Correspondence (on a scale of 0 to 100)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 23
 Goa
KONKANI

 Decoding Words
On average
The ability to sound out grade- The task was based on reading students can read
30 words correctly.
level real words aloud 50 grade level words.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Reads 80% and more words correctly and fluently 49 49
Reads 50% to Less than 80% words correctly (with self correction
15 15
wherever needed)
Reads 10% to less than 50% words correctly (with self correction
15 15
wherever needed)
Reads less than 10% words correctly (with self correction
21 21
wherever needed)

 Average Score in Decoding of Common, Isolated Words

(on a scale of 0 to 50)

24 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa
KONKANI
 Decoding Non-Words
On average
the ability to sound out non-words by The task was based on students can read
identifying each symbol’s (akshara or reading aloud 50 non- 27 non-words
letter) sound words. correctly.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Reads 80% and more words correctly and fluently 41 41
Reads 50% to Less than 80% words correctly (with self correction
18 18
wherever needed)
Reads 10% to less than 50% words correctly (with self correction
15 15
wherever needed)
Reads less than 10% words correctly (with self correction
26 26
wherever needed)

 Average Score in Decoding of a Non-word/Non-sense word

(on a scale of 0 to 50)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 25
 Goa
KONKANI
 Picture Matching

The task comprised of reading different texts (Comprising

The ability to understand the
1 sentence, 2 sentences and 3 sentences) and matching
meaning of written text
the content of each of the texts with the given pictures

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Reads and Comprehends four to five texts of varying lengths
76 76
correctly

 Average Score on Picture Reading Comprehension

(on a scale of 0 to 5)

26 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa
KONKANI
 Benchmark of ORF with Comprehension and Student Performance
Below Partially Meets
Partially Meets Global Meets Global Exceeds Global
Global Proficiency Levels Global Minimum
Minimum Proficiency Minimum Proficiency Minimum Proficiency
Proficiency
Learners lack the Learners have developed Learners have
Learners have limited
most basic knowledge sufficient knowledge developed superior
knowledge and skills.
and skills. As a result, and skill. As a result, knowledge and skill.
Definition As a result, they can
they generally cannot they can successfully As a result, they can
partially complete basic
complete the most basic complete the most basic complete complex
grade-level tasks.
grade-level tasks. grade-level tasks. grade-level tasks.
0 - 12 13 - 29 30 - 49 50 and above
correctly read words correctly read words correctly read words correctly read words
Benchmark
with comprehension in with comprehension in with comprehension in with comprehension in
one minute. one minute. one minute. one minute.
Percentage State/UT 37 22 22 19
of Students
meeting the National 37 22 22 19
standard
Percentage of State/UT 32 25 20 23
Girls meeting the
standard National 32 25 20 23
Percentage of State/UT 42 19 24 15
Boys meeting the
standard National 42 19 24 15

 Distribution of Students by Global Proficiency Levels in the

State/UT (In percentage)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 27
 Goa
MARATHI

 Oral Language Comprehension

The task comprised of listening to different

The ability to understand the meaning
texts (Comprising 1 sentence, 2 sentences
of language (through spoken stories or
and 3 sentences) and matching the content
pictures)
of each of the texts with the given pictures.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Listens and Comprehends four to five texts of varying lengths
69 82
correctly

 Average Score in Oral language Comprehension

(on a scale of 0 to 5)

28 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa
MARATHI

 Phonological Awareness

The ability to identify sounds within a given The task was based on identifying the initial
word and final sounds in grade level words

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Correctly identifies at least one initial sound in grade level words 95 98
Correctly identifies at least one final sound in grade level words 92 95
Not able to identify the initial sound and final sound in any of the
3 2
given grade level words

 Average Score in Identification of Initial and Final Sound of a

Word (on a scale of 0 to 12)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 29
 Goa
MARATHI

 Decoding Letters

The ability to sound out the symbols The task comprised of reading aloud letters
(akshara or letters) and syllables of a particular language.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Reads 80-100 letters correctly and fluently 76 85
Reads 50-79 letters correctly/reads some letters with self
13 7
correction
Reads 10-49 letters correctly/hesitantly with self correction 6 4
Reads less than 10 letters correctly/hesitantly with self correction 5 3

 Average Score in Identification of Symbol-Sound

Correspondence (on a scale of 0 to 100)

30 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa
MARATHI

 Decoding Words
On average
The ability to sound out grade- The task was based on reading students can read
36 words correctly.
level real words aloud 50 grade level words.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Reads 80% and more words correctly and fluently 61 74
Reads 50% to Less than 80% words correctly (with self correction
15 13
wherever needed)
Reads 10% to less than 50% words correctly (with self correction
14 9
wherever needed)
Reads less than 10% words correctly (with self correction
10 4
wherever needed)

 Average Score in Decoding of Common, Isolated Words

(on a scale of 0 to 50)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 31
 Goa
MARATHI
 Decoding Non-Words
On average
the ability to sound out non-words by The task was based on students can read
identifying each symbol’s (akshara or reading aloud 50 non- 34 non-words
letter) sound words. correctly.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Reads 80% and more words correctly and fluently 57 72
Reads 50% to Less than 80% words correctly (with self correction
15 14
wherever needed)
Reads 10% to less than 50% words correctly (with self correction
15 10
wherever needed)
Reads less than 10% words correctly (with self correction
13 5
wherever needed)

 Average Score in Decoding of a Non-word/Non-sense word

(on a scale of 0 to 50)

