Central Board Of Secondary Education Research Articles

Integration of artificial intelligence by the Central Board of Secondary Education in India: towards innovative teaching and learning practices

ABSTRACT The rapid advent of artificial intelligence (AI) is influencing education systems at all levels. Understanding the wide-ranging potential implications of AI, the Indian Central Board of Secondary Education (CBSE) has produced an AI integration manual consisting of details, strategies and approaches to successfully integrate AI in teaching and learning processes in its affiliated schools. Using thematic analysis, this study attempts to explore the promises and potentialities of AI in K–12 education with reference to the initiatives taken by the CBSE in its school system. Results show that the CBSE has taken two-fold initiatives to integrate AI in its school curricula. The first is to introduce AI as an independent subject of study, and the second is to integrate AI as a parallel pedagogical approach to instruct other multidisciplinary school subjects and vice versa. Finally, the study makes some concluding remarks regarding innovative AI incorporation in K–12 education.

Analysis of Geography Textbook for Class XII Prescribed by Mizoram Board of School Education

In this study the researcher aims to analyze Geography textbook for class XII ,a new syllabus prescribed by the Central Board of Secondary Education (CBSE) and The National Council of Educational Research and Training .The prescribed Geography textbook is fully adopted by Mizoram Board of School Education .As regard the textbook the study consider the quality of textbook in terms of its physical feature and academic aspects of the book. It is found that the textbook is good enough for higher level of secondary education. The textbook is still relevant according to the level of learners and learners’ experience, behavior of the learners .The textbook is also recommended for further learning in terms of its physical aspects and academic point of views.

The Effect of Parental Involvement of Working and Non-Working Parents on Education above the Standard in CBSE Schools in Dubai

This research goal was to find out how parental involvement and academic achievement relate to elementary school students (grades 1–5) enrolled in CBSE (Central Board of Secondary Education) institutions. The basic education curriculum at CBSE schools, which is known for its demanding academic standards and emphasis on holistic development, necessitates parental engagement. This researchprimarily looks at the impact of working parents and non-working parents on academic results, considering the daily amount of time that these parents spend with their kids studying. Since kids spend so much time with their families outside of school, family relationships are expected to significantly affect their academic performance. Therefore, the research goal was to examine the connection between a child's academic achievement and their parents' involvement in their schooling. To determine the level of parental support and its impact on academic success, 140 primary school parents, including single parents who stay at home and those who work, filled out a Microsoft Forms questionnaire. Hence, a quantitative research approach was used in the study.

The Impact Of Parental Involvement On The Academic Performance Of Primary Education Of Children In CBSE Schools In Dubai

ABSTRACT
 This study aims to investigate the connection between parental support and academic achievement among primary school students (grades 1 to 5) in CBSE (Central Board of Secondary Education) schools. CBSE schools are known for their precise academic standards, and their primary education curriculum highlights physical, emotional, social, and mental development, requiring support from parents. This research focuses on both working and single stay-at-home parents and their impact on academic performance based on the amount of time they offer to their children's academics daily. The research question is whether there is a connection between parental support and academic achievement, considering the conditions of both working and stay-at-home parents. As students spend more time with their families than at school, it is expected that their academic performance will be affected by their family environment. Therefore, this study seeks to investigate the relationship between parental involvement in school and students' academic achievement. The research will involve a general study of both working and stay-at-home parents and their levels of parental support for academics. A quantitative research approach will be used, with 140 parents of primary school students (both working and single stay-at-home) completing a Microsoft form questionnaire to evaluate their parental support and its impact on academic performance.

Study of Secondary and Higher Secondary School Syllabi in India to Develop Engineering Thinking

Abstract: In this article, the authors explore and understand what constitutes engineering thinking and whether secondary and higher secondary school curricula in India empower students to make an informed decision regarding engineering as a career choice. To analyse the elements of engineering thinking, the principles of K12 level engineering by t he Na t io nal Aca demy of E nginee ri ng a nd Engineering Habits of Mind (EHoM) by the Royal Academy of Engineering are referred to. The syllabi of the Central Board of Secondary Education (CBSE) and four Indian states (Tamil Nadu, Maharashtra, Andhra Pradesh and Karnataka) are studied, which reveal that CBSE includes only one element of EHoM (creative problem-solving) in higher secondary grade curriculum. The syllabi of four Indian states revealed that the principles identified by the National Academy of Engineering (NAE) are missing in both grades. As an exception, the syllabus of Maharashtra has a creative problem-solving element in class-12 of higher secondary grades. The authors believe that introducing engineering thinking in schools will empower students to choose engineering as a career. Keywords: Engineering habits of mind, Engineering thinking, Indian school curriculum, STEM, secondary and higher secondary school

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

PurposeThis study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS).Design/methodology/approachDescriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency.FindingsThe study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills.Practical implicationsThis research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes.Originality/valueThe research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.

