Private schooling in the third world is on the increase and in particular in one of the low-income areas of India, in Hyderabad where a data analysis on Hyderabad has been carried out.
The University of Newcastle has conducted research on an initiative in Hyderabad to improve pupils’ progress in Reading and Spelling. This initiative was called ‘Jolly Phonics’.
NFER’s statisticians were commissioned by the E.G. West Centre in the School of Education at the University of Newcastle to analyse the 'Jolly Phonics' dataset.
The data comprises test scores as well as pupil background variables. Analysis of data has been carried out in the first instance. The main research questions have been explored and further supported by statistical evidence.
The evidence from this analysis shows a clear indication of a positive impact of 'Jolly Phonics' on test scores in reading and spelling, over and above the effect of maturation. The use of a learning and control groups design has enabled these two effects to be separated.
Sponsor(s): University of Newcastle upon Tyne
How to cite this publication:
Schagen, I. and Shamsan, Y. (2007). Analysis of Hyderabad data from 'Jolly Phonics' Initiative to Investigate its Impact on Pupil Progress in reading and Spelling - India. Slough: NFER.