32 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa
MARATHI
 Picture Matching

The task comprised of reading different texts (Comprising

The ability to understand the
1 sentence, 2 sentences and 3 sentences) and matching
meaning of written text
the content of each of the texts with the given pictures

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Reads and Comprehends four to five texts of varying lengths
85 83
correctly

 Average Score on Picture Reading Comprehension

(on a scale of 0 to 5)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 33
 Goa
MARATHI
 Benchmark of ORF with Comprehension and Student Performance
Below Partially Meets
Partially Meets Global Meets Global Exceeds Global
Global Proficiency Levels Global Minimum
Minimum Proficiency Minimum Proficiency Minimum Proficiency
Proficiency
Learners lack the Learners have developed Learners have
Learners have limited
most basic knowledge sufficient knowledge developed superior
knowledge and skills.
and skills. As a result, and skill. As a result, knowledge and skill.
Definition As a result, they can
they generally cannot they can successfully As a result, they can
partially complete basic
complete the most basic complete the most basic complete complex
grade-level tasks.
grade-level tasks. grade-level tasks. grade-level tasks.
0 - 11 12 - 31 32 - 50 51 and above
correctly read words correctly read words correctly read words correctly read words
Benchmark
with comprehension in with comprehension in with comprehension in with comprehension in
one minute. one minute. one minute. one minute.
Percentage State/UT 28 32 23 17
of Students
meeting the National 13 31 28 28
standard
Percentage of State/UT 27 35 20 18
Girls meeting the
standard National 9 29 30 32
Percentage of State/UT 29 30 24 17
Boys meeting the
standard National 16 33 25 26

 Distribution of Students by Global Proficiency Levels in the

State/UT (In percentage)

34 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Association of
Background Variables
with Literacy

The relationship between learning achievement of students and variables related to

student’s home background and school were analyzed by using different statistical
technique. This chapter discusses the association of the different contextual variables
with the achievements of the students.
 Association of Background Variables FLS State Report
with Literacy Goa

1. Association Results : Student Profile

The given section details the association results regarding various student related variables.

Table 1.1: Language spoken by students at home is the same as medium of instruction
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.03 0.03
Phonological Awareness 0.34 0.11
Decoding Letters 2.00 0.07
Decoding Words 2.49 0.14
Decoding Non-words 2.44 0.13
Picture Matching 0.03 0.02
Oral Reading Fluency (ORF) 4.27 0.18
ORF with Comprehension 0.16 0.09

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 1.2: Attended pre-primary Classes/Anganwadi

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.12 0.12
Phonological Awareness 0.45 0.14
Decoding Letters 14.96 0.49
Decoding Words 7.12 0.41
Decoding Non-words 5.84 0.31
Picture Matching 0.13 0.11
Oral Reading Fluency (ORF) 5.95 0.25
ORF with Comprehension 0.62 0.34

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

36 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Association of Background Variables FLS State Report
with Literacy Goa

Table 1.3: Ask questions in the class

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.13 0.13
Phonological Awareness 0.82 0.26
Decoding Letters 5.04 0.16
Decoding Words 2.92 0.17
Decoding Non-words 3.54 0.19
Picture Matching 0.15 0.12
Oral Reading Fluency (ORF) 4.44 0.19
ORF with Comprehension 0.28 0.15

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 1.4: Reads other materials in addition to textbooks

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.03 0.03
Phonological Awareness 0.70 0.22
Decoding Letters 4.92 0.16
Decoding Words 3.65 0.21
Decoding Non-words 4.02 0.21
Picture Matching 0.27 0.22
Oral Reading Fluency (ORF) 2.97 0.12
ORF with Comprehension 0.39 0.21

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 37
 Association of Background Variables FLS State Report
with Literacy Goa

Table 1.5: Playing Game

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.19 0.19
Phonological Awareness 0.29 0.09
Decoding Letters 6.30 0.21
Decoding Words 1.63 0.09
Decoding Non-words 2.35 0.12
Picture Matching 0.16 0.13
Oral Reading Fluency (ORF) 3.00 0.13
ORF with Comprehension 0.08 0.04

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 1.6: Story telling with family members

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.01 0.01
Phonological Awareness 0.26 0.08
Decoding Letters 1.17 0.04
Decoding Words 0.90 0.05
Decoding Non-words 1.10 0.06
Picture Matching 0.11 0.09
Oral Reading Fluency (ORF) 1.91 0.08
ORF with Comprehension 0.02 0.01

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

38 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Association of Background Variables FLS State Report
with Literacy Goa

Table 1.7: Playing Game with family members

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.13 0.13
Phonological Awareness 0.14 0.04
Decoding Letters 3.39 0.11
Decoding Words 1.75 0.10
Decoding Non-words 1.97 0.10
Picture Matching 0.05 0.04
Oral Reading Fluency (ORF) 4.37 0.18
ORF with Comprehension 0.09 0.05

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 1.8: Time taken to go to school upto 30 mins.

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension -0.06 -0.06
Phonological Awareness -0.04 -0.01
Decoding Letters -3.59 -0.12
Decoding Words -1.61 -0.09
Decoding Non-words -1.78 -0.09
Picture Matching 0.02 0.02
Oral Reading Fluency (ORF) -2.81 -0.12
ORF with Comprehension -0.01 -0.01

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 39
 Association of Background Variables FLS State Report
with Literacy Goa

Table 1.9: Time taken to go to school more than 30 mins.