Can a five-minute meeting improve the wellbeing of students? The Indian school experience

In India, school psychology is an emerging field of study. The Central Board of Secondary Education (CBSE) has mandated the appointment of school counsellors to boost mental health through counselling, life-skills education, and career guidance. In the present study, the school counsellor implemented a five-minute meeting to quickly interact with students to promote their wellbeing. Using universal sampling, data were collected from 78 students using a Google survey form at one of the leading private schools in Meerut city of Uttar Pradesh State, India. The findings of the study indicated an improvement in the personal-social and school-career domains of students’ wellbeing. Approximately 72% of students reported being happy, and 58% shared being friendly (personal-social domain). Nearly 68% of students reported doing well in the school (school-career domain). Moreover, 65% of students expressed willingness to meet with the counsellor. The initiative received an overwhelmingly positive response (82%), indicating that it has increased the value of support for these students. This initiative provided an opportunity for both the counsellor and students to get to know each other and allowed the counsellor to plan individual and group counselling sessions as needed. Prospective studies could employ robust methodology with a larger sample size to evaluate the effects of this initiative on mental health outcomes.

Artificial Intelligence Integration into School Education: A Review of Indian and Foreign Perspectives

The rise of artificial intelligence (AI) is rapidly influencing our education system. It is apparent that the students of today are mostly attached with their smart mobile phones, tablets, laptops, and various other forms of advanced technologies for their quality of learning. It has become an urgent necessity for school students to become future AI ready. Understanding the wide potential impact of AI, India has started initiatives to prepare young learners for future AI ready. Central Board of Secondary Education in the direction of National Education Policy (2020) introduces two-fold AI in its affiliated school curricula. Using a systematic review technique, the present study has attempted to explore the promise and potentiality of AI in school education, and provide a comprehensive overview of the current status and development trends of AI in school, the initiatives, planning, strategies, and steps taken by India and other countries regarding AI integration in their school system. Finally, the study brings out some concluding remarks towards innovative AI integration.

Impact of Physical Education Curriculum on Academic Achievement of Higher Secondary School Students in India

In the present study, the researchers were mainly interested in investigating the impact of PE curriculum on the academic achievements of the Higher Secondary (HS) level (10+2) students belonging to two different educational boards in India i.e., West Bengal Council of Higher Secondary Education (WBCHSE) and Central Board of Secondary Education (CBSE). On the basis of simple randomization, one hundred eighty (N=180) HS level boys were selected from four schools (two schools from each board) as participants for the present study. Among 180 students, 120 students [60 from each educational board, WBCHSE acted as experimental Group-I (EGWB–I); CBSE acted as experimental Group-II (EGCB–II)] were so selected that they had PE as a compulsory subject and rest, 60 students [30 from each educational board, simultaneously acted as Control Group (CGWB+CB)] had either computer science or painting as a compulsory subject in place of PE. The students of EGWB–I & EGCB–II underwent two different PE curriculums as training interventions over an academic year (11 months). But the CGWB+CB did not receive any PE curriculum as a training intervention. The student’s academic achievement was measured by obtained marks in two common subjects (Bengali and English) for both boards. It was standardized through T-score and finally, composite T-score were calculated for all the subjects to draw statistical inference on academic achievement. Statistical inference on academic achievement among the groups in baseline and post-test were drawn through ANCOVA followed by Tukey's LSD post-hoc test. Significance was tested at p<.05 level. Both EGWB–I & EGCB–II showed a significant difference compared to the CGWB+CB in academic achievement. But no significant difference was observed between EGWB–I & EGCB–II. The academic achievement of the students having PE as a subject improved significantly compared to the students having no PE as a compulsory subject in both boards. But the PE curriculum in both boards was found to be equally effective for developing students' academic achievement.

Returning to work at school during the COVID -19 pandemic, is it stressful for schoolteachers? Assessment of immediate psychological effects: a cross sectional study.

