Trends In Foundational Learning Achievement in Manipur: A Critical Study of Grade 3 Language and Mathematics in Nas (2017 - 2024)
Singh, Naorem Ingochouba1 and Meitei, Akoijam Pete2
1Assistant Professor, Ibotombi Institute of Education, Canchipur, & Research Scholar, Department of Education, Dhanamanjuri University, Manipur
2Assistant Professor, Ibotombi Institute of Education, Canchipur, & Research Scholar, Department of Education, Manipur University, Canchipur
Abstract
This study presents a longitudinal analysis of foundational learning outcomes among Grade 3 students in Manipur, using data from the National Achievement Survey (NAS) cycles of 2017, 2021, and 2024. The findings reveal a three-phase trajectory: a pre-pandemic baseline, significant learning loss during the pandemic, and a strong post-pandemic recovery. Between 2017 and 2021, overall scores in Language dropped from 71% to 64% and in Mathematics from 68% to 57%, reflecting an average 8-percentage-point decline attributed to school closures, digital inaccessibility, and socio-economic barriers. However, by 2024, language scores had rebounded to 71% and mathematics to 66%, demonstrating a 6.5-point overall recovery. Disaggregated data highlight persistent disparities. Boys experienced a 9-point drop (2017–2021) versus 7 points for girls, though girls outperformed boys across all three cycles. Rural students faced sharper declines than urban peers but surpassed urban performance in 2024 (Language: 73% rural vs. 65% urban). SC and ST groups showed the steepest losses in Mathematics (SC: -16%, ST: -14%) but demonstrated substantial gains by 2024. Competency-wise, reading comprehension and spatial reasoning exhibited continued deficits (e.g., L304 fell from 71% in 2017 to 64% in 2024; M309 from 88% to 43%). The study underscores the efficacy of post-pandemic interventions under NIPUN Bharat and calls for sustained remedial programs, teacher training, curriculum reform, digital equity, and targeted support for disadvantaged groups to bridge enduring learning gaps.
Keywords: Foundational Learning, National Achievement Survey (NAS), Language Achievement, Mathematical Achievement, Competency Gaps, Manipurs
Impact Statement
The study on trends in foundational learning achievement in Manipur, with a focus on Grade 3 Language and Mathematics in the National Achievement Survey (NAS) between 2017 and 2024, provides critical insights into the state of early learning in the region. Its impact lies in highlighting the learning trajectories, persistent gaps, and emerging improvements that define the educational landscape of the state. By analyzing longitudinal data, the research underscores the interplay of socio-economic, linguistic, infrastructural, and pedagogical factors influencing young learners’ outcomes.
The findings contribute significantly to educational policy by identifying systemic bottlenecks—such as language barriers, teacher preparedness, and access to quality learning materials—while also recognizing areas of progress resulting from government interventions like the National Education Policy (NEP 2020), Samagra Shiksha Abhiyan, and state-level innovations. At the community level, this study informs parents, teachers, and local stakeholders about the urgency of strengthening foundational skills that serve as the bedrock for future learning.
In the broader context, the research creates a roadmap for evidence-based decision-making to bridge disparities, enhance inclusivity, and foster equitable educational growth. By tracking changes over two NAS cycles, it ensures accountability, supports targeted interventions, and contributes to India’s larger mission of improving foundational literacy and numeracy (FLN) under initiatives like NIPUN Bharat. Ultimately, the impact of this study extends beyond assessment—it drives a shift in mindset towards prioritizing foundational learning as a public good and a key lever for social and economic development in Manipur.
About Authors
Naorem Ingochouba Singh is a distinguished academician and educationist presently serving as an Assistant Professor at the Ibotombi Institute of Education, Canchipur, Manipur, with nearly 18 years of teaching experience. He holds an M.A. in Education (Gold Medallist), B.Ed., and UGC NET qualifications. His expertise spans curriculum development, teacher training, and NEP 2020 implementation. He has served as a resource person for SCERT and DIET programs in Manipur. His contributions include action research projects, case studies, and developing educational modules and assessment framework. He has actively participated in state, national, and international academic events, enhancing his professional knowledge. He is a prolific author who has published research papers and contributed to educational publications. He has authored as 1st Author of the book “Item Designing and Test Development”, and worked on chapter contributor in some of the books entitled – “THUM: Salt Culture of Manipur”, “Transforming Higher Education Through Indian Knowledge System,” “Traditional Knowledge System in India” and “Art Education and Child Rights”. He has published two papers, in your reputed journals, entitled “Practical Pedagogical Approaches: Integrating Play-based and Experiential Learning at Pre-Primary Education as per NEP 2020 and NCF-FS 2022” at Edumenia- An International Multidisciplinary Journal @2024 ICERT, 2024, Vol. 02, Issue 04, 174-193 ISSN: 2960-0006 DOI: https: https://doi.org/10.59231/edumania/9082. And ‘Enhancing Mathematical Proficiency in Primary Students Through Activity-Based Learning: A Study in Churchandpur District, Manipur” at UDOPHORIA, @ 2025, Vol. 3, Issue 1, 05-23, ISSN: 2960-0014, DOI https://doi.org/10.59231/EDUPHORIA/230424 . His work focuses on advancing education in Manipur and beyond, demonstrating a commitment to academic development initiatives. His career is marked by continuous professional growth, active academic research involvement, and significant teacher education contributions.
