Description
To gauge the potencial of mathematical kit (manupulatives) in East and West Delhi
To gauge the potential of mathematical manipulatives in East and West Delhi
2012
LOVELY PROFESSIONAL UNIVERSITY DEPARTMENT OF MANAGEMENT
Report on Summer Training To Gauge the potential of Mathematical Manipulatives in East & West Delhi Submitted to Lovely Professional University
In partial fulfilment of the Requirements for the award of Degree of MASTER OF BUSINESS ADMINISTRATION
Submitted by: YUVRAJ SINGH REG.NO. 11103588 DEPARTMENT OF MANAGEMENT LOVELY PROFESSIONAL UNIVERSITY JALANDHAR GT ROAD PHAGWARA PUNJAB
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To gauge the potential of mathematical manipulatives in East and West Delhi
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CERTIFICATE BY THE PROJECT-INCHARGE
This is to certify that the project entitled “To Gauge the potential of Mathematical Manipulativesin East & West Delhi” is a bonafide work of YUVRAJ SINGH, a student of Lovely Professional University, Phagwara (Punjab) bearing Roll No. and Registration No., and was successfully conducted at Wisetime Learning Pvt. Ltd., New Delhi, from 1st June to 31st July, 2012, for the partial fulfilment for the award of Master of Business Administration (MBA). To the best of my knowledge this is an original piece of work.
I wish him all the very best in his career endeavours.
………………………………….
Office Seal
MR SANJIV MARWAHA (Name and Signature of Project Incharge)
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To gauge the potential of mathematical manipulatives in East and West Delhi
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ACKNOWLEDGEMENTS
This project bears imprint of all those who have directly or indirectly helped and extended their kind support in completing this project. At the time of making this report I express my sincere gratitude to all of them. I would like to express my sincere gratitude to Mr Sanjiv Marwaha (CEO) my project in-charge for giving me this opportunity to undergo this lucrative project with Wisetime Learning Pvt. Ltd. New Delhi. I am extremely thankful and obliged to Dr. Sandeep Vij (Faculty Mentor) and Mr. Lokesh Jasrai (training coordinator) for providing streamed guidelines since inception, till the completion of the project.
I would also thank Wisetime Learning Pvt. Ltd., employees and customers, whom I met during the course of this project, for their support and for providing valuable information, which helped me, complete this project successfully.
YUVRAJ SINGH
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To gauge the potential of mathematical manipulatives in East and West Delhi
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DECLARATION
I, YUVRAJ SINGH hereby declare that the work presented herein is genuine work done originally by me and has not been published or submitted elsewhere for the requirement of a degree program. Any literature, data or works done by others and cited within this dissertation has been given due acknowledgement and listed in the reference section.
Date:
YUVRAJ SINGH
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TABLE OF CONTENT: CERTIFICATE BY PROJECT INCHARGE ACKNOWLEDGEMENT DECLRATION EXECUTIVE SUMMARY…………………………………………………………..6 INDUSTRY PROFILE………………………………………………………………7 COMPANY PROFILE………………………………………………… ……………8 RESEARCH METHODOLOGY…………………………………………………….16 ? ? Literature review………………………………16 Research Approach …………………………….18
DATA ANALYSIS ……………………………………………………………………20 KIT PROMOTION……………………………………………………………………31 FINDINGS……………………………………………………………………………..32 RECCOMENDATIONS………………………………………………………………33 CONCLUSION…………………………………………………………………………34 ANNEXURE……………………………………………………………………35 ? ? Questionnaire……………………………………35 List of respondents……………………………....37
BIBLIOGRAPHY……………………………………………………………………...40
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To gauge the potential of mathematical manipulatives in East and West Delhi
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Executive summary: In today’s competitive world while entering in the market it is very necessary to have good knowledge of the potential of a particular market. The information regarding the activities of competitor’s existing in the market so that we can plan our each activity according to that. It is also necessary to retain the existing customers apart from attracting the new customers. The Project is concern with the market analysis & creating awareness of WISETIME Maths Make Easy kit in East and West Delhi.
Organisation: Wisetime Learning Pvt. Ltd., New Delhi.
Project Topic: To gauge the use and promote the mathematical Manipulatives in schools of East and West Delhi.
Objective: Primary Objective: ? The primary objective of this project is to gauge the potential of the mathematical Manipulatives in East and West Delhi. ? To know the opinions of the schools about the use of mathematical Manipulatives. Secondary Objective: ? To create awareness about the WISETIME’S Maths Made Easy Kit among the schools. ? And know the response of the schools towards the kit.
Research Methodology: I have collected the primary data through the questionnaire which was filled by the school’s Principals/ HOD (Maths)/ Senior Maths Teacher. The research was done through the schools of East and West Delhi. I use likert scale and dichotomous questions. We select schools form the data base with the help of my senior. Data Analysis: The data analysis has done collectively for both the reasons for east and west. Findings: In East and West Delhi schools show their interest in mathematical Manipulatives. But due to some reasons schools are not able to use these tools in daily academic schedule like price of the Manipulatives, lack of proper teacher training etc. Conclusion: There is a great scope in this industry. This industry is in starting phase and so many schools want to add mathematical Manipulatives in their academic schedule to improve the maths learning. And the schools are also ready to invest on their teacher’s training.
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INDUSTRY PROFILE: Manipulatives are concrete objects that can be viewed and physically handled by students in order to demonstrate or model abstract mathematical concepts. They include a host of colourful shapes and objects including tangrams, cubes, and base-ten blocks. The use of manipulative materials to teach mathematics has a long history. In the 19th century, influential Swiss educator Johann Pestalozzi (1746–1827) advocated the use of various Manipulatives, such as blocks, to help children acquire abstract concepts, such as number sense, through concrete means (Saettler, 1990). In the early part of the 20th century, Montessori (1870–1952) founded schools and acquired a host of followers that believed in and stressed the importance of concrete, authentic learning experiences. It was her belief that children actualized their innate desire to learn through self-directed exploration of developmentally appropriate Manipulatives (Ward, 1971). In the 1960s and 1970s, the appearance of Manipulatives in the elementary classroom increased rapidly following the publication of Zoltan Dienes’ theoretical justification for their use. Since Dienes’ work, a number of studies investigating the effectiveness of Manipulatives have been conducted. The results have been somewhat mixed. However, there is general agreement among educators today that an effective mathematics curriculum in the elementary grades must include liberal use of manipulative materials. Such critical understandings as number sense, place value, operations, fractions, decimals, geometry, and algebra all can be effectively taught through the use of Manipulatives. Mathematical Manipulatives are physical or digital tools that help children visualize and interact with mathematical concepts, assisting them in completing and understanding equations. Mathematical Manipulatives are typically introduced to children as they are learning counting and basic addition and subtraction equations, but they can be used to solve various mathematical problems. In India mathematical Manipulatives were not widely used in schools classrooms until 2004, but in year 2005 by the recommendation of NCERT the CBSE board make a rule that every school should have a maths lab. This recommendation of the NCERT boost this industry and now so many companies enter in this field with their new discoveries. Many private players develop so many modern items to develop the interest of the students in the maths topics. And today due to their increasing popularity, commercially manufactured mathematical Manipulatives are available to parents and educators. Mainly two types of Mathematical Manipulatives available in the market: ? ? Virtual Mathematical Manipulatives Digital Mathematical Manipulatives
Virtual Mathematical Manipulatives: Mathematical Manipulatives, however, can be created at home. The benefits of making your own mathematical Manipulatives include being able to tailor them to your lesson plan or your child's homework problems. They also can be made out of something your child has an interest in since practically anything can be used as a mathematical manipulative. Sugar cubes dyed with food colouring can help children study geometry. Rolling two dice and finding the product can help your child learn multiplication tables.
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Digital Mathematical Manipulatives: Due to the proliferation of computers and technology within the public school system, educators and the NCERT have made virtual math Manipulatives that allow children to work at their own pace while at home and in school. Free online programs allow children of all grade levels to work with algebra, numbers and operations, geometry, measurement and data analysis. In addition there are a number of software programs that can be purchased by parents and educators that work with specialized lesson plans to teach math to children of all grade levels. E.g. Mathedpage.com, nlvm.udu.edu, mathplayground.com, learningresources.com, etc.