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.06 0.06
Phonological Awareness 0.04 0.01
Decoding Letters 3.59 0.12
Decoding Words 1.61 0.09
Decoding Non-words 1.78 0.09
Picture Matching -0.02 -0.02
Oral Reading Fluency (ORF) 2.81 0.12
ORF with Comprehension 0.01 0.01

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

40 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Association of Background Variables FLS State Report
with Literacy Goa

2. Association Results : Teacher Profile

The given section details the association results regarding various teacher related variables.

Table 2.1: Teaching at Foundational stage: less than 3 years/more than 3 years
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.16 0.16
Phonological Awareness 0.16 0.05
Decoding Letters 8.21 0.27
Decoding Words 4.72 0.27
Decoding Non-words 3.72 0.19
Picture Matching -0.19 -0.15
Oral Reading Fluency (ORF) 5.79 0.24
ORF with Comprehension 0.35 0.19

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 2.2: Attend any in-service workshop/Training to

understand the learning needs and other
developmental aspects in young children
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension -0.23 -0.23
Phonological Awareness -0.97 -0.30
Decoding Letters -3.82 -0.12
Decoding Words -2.10 -0.12
Decoding Non-words -2.39 -0.12
Picture Matching -0.25 -0.20
Oral Reading Fluency (ORF) -10.03 -0.42
ORF with Comprehension -0.28 -0.15

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 41
 Association of Background Variables FLS State Report
with Literacy Goa

Table 2.3: Highest educational qualification upto Higher

Secondary
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.06 0.06
Phonological Awareness -0.48 -0.15
Decoding Letters -0.15 0.00
Decoding Words -0.98 -0.06
Decoding Non-words -2.82 -0.15
Picture Matching 0.02 0.02
Oral Reading Fluency (ORF) -2.07 -0.09
ORF with Comprehension -0.18 -0.10

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 2.4: Technique used in assessing students: Observation

(Never and Sometimes Vs. Most of the times and Almost Always)
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension -0.09 -0.09
Phonological Awareness -0.45 -0.14
Decoding Letters -11.08 -0.36
Decoding Words -3.84 -0.22
Decoding Non-words -2.66 -0.14
Picture Matching -0.25 -0.20
Oral Reading Fluency (ORF) -5.93 -0.25
ORF with Comprehension -0.37 -0.20

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

42 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Association of Background Variables FLS State Report
with Literacy Goa

Table 2.5: Technique used in assessing students : Class

Test (Never and Sometimes Vs. Most of the times
and Almost Always)
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension -0.11 -0.11
Phonological Awareness -0.44 -0.14
Decoding Letters -9.38 -0.31
Decoding Words -5.24 -0.30
Decoding Non-words -6.13 -0.32
Picture Matching -0.22 -0.18
Oral Reading Fluency (ORF) -3.91 -0.16
ORF with Comprehension -0.60 -0.33

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 2.6: Technique used in assessing students : Group

Activity (Never and Sometimes Vs. Most of the
times and Almost Always)
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension -0.16 -0.16
Phonological Awareness -0.36 -0.11
Decoding Letters -4.33 -0.14
Decoding Words -1.99 -0.11
Decoding Non-words -0.95 -0.05
Picture Matching -0.16 -0.13
Oral Reading Fluency (ORF) -1.75 -0.07
ORF with Comprehension 0.01 0.01

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 43
 Association of Background Variables FLS State Report
with Literacy Goa

Table 2.7: Technique used in assessing students : Peer

Work (Never and Sometimes Vs. Most of the
times and Almost Always)
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension -0.29 -0.29
Phonological Awareness -0.09 -0.03
Decoding Letters -5.18 -0.17
Decoding Words -3.00 -0.17
Decoding Non-words -0.14 -0.01
Picture Matching -0.05 -0.04
Oral Reading Fluency (ORF) -3.64 -0.15
ORF with Comprehension -0.04 -0.02

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 2.8: Technique used in assessing students : Oral

Work (Never and Sometimes Vs. Most of the
times and Almost Always)
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension -0.12 -0.12
Phonological Awareness 0.14 0.04
Decoding Letters -3.44 -0.11
Decoding Words -2.47 -0.14
Decoding Non-words -1.01 -0.05
Picture Matching -0.25 -0.20
Oral Reading Fluency (ORF) -3.83 -0.16
ORF with Comprehension -0.34 -0.18

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

44 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Association of Background Variables FLS State Report
with Literacy Goa

Table 2.9: Maintain Teacher’s Diary

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.16 0.16
Phonological Awareness 0.16 0.05
Decoding Letters 8.21 0.27
Decoding Words 4.72 0.27
Decoding Non-words 3.72 0.19
Picture Matching -0.19 -0.15
Oral Reading Fluency (ORF) 5.79 0.24
ORF with Comprehension 0.35 0.19

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 2.10: Teacher’s uses portfolio to assess the progress

of the child
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension -0.09 -0.09
Phonological Awareness -0.84 -0.26
Decoding Letters -2.50 -0.08
Decoding Words -1.15 -0.07
Decoding Non-words -2.41 -0.13
Picture Matching -0.08 -0.06
Oral Reading Fluency (ORF) 1.79 0.07
ORF with Comprehension -0.31 -0.17

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 45
 Association of Background Variables FLS State Report
with Literacy Goa

Table 2.11: Time taken to go to school upto 30 mins.

