Changes in the Classroom Environment Consequent Upon Implementation of RTE Act (2009) in Tumudibandh Block, Kandhamal District, Odisha, India
Niharabala Majhi *
Department of Education, Ravenshaw University, Cuttack, Odisha, India.
Gouranga Charan Nanda
Department of Education, Ravenshaw University, Cuttack, Odisha, India.
*Author to whom correspondence should be addressed.
Abstract
The Right to Education (RTE) Act, 2009 has brought considerable structural and pedagogical revolution in Indian elementary education. Whereas policy-level outcomes such as enrolment and infrastructure have been extensively studied, classroom-level processes need planned investigation. Classroom observation is an essential research tool for understanding real-time teaching–learning dynamics. The present paper discusses the improvement and use of a Classroom Observation Schedule to investigate the changes in classroom procedures and the teaching–learning process following the execution of the RTE Act 2009. The study highlights on dimensions such as the classroom environment. Outcomes from observational studies proclaimed in the literature recommend that although RTE has upgraded child-centred practices and inclusive classrooms, challenges related to the quality of instruction, classroom management, and learning outcomes continue. The paper emphasises the importance of structured classroom observation for evaluating policy influence and upgrading educational practices. Findings reflect a generally positive outlook with 61.85% of the respondents responding positively towards the classroom environment and 74.36% o the respondents responding positively towards the effectiveness of the teaching-learning process.
Keywords: Classroom observation, RTE act – 2009, classroom environment, teaching–learning process, elementary education