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COMPANY PROFILE: WISETIME envisions transforming the concept of education into such a level so that the students feel a sense of enjoyment, empowerment and wisdom. The avowed mission of WISETIME is to provide exemplary educational product & services. All company’s initiatives are driven by single motive to promote all round growth of students whatever but their destinations of life. In order to achieve this, Wisetime create a unique blend Academic & co-circular activities weaved together with nonthreatening environment in which child opens up & try to give its best leading to self-driven growth & holistic development. The company believe that the 21st century world is more like a global village. It is the need of the day to acquaint the students & teachers with the traditional as well as global practices. The knowledge that is being imparted to them should therefore combine the practices of both the orient & the occident. Besides this, Wisetime always stress on a more practical and a pragmatic approach towards education & teachers training. Their Hands-on Maths kit is a step to bring more activity oriented studies in the teaching of Mathematics. Their sole objective is to excel as an organization that is dynamic, proactive and intellectually vibrant. They strive towards imparting comprehensive knowledge in the most conducive pedagogical environment so that the global outlook of the learners is enhanced. The company use state-of-the art infrastructure available within schools or at their Activity centres for their After School Program the students are groomed by world-class trainers for a better life. By providing world class exposure at your door step, we endeavour to unleash a new era of wisdom that India is all set to witness. Wisetime Learning Pvt. Ltd. provides their services in four areas: ? ? ? ? Wisetime After School Programme Wisetime Pre-School Wisetime Maths Made Easy Kit Wisetime Lesson Plan Software’s
Wisetime after School Programme: Wisetime Learning Pvt. Ltd. runs their After School Programme (ASP) in schools between 3pm to 6pm. After school program’s Goal: Our primary goal is to help schools and parents to productively engage and enrich a child after school hours, under the supervision of trained instructors.
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After School Programme’s OBJECTIVES: ? ? ? ? ? ? ? ? ? ? To develop in-depth understanding of science and maths concepts, appropriate at each class. To develop effective communication skills. To develop independent & critical thinking skills To develop a healthy self-esteem. To cultivate human values like honesty, integrity, courage, empathy etc. Cultivate young minds to be interested in their self-improvement, self-learning habits. To teach Time management Skills. To teach Money management Skills. Develop talents in music, dance, drawing, sports etc. Promote good health and prevent unhealthy habits.
Wisetime Pre School: Wisetime provides a world class learning environment and hands-on-activity curriculum to maximize development of children during the early childhood phase. We believe in providing a rich, stimulating environment which suits different learning styles in children. Educational Philosophy: Wisetime consider children to be an important resource. They do not treat them merely as soft clay that can be moulded according to ones whims and fancies. Nor do they claim that nurture has no role to play in their development. Therefore, WPS strive hard towards achieving a fine balance between nature and nurture and their focus is to provide a suitable environment to churn out the best in the child.
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Wisetime Maths Made Easy Kit:
Wisetime Learning Pvt. Ltd has developed the Students kits using math Manipulatives for Classes IVIII, which enable the child to perform experiments in Math, play games, solve puzzles and get involved in visualizing & experiencing the concepts kinesthetically. Key features of “Math’s Made Easy” – Student kit: Wisetime Math Made Easy -Student kit is student tool kit which will be used to learn & reinforce mathematics concepts. It has all important mathematics Manipulatives which will help student to understand & reinforce the mathematical concept. Key features: ? Designed keeping in mind the syllabus prescribed by the NCERT for every class. ? Manipulative should easily fit in the school bag. (One at a time) ? Durable, should be able to last a year (with normal care), if taken proper care then next year the incremental cost of new Manipulatives would be very less. ? Access to detailed class-wise lesson plans ( optional paid service) ? Teacher training. (2 training are without any charges) ? E-mail support ( Academic Support for teachers ) ? Packaging with co-branded with School ( school sticker placed on the box ) The student kit concept is new innovation & would be of great help to student, school & teachers. It is designed keeping in mind the NCERT pattern & analysis of the syllabus followed by some of the popular publishers. The best part about the kit is that it is designed as per class requirements e.g. if class II children have exposure to 3 digit numbers then the manipulative used (Abacus) would also support 3 digit exposure. Each kit is designed keeping in mind three things: ? ? ? Class syllabus Student age & concept introduction. Durability of the material used
Weight & dimensions of the manipulative; many Manipulatives have been redesigned to ensure that there is ease of handling. Over 5000 students are using this kit already.
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Student Kit ( Grade : 1 )
$13.00
Student Kit ( Grade : 2)
$13.00
Student Kit ( Grade : 4 )
$13.00
Student Kit ( Grade :3 )
$13.00
Student Kit ( Grade :5 )
$13.00
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MISSION AND VISION: Mission: "To be the company that best understands and satisfies learning needs by creating innovative learning product & services that enhances the learning outcome"
Values:
Whatever the company do is guided by their value system. The company stand by his values and expect all our employees, clients & stakeholders to embrace it for collective growth. Achieving with Integrity: The spirit of Integrity for the company is best communicated in the following quotes: “Real integrity is in doing the right things, knowing that nobody’s is going to know whether you did it or not” – Oprah Winfrey Mutual Respect: Company believe all of us need our own space & we acknowledge personal boundaries. The company know & believe that any long term relationships are always based on trust & mutual respect. They strive to have long term & mutually beneficial relationships with our internal (employees, investors & vendors) & external customers.
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Innovation & creativity: The company is always looking for a better way to create & deliver their product & services to their customer. ‘Given as given’ is not a culture they want to cultivate in their organization, they are ready to look things from different perspective. Passion: Employees are very passionate about their work here: ‘it is not work anymore when you love what you are doing’. They are driven by constant desire to produce best services for their clients. The company also believe in hard work pays as explained in the following quote which is very close to their hearts “Hard work beats talent when talent doesn’t work-hard” – Tim Notke Optimism, openness & freedom: The company are not afraid of differences; they welcome differences & see them as assets not barriers. It helps them to come out with best possible solution to the problem in hand. They encourage ideas, suggestions, feedback & opinions.
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Objective and Scope of the Study:
Primary Objective of the Project: ? ? To gauge the potential of the Mathematical Kit in the East and West Delhi. To find out the response of the schools towards the mathematical Manipulatives
Secondary Objective of the Project: ? ? Promote the product in the schools. To create awareness among the schools
Scope of the Project: ? ? ? ? It gives information about the use of the Mathematical Manipulatives in maths teaching It gives information about the need of the product in the school market Also helps to know the response of the schools for the product. Also the organisation to improve the product according to the school need.
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Research Methodology: The research was conducted in the month of June and July, 2012. The research includes the meeting with the school’s Principal / HOD (Mathematics) / Senior Maths Teachers. It includes the questionnaire to be filled by school’s Principal/ HOD (Mathematics) / Senior Maths Teacher only to gauge the potential of the mathematical manipulatives in the schools. Literature Review: 1. Ogg, Beth (2010). What is the Impact of Math Manipulatives on Student Learning? The purpose of this research was to investigate the impact of math Manipulatives on student learning in the classroom. For this project, twelve fifth grade students were randomly chosen to participate and studied in this research. A teacher survey was distributed to twenty teachers. The survey contains ten questions about the use of Manipulatives in their classroom. The variables being studied are the use of Manipulatives in the classroom and the students’ pre-test and post-test scores with and without the use of Manipulatives. Math can be a very difficult concept for students to comprehend, therefore, breaking the process down by using hands-on materials (Manipulatives), allows students to more fully understand the operation and concept involved in the math problem. It gives students a choice of how to work out math problems with more than just paper and pencil. It can provide added benefit for students with lower ability and those who are hands-on/tactile learners. Using Manipulatives allows them to more easily comprehend abstract mathematical concepts. For decades, the National Council of Teachers of Mathematics has encouraged many school districts nationwide to use Manipulatives in mathematical instruction (Ball, 1992). The value of using Manipulatives has been recognized for many years, but some teachers are reluctant to use them in their lessons. The factors that impact the use of Manipulatives, as well as the history and advancement of Manipulatives will be discussed. Finally, a definition of Manipulatives and an explanation of their proper implementation in the classroom will be addressed.
2. Catherine, A. Kelly, (2003) Using Manipulatives in Mathematical Problem Solving: A Performance Based Analysis, University of Colorado at Colorado Springs This article explores problem solving in elementary classrooms while focusing on how children use (perform tasks) Manipulative sand/or tools in problem solving while working on mathematical tasks. Ways for teachers to assess children’s learning through performance-based tool (manipulative) use will also be examined and suggested. Current research reveals that teachers need to teach and assess children’s mathematical knowledge in ways that will allow them to show (perform) what they really understand. And, teachers must be able to see beyond obvious correct or incorrect answers into children’s thinking processes by testing with “tests that allow students the opportunity to show what they know.
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3. Vinson McCulloch Beth, A Comparison of Pre service Teachers’ Mathematics Anxiety Before and After a Methods Class Emphasizing Manipulatives The changes in levels of mathematics anxiety among future teachers in two different mathematics materials and methods classes were investigated. The changes were a function of using: (a) Bruner’s framework of developing conceptual knowledge before procedural knowledge, and (b) Manipulatives to make mathematics concepts more concrete. The sample included 87 pre service teachers enrolled in mathematics methods courses. Two strategies were used to gather data both at the beginning and ending of each quarter. First, future teachers completed 98-item, Likert-type questionnaires. Second, some of the factors that influence the levels of mathematics anxiety were determined through the use of questionnaire-guided narrative interviews. Multivariate analysis of variance was employed as the quantitative measure for comparing mathematics anxiety both at the beginning and ending of the quarter. Data revealed a statistically significant reduction of mathematics anxiety levels. Tukey’s HSD was used to determine that a significant difference in mathematics anxiety levels occurred between the classes in the fall and winter quarters. Results of the study have implications for teacher education programs concerning the measurement of mathematics anxiety levels among future teachers and the determination of specific contexts in which that anxiety can be interpreted and reduced.