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.16 0.16
Phonological Awareness 0.46 0.14
Decoding Letters 1.58 0.05
Decoding Words 0.29 0.02
Decoding Non-words 2.03 0.11
Picture Matching 0.04 0.03
Oral Reading Fluency (ORF) 4.67 0.20
ORF with Comprehension 0.04 0.02

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

46 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Association of Background Variables FLS State Report
with Literacy Goa

3. Association Results : School Profile

The given section details the information gathered about schools regarding various school related
variables.

Table 3.1: School Infrastructure: Electricity and proper lighting

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.31 0.31
Phonological Awareness -1.29 -0.40
Decoding Letters -0.54 -0.02
Decoding Words -1.35 -0.08
Decoding Non-words -2.86 -0.15
Picture Matching -0.23 -0.19
Oral Reading Fluency (ORF) 6.67 0.28
ORF with Comprehension 0.57 0.31

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 3.2: School Infrastructure: Fully functional toilet for

girls
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.22 0.22
Phonological Awareness -0.23 -0.07
Decoding Letters 2.85 0.09
Decoding Words 0.72 0.04
Decoding Non-words -1.56 -0.08
Picture Matching -0.04 -0.03
Oral Reading Fluency (ORF) 6.58 0.28
ORF with Comprehension 0.20 0.11

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 47
 Association of Background Variables FLS State Report
with Literacy Goa

Table 3.3: School Infrastructure: Fully functional toilet for

boys
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.04 0.04
Phonological Awareness -0.84 -0.26
Decoding Letters -5.86 -0.19
Decoding Words -3.07 -0.17
Decoding Non-words -3.87 -0.20
Picture Matching -0.31 -0.25
Oral Reading Fluency (ORF) 2.50 0.10
ORF with Comprehension -0.35 -0.19

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 3.4: School Infrastructure: Readily available medical

room
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.04 0.04
Phonological Awareness 0.15 0.05
Decoding Letters 4.69 0.15
Decoding Words 2.39 0.14
Decoding Non-words 2.00 0.10
Picture Matching -0.03 -0.02
Oral Reading Fluency (ORF) 2.76 0.12
ORF with Comprehension 0.25 0.14

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

48 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Association of Background Variables FLS State Report
with Literacy Goa

Table 3.5: School Infrastructure: Safe windows and

openings for ventilation
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension -0.40 -0.39
Phonological Awareness -1.57 -0.49
Decoding Letters 13.85 0.45
Decoding Words 4.20 0.24
Decoding Non-words 2.79 0.15
Picture Matching -0.39 -0.32
Oral Reading Fluency (ORF) -1.28 -0.05
ORF with Comprehension -0.01 -0.01

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 3.6: School Facility: Basic Drinking Water

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.05 0.05
Phonological Awareness -0.37 -0.11
Decoding Letters 0.43 0.01
Decoding Words 0.11 0.01
Decoding Non-words -2.19 -0.11
Picture Matching 0.12 0.10
Oral Reading Fluency (ORF) 1.39 0.06
ORF with Comprehension -0.68 -0.37

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 49
 Association of Background Variables FLS State Report
with Literacy Goa

Table 3.7: School Facility: Basic hand washing facility

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 3.83 3.76
Phonological Awareness 9.67 2.99
Decoding Letters 80.45 2.62
Decoding Words 35.05 1.98
Decoding Non-words 31.04 1.62
Picture Matching 4.23 3.41
Oral Reading Fluency (ORF) 31.90 1.33
ORF with Comprehension 2.30 1.25

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 3.8: School Facility: Mid-day meals to the child on

daily basis
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension -0.33 -0.33
Phonological Awareness -0.80 -0.25
Decoding Letters -14.48 -0.48
Decoding Words -7.97 -0.46
Decoding Non-words -6.43 -0.34
Picture Matching -0.38 -0.31
Oral Reading Fluency (ORF) -14.97 -0.65
ORF with Comprehension -1.06 -0.59

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

50 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Association of Background Variables FLS State Report
with Literacy Goa

Table 3.9: School Facility: Primary Health Services

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.17 0.17
Phonological Awareness -0.24 -0.07
Decoding Letters 6.19 0.20
Decoding Words 3.31 0.19
Decoding Non-words 2.31 0.12
Picture Matching 0.02 0.02
Oral Reading Fluency (ORF) 5.65 0.24
ORF with Comprehension 0.29 0.16

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 3.10: School Facility: Accessible infrastructure for

students with disabilities
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.07 0.07
Phonological Awareness 0.02 0.01
Decoding Letters -3.95 -0.13
Decoding Words -0.87 -0.05
Decoding Non-words -0.64 -0.03
Picture Matching -0.03 -0.02
Oral Reading Fluency (ORF) 2.34 0.10
ORF with Comprehension 0.17 0.09

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 51
 Association of Background Variables FLS State Report
with Literacy Goa

Table 3.11: Health checkup not being done

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension -0.28 -0.28
Phonological Awareness -0.13 -0.04
Decoding Letters -3.64 -0.12
Decoding Words -2.52 -0.14
Decoding Non-words 0.63 0.03
Picture Matching -0.13 -0.11
Oral Reading Fluency (ORF) -7.22 -0.30
ORF with Comprehension 0.02 0.01

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 3.12: Classroom Equipment: Story Books

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension -0.01 -0.01
Phonological Awareness -0.67 -0.21
Decoding Letters -4.23 -0.14
Decoding Words -1.54 -0.09
Decoding Non-words -0.79 -0.04
Picture Matching -0.17 -0.14
Oral Reading Fluency (ORF) -2.11 -0.09
ORF with Comprehension -0.71 -0.39

