PA00MJT4

After the development of content, 6 schools were selected for material pilot testing, carried out with
approximately 30-35 grade 2 students from each school. The pilot testing allowed PRP to evaluate
the effectiveness of grade 2 TLM, assess the material alignment for grade-level appropriateness and
analyze material progression for pacing and skill development within the timeframe of a week. From
field test results, the material development team was able to revise the content before distribution
and implementation in schools in which trained teachers are working to improve students’ reading
skills. The table below shows the schools participating in pilot testing.
Table 2: School selected for pilot testing
District School Name Language Number of Students
Shaheed Benazir Abad- GBPS New Society, Nawabshah Sindhi 26
Sindh
Tando Allayar-Sindh GBPS Main Sindhi Tando Allayar Sindhi 35
Matiari-Sindh GGPS Main Matiari Sindhi 40
Islamabad
IMS Boys (I-X) Said Pur Village
Islamabad
Islamabad IMSG (I-X) PMS Colony G/5
Islamabad
Urdu 30
Urdu 30
Islamabad IMSJ (1-V) G-10 /1 Islamabad Urdu 30
The data collection tools were finalized including questionnaire for focus group discussion,
classroom observation tools, and interviews questions for grade 2 teachers. PRP staff involved in
pilot testing received an orientation session on the pilot tools. Following are some of the key findings
of the pilot testing:
Strengths:
• Students enjoyed the whole process and were fully engaged in all learning activities.
• Activities were designed as per student learning outcome.
• The instruction for teachers in daily reading lesson plan were clearly written.
• After two days of lessons, the students became more active in responding, asking questions,
and participating during the activities or while reading leveled reader or big book.
• The content of big book and leveled reader was interesting and engaging for the students.
Areas of Improvement:
• Extend allotted time of lesson plan - 20 minutes is not sufficient to accomplish key learning
tasks.
• Activities can be reduced so that a teacher can focus on one activity to improve reading.
• Most of the students were unable to write complete sentences within the given time.
Number of student practice sentences should be reduced.
• Difficult vocabulary in lesson plan, big book and leveled reader needs to be replaced with
more grade-level appropriate wording.
• The delivery of lesson plans needs some preparation before teaching. The activities of the
lesson plan are not difficult. However, word making and writing or assessment activities for
students require more preparation time.
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
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