4. Ojose Bobby, Sexton Lindsey, (2003), The Effect of Manipulative Materials on Mathematics Achievement of First Grade Students This study investigated the effect of manipulative materials on the achievement of first grade students in mathematics. The data of scores obtained from students in the pre-test and post-test were crunched and analysed with the aid of Statistical Packages for the Social Sciences (SPSS) program. Using a pretest post-test single group design and the t-test for dependent samples for analysis, it was found that students (n=18) achieved significantly higher scores on the end- of- unit test administered by the researchers, with t(17) = 4.310, p < .001. It was concluded that the instruction that incorporates manipulative materials in the form of money (magnetic coins) aided the achievement of students. Implications for teaching were discussed.
5. Toni S. Battle, Shaw Dr., (2010), Infusing Math Manipulatives: The Key to an Increase in Academic Achievement in the Mathematics Classroom Manipulatives are the way to our future and the way to new knowledge. No matter where we turn or what we do, we as a society are using some form of manipulative in our lives. Mathematics is changing all of the time from basic arithmetic to basic calculus. Therefore, children in today’s classroom deserve to have that extra tool to help them grasp the concept, in order to form mastery in mathematics. Without hands on experience in the classroom, how would students learn? Many children are influenced and motivated by the use of Manipulatives. That’s why is at most important that Manipulatives are used to help increase students’ academic achievement.
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6. Balka, D. S. (1983). Mathematics Manipulatives in a pre-vocational program: Teacher in service and classroom research. The types of experiences children should encounter to best understand average was investigated in this study. Using a traditional approach with problem solving, a concrete approach with Manipulatives , or a visual approach with computer spread sheets, similar lessons on the arithmetic mean were taught to 22 children in grades 4-6, in three multi-age groups. Differences among pre-test, post test, and interview performances suggest some advantage in the use of a visual instructional style. Continued gains in performance were found after 4 months without further instruction. An algorithmic-like definition of average corresponded to better long-term performance than less precise definitions. Collaborative deliberations resulted in positive implications for the researchers' teaching. 7. Medling, Nancy Walters (1992) The Effects of Mathematics Manipulatives on the Mathematics Attitudes of Students The purpose of this study was to examine whether time spent using mathematics Manipulatives had an effect on the Mathematical Attitude Survey scores of the third, fourth, fifth, and sixth grade classes at Lake Road School, Obion County, Tennessee. There were twelve classes involved in the study with three classes being at each grade level. Each teacher was assigned a high, medium, or low designation based on how much time each spent using mathematics Manipulatives.
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Research Approach: In order to successfully conduct the research the opinion of the above parties are required. Thus I conduct the research as a representative of Wisetime Learning Pvt. Ltd. For this I make an action plan to get the responses:
Create the data base: To know the school details I search the internet and make a database of 700+ East and West Delhi schools. I save that data in an excel sheet which contain three columns one for school name, second for school address and third for school’s phone number and sent daily report to may senior of that data. I make a data base of 700+ schools because it gives more and more option from which we can eliminate the school according my company’s need and demand.
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Validate the database: In this process I validate the data through calling and personal visits to the schools to get the desired information. To complete this process the senior give a script for the telephone calling. By the help of telephone calling I can easily update my database on excel sheet. And this time I make nine columns: ? ? ? ? ? ? ? ? ? ? School Name Address of the School Phone Number of the School Receptionist Name Principal Name Director Name Society of the School Number of Students Email Id of the School And Website of the School(If any)
By the help of the calling I can easily collect the information of the schools. In every conversation I note the name of the receptionist because next time when I call her again I take the name like Monica Mam this is Yuvraj ....how are you.....any chance speaking with Principal Mam today...
Select the Schools: At this time I have all the validated data with me and my senior give me the instruction that we conduct the research only in 100 schools of east and west Delhi. And we select schools on the basis of following perimeters: ? ? ? ? The school have at least 1000 students School should public school The school belongs to semi premium category And the school must have at least a maths lab
Keeping these things in mind I prepare a target list of 100 schools To get the questionnaire data filled I use to call these schools. For this I make the calling pitch. Calling pitch for Wisetime is given below: Pitch for Wise Time Hello Sir / Madam, I am Yuvraj calling from Wisetime Learning Pvt. Ltd. Our company is known for creating very innovative products for school students.
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We have selected few good schools where we want to conduct a research about Mathematics Manipulatives I would like to seek appointment with Principal (name) for 15-20 minutes to fill the questionnaire. Can you please connect me to the Principal (Name) If she does not connect then ask When can I call to talk to her? Can I request meeting on email ...can I have the email ID which is accessed by the Principal? Normally what is time when she is office?
For Principal: Hi Madam / Sir, I am calling you from Wisetime the company known for its innovative education products. We are conducting a research on mathematical manipulatives in maths teaching. We would like to seek some 10-15 minutes times of yours for your responses. Can we come down any convenient time tomorrow? By the help of this pitch I fix the appointment with the schools and personally visit their on the fix date.
Method of survey: ? Personal Interviews: A personal interview is a conversation between two people (the interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee. Internet: By the help of Google Doc. I create a soft copy of questionnaire and send this link to those schools who demand for the soft copy to get the questionnaire filled form the respondent easily and effectively.
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Product for which the survey was conducted:
The survey was conducted for the “Maths Made Easy Kit” which is created by the Wisetime and the company want to know the market potential if the product. Wisetime conducted this kit class wise for 1st to 8th standard school kids.
Research Instrument: The research instrument was a questionnaire which was based on likerd scale. I use this scale because my respondent was the school principals / HOD (Maths) / Senior Maths teacher and they can’t have too much time, so I go for this type of questionnaire. And also by the help of these questions we can get the desired results and also we can easily analyse them.
Type of the questions: In this questionnaire I use questions which are based on likert scale. It is so because by the help of this I can get the fast responses from the respondent. I also use dichotomous questions to know the direct views of the respondents toward the questions and the topic.
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Data Analysis for Schools:
ANALYSIS: ? ? ? ? ? In our research 80% schools are senior secondary. It shows that the company have more option for business. It also shows the company can find large number of customer. And it’s good sign for the company that 80% senior secondary schools know the company after this research. It helps to increase future business and the reputation of the company in the market.
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ANALYSIS: ? ? ? The 60%+ Principals fill the questionnaires that mean they are seriously intrusted in the MATNEMATICAL MANUPULATIVES. And the response which is given by them helps the company to make plan accordingly to target this industry. It also helps to improve the product and product features for the company
ANALYSIS: ? Nearly 30-40% respondents strongly agree that the Mathematical Manipulatives is the key to learn the maths concept ? And 10-20% agree with the question ? And nearly <10% was uncertain ? It shows the company get the positive response from the respondent which increases the probability that this industry will grow with very high growth rate. ? It also helps to know the new tradition of maths teaching is start now.
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ANALYSIS: ? It shows that the respondent is in the favour of the mathematics manipulative because they agree that it improve the learning capacity of the students. ? Nearly 25% respondent strongly agree with the statement ? And 20-25% agrees with it.
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ANALYSIS: ? We put this question here to know the respondent view about the questionnaire. ? And nearly 40% respondent disagrees with it. ? It shows that kit is also helpful for teaching.
ANALYSIS: ? This question’s response shoe that the schools also strongly agree with this statement that lessons that make use of mathematical Manipulatives sound more. ? It shows the effectiveness of the Manipulatives in the teaching
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ANALYSIS: ? More than 30% respondent strongly agrees with it and 10-20% agrees with it. ? It shows the respondent also think that mathematical Manipulatives are more effective tool of teaching over the traditional techniques. ? And also a positive sign for the company that the market will grow in future.
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ANALYSIS: ? ? ? 30% of the respondent strongly agrees with it nearly 20% agree with it. It proves that mathematical Manipulatives are the explorative tool Means it helps student to learn more easily and effectively
ANALYSIS: ? ? Principals are agree with this statement that board and smart classes reduce the time for mathematical Manipulatives It shows the concern of the respondent towards use of mathematical Manipulatives.
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ANALYSIS: ? It shows that the respondent agree with it that mathematical Manipulatives help to develop the new learning techniques. ? And about 60% strongly agree with it.
ANALYSIS: ? 60% of the respondent strongly agree with it ? It shows that teachers easily and effectively deliver their topics to the students ? And also help to solve students problems effectively
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ANALYSIS: ? It shows that the cost of available mathematical Manipulatives are costly and not in the reach of the students. ? And 60% of the schools strongly agree and 20% of the schools agree with it.
ANALYSIS: ? ? ? Nearly 60% of schools strongly agree with it And nearly 25% agree with it It means mathematical Manipulatives also increase the productivity of the teachers which helps schools in form of student’s results.
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ANALYSIS: ? About 40-45% of the school strongly agree and 40% of them agree with the statement ? It means schools also think that proper training for the teachers are required for the proper use of the mathematical Manipulatives ? It’s good for the company that they can give special offers to the schools for their product sale like free training to the teachers.
