{"id":16938,"date":"2025-09-01T17:28:49","date_gmt":"2025-09-01T16:28:49","guid":{"rendered":"https:\/\/icert.org.in\/?page_id=16938"},"modified":"2026-04-03T10:34:56","modified_gmt":"2026-04-03T05:04:56","slug":"trends-in-foundational-learning-achievement-in-manipur-a-critical-study-of-grade-3-language-and-mathematics-in-nas-2017-2024","status":"publish","type":"post","link":"https:\/\/icert.org.in\/index.php\/2025\/09\/01\/trends-in-foundational-learning-achievement-in-manipur-a-critical-study-of-grade-3-language-and-mathematics-in-nas-2017-2024\/","title":{"rendered":"Trends In Foundational Learning Achievement in Manipur: A Critical Study of Grade 3 Language and Mathematics in Nas (2017 – 2024)"},"content":{"rendered":"\t\t
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Shodh Sari-An International Multidisciplinary Journal<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Vol-04, Issue-03(Jul-Sep 2025)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2959-1376<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Trends In Foundational Learning Achievement in Manipur: A Critical Study of Grade 3 Language and Mathematics in Nas (2017 - 2024)\n<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Singh, Naorem Ingochouba<\/span>1<\/span><\/span>\u00a0 and Meitei, Akoijam Pete<\/span>2<\/span><\/span><\/p>

1<\/span><\/span>Assistant Professor, Ibotombi Institute of Education, Canchipur, & Research Scholar, Department of Education, Dhanamanjuri University, Manipur<\/span><\/p>

2<\/span><\/span>Assistant Professor, Ibotombi Institute of Education, Canchipur, & Research Scholar, Department of Education, Manipur University, Canchipur<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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DOI: <\/span>https:\/\/doi.org\/10.59231\/SARI7858<\/span><\/a><\/p>

Subject: Education \/ Statistics \/ Policy Analysis<\/span><\/p>

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Received: May 05, 2025<\/span><\/p>

Accepted: June 20, 2025<\/span><\/p>

Published: July 01, 2025<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Thematic Classification: Foundational Learning, Educational Achievement Trends, Manipur Education System, NAS (National Achievement Survey), Language and Mathematics Proficiency, Grade 3 Educational Assessment.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Abstract\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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\u20132021) 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.<\/span><\/p>

Keywords:<\/span> Foundational Learning, National Achievement Survey (NAS), Language Achievement, Mathematical Achievement, Competency Gaps, Manipurs<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Impact Statement<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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\u2019 outcomes.<\/span><\/p>

The findings contribute significantly to educational policy by identifying systemic bottlenecks\u2014such as language barriers, teacher preparedness, and access to quality learning materials\u2014while 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.<\/span><\/p>

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\u2019s larger mission of improving foundational literacy and numeracy (FLN) under initiatives like NIPUN Bharat. Ultimately, the impact of this study extends beyond assessment\u2014it drives a shift in mindset towards prioritizing foundational learning as a public good and a key lever for social and economic development in Manipur.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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About Authors<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Naorem Ingochouba Singh<\/span> 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 \u201c<\/span>Item Designing and Test Development<\/span>\u201d, and worked on chapter contributor in some of the books entitled – \u201c<\/span>THUM: Salt Culture of Manipur<\/span>\u201d, <\/span>\u201c<\/span>Transforming Higher Education Through Indian Knowledge System,\u201d \u201cTraditional Knowledge System in India\u201d <\/span>and<\/span> \u201cArt Education and Child Rights<\/span>\u201d. He has published two papers, in your reputed journals, entitled \u201c<\/span>Practical Pedagogical Approaches: Integrating Play-based and Experiential Learning at Pre-Primary Education as per NEP 2020 and NCF-FS 2022<\/span>\u201d at Edumenia- An International Multidisciplinary Journal @2024 ICERT, 2024, Vol. 02, Issue 04, 174-193 ISSN: 2960-0006 DOI: https: <\/span>https:\/\/doi.org\/10.59231\/edumania\/9082<\/span><\/a>. And <\/span>\u2018Enhancing Mathematical Proficiency in Primary Students Through Activity-Based Learning: A Study in Churchandpur District, Manipur\u201d<\/span> at UDOPHORIA, @ 2025, Vol. 3, Issue 1, 05-23, ISSN: 2960-0014, DOI <\/span>https:\/\/doi.org\/10.59231\/EDUPHORIA\/230424<\/span><\/a> .\u00a0 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.<\/span><\/p>