Background:The adoption of remote classes for students has been in vogue since the onset of the pandemic. Schools reopened in a phased manner after the second wave of coronavirus disease 2019 (COVID-19) in India. Reverting to the regular face-to-face teaching for students became a challenge to the teachers and students, especially at times when there was an impending third wave on the way. The study aimed to assess the presence of symptoms of depression, anxiety, and stress in teachers who attended reopened schools in the scenario of face-to-face classes. In addition, we studied the association of psychological symptoms with teachers' age groups, gender, school boards, and school institution type. Methods:A cross-sectional study was conducted between October to December 2021 after schools had reopened. Data was collected using Google Form questionnaires in 124 schoolteachers. The Depression, Anxiety, and Stress Scale - 21 Items (DASS-21) questionnaire assessed the psychological symptoms. Results:Of 124 schoolteachers, 108(87.1%) were female, 112 (90.3%) were from private institutions, and 70(56.5%) were from Central Board of Secondary Education (CBSE) school boards. The prevalence of depression, anxiety, and stress in teachers was 30.6%, 45.2%, and 20.2%, respectively. Nearly 80% of the female teachers expressed depression, anxiety, and stress symptoms. Amongst all the age groups, symptoms were higher in 40-49 group. We found anxiety to be statistically significant when compared with gender (p-0.042). We found no statistically significant differences concerning age groups, school boards, or school institutions with any psychological symptoms. Conclusions:The prevalence of psychological symptoms was high among schoolteachers after schools reopened for regular face-to-face teaching. Gender was associated with anxiety in teachers. We agree that identifying teachers' symptoms and providing adequate psychological counseling/support would improve their mental health status and thereby the quality of teaching to students.

Evaluation of a Product-Centered Learning Behaviors for Adolescent and Adult Learners Using a Validated Learning Behavior Questionnaire: A Mixed-Method Analytical Cross-Sectional Study.

Background: A learner transitions from being a primary learner to an adolescent learner and further to an adult learner in his/her academic life. The learners exhibit specific learning behaviors at all stages of learning, the mapping of which is required for optimization of learning.Primary Objective: To assess the product-centered learning behaviors in adolescent and adult learners using a validated learning behavior questionnaire.Secondary Objectives: To develop a self-monitoring checklist and a Set, Train Your Mind, Apply, and Reinforce (STAR) matrix from the learning behavior questionnaire.Material and Methods: It was a mixed-method analytical cross-sectional study. A total of 944 learners participated in the study, out of which 456 were adolescent learners (11-16 years) from an English-medium school (Central Board of Secondary Education (CBSE)) and 488 were adult learners (18-23 years) from a health professional institute. The quantitative component of the study was the validated learning behavior questionnaire, in which the study participants had to rate listed items on a scale of 0, 1, and 2. The qualitative component of the study was the focus group discussions (FGDs), which were conducted each for group of adolescent and adult learners. All the responses were tabulated and statistically analyzed using STATA-14 software.Results: The mean scores of product-centered learning behaviors was significantly higher in adult learners as compared to adolescent learners. The findings of the qualitative component evaluated were in tune with the findings of the analysis of the learning behavior questionnaire. The self-monitoring checklist and STAR matrix were generated from the validated learning behavior questionnaire.Conclusion: The evolved self-monitoring checklist and STAR matrix may aid in the assessment of learning behaviors and facilitate the inculcation of learning behaviors amongst adolescent and adult learners.

Returning to work at school during the COVID -19 pandemic, is it stressful for schoolteachers? Assessment of immediate psychological effects: a cross sectional study.

Background:The adoption of remote classes for students has been in vogue since the onset of the pandemic. Schools reopened in a phased manner after the second wave of coronavirus disease 2019 (COVID-19) in India. Reverting to the regular face-to-face teaching for students became a challenge to the teachers and students, especially at times when there was an impending third wave on the way. The study aimed to assess the presence of symptoms of depression, anxiety, and stress in teachers who attended reopened schools in the scenario of face-to-face classes. In addition, we studied the association of psychological symptoms with teachers' age groups, gender, school boards, and school institution type. Methods:A cross-sectional study was conducted between October to December 2021 after schools had reopened. Data was collected using Google Form questionnaires in 124 schoolteachers. The Depression, Anxiety, and Stress Scale - 21 Items (DASS-21) questionnaire assessed the psychological symptoms. Results:Of 124 schoolteachers, 108(87.1%) were female, 112 (90.3%) were from private institutions, and 70(56.5%) were from Central Board of Secondary Education (CBSE) school boards. The prevalence of depression, anxiety, and stress in teachers was 30.6%, 45.2%, and 20.2%, respectively. Nearly 80% of the female teachers expressed depression, anxiety, and stress symptoms. Amongst all the age groups, symptoms were higher in 40-49 group. We found anxiety to be statistically significant when compared with gender (p-0.042). We found no statistically significant differences concerning age groups, school boards, or school institutions with any psychological symptoms. Conclusions:The prevalence of psychological symptoms was high among schoolteachers after schools reopened for regular face-to-face teaching. Gender was associated with anxiety in teachers. We agree that identifying teachers' symptoms and providing adequate psychological counseling/support would improve their mental health status and thereby the quality of teaching to students.