ANALYSIS: ? According to the 45% schools the main advantage of mathematical Manipulatives is that Manipulatives brings the visual aids. ? And nearly 25% thinks that it increase the student motivation in mathematics ? And nearly 20% says that the main advantage of Manipulatives is their hand-on –training. ? In every situation it is good for the company that they can get benefit from this.
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ANALYSIS: ? And the biggest barrier associate with the Manipulatives is low frequency of classes to use mathematical Manipulatives. Nearly 40% agree with it. ? It shows that in future the use of mathematical Manipulatives will increase in future because schools identify their problems with Manipulatives.
ANALYSIS: ? 60% of the schools agree with the it that they want to send their teachers on training program based on use of mathematical Manipulatives ? And 40% of them denies with it. ? It means 60% of schools agree to use the mathematical Manipulatives in their schools and also ready to invest on their teacher training.
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? ?
And at last nearly 40% of the schools show their interests in mathematical Manipulatives which is designed by the wisetime. And the schools also want to see the demonstration of the WISETIME’s innovative class wise maths kit.
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KIT PROMOTION: I also work to promote the kit in schools in two ways: ? ? E-mail marketing By personal
Personal: When I get any appointment from the school authorities for the questionnaire, first I five preference to the questionnaire then I tell about the Wisetime Maths Kit to the schools. And give them brochure of the kit with my business card so that they can contact me in future. And after two and three days I call again to the collage and remained them about my product. This technique helped me to know the instant response of the schools towards the product. And if any school want any demonstration of the product I forward this request to my seniors.
E-Mail Marketing: By the help of my seniors I make a list of 200 schools from my database and plan a e-mail campaign. The logic is behind this campaign was that I can create awareness among 200 schools at the same price and low cost. For my email campaign I contact too many websites which provide bulk email services. And at last I choose “india.interactive.com” for my work. Then I start sending that my e-brushers to the schools and at last we also get good responses from the target schools. The first report of Email marketing shows that 40% schools open my mail. And after this the graph moves upward.
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FINDINGS: ? ? ? ? ? ? ? ? ? ? ? ? ? Wisetime is not well known in the market. Demand of the Wisetime product is not too high. Some schools prefer Digital Manipulatives over the Physical or Virtual Manipulatives. Some schools tie up with the digital simulation firms Educom for digital Manipulatives. The maths teachers are not proper aware about the teaching through maths Manipulatives. Every school required the teachers training before implementing Manipulatives in their regular courses. Students are also unaware about these products. In this industry companies less advertise their products. And due to lack of proper advertisements the parents and the students don’t know these types of products. Also the cost of these maths manipulative products is too high. And the schools cannot want to invest on these type of products And there are no any proper tutorials available which guide the users about how a user uses these products. Almost every company in this industry target only schools, due to this they ignore the end user which is student.
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SUGGESTIONS & RECOMMENDATIONS: ? ? ? ? ? ? ? ? ? ? ? ? The company should promote his product among the students, parents and also in schools. Provide attractive offers to the schools like free teachers training for 1 month. Provide free sample of the kit to the schools Plan proper tutorials for the students, teachers and parents separately. Provide special login ids to the students, teacher and parents separately on the official website so that they can get all the kit related details at one point. Provide customer care numbers to the users so that they can contact to the company and solve their problems. Pay attention on each type of schools either it belong to CBSE, ICSE or any state board. Decrease the price of the kit so that every student can afford it. And try to moult the kit in such a way that it attracts the concentration of the students like in combination with the cartoons. And make the product handy which is easy to handle. And use good material in product production Company should provide his products in the open market so that everyone can buy it easily
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CONCLUSION: In this research I found that the Mathematics Manipulatives are new in India and people are not aware about these products. This industry is in growing stage and in future it will grow with very high rate because now the NCERT recommend it to each and every school. And if any company promote their product in between student, parents and schools will enjoy the privilege first mover. Today two type of Manipulatives are available in the market one is digital and other one is virtual. Some of the schools go for the digital because they are computer programs which run on computer and there is lot of scope an option. Virtual or physical Manipulatives are not popular in the industry because the companies are not able to create the awareness among the users and the other reason is the company target only schools for these products. But if they add students and parent in their target list and advertise accordingly then the sale these products will increase. Some schools can’t want to add Manipulatives in their curriculum because it need teacher training first and which needs money so it is expensive for the schools. As I found that nearly 60% schools show interest in Manipulatives so it shows that if the company make good marketing plan can earn more and more and students can also get benefits from these. If the companies sell Manipulatives in the open market they can earn more and it solve the problems of the users by this they can buy it directly from the market.
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ANNEXURE: Questionnaire:
Name of School: _______________________ Type of school: Address_________________________________
Primary / Secondary / Sr.Secondary_________ Number of Students _________
X
Respondent: Principal (Name) :________________________ HoD (Math
)_____________________
Please complete the following questionnaire with specific regard to the above enquiry, by placing a CROSS in the appropriate box
strongly agree uncertain/ not applicable Terms : Mathematics Manipulative ( MM )
disagree
1.
Use of MM in teaching of mathematics is the key to learn about Mathematics concepts The proverb “ I hear & I forget, I see & I remember & I do & I understand has a ring of truth to it esp in when it comes to use of MM Usually teachers who are time poor & under pressure to cover the syllabus have abandoned the use of MM in favour of text books. Lessons that make use of MM are pedagogically more sound Effective use of MM has demonstrated consistent advantage over more traditional method of Instructions MM should be used more as explorative tool and not mere as demonstration piece. Advent of Interactive white boards & smart classes has reduced the time available for the of MM in the classrooms While teaching through MM, student’s experience should be based on “Questions arising of self-discovery” While teaching through MM, student’s experience should be based on “Teacher’s direction Money is the major hindrance in the extensive use of MM Which reasons do you associate as barrier to use of MM ? ? ? Not having enough Manipulative ( so that entire class can participate in the activity ) Low frequency of classes to use MM Insufficient training to Maths teachers on use of MMs
2.
3.
4. 5.
6.
7.
8.
9.
10. 11.
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strongly disagree
agree
To gauge the potential of mathematical manipulatives in East and West Delhi
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? ?
MM based class consumes too much time to organize, setup & pack the manipulative Problems with MM items getting lost, mixed up or damaged
strongly agree
uncertain/ not applicable
Terms : Mathematics Manipulative ( MM )
disagree
12.
Teachers who use MM in teaching are generally more confidant & committed. Even committed teachers would require training in how to make effective use of specific MM. Main advantages which you associate for use of manipulative are ? ? ? ? ? Manipulative bring visual aids Hands-on-training Build better understanding Increase Student motivation in mathematics Bring more conceptual clarity.
13
14.
15.
Would you like to get your send your Math Teachers on training programs focusing on the use of mathematics manipulative s.
Yes No
16.
Would you like to spare time to see the demonstration of very innovative Class-wise student Mathematics kits?