\u00a0<\/span><\/p>

Akoijam Pete Meitei<\/span> 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 \u201cTHUM: Salt Culture of Manipur\u201d and is the 2nd Author of the book \u201cItem Designing and Test Development, ” a Chapter contributor at a book entitled \u201cTransforming Higher Education Through Indian Knowledge <\/span> System,\u201d Vol: 1, ISBN: 978-81-982331-7-2 <\/span>https:\/\/doi.org\/10.5281\/zenodo.14265330<\/span><\/a>, 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 \u201cPractical Pedagogical Approaches: Integrating Play-based and Experiential Learning at Pre-Primary Education as per NEP 2020 and NCF-FS 2022\u201d 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: <\/span>https:\/\/doi.org\/10.59231\/edumania\/9082<\/span><\/a> . 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\u2019s 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.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Cite this Article<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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APA 7th Style<\/span>\u00a0<\/span><\/p>

Singh, N. I., & Meitei, A. P. (2025). Trends in foundational learning achievement in Manipur: A critical study of Grade 3 language and mathematics in NAS (2017 – 2024). <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>4<\/span>(03), 338\u2013361. <\/span>https:\/\/doi.org\/10.59231\/SARI7858<\/span><\/a><\/p>

Chicago 17th Style<\/span>\u00a0<\/span><\/p>

Singh, Naorem Ingochouba, and Akoijam Pete Meitei. “Trends In Foundational Learning Achievement in Manipur: A Critical Study of Grade 3 Language and Mathematics in NAS (2017 – 2024).” <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span> 4, no. 3 (2025): 338\u2013361. <\/span>https:\/\/doi.org\/10.59231\/SARI7858<\/span><\/a>.<\/span><\/p>

MLA 9th Style<\/span>\u00a0<\/span><\/p>

Singh, Naorem Ingochouba, and Akoijam Pete Meitei. “Trends In Foundational Learning Achievement in Manipur: A Critical Study of Grade 3 Language and Mathematics in NAS (2017 – 2024).” <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, vol. 4, no. 3, 2025, pp. 338-361, <\/span>https:\/\/doi.org\/10.59231\/SARI7858<\/span><\/a>.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Peer-Review Method:<\/span> This article underwent a double-blind peer-review process by two independent external experts in Pedagogy and Educational Statistics to ensure the accuracy of the longitudinal data analysis and the validity of the comparative conclusions.<\/span><\/p>

Competing Interests\u201d<\/span> The authors (Naorem Ingochouba Singh and Akoijam Pete Meitei) declare that they have no financial or personal conflicts of interest that could have inappropriately influenced the research findings or the interpretation of the National Achievement Survey (NAS) data.<\/span><\/p>

Funding:<\/span> This research was conducted as part of the authors’ academic and doctoral research activities. No specific external grants or commercial funding were received for this study.<\/span><\/p>

Data Availability:<\/span> The study utilizes data from the National Achievement Survey (NAS) cycles between 2017 and 2024. The datasets are publicly accessible through the Ministry of Education (Government of India) portal. Analyzed subsets specific to Manipur are available from the authors upon reasonable request.<\/span><\/p>

Licence:<\/span> Trends In Foundational Learning Achievement in Manipur: A Critical Study of Grade 3 Language and Mathematics in NAS (2017 – 2024)<\/span> \u00a9 2025 by Naorem Ingochouba Singh and Akoijam Pete Meitei is licensed under <\/span>CC BY-NC-ND 4.0<\/span>. This work is published by the International Council for Education Research and Training (ICERT).<\/span><\/p>

Ethics Approval:<\/span> As this study involves the secondary analysis of publicly available, de-identified governmental data (NAS), it was deemed exempt from formal ethical review by the Institutional Research Committees of Dhanamanjuri University and Manipur University.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    \n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBack<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

    Shodh Sari-An International Multidisciplinary Journal Vol-04, Issue-03(Jul-Sep 2025) An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2959-1376 Trends In Foundational Learning Achievement in Manipur: A Critical Study of Grade 3 Language and Mathematics in Nas (2017 – 2024) Singh, Naorem Ingochouba1\u00a0 and Meitei, Akoijam Pete2 1Assistant Professor, Ibotombi Institute of Education, Canchipur, & […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"postBodyCss":"","postBodyMargin":[],"postBodyPadding":[],"postBodyBackground":{"backgroundType":"classic","gradient":""},"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"full-width-container","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[32],"tags":[],"class_list":["post-16938","post","type-post","status-publish","format-standard","hentry","category-shodh-sari-vol-04-issue-03-jul-sep-2025"],"acf":[],"_links":{"self":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/posts\/16938","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/comments?post=16938"}],"version-history":[{"count":15,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/posts\/16938\/revisions"}],"predecessor-version":[{"id":31925,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/posts\/16938\/revisions\/31925"}],"wp:attachment":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/media?parent=16938"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/categories?post=16938"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/tags?post=16938"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}