Assessment of Foundational Literacy and Numeracy Skills among Students in Cuttack District, Odisha, India

Abstract

Aims: The present study addresses a critical educational priority in India by assessing the current status of Foundational Literacy and Numeracy (FLN) among Grade III students, an area central to achieving the goals of NEP 2020 and NIPUN Bharat. The study provides both quantitative and qualitative evidence from Odisha, a region where limited empirical FLN research exists. The mixed-method approach strengthens understanding by combining student-level performance data with teacher-reported classroom challenges. The findings are significant for policymakers, teacher educators, curriculum designers, and researchers working to strengthen early-grade learning outcomes in India. Design: The present study followed a mixed-method approach. Methodology: Data were collected from 104 Grade III students and 15 FLN teachers of the Cuttack district of the state government schools of Odisha. Quantitative data were analysed using mean, SD, t-test, and percentage, and for the qualitative data, thematic analysis was used. Findings: Findings revealed a tripartite distribution of student achievement: 23% were high achievers, 50% were at an intermediate level, and 27% were low achievers in foundational skills. Major challenges identified through qualitative analysis included insufficient infrastructure, a critical shortage of teachers, and low parental literacy. Recommendation: The study recommends promoting students' participation in the classroom and making use of contextualised and competency-based strategies.