Yes No
Thank you for your help
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strongly disagree
agree
To gauge the potential of mathematical manipulatives in East and West Delhi
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List of Respondents: School Name ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? SRI GURUNANAK PUBLIC SCHOOL, LAJPATNAGAR SPRING MEADOWS PUBLIC SCHOOL KAMAL MODEL SR. SEC. SCHOOL GAGAN BHARATI SR. SEC. PUBLIC SCHOOL PIONEER KAMAL CONVENT ST. GRANCIS DE SALES SCHOOL SRI GURU NANAKPUBLIC SCHOOL ST. MATTHEWS PUBLIC SCHOOL KAMAL MODEL SR. SEC. SCHOOL GAGAN BHARATI SR. SEC. PUBLIC SCHOOL SPRING MEADOWS PUBLIC SCHOOL RASHTRA SHAKTI VIDYALAYA HAPPY CHILD MODEL SCHOOL GOLD FIELD PUBLIC SCHOOL ADARSH PUBLIC SCHOOL ADARSH KINDERGARTEN SCHOOL ADARSH PUBLIC SCHOOL PIONEER KAMAL CONVENT SCHOOL RED ROSE MODEL SEC SCHOOL RAGHUBIR SINGH MODERN SCHOOL ROSE VALLEY PUBLIC SCHOOL DIVINE HAPPY SR.SEC. SCHOOL JHABBAN LAL DAV PUBLIC SCHOOL GEETA BAL BHARTI SR. SEC. SCHOOL S.M. ARYA PUBLIC SCHOOL S.D.PUBLIC SCHOOL GURU HAR KRISHAN PUBLIC SCHOOL CAMBRIDGE FOUNDATION SCHOOL HANS RAJ MODEL SCHOOL SHRI SANATAN DHARAM SARASWATI BAL MANDIR N.C. JINDAL PUBLIC SCHOOL SARASWATI BAL MANDIR GURU RAM DASS PUBLIC MIDDLE SCHOOL SH SHIV MANDIR SARASWATI BAL
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? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
VIDYALAYA MAHARISHI DAYANAND PUBLIC SCHOOL BLOOMING BUDS PUBLIC SCHOOL GURU TEGH BAHADUR 3RD CENTENARY PUBLIC SCHOOL RAMJAS PUBLIC SCHOOL(Day Boardin) S.D.PUBLIC SCHOOL GURU NANAK PUBLIC SCHOOL THE ADARSH SCHOOL KHALSA NATIONAL PUBLIC SCHOOL DAYANAND MODEL SCHOOL S.D. PUBLIC SCHOOL SHAHEED BISHAN SINGH MEMORIAL SR. SEC. SCHOOL KALAWATI VIDYA BHARTI PUBLIC SCHOOL HAPPY SENIOR SCHOOL RAMJAS SCHOOL S.D.M. MODEL SCHOOL HAPPY SCHOOL C.R. SAINI PUBLIC SCHOOL GANGA INTERNATIONAL SCHOOL B.R.PUBLIC SCHOOL RICHMOND GLOBAL SCHOOL DEEPANSHU PUBLIC SCHOOL SHAHEED BISHAN SINGH MEMORIAL SR. SEC. SCHOOL KALAWATI VIDYA BHARTI PUBLIC SCHOOL HAPPY SENIOR SCHOOL RAMJAS SCHOOL SANKAR PUBLIC SCHOOL BAPU PUBLIC SCHOOL ASTER PUBLIC SCHOOL ANGLO INDIAN PUBLIC SCHOOL SHRI SANATAN DHARAM SARASWATI BAL MANDIR N.C. JINDAL PUBLIC SCHOOL SARASWATI BAL MANDIR JASWANT LAL PUBLIC SCHOOL ADARSH VIDYALAYA (REGD) SARASWATI BAL BHAVAN MIDDLE SCHOOL DEEMA PUBLIC SCHOOL
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? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
GURU RAM DASS PUBLIC MIDDLE SCHOOL SH SHIV MANDIR SARASWATI BAL VIDYALAYA MAHARISHI DAYANAND PUBLIC SCHOOL S.D.PUBLIC SCHOOL BLOOMING BUDS PUBLIC SCHOOL MAHARISHI DAYANAND PUBLIC SCHOOL WEST DELHI PUBLIC SCHOOL SAVIOUR CONVENT SR. SEC. SCHOOL MATA BALWANT KAUR PUBLIC SCHOOL GURU HARKRISHAN PUBLIC SCHOOL GURU GOBIND SINGH PUBLIC SCHOOL GURU AMAR DASS PUBLIC SCHOOL DAYANAND ADARSH VIDYALAYA S.JASSA SINGH RAMGARHIA PUBLIC SCHOOL M.R.VIVEKANANDA PUBLIC SCHOOL MUKAND LAL KATYAL S.D.SEC.SCHOOL TAGORE SCHOOL SR. SEC. SCHOOL NEW ERA PUBLIC SCHOOL MIRA MODEL SCHOOL SUMERMAL JAIN PUBLIC SCHOOL GURU HARKRISHAN PUBLIC SCHOOL JHABBAN LAL DAV PUBLIC SCHOOL St. MARYS SENIOUR SEC. SCHOOL ST. SOPHIAS SR. SEC. SCHOOL ST. FROEBEL SCHOOL WEST DELHI PUBLIC SCHOOL SAVIOUR CONVENT SR. SEC. SCHOOL BOSCO PUBLIC SCHOOL D.A.V. CENTENARY PUBLIC SCHOOL SHAH INTERNATIONAL PUBLIC SCHOOL
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BIBLIOGRAPHY: BOOKS: ? ? Marketing Management “Philip Kotler”, 11th EDITION Research Methodology “C.R.Kothari”
WEBSITES: ? ? ? ? ? ? Google.com Wisetime.in Onlineadmission.com Justdail.com Schoolpedia.com Edutring.com
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doc_139562869.pdf
To gauge the potencial of mathematical kit (manupulatives) in East and West Delhi
To gauge the potential of mathematical manipulatives in East and West Delhi
2012
LOVELY PROFESSIONAL UNIVERSITY DEPARTMENT OF MANAGEMENT
Report on Summer Training To Gauge the potential of Mathematical Manipulatives in East & West Delhi Submitted to Lovely Professional University
In partial fulfilment of the Requirements for the award of Degree of MASTER OF BUSINESS ADMINISTRATION
Submitted by: YUVRAJ SINGH REG.NO. 11103588 DEPARTMENT OF MANAGEMENT LOVELY PROFESSIONAL UNIVERSITY JALANDHAR GT ROAD PHAGWARA PUNJAB
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CERTIFICATE BY THE PROJECT-INCHARGE
This is to certify that the project entitled “To Gauge the potential of Mathematical Manipulativesin East & West Delhi” is a bonafide work of YUVRAJ SINGH, a student of Lovely Professional University, Phagwara (Punjab) bearing Roll No. and Registration No., and was successfully conducted at Wisetime Learning Pvt. Ltd., New Delhi, from 1st June to 31st July, 2012, for the partial fulfilment for the award of Master of Business Administration (MBA). To the best of my knowledge this is an original piece of work.
I wish him all the very best in his career endeavours.
………………………………….
Office Seal
MR SANJIV MARWAHA (Name and Signature of Project Incharge)
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ACKNOWLEDGEMENTS
This project bears imprint of all those who have directly or indirectly helped and extended their kind support in completing this project. At the time of making this report I express my sincere gratitude to all of them. I would like to express my sincere gratitude to Mr Sanjiv Marwaha (CEO) my project in-charge for giving me this opportunity to undergo this lucrative project with Wisetime Learning Pvt. Ltd. New Delhi. I am extremely thankful and obliged to Dr. Sandeep Vij (Faculty Mentor) and Mr. Lokesh Jasrai (training coordinator) for providing streamed guidelines since inception, till the completion of the project.
I would also thank Wisetime Learning Pvt. Ltd., employees and customers, whom I met during the course of this project, for their support and for providing valuable information, which helped me, complete this project successfully.
YUVRAJ SINGH
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DECLARATION
I, YUVRAJ SINGH hereby declare that the work presented herein is genuine work done originally by me and has not been published or submitted elsewhere for the requirement of a degree program. Any literature, data or works done by others and cited within this dissertation has been given due acknowledgement and listed in the reference section.
Date:
YUVRAJ SINGH
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TABLE OF CONTENT: CERTIFICATE BY PROJECT INCHARGE ACKNOWLEDGEMENT DECLRATION EXECUTIVE SUMMARY…………………………………………………………..6 INDUSTRY PROFILE………………………………………………………………7 COMPANY PROFILE………………………………………………… ……………8 RESEARCH METHODOLOGY…………………………………………………….16 ? ? Literature review………………………………16 Research Approach …………………………….18
DATA ANALYSIS ……………………………………………………………………20 KIT PROMOTION……………………………………………………………………31 FINDINGS……………………………………………………………………………..32 RECCOMENDATIONS………………………………………………………………33 CONCLUSION…………………………………………………………………………34 ANNEXURE……………………………………………………………………35 ? ? Questionnaire……………………………………35 List of respondents……………………………....37
BIBLIOGRAPHY……………………………………………………………………...40
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Executive summary: In today’s competitive world while entering in the market it is very necessary to have good knowledge of the potential of a particular market. The information regarding the activities of competitor’s existing in the market so that we can plan our each activity according to that. It is also necessary to retain the existing customers apart from attracting the new customers. The Project is concern with the market analysis & creating awareness of WISETIME Maths Make Easy kit in East and West Delhi.
Organisation: Wisetime Learning Pvt. Ltd., New Delhi.
Project Topic: To gauge the use and promote the mathematical Manipulatives in schools of East and West Delhi.
Objective: Primary Objective: ? The primary objective of this project is to gauge the potential of the mathematical Manipulatives in East and West Delhi. ? To know the opinions of the schools about the use of mathematical Manipulatives. Secondary Objective: ? To create awareness about the WISETIME’S Maths Made Easy Kit among the schools. ? And know the response of the schools towards the kit.
Research Methodology: I have collected the primary data through the questionnaire which was filled by the school’s Principals/ HOD (Maths)/ Senior Maths Teacher. The research was done through the schools of East and West Delhi. I use likert scale and dichotomous questions. We select schools form the data base with the help of my senior. Data Analysis: The data analysis has done collectively for both the reasons for east and west. Findings: In East and West Delhi schools show their interest in mathematical Manipulatives. But due to some reasons schools are not able to use these tools in daily academic schedule like price of the Manipulatives, lack of proper teacher training etc. Conclusion: There is a great scope in this industry. This industry is in starting phase and so many schools want to add mathematical Manipulatives in their academic schedule to improve the maths learning. And the schools are also ready to invest on their teacher’s training.