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

52 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Association of Background Variables FLS State Report
with Literacy Goa

Table 3.13: Classroom Equipment: Toys/ Play equipment

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.09 0.09
Phonological Awareness -0.24 -0.07
Decoding Letters -2.36 -0.08
Decoding Words 0.49 0.03
Decoding Non-words -0.23 -0.01
Picture Matching -0.18 -0.15
Oral Reading Fluency (ORF) 3.15 0.13
ORF with Comprehension -0.37 -0.20

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 3.14: Classroom Equipment: Computers

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.11 0.11
Phonological Awareness 0.20 0.06
Decoding Letters 0.13 0.00
Decoding Words 1.56 0.09
Decoding Non-words 1.50 0.08
Picture Matching 0.03 0.02
Oral Reading Fluency (ORF) 3.04 0.13
ORF with Comprehension 0.11 0.06

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 53
 Association of Background Variables FLS State Report
with Literacy Goa

Table 3.15: Classroom Equipment: Internet access

Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.24 0.24
Phonological Awareness 0.21 0.07
Decoding Letters 6.96 0.23
Decoding Words 3.27 0.19
Decoding Non-words 2.67 0.14
Picture Matching 0.24 0.19
Oral Reading Fluency (ORF) 6.92 0.29
ORF with Comprehension 0.21 0.11

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Table 3.16: Classroom Equipment: Textbooks/reading

materials
Difference between
Literacy Sub Task Sig.*
mean Scores
Oral Language Comprehension 0.25 0.25
Phonological Awareness 0.73 0.23
Decoding Letters 24.79 0.81
Decoding Words 14.75 0.84
Decoding Non-words 14.05 0.74
Picture Matching 0.20 0.16
Oral Reading Fluency (ORF) 3.22 0.13
ORF with Comprehension 1.19 0.65

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

54 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
Foundational Numeracy
Foundational Numeracy skills comprise of the ability to understand numbers, perform basic operations
with numbers and apply the understanding of patterns and numbers in real life situations. In the
Foundational Learning Study, foundational Numeracy has been assessed through different sub-task as
explained below:

Subtasks Assessed in Foundational Numeracy

Subtask Description of the subtask

Identifying and reading aloud 24 distinct numbers presented in

Number identification
the form of a grid (up to 9999)

Number discrimination Comparing 14 pairs of numbers to identify the bigger number

Number operation (addition

Completing 4 Addition and 4 Subtraction facts
and subtraction)

Word problems (addition and Solving 6 word problems based on the operation of addition and
subtraction) subtraction

Number operations (Division Constructing and using 4 multiplication facts (tables) of numbers
and Multiplication) 2 to 10 and using 4 division fact.

Solving 6 problems based on measurement and estimation of

Measurement
volume, length, time using standard and non-standard units

Answering 6 problems based on identification and

Fractions representation of fraction values of half, one-fourth, three-fourth
of a whole and of a collection of 12 objects.

Identifying and extending & patterns comprising of numbers and

Patterns
shapes

Reading simple display of data and answering 6 questions based

Data Handling
on the data display.
 Goa

 Number Identification
On average
The task was based on recognising and
students read 18
reading aloud numbers (up to 9999) . numbers correctly.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Reads numbers up to 9999 56 64

Reads numbers up to 999 33 24

Reads numbers up to 99 10 11

Does not respond 1 2

 Average Score in Number Identification (on a scale of 0 to 24)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 57
 Goa

 Number Discrimination
On average
The task comprised of comparing pairs of students identified
12 numbers
numbers to identify the bigger number. correctly.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Discriminates numbers up to 9999 66 67

Discriminates numbers up to 999 26 23

Discriminates numbers up to 99 7 8

Discriminates numbers only up to 9 1 2

 Average Score in Number Discrimination (on a scale of 0 to14)

58 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa

 Number Operation (Addition and Subtraction)

The task was based on completing addition and subtraction facts.

 Percentage of Students
State National Percentage of Students Used
Average Average
Descriptor Strategies to Solve the questions
Performance Performance
(%) (%)
Adds numbers upto 999 31 53 State Average National Average
Performance (%) Performance (%)
Adds numbers upto 99 51 71

Adds numbers upto 9 84 92 Finger/tick marks 21 15

Subtracts numbers upto 999 19 40

Paper and pencil 68 77
Subtracts numbers upto 99 39 62
Mental calculation 11 8
Subtracts numbers upto 9 67 81

 Average Score in Number Operation (Addition and

Subtraction) (on a scale of 0 to 8)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 59
 Goa

 Number Operation (Word Problems)

The task was based on solving word problems based on the operation of addition and subtraction.

 Percentage of Students
State National
Average Average
Descriptor
Performance Performance Percentage of Students Used
(%) (%)
Identifies the application of Strategies to Solve the Questions
operation of addition in real life
situations and provides the correct 32 54
answer for questions based on State Average National Average
addition only Performance (%) Performance (%)
Identifies the application of
operation of subtraction in real life
situations and provides the correct 20 42 Finger/tick marks 18 16
answer for questions based on
subtraction only
Paper and pencil 67 71
Identifies the application of number
operations in real life situations and
provides the correct answers for
26 52
Mental calculation 15 13
80% and above questions

 Average Score in Number Operation (word problems) (on a

scale of 0 to 6)

60 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa

 Number Operation (Multiplication)