Akoijam Pete Meitei is an accomplished educator and researcher from Manipur, India, with over a decade of teaching experience. He holds an M.A. in Education, M.Ed., and UGC NET qualifications and is pursuing a Ph.D. at Manipur University. He has been an assistant professor, teacher, and principal in various institutions. He actively participates in academic presentations, teacher training, and curriculum development. He has authored works on “THUM: Salt Culture of Manipur” and is the 2nd Author of the book “Item Designing and Test Development, ” a Chapter contributor at a book entitled “Transforming Higher Education Through Indian Knowledge System,” Vol: 1, ISBN: 978-81-982331-7-2 https://doi.org/10.5281/zenodo.14265330, Book Chapter contributor at the Traditional Knowledge System in India ISBN no, 978-81-19997-58-9 and Art Education and Child rights ISBN: 978-81-941226-6-1. Published a paper entitled “Practical Pedagogical Approaches: Integrating Play-based and Experiential Learning at Pre-Primary Education as per NEP 2020 and NCF-FS 2022” at Edumenia- An International Multidisciplinary Journal @2024 International Council for Education Research and Training 2024, Vol. 02, Issue 04, 174-193 ISSN: 2960-0006 DOI: https://doi.org/10.59231/edumania/9082 . Published 10 articles in peer-reviewed Journals and UGC care-listed Journals. His awards include the Rajyapuraskar Award, Rank and Bolt Award, District Youth Award, Nation’s Pride Award 2024, Global Youth Icon Award 2024, and International Teaching Excellence Award 2024. Beyond teaching, he excels in debates, national camps, and scouting, where he is a certified Advanced Cub Master and Scout Master. His contributions highlight his dedication to advancing education through research, teaching, and extracurricular involvement.
References
Aayog, N. (2022) [Report] (pp. 2022–2023). 1–164. https://www.niti.gov.in/sites/default/files/2023-02/Annual-Report-2022-2023
ASER Centre. (2024). The annual status of education report (rural) 2023. Pratham Education Foundation. https://asercentre.org/wp-content/uploads/2022/12/ASER-2023-Report-1.pdf
Azim Premji University. (2022). Impact of the COVID-19 pandemic on student learning in India: Evidence from large-scale assessments.
Britto, P. R., Yoshikawa, H., & Boller, K. (2017). Early childhood development interventions: Effective systems for maximizing impact. World Bank Publications.
Centre, A. (2025). Impact of NEP 2020 on foundational literacy and numeracy. ASER Centre.
Ministry of Education. (2020). National education Policy 2020. Government of India. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
Ministry of Education. (2024). PARAKH Rashtriya Sarvekshan 2024—Assessment framework. Government of India. https://ncert.nic.in/parakh/pdf/Assessment_Framework.pdf
Ministry of Education, & Government of India. (2021). NIPUN Bharat: National mission on foundational literacy and numeracy.
Kumar, S., & Simran, S. (2024). Psychological impact of physical distancing due to covid 19 pandemic on school and higher education students. Edumania-An International Multidisciplinary Journal, 02(04), 101–112. https://doi.org/10.59231/edumania/9076
National Council of Educational Research and Training (NCERT). (2017). National achievement survey 2017: Manipur State learning report.
National Council of Educational Research and Training (NCERT). (2021). National achievement survey 2021: Manipur State learning report.
Bawa, N., & Lawal, N. I. (2024). Ergonomics, Students’ Well-being, and Technology-Enhanced Learning at Usmanu Danfodiyo University, Sokoto, Nigeria. Shodh Sari-An International Multidisciplinary Journal, 03(04), 170–182. https://doi.org/10.59231/sari7754
National Council of Educational Research and Training (NCERT), & T. (2021). Learning outcomes at the elementary stage: Competency-based assessment framework. NCERT.
NCERT. (2011). Index for inclusive schools. In Education. New Delhi. https://ncert.nic.in/degsn/pdf/IndexforInclusiveSchools.pdf.
NCERT. (2017). NATIONAL ACHIEVEMENT SURVEY—NAS (survey of learning outcomes) district report card: 2017. https://nas.gov.in/download-data-district-wise-2017
United Nations Educational, Scientific and Cultural Organization. (2021). The state of the education report for India 2021: No teacher. United Nations Educational, Scientific and Cultural Organization.