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INDUSTRY PROFILE: Manipulatives are concrete objects that can be viewed and physically handled by students in order to demonstrate or model abstract mathematical concepts. They include a host of colourful shapes and objects including tangrams, cubes, and base-ten blocks. The use of manipulative materials to teach mathematics has a long history. In the 19th century, influential Swiss educator Johann Pestalozzi (1746–1827) advocated the use of various Manipulatives, such as blocks, to help children acquire abstract concepts, such as number sense, through concrete means (Saettler, 1990). In the early part of the 20th century, Montessori (1870–1952) founded schools and acquired a host of followers that believed in and stressed the importance of concrete, authentic learning experiences. It was her belief that children actualized their innate desire to learn through self-directed exploration of developmentally appropriate Manipulatives (Ward, 1971). In the 1960s and 1970s, the appearance of Manipulatives in the elementary classroom increased rapidly following the publication of Zoltan Dienes’ theoretical justification for their use. Since Dienes’ work, a number of studies investigating the effectiveness of Manipulatives have been conducted. The results have been somewhat mixed. However, there is general agreement among educators today that an effective mathematics curriculum in the elementary grades must include liberal use of manipulative materials. Such critical understandings as number sense, place value, operations, fractions, decimals, geometry, and algebra all can be effectively taught through the use of Manipulatives. Mathematical Manipulatives are physical or digital tools that help children visualize and interact with mathematical concepts, assisting them in completing and understanding equations. Mathematical Manipulatives are typically introduced to children as they are learning counting and basic addition and subtraction equations, but they can be used to solve various mathematical problems. In India mathematical Manipulatives were not widely used in schools classrooms until 2004, but in year 2005 by the recommendation of NCERT the CBSE board make a rule that every school should have a maths lab. This recommendation of the NCERT boost this industry and now so many companies enter in this field with their new discoveries. Many private players develop so many modern items to develop the interest of the students in the maths topics. And today due to their increasing popularity, commercially manufactured mathematical Manipulatives are available to parents and educators. Mainly two types of Mathematical Manipulatives available in the market: ? ? Virtual Mathematical Manipulatives Digital Mathematical Manipulatives
Virtual Mathematical Manipulatives: Mathematical Manipulatives, however, can be created at home. The benefits of making your own mathematical Manipulatives include being able to tailor them to your lesson plan or your child's homework problems. They also can be made out of something your child has an interest in since practically anything can be used as a mathematical manipulative. Sugar cubes dyed with food colouring can help children study geometry. Rolling two dice and finding the product can help your child learn multiplication tables.
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Digital Mathematical Manipulatives: Due to the proliferation of computers and technology within the public school system, educators and the NCERT have made virtual math Manipulatives that allow children to work at their own pace while at home and in school. Free online programs allow children of all grade levels to work with algebra, numbers and operations, geometry, measurement and data analysis. In addition there are a number of software programs that can be purchased by parents and educators that work with specialized lesson plans to teach math to children of all grade levels. E.g. Mathedpage.com, nlvm.udu.edu, mathplayground.com, learningresources.com, etc.
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COMPANY PROFILE: WISETIME envisions transforming the concept of education into such a level so that the students feel a sense of enjoyment, empowerment and wisdom. The avowed mission of WISETIME is to provide exemplary educational product & services. All company’s initiatives are driven by single motive to promote all round growth of students whatever but their destinations of life. In order to achieve this, Wisetime create a unique blend Academic & co-circular activities weaved together with nonthreatening environment in which child opens up & try to give its best leading to self-driven growth & holistic development. The company believe that the 21st century world is more like a global village. It is the need of the day to acquaint the students & teachers with the traditional as well as global practices. The knowledge that is being imparted to them should therefore combine the practices of both the orient & the occident. Besides this, Wisetime always stress on a more practical and a pragmatic approach towards education & teachers training. Their Hands-on Maths kit is a step to bring more activity oriented studies in the teaching of Mathematics. Their sole objective is to excel as an organization that is dynamic, proactive and intellectually vibrant. They strive towards imparting comprehensive knowledge in the most conducive pedagogical environment so that the global outlook of the learners is enhanced. The company use state-of-the art infrastructure available within schools or at their Activity centres for their After School Program the students are groomed by world-class trainers for a better life. By providing world class exposure at your door step, we endeavour to unleash a new era of wisdom that India is all set to witness. Wisetime Learning Pvt. Ltd. provides their services in four areas: ? ? ? ? Wisetime After School Programme Wisetime Pre-School Wisetime Maths Made Easy Kit Wisetime Lesson Plan Software’s
Wisetime after School Programme: Wisetime Learning Pvt. Ltd. runs their After School Programme (ASP) in schools between 3pm to 6pm. After school program’s Goal: Our primary goal is to help schools and parents to productively engage and enrich a child after school hours, under the supervision of trained instructors.
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After School Programme’s OBJECTIVES: ? ? ? ? ? ? ? ? ? ? To develop in-depth understanding of science and maths concepts, appropriate at each class. To develop effective communication skills. To develop independent & critical thinking skills To develop a healthy self-esteem. To cultivate human values like honesty, integrity, courage, empathy etc. Cultivate young minds to be interested in their self-improvement, self-learning habits. To teach Time management Skills. To teach Money management Skills. Develop talents in music, dance, drawing, sports etc. Promote good health and prevent unhealthy habits.
Wisetime Pre School: Wisetime provides a world class learning environment and hands-on-activity curriculum to maximize development of children during the early childhood phase. We believe in providing a rich, stimulating environment which suits different learning styles in children. Educational Philosophy: Wisetime consider children to be an important resource. They do not treat them merely as soft clay that can be moulded according to ones whims and fancies. Nor do they claim that nurture has no role to play in their development. Therefore, WPS strive hard towards achieving a fine balance between nature and nurture and their focus is to provide a suitable environment to churn out the best in the child.
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Wisetime Maths Made Easy Kit:
Wisetime Learning Pvt. Ltd has developed the Students kits using math Manipulatives for Classes IVIII, which enable the child to perform experiments in Math, play games, solve puzzles and get involved in visualizing & experiencing the concepts kinesthetically. Key features of “Math’s Made Easy” – Student kit: Wisetime Math Made Easy -Student kit is student tool kit which will be used to learn & reinforce mathematics concepts. It has all important mathematics Manipulatives which will help student to understand & reinforce the mathematical concept. Key features: ? Designed keeping in mind the syllabus prescribed by the NCERT for every class. ? Manipulative should easily fit in the school bag. (One at a time) ? Durable, should be able to last a year (with normal care), if taken proper care then next year the incremental cost of new Manipulatives would be very less. ? Access to detailed class-wise lesson plans ( optional paid service) ? Teacher training. (2 training are without any charges) ? E-mail support ( Academic Support for teachers ) ? Packaging with co-branded with School ( school sticker placed on the box ) The student kit concept is new innovation & would be of great help to student, school & teachers. It is designed keeping in mind the NCERT pattern & analysis of the syllabus followed by some of the popular publishers. The best part about the kit is that it is designed as per class requirements e.g. if class II children have exposure to 3 digit numbers then the manipulative used (Abacus) would also support 3 digit exposure. Each kit is designed keeping in mind three things: ? ? ? Class syllabus Student age & concept introduction. Durability of the material used
Weight & dimensions of the manipulative; many Manipulatives have been redesigned to ensure that there is ease of handling. Over 5000 students are using this kit already.
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Student Kit ( Grade : 1 )
$13.00
Student Kit ( Grade : 2)
$13.00
Student Kit ( Grade : 4 )
$13.00
Student Kit ( Grade :3 )
$13.00
Student Kit ( Grade :5 )
$13.00
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MISSION AND VISION: Mission: "To be the company that best understands and satisfies learning needs by creating innovative learning product & services that enhances the learning outcome"
Values:
Whatever the company do is guided by their value system. The company stand by his values and expect all our employees, clients & stakeholders to embrace it for collective growth. Achieving with Integrity: The spirit of Integrity for the company is best communicated in the following quotes: “Real integrity is in doing the right things, knowing that nobody’s is going to know whether you did it or not” – Oprah Winfrey Mutual Respect: Company believe all of us need our own space & we acknowledge personal boundaries. The company know & believe that any long term relationships are always based on trust & mutual respect. They strive to have long term & mutually beneficial relationships with our internal (employees, investors & vendors) & external customers.
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Innovation & creativity: The company is always looking for a better way to create & deliver their product & services to their customer. ‘Given as given’ is not a culture they want to cultivate in their organization, they are ready to look things from different perspective. Passion: Employees are very passionate about their work here: ‘it is not work anymore when you love what you are doing’. They are driven by constant desire to produce best services for their clients. The company also believe in hard work pays as explained in the following quote which is very close to their hearts “Hard work beats talent when talent doesn’t work-hard” – Tim Notke Optimism, openness & freedom: The company are not afraid of differences; they welcome differences & see them as assets not barriers. It helps them to come out with best possible solution to the problem in hand. They encourage ideas, suggestions, feedback & opinions.
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Objective and Scope of the Study:
Primary Objective of the Project: ? ? To gauge the potential of the Mathematical Kit in the East and West Delhi. To find out the response of the schools towards the mathematical Manipulatives
Secondary Objective of the Project: ? ? Promote the product in the schools. To create awareness among the schools
Scope of the Project: ? ? ? ? It gives information about the use of the Mathematical Manipulatives in maths teaching It gives information about the need of the product in the school market Also helps to know the response of the schools for the product. Also the organisation to improve the product according to the school need.