EXPLORING GANDHI IN PRIMARY SCHOOL

Imparting knowledge on national heroes from the very primary level plays a very crucial role in the overall development and sense of belongingness for our today’s young generation. This whole study focuses to see on the projection of Mahatma Gandhi in the textbooks of two school curriculums like the Central Board of Secondary Education (CBSE) and the State Board of Gujarat. Moreover, this paper aims to investigate, how the teachers in the schools perceive Mahatma Gandhi and their teaching methodology dealing with Gandhi topics in the class. Also, how the teachers transmit their knowledge regarding Mahatma Gandhi and how soon the students can be conscious of the same. Mahatma Gandhi’s great soul, non-violent resistance, and leadership spirit can directly inspire the young hearts through teachers’ positive attitude, empirical and practical based teaching. One of the greatest exponents of all round sustainable development is Mahatma Gandhi and his relevant ideas, as there are various incidents or stories for the young generation which talks about the sustainable development of everything whether it is a child, environment, mental health, spiritual health, politics, or law and justice.

ACADEMIC TASK COMMITMENT AND ACADEMIC ACHIEVEMENT THE INTER CHARACTERISTICS OF ACADEMIC OUTCOMES

This research paper is an attempt to understandcommitment and achievement which are very important in predicting individual and group success in any endeavor. Research has shown that commitment invariably has a major impact on behavioral outcomes connected to task performance. Task performance leads to achievement which has a very crucial impact on personality factorslike self-esteem, self-concept, emotional intelligence and other connected constructs. Environmental and social factors are also the contributing factors in commitment-achievement interplay.This paper studies academic task commitment vis-a-vis academic performance/achievement of high school students of select schools of Bangalore-India, belonging to three different boardsnamely Central Board of Secondary Education , Indian Council of Secondary Education and Karnataka State Board, each havingunique syllabus and board of examination. Gender and socio economic factors have been considered in the study. The results reveal the rejection of the null hypothesis which states that there was no significant relationship between Academic Task commitment and Academic Achievement among school children. The study also found that there was no significant difference in Academic Task Commitment among boys and girls due to gender. Further, the study found that there was no significant difference in Academic Achievement amongboys and girls due to gender. Finally, the null hypothesis which states that socio economic status difference has no significance in Academic Task Commitment among school children is accepted.Data analysis throws significant light and possible interplay between constructs that can be factored for designing very significant interventions with more detailed study on implications.

Formalizing Creativity: Academic Writing in Early College Years

The transition from high school to college can easily be deemed to be one of the biggest changes in a student’s life. However, due to its dramatic nature, one may fail to fully consider the intricacies of this change. In college, the criteria for evaluating students’ academic standing shifts from simple examinations to a blend of assignments and exams. Multiple assignments need the students to write authentic pieces of academic writing. This perspective article aims at providing a conceptual description, and analysis, of academic writing during early college years. We evaluate the structure and components of various stages in academic writing. The outcomes of the paper provide a thorough analysis of dichotomies that exist in students’ experiences using two models of literacy: The Autonomous Model, and The Ideological Model. To further reemphasize how crucial early college years are, a contrast has been made between what academic writing is and should be in high school; and what academic writing is in college. This contrast is exemplified using the Central Board of Secondary Education, which is India’s primary board for education. This article also explores the academic and cognitive dimensions of academic writing. Taking the current status quo and the recent transformation of the academic world into consideration, the outcome also highlights the challenges and limitations posed by the COVID-19 pandemic and provides recommendations to tackle the same. The article also introduces and appraises the idea of students in today’s world, who majorly identify as “digital natives.” It subsequently analyses how this identity impacts their academic life in a pandemic-struck online system of education. A brief yet elaborate account of the Indian context, and its structural realities were the key focus while making inferences. Finally, the article presents limitations and challenges faced by students in three ways, reiterating the contrast between high school and college in terms of academic instruction, briefly analyzing the social environment in college along with its possible implications, and commenting upon the ambiguity in academic expectations.