The task was based on Constructing and using multiplication

facts (tables) of numbers 2 to 10 and using division facts

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Understands and applies correct multiplication facts in 80% and above questions 65 71
Understands and applies correct multiplication facts in 50% and less than 80%
19 16
questions
Understands and applies correct multiplication facts in less than 50% questions 8 6

Does not respond 8 8

 Average Score in Number Operation (Multiplication) (on a

scale of 0 to 4)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 61
 Goa

 Number Operation (Division)

The task was based on Constructing and using multiplication

facts (tables) of numbers 2 to 10 and using division facts.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Understands and applies correct Division facts in 80% and above questions 50 49

Understands and applies correct Division facts in 50% and less than 80% questions 33 31

Understands and applies correct Division facts in less than 50% questions 5 6

Does not respond 13 14

 Average Score in Number Operation (Division) (on a scale of 0

to 4)

62 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa

 Measurement (Calendar Reading)

The task comprised of solving word problems based on measurement and

estimation of volume, length and time using standard and non-standard units

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Identifies the Month, Date and Day on the Calender 63 62

Identifies the month, date and day with help 24 20

Make mistakes in identifying the Month, date and day 4 6

Dose not respond 9 12

 Average Score in Measurement (Calendar Reading)(on a scale

of 0 to 3)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 63
 Goa

 Measurement (Volume)

The task comprised of solving word problems based on measurement and

estimation of volume, length and time using standard and non-standard units

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Can compare and estimate the volume of different containers 29 46

Can either compare or estimate the volume of different containers 65 47

Attempts but makes mistakes in estimating and comparing the volume 5 3

Dose not respond 1 4

 Average Score in Measurement (Volume) (on a scale of 0 to 3)

64 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa

 Measurement (Time on clock)

The task comprised of solving word problems based on measurement and

estimation of volume, length and time using standard and non-standard units

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Tells the time correctly 42 52

Tells the time correctly with the help of hint 42 36

Dose not respond 16 12

 Average Score in Measurement (Time on Clock) (on a scale of

0 to 3)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 65
 Goa

 Measurement (Length)

The task comprised of solving word problems based on measurement and

estimation of volume, length and time using standard and non-standard units

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Applies the understanding of measurement of length and calculates the length of the
48 62
object
Applies the understanding of measurement of length but miscalculates the length of
36 27
the object when the object is not aligned with the 0 of the scale
Makes effort but not able to calculate the length of the object 12 6

Dose not respond 4 4

 Average Score in Measurement (Length) (on a scale of 0 to 3)

66 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa

 Fractions
The task was based on identifying and representing fraction values of half, one-fourth, three-fourth of
a whole and in a collection of 12 objects.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
correctly identifies one-half 61 70
correctly identifies one-fourth 33 47
correctly identifies three-fourth 49 61
correctly identifies all the fractions (one-half, one-fourth, three-fourth) 30 42
correctly represents one-half 58 68
correctly represents one-fourth 35 55
correctly represents three-fourth 29 46
correctly represents all the fractions (one-half, one-fourth, three-fourth) 23 40

 Average Score in Fractions (on a scale of 0 to 6)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 67
 Goa

 Pattern

The task comprised of identifying and extending patterns comprising of numbers and shapes.

 Percentage of Students
State Average National Average
Descriptor
Performance (%) Performance (%)
Correctly identifies and completes patterns with shapes and numbers in 80% and above
40 61
questions
Correctly identifies and completes patterns with shapes and numbers in 50% to less
43 28
than 80% questions
Correctly identifies and completes patterns with shapes and numbers in less than 50%
13 8
questions
Dose not respond 4 2

 Average Score in Pattern (on a scale of 0 to 8)

68 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa

 Data Handling
On average
students answered
The task was based on reading simple display of data 4 questions
correctly based on
and answering questions based on the data display. data display.

 Percentage of Students
 Descriptor
State Average
Performance (%)
National Average
Performance (%)
Answers 80% and above questions correctly 53 70

Answers 50% - less than 80% questions correctly 36 23

Answers less than 50% questions correctly 10 5

Answers less than 50% questions correctly 2 2

 Average Score in Data Handing (on a scale of 0 to 6)

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 69
 Goa

 Benchmark of Numeracy and Student Performance

Below Partially Meets
Partially Meets Global Meets Global Exceeds Global
Global Proficiency Levels Global Minimum
Minimum Proficiency Minimum Proficiency Minimum Proficiency
Proficiency
Learners lack the Learners have developed Learners have
Learners have limited
most basic knowledge sufficient knowledge developed superior
knowledge and skills.
and skills. As a result, and skill. As a result, knowledge and skill.
Definition As a result, they can
they generally cannot they can successfully As a result, they can
partially complete basic
complete the most basic complete the most basic complete complex
grade-level tasks.
grade-level tasks. grade-level tasks. grade-level tasks.
0 - 42 43 - 69 70 - 83 84 and above
Benchmark
Score Points. Score Points Score Points Score Points
Percentage State/UT 15 50 32 3
of Students
meeting the National 11 37 42 10
standard
Percentage of State/UT 17 51 30 2
Girls meeting the
standard National 11 38 41 10
Percentage of State/UT 13 49 34 4
Boys meeting the
standard National 11 36 43 10

 Distribution of Students by Global Proficiency Levels in the

State/UT (In percentage)

70 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Association of
Background Variables
with Numeracy

The relationship between learning achievement of students and variables related to

student’s home background and school were analyzed by using different statistical
technique. This chapter discusses the association of the different contextual variables
with the achievements of the students.
Numeracy score is a combined score including all subtasks and has a scale of 0 to 86.
 Association of Background Variables FLS State Report
with Numeracy Goa

1. Association Results : Student Profile

The given section details the association results regarding various student related variables.