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Research Methodology: The research was conducted in the month of June and July, 2012. The research includes the meeting with the school’s Principal / HOD (Mathematics) / Senior Maths Teachers. It includes the questionnaire to be filled by school’s Principal/ HOD (Mathematics) / Senior Maths Teacher only to gauge the potential of the mathematical manipulatives in the schools. Literature Review: 1. Ogg, Beth (2010). What is the Impact of Math Manipulatives on Student Learning? The purpose of this research was to investigate the impact of math Manipulatives on student learning in the classroom. For this project, twelve fifth grade students were randomly chosen to participate and studied in this research. A teacher survey was distributed to twenty teachers. The survey contains ten questions about the use of Manipulatives in their classroom. The variables being studied are the use of Manipulatives in the classroom and the students’ pre-test and post-test scores with and without the use of Manipulatives. Math can be a very difficult concept for students to comprehend, therefore, breaking the process down by using hands-on materials (Manipulatives), allows students to more fully understand the operation and concept involved in the math problem. It gives students a choice of how to work out math problems with more than just paper and pencil. It can provide added benefit for students with lower ability and those who are hands-on/tactile learners. Using Manipulatives allows them to more easily comprehend abstract mathematical concepts. For decades, the National Council of Teachers of Mathematics has encouraged many school districts nationwide to use Manipulatives in mathematical instruction (Ball, 1992). The value of using Manipulatives has been recognized for many years, but some teachers are reluctant to use them in their lessons. The factors that impact the use of Manipulatives, as well as the history and advancement of Manipulatives will be discussed. Finally, a definition of Manipulatives and an explanation of their proper implementation in the classroom will be addressed.
2. Catherine, A. Kelly, (2003) Using Manipulatives in Mathematical Problem Solving: A Performance Based Analysis, University of Colorado at Colorado Springs This article explores problem solving in elementary classrooms while focusing on how children use (perform tasks) Manipulative sand/or tools in problem solving while working on mathematical tasks. Ways for teachers to assess children’s learning through performance-based tool (manipulative) use will also be examined and suggested. Current research reveals that teachers need to teach and assess children’s mathematical knowledge in ways that will allow them to show (perform) what they really understand. And, teachers must be able to see beyond obvious correct or incorrect answers into children’s thinking processes by testing with “tests that allow students the opportunity to show what they know.
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3. Vinson McCulloch Beth, A Comparison of Pre service Teachers’ Mathematics Anxiety Before and After a Methods Class Emphasizing Manipulatives The changes in levels of mathematics anxiety among future teachers in two different mathematics materials and methods classes were investigated. The changes were a function of using: (a) Bruner’s framework of developing conceptual knowledge before procedural knowledge, and (b) Manipulatives to make mathematics concepts more concrete. The sample included 87 pre service teachers enrolled in mathematics methods courses. Two strategies were used to gather data both at the beginning and ending of each quarter. First, future teachers completed 98-item, Likert-type questionnaires. Second, some of the factors that influence the levels of mathematics anxiety were determined through the use of questionnaire-guided narrative interviews. Multivariate analysis of variance was employed as the quantitative measure for comparing mathematics anxiety both at the beginning and ending of the quarter. Data revealed a statistically significant reduction of mathematics anxiety levels. Tukey’s HSD was used to determine that a significant difference in mathematics anxiety levels occurred between the classes in the fall and winter quarters. Results of the study have implications for teacher education programs concerning the measurement of mathematics anxiety levels among future teachers and the determination of specific contexts in which that anxiety can be interpreted and reduced.
4. Ojose Bobby, Sexton Lindsey, (2003), The Effect of Manipulative Materials on Mathematics Achievement of First Grade Students This study investigated the effect of manipulative materials on the achievement of first grade students in mathematics. The data of scores obtained from students in the pre-test and post-test were crunched and analysed with the aid of Statistical Packages for the Social Sciences (SPSS) program. Using a pretest post-test single group design and the t-test for dependent samples for analysis, it was found that students (n=18) achieved significantly higher scores on the end- of- unit test administered by the researchers, with t(17) = 4.310, p < .001. It was concluded that the instruction that incorporates manipulative materials in the form of money (magnetic coins) aided the achievement of students. Implications for teaching were discussed.
5. Toni S. Battle, Shaw Dr., (2010), Infusing Math Manipulatives: The Key to an Increase in Academic Achievement in the Mathematics Classroom Manipulatives are the way to our future and the way to new knowledge. No matter where we turn or what we do, we as a society are using some form of manipulative in our lives. Mathematics is changing all of the time from basic arithmetic to basic calculus. Therefore, children in today’s classroom deserve to have that extra tool to help them grasp the concept, in order to form mastery in mathematics. Without hands on experience in the classroom, how would students learn? Many children are influenced and motivated by the use of Manipulatives. That’s why is at most important that Manipulatives are used to help increase students’ academic achievement.
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To gauge the potential of mathematical manipulatives in East and West Delhi
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6. Balka, D. S. (1983). Mathematics Manipulatives in a pre-vocational program: Teacher in service and classroom research. The types of experiences children should encounter to best understand average was investigated in this study. Using a traditional approach with problem solving, a concrete approach with Manipulatives , or a visual approach with computer spread sheets, similar lessons on the arithmetic mean were taught to 22 children in grades 4-6, in three multi-age groups. Differences among pre-test, post test, and interview performances suggest some advantage in the use of a visual instructional style. Continued gains in performance were found after 4 months without further instruction. An algorithmic-like definition of average corresponded to better long-term performance than less precise definitions. Collaborative deliberations resulted in positive implications for the researchers' teaching. 7. Medling, Nancy Walters (1992) The Effects of Mathematics Manipulatives on the Mathematics Attitudes of Students The purpose of this study was to examine whether time spent using mathematics Manipulatives had an effect on the Mathematical Attitude Survey scores of the third, fourth, fifth, and sixth grade classes at Lake Road School, Obion County, Tennessee. There were twelve classes involved in the study with three classes being at each grade level. Each teacher was assigned a high, medium, or low designation based on how much time each spent using mathematics Manipulatives.
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To gauge the potential of mathematical manipulatives in East and West Delhi
2012
Research Approach: In order to successfully conduct the research the opinion of the above parties are required. Thus I conduct the research as a representative of Wisetime Learning Pvt. Ltd. For this I make an action plan to get the responses:
Create the data base: To know the school details I search the internet and make a database of 700+ East and West Delhi schools. I save that data in an excel sheet which contain three columns one for school name, second for school address and third for school’s phone number and sent daily report to may senior of that data. I make a data base of 700+ schools because it gives more and more option from which we can eliminate the school according my company’s need and demand.
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Validate the database: In this process I validate the data through calling and personal visits to the schools to get the desired information. To complete this process the senior give a script for the telephone calling. By the help of telephone calling I can easily update my database on excel sheet. And this time I make nine columns: ? ? ? ? ? ? ? ? ? ? School Name Address of the School Phone Number of the School Receptionist Name Principal Name Director Name Society of the School Number of Students Email Id of the School And Website of the School(If any)
By the help of the calling I can easily collect the information of the schools. In every conversation I note the name of the receptionist because next time when I call her again I take the name like Monica Mam this is Yuvraj ....how are you.....any chance speaking with Principal Mam today...
Select the Schools: At this time I have all the validated data with me and my senior give me the instruction that we conduct the research only in 100 schools of east and west Delhi. And we select schools on the basis of following perimeters: ? ? ? ? The school have at least 1000 students School should public school The school belongs to semi premium category And the school must have at least a maths lab
Keeping these things in mind I prepare a target list of 100 schools To get the questionnaire data filled I use to call these schools. For this I make the calling pitch. Calling pitch for Wisetime is given below: Pitch for Wise Time Hello Sir / Madam, I am Yuvraj calling from Wisetime Learning Pvt. Ltd. Our company is known for creating very innovative products for school students.
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To gauge the potential of mathematical manipulatives in East and West Delhi
2012
We have selected few good schools where we want to conduct a research about Mathematics Manipulatives I would like to seek appointment with Principal (name) for 15-20 minutes to fill the questionnaire. Can you please connect me to the Principal (Name) If she does not connect then ask When can I call to talk to her? Can I request meeting on email ...can I have the email ID which is accessed by the Principal? Normally what is time when she is office?
For Principal: Hi Madam / Sir, I am calling you from Wisetime the company known for its innovative education products. We are conducting a research on mathematical manipulatives in maths teaching. We would like to seek some 10-15 minutes times of yours for your responses. Can we come down any convenient time tomorrow? By the help of this pitch I fix the appointment with the schools and personally visit their on the fix date.
Method of survey: ? Personal Interviews: A personal interview is a conversation between two people (the interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee. Internet: By the help of Google Doc. I create a soft copy of questionnaire and send this link to those schools who demand for the soft copy to get the questionnaire filled form the respondent easily and effectively.
?
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To gauge the potential of mathematical manipulatives in East and West Delhi
2012
Product for which the survey was conducted:
The survey was conducted for the “Maths Made Easy Kit” which is created by the Wisetime and the company want to know the market potential if the product. Wisetime conducted this kit class wise for 1st to 8th standard school kids.