Comparative Analysis of Health Behaviors and Protective Factors in Students Attending International Schools and Government Schools across India

The World Health Organization (WHO) conducted a self-administered global school-based student health survey (GSHS) in 2007 to students attending schools under the Indian Central Board of Secondary Education (CBSE). The survey collected data on various health behaviors; however, this sample of data was missing a large proportion of Indian children attending government schools (GS). The objective of this study is to compare health behaviors and protective factors between CBSE and GS students in India. Children attending nine randomly selected GS in Bangalore, India were orally surveyed using questions from the GSHS. While dietary and hygiene factors are compromised for students in GS, they appear to engage in healthy social relationships more often than CBSE students. These dissimilarities between GS and CBSE schools imply that the gap in health factors between the two school systems remain a complex problem and that school-type specific solutions are required to address these issues.

Exploring status of library management technical aspects in Indian schools

PurposeSchool library is regarded as the heart and soul of the school. It acts as learning resource centre and support the school curriculum in all possible manners. The main aim of this paper is to document the factors associated with library management in selected school libraries in Varanasi, India.Design/methodology/approachSurvey method is used to conduct this research in which close-ended questions were provided to the school librarians. Simple random sampling was used to collect samples from secondary schools of Varanasi.FindingsIt was found that 34% school libraries affiliated to Central Board of Secondary Education are managed properly and they are termed as first class library. Rest of the schools are not managed as per rules and regulations of school librarianship. Some librarians themselves are not properly aware of the significance of the library and hence the management is suffered accordingly.Practical implicationsThis research will help in exploring the existing status of library management in school libraries. The work is designed specifically for school libraries. Simple ranking system for school libraries will be helpful to make an exhaustive school ranking based on library management.Originality/valueThis research will bring on record the ground reality of school librarianship in India and the way they are managed. Simple ranking system for school library is given in this paper that will help to find out which school library is functioning properly or not.

Impact of Advertising on Educational Apps Used by Children

India’s education sector is being impacted by COVID-19 in unprecedented ways. The pandemic is disrupting the traditional education system, affecting over 320 million students. This sector is trying to develop robust, innovative approaches to foster a paradigm shift toward digital education. These efforts are being supplemented with the launch of quality-focused multilingual educational applications (apps). Parents are also swiftly adopting a variety of e-learning apps. This research addresses the role of advertisements to empower parents to be educated consumers for educational apps for children. The purposeful sample data were collected from 307 parents of students from the top 10 ICSE (Indian Certificate of Secondary Education) and CBSE (Central Board of Secondary Education) schools in Urban India. The findings indicate that advertising media accelerates the diffusion of educational technology and apps among parents. However, it does not help in overcoming insecurities that parents may have regarding these apps for their children.

Restructuring the Civic Education Paradigm in Indian Schools: Measures to Cultivate a Generation of Responsible Citizens

Political science as a subject is integral to the development of sensible and patriotic citizens, yet it is not given the attention it deserves in the Indian education system. Solidified by the findings of field research conducted in five schools that cater to India’s middle-income bracket (the largest segment of the population), this research paper brings forth the reluctance of over 92% of the representative sample to undertake education in a discipline as important as political science- a distressing figure indeed. The sample involved random selection of students of grade 11 in the five schools mentioned herewith; qualitative research was obtained through anonymous questionnaires allowing a safe space for truthful responses, and quantitative data were obtained through access to the schools’ records pertaining to subject selection for grades 11-12. This paper will highlight some of the current deficiencies in the system, undertake a comparative study of how it stands vis-à-vis those of European countries, and arrive at recommendations to the National Council of Educational Research and Training (NCERT) and to the Central Board of Secondary Education (CBSE) on how to improve civic education among high school students in the country, eventually fostering a moral and capable Indian generation.

Can ideas be deleted? Curriculum in Perspective

The recent reduction in the secondary and higher secondary school curriculum by the Central Board of Secondary Education has resulted in relief among most students while drawing criticism from teachers, scholars and academics who see a method into the presumably random deletion of topics to reduce the workload of students. The CBSE clarified that these are one-time changes resultant of the extraordinary situation arising from COVID-19. This article raises the critical question whether removing important conceptual notions as secularism, federalism and citizenship can lead to deletion of these ideas from the political discourse and public memory. © 2021 Economic and Political Weekly. All rights reserved.