Difference between mean

Numeracy Sig.*
score

Language spoken by students at home is the same as

0.20 0.04
medium of instruction

Attended pre-primary Classes/Anganwadi 0.59 0.12

Ask questions in the class 0.42 0.08

Reads other materials in addition to textbooks 0.33 0.06

Playing Game 0.10 0.02

Story telling with family members 0.03 0.01

Playing Game with family members 0.14 0.03

Time taken to go to school upto 30 mins. -0.18 -0.04

Time taken to go to school upto more than 30 mins. 0.18 0.04

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

72 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Association of Background Variables FLS State Report
with Numeracy Goa

2. Association Results : Teacher Profile

The given section details the association results regarding various teacher related variables.

Difference between mean

Numeracy Sig.*
score

Teaching at Foundational stage : less than 3 years/more

0.45 0.09
than 3 years
Attend any in-service workshop/Training to understand
the learning needs and other developmental aspects in -0.58 -0.11
young children

Highest educational qualification upto Higher Secondary -0.07 -0.01

Technique used in assessing students : Observation (Never

0.13 0.03
and Sometimes Vs. Most of the times and Almost Always)

Technique used in assessing students : Class Test (Never

-0.20 -0.04
and Sometimes Vs. Most of the times and Almost Always)
Technique used in assessing students : Group Activity
(Never and Sometimes Vs. Most of the times and Almost -0.14 -0.03
Always)
Technique used in assessing students : Peer Work (Never
-0.14 -0.03
and Sometimes Vs. Most of the times and Almost Always)

Technique used in assessing students : Oral Work (Never

0.33 0.06
and Sometimes Vs. Most of the times and Almost Always)

Maintain Teacher’s Diary 0.45 0.09

Teacher’s uses portfolio to assess the progress of the child -0.20 -0.04

Time taken to go to school upto 30 mins. 0.10 0.02

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 73
 Association of Background Variables FLS State Report
with Numeracy Goa

3. Association Results : School Profile

The given section details the information gathered about schools regarding various school related variables.

Difference between mean

Numeracy Sig.*
score

School Infrastructure: Electricity and proper lighting -0.03 -0.01

School Infrastructure: Fully functional toilet for girls 0.57 0.11

School Infrastructure: Fully functional toilet for boys 0.28 0.06

School Infrastructure: Readily available medical room 0.25 0.05

School Infrastructure: Safe windows and openings for

-0.21 -0.04
ventilation

School Facility: Basic Drinking Water -0.51 -0.10

School Facility: Basic hand washing facility 5.39 1.06

School Facility: Mid-day meals to the child on daily basis -0.94 -0.19

School Facility: Primary Health Services 0.25 0.05

School Facility: Accessible infrastructure for students with

0.20 0.04
disabilities

Health checkup not being done -0.51 -0.10

Classroom Equipment : Story Books -0.28 -0.06

Classroom Equipment : Toys/ Play equipment -0.02 0.00

Classroom Equipment : Computers 0.48 0.09

Classroom Equipment : Internet access 0.41 0.08

Classroom Equipment : Textbooks/reading materials 0.66 0.13

* A value of 0.2 represents a small effect size.

A value of 0.5 represents a medium effect size.
A value of 0.8 represents a large effect size.

74 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa

Student Demographic Profile

The FLS conducted on grade 3 students revealed that

47% 16% 92%

students belong students belong students have
to the age group to families attended pre-primary
of 7-8 years. living BPL. school/ Anganwadi
centre.

Activities that family members do Percentage of Students (State) Percentage of Students (National)
with the children Rarely Sometimes Often Rarely Sometimes Often
Reading Books 25 57 18 24 55 21
Playing with toys 33 52 15 28 54 18
playing games 22 56 22 21 54 25
Outdoor activities like picnic etc. 18 62 20 21 64 15
Art and craft 24 59 17 30 56 14
Oral story telling 27 53 20 23 57 20

Percentage of Percentage of
Activities children like to do
Students (State) Students (National)
Art and Craft 95 91
Reading books (other than textbooks) 84 82
Playing with toys 84 85
Playing games 93 93
Exercise (Yoga etc.) 71 70
Looking after plants or/and animals 86 85

Percentage of Percentage of
Mode of commuting to school
Students (State) Students (National)
On foot 24 55
Bicycle 3 8
Public Transport (Bus/Train/Metro) 8 7
School provides transport 11 9
Own transport Two/three-wheeler 45 18
Own transport Four-wheeler 9 3

76 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa

Teacher Demographic and Professional Profile

94% 93%
teachers shared that teachers shared that
they have attended/ they are aware of
received some in-service the NIPUN Bharat
workshop/training in Lakshyas and Learning
last 3 years. Outcomes (LOs).

98% 78%
teachers reported teachers use
that they teach in portfolio to assess
classrooms that are the progress of
properly ventilated. the child.

Percentage of Teachers (State) Percentage of Teachers (National)

Infrastructure and resource used by
the teacher
Never Once a week Everyday Not Available Never Once a week Everyday Not Available

Spacious classrooms 2 10 80 8 3 17 73 7

Classroom with access to additional space 8 61 22 9 6 48 37 9

Space in Veranda/Corridor 18 50 25 7 17 46 27 10

Library 8 76 12 3 14 60 15 12

Hall 11 51 16 22 18 45 16 21

Play ground 5 50 41 4 8 47 36 9

Smart classroom 13 31 13 44 20 33 19 28

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 77
 Goa

Percentage of Teachers (State) Percentage of Teachers (National)

Assessment techniques use by the teachers
Most of Most of
Never Sometime Almost always Never Sometime Almost always
the time the time

Observations 2 6 40 52 7 13 39 41

Class test (paper-pencil) 1 10 70 19 1 21 49 30

Group activities 1 41 49 9 2 37 44 18

Peer work 1 46 42 11 2 40 40 18

Oral work 2 6 48 45 2 20 41 37

Educational Percentage of Percentage of Teaching Experience at Percentage of Percentage of

Qualification Teachers (State) Teachers (National) the foundational stage Teachers (State) Teachers (National)

Higher Secondary 25 20 Less the a year 6 9

Graduation 57 45 1-3 years 16 24

M.Phil./Ph.D. 13 9 5 years 11 11

Post-Graduation 6 26 More than 5 years 67 56

Percentage of Teachers (State) Percentage of Teachers (National)

Teaching learning material used in the
classroom at the foundational stage Not Most of the Not Most of the
Never Sometime Never Sometime
available time available time

Black Board 3 0 5 92 3 1 8 88

Text book(s) 1 0 16 82 1 1 12 86

Story Books 1 0 65 33 3 2 63 32

Toys 3 2 67 28 10 5 64 22

Play equipment 3 2 63 33 6 2 63 28
Locally available material 4 2 50 45 7 2 54 37

Computer resources (Audio visual aid) 15 2 45 37 28 6 40 27

Library resources 2 0 60 38 14 3 51 31

78 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa

School Profile

100% 80% 97%

schools have access to schools have pre- schools conduct
basic hand washing primary school/ health checkup of
facility. Anganwadi. students once every
year.

30% 38%
schools have schools have a
accessible readily available
infrastructure for medical room.
students with
disabilities.

Resources used in the classrooms at the Foundational Stage Percentage of Schools (State) Percentage of Schools (National)

Story Books 95 89

Toys/Play equipment 90 84

Locally available/developed Teaching Learning Materials 91 88

Computers 67 63

Internet access 57 56

Electricity and proper lighting 98 91

Safe windows and opening for ventilation 100 97

Textbooks/reading materials 99 97

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 79
 Goa

Source of drinking water for school Percentage of Schools (State) Percentage of Schools (National)

None 28 31

Well water 17 20

Hand pump 5 34

Tap 96 81

Rain water tank 9 20

School Managing Committee and Parent-Teacher Meeting (PTM) Percentage of Schools (State) Percentage of Schools (National)

Presence of school Managing Committee in the school 97 95

PTM held every month 24 52

PTM held every 3 months 48 56

PTM held every 6 months 56 42

PTM not been held/organised 46 17

Community support to the school Percentage of Schools (State) Percentage of Schools (National)

Providing infrastructure when required 68 67

Providing different usable resources when required 77 70

Providing resource persons for different purposes 76 68

Cooperating with school for awareness drives

91 88
(cleanliness, enrollment etc.

There is not much involvement of the community 33 37

80 Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100.
 Goa

Language used at Home

and in School

88% 94%
students’ home language is Language used by the
the same as the medium of teacher in the classroom is
instruction in the school. the same as the medium of
instruction in the school.

94% 29%
language of instruction in teachers’ home language
school at the foundational is same as the medium of
stage is the same as the instruction in the school.
medium of instruction in the
school.

Note: Decimal figures in the data set has been rounded up to whole numbers and hence may not add up to 100. 81
 FLS 2022 Team
Core Team
Ministry of Education
Smt. Anita Karwal, Secretary, Department of School Education & Literacy
Shri Vipin Kumar, Joint Secretary, DoSEL, Ministry of Education w.e.f. 26.05.2022
Shri Maneesh Garg, Joint Secretary, DoSEL, Ministry of Education upto 25.05.2022
Shri Venkatramana R. Hegde, Deputy Director General (DDG), Statistics Bureau
Mrs. Rashi Sharma, Director, Department of School Education and Literacy, MoE
Shri J. P. Pandey, Director, DoSEL, Ministry of Education
Shri Saba Akhtar, Scientist-F, NIC
Shri Sagar Choudhary, Assistant Director, Statistics Bureau
Shri Prabhat Mishra, Scientist-C, NIC
Ms. Tara Naorem, Chief Consultant, MoE
Ms. Purabi Pattanayak, Chief Consultant, MoE
NCERT

Prof. (Dr.) Dinesh Prasad Saklani, Director, NCERT

Prof. (Dr.) Sridhar Srivastava, Joint Director, NCERT
Prof. (Dr.) Indrani Bhaduri, HoD, ESD and NAS Cell, NCERT
Prof. (Dr.) Suniti Sanwal, HoD, DEE, NCERT

Other Institute/Organization
UNICEF
SPDs; Director SCERTs; Principal SIEs

Principal Coordinator

NCERT MoE

Prof. (Dr.) Indrani Bhaduri Mrs. Rashi Sharma

Head, Educational Survey Division & Head NAS Director, Department of School Education and
Cell, NCERT Literacy, MoE

Technical Support
Dr. Kavita Ghosh, Senior Consultant
Dr. Meena Yadav, Senior Consultant
Ms. Bhaswati De, Data Manager
Mr. Puneet Bhola, Data Manager
Ms. Alankita Upadhyaya, Consultant
Mr. Sajid Khalil, Senior Graphic Designer