Research Instrument: The research instrument was a questionnaire which was based on likerd scale. I use this scale because my respondent was the school principals / HOD (Maths) / Senior Maths teacher and they can’t have too much time, so I go for this type of questionnaire. And also by the help of these questions we can get the desired results and also we can easily analyse them.
Type of the questions: In this questionnaire I use questions which are based on likert scale. It is so because by the help of this I can get the fast responses from the respondent. I also use dichotomous questions to know the direct views of the respondents toward the questions and the topic.
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Data Analysis for Schools:
ANALYSIS: ? ? ? ? ? In our research 80% schools are senior secondary. It shows that the company have more option for business. It also shows the company can find large number of customer. And it’s good sign for the company that 80% senior secondary schools know the company after this research. It helps to increase future business and the reputation of the company in the market.
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ANALYSIS: ? ? ? The 60%+ Principals fill the questionnaires that mean they are seriously intrusted in the MATNEMATICAL MANUPULATIVES. And the response which is given by them helps the company to make plan accordingly to target this industry. It also helps to improve the product and product features for the company
ANALYSIS: ? Nearly 30-40% respondents strongly agree that the Mathematical Manipulatives is the key to learn the maths concept ? And 10-20% agree with the question ? And nearly <10% was uncertain ? It shows the company get the positive response from the respondent which increases the probability that this industry will grow with very high growth rate. ? It also helps to know the new tradition of maths teaching is start now.
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ANALYSIS: ? It shows that the respondent is in the favour of the mathematics manipulative because they agree that it improve the learning capacity of the students. ? Nearly 25% respondent strongly agree with the statement ? And 20-25% agrees with it.
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To gauge the potential of mathematical manipulatives in East and West Delhi
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ANALYSIS: ? We put this question here to know the respondent view about the questionnaire. ? And nearly 40% respondent disagrees with it. ? It shows that kit is also helpful for teaching.
ANALYSIS: ? This question’s response shoe that the schools also strongly agree with this statement that lessons that make use of mathematical Manipulatives sound more. ? It shows the effectiveness of the Manipulatives in the teaching
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To gauge the potential of mathematical manipulatives in East and West Delhi
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ANALYSIS: ? More than 30% respondent strongly agrees with it and 10-20% agrees with it. ? It shows the respondent also think that mathematical Manipulatives are more effective tool of teaching over the traditional techniques. ? And also a positive sign for the company that the market will grow in future.
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To gauge the potential of mathematical manipulatives in East and West Delhi
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ANALYSIS: ? ? ? 30% of the respondent strongly agrees with it nearly 20% agree with it. It proves that mathematical Manipulatives are the explorative tool Means it helps student to learn more easily and effectively
ANALYSIS: ? ? Principals are agree with this statement that board and smart classes reduce the time for mathematical Manipulatives It shows the concern of the respondent towards use of mathematical Manipulatives.
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To gauge the potential of mathematical manipulatives in East and West Delhi
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ANALYSIS: ? It shows that the respondent agree with it that mathematical Manipulatives help to develop the new learning techniques. ? And about 60% strongly agree with it.
ANALYSIS: ? 60% of the respondent strongly agree with it ? It shows that teachers easily and effectively deliver their topics to the students ? And also help to solve students problems effectively
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To gauge the potential of mathematical manipulatives in East and West Delhi
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ANALYSIS: ? It shows that the cost of available mathematical Manipulatives are costly and not in the reach of the students. ? And 60% of the schools strongly agree and 20% of the schools agree with it.
ANALYSIS: ? ? ? Nearly 60% of schools strongly agree with it And nearly 25% agree with it It means mathematical Manipulatives also increase the productivity of the teachers which helps schools in form of student’s results.
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To gauge the potential of mathematical manipulatives in East and West Delhi
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ANALYSIS: ? About 40-45% of the school strongly agree and 40% of them agree with the statement ? It means schools also think that proper training for the teachers are required for the proper use of the mathematical Manipulatives ? It’s good for the company that they can give special offers to the schools for their product sale like free training to the teachers.
ANALYSIS: ? According to the 45% schools the main advantage of mathematical Manipulatives is that Manipulatives brings the visual aids. ? And nearly 25% thinks that it increase the student motivation in mathematics ? And nearly 20% says that the main advantage of Manipulatives is their hand-on –training. ? In every situation it is good for the company that they can get benefit from this.
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ANALYSIS: ? And the biggest barrier associate with the Manipulatives is low frequency of classes to use mathematical Manipulatives. Nearly 40% agree with it. ? It shows that in future the use of mathematical Manipulatives will increase in future because schools identify their problems with Manipulatives.
ANALYSIS: ? 60% of the schools agree with the it that they want to send their teachers on training program based on use of mathematical Manipulatives ? And 40% of them denies with it. ? It means 60% of schools agree to use the mathematical Manipulatives in their schools and also ready to invest on their teacher training.
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? ?
And at last nearly 40% of the schools show their interests in mathematical Manipulatives which is designed by the wisetime. And the schools also want to see the demonstration of the WISETIME’s innovative class wise maths kit.
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KIT PROMOTION: I also work to promote the kit in schools in two ways: ? ? E-mail marketing By personal
Personal: When I get any appointment from the school authorities for the questionnaire, first I five preference to the questionnaire then I tell about the Wisetime Maths Kit to the schools. And give them brochure of the kit with my business card so that they can contact me in future. And after two and three days I call again to the collage and remained them about my product. This technique helped me to know the instant response of the schools towards the product. And if any school want any demonstration of the product I forward this request to my seniors.
E-Mail Marketing: By the help of my seniors I make a list of 200 schools from my database and plan a e-mail campaign. The logic is behind this campaign was that I can create awareness among 200 schools at the same price and low cost. For my email campaign I contact too many websites which provide bulk email services. And at last I choose “india.interactive.com” for my work. Then I start sending that my e-brushers to the schools and at last we also get good responses from the target schools. The first report of Email marketing shows that 40% schools open my mail. And after this the graph moves upward.
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To gauge the potential of mathematical manipulatives in East and West Delhi
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FINDINGS: ? ? ? ? ? ? ? ? ? ? ? ? ? Wisetime is not well known in the market. Demand of the Wisetime product is not too high. Some schools prefer Digital Manipulatives over the Physical or Virtual Manipulatives. Some schools tie up with the digital simulation firms Educom for digital Manipulatives. The maths teachers are not proper aware about the teaching through maths Manipulatives. Every school required the teachers training before implementing Manipulatives in their regular courses. Students are also unaware about these products. In this industry companies less advertise their products. And due to lack of proper advertisements the parents and the students don’t know these types of products. Also the cost of these maths manipulative products is too high. And the schools cannot want to invest on these type of products And there are no any proper tutorials available which guide the users about how a user uses these products. Almost every company in this industry target only schools, due to this they ignore the end user which is student.
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To gauge the potential of mathematical manipulatives in East and West Delhi
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SUGGESTIONS & RECOMMENDATIONS: ? ? ? ? ? ? ? ? ? ? ? ? The company should promote his product among the students, parents and also in schools. Provide attractive offers to the schools like free teachers training for 1 month. Provide free sample of the kit to the schools Plan proper tutorials for the students, teachers and parents separately. Provide special login ids to the students, teacher and parents separately on the official website so that they can get all the kit related details at one point. Provide customer care numbers to the users so that they can contact to the company and solve their problems. Pay attention on each type of schools either it belong to CBSE, ICSE or any state board. Decrease the price of the kit so that every student can afford it. And try to moult the kit in such a way that it attracts the concentration of the students like in combination with the cartoons. And make the product handy which is easy to handle. And use good material in product production Company should provide his products in the open market so that everyone can buy it easily
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To gauge the potential of mathematical manipulatives in East and West Delhi
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CONCLUSION: In this research I found that the Mathematics Manipulatives are new in India and people are not aware about these products. This industry is in growing stage and in future it will grow with very high rate because now the NCERT recommend it to each and every school. And if any company promote their product in between student, parents and schools will enjoy the privilege first mover. Today two type of Manipulatives are available in the market one is digital and other one is virtual. Some of the schools go for the digital because they are computer programs which run on computer and there is lot of scope an option. Virtual or physical Manipulatives are not popular in the industry because the companies are not able to create the awareness among the users and the other reason is the company target only schools for these products. But if they add students and parent in their target list and advertise accordingly then the sale these products will increase. Some schools can’t want to add Manipulatives in their curriculum because it need teacher training first and which needs money so it is expensive for the schools. As I found that nearly 60% schools show interest in Manipulatives so it shows that if the company make good marketing plan can earn more and more and students can also get benefits from these. If the companies sell Manipulatives in the open market they can earn more and it solve the problems of the users by this they can buy it directly from the market.
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ANNEXURE: Questionnaire:
Name of School: _______________________ Type of school: Address_________________________________
Primary / Secondary / Sr.Secondary_________ Number of Students _________
X
Respondent: Principal (Name) :________________________ HoD (Math
)_____________________
Please complete the following questionnaire with specific regard to the above enquiry, by placing a CROSS in the appropriate box
strongly agree uncertain/ not applicable Terms : Mathematics Manipulative ( MM )
disagree
1.
Use of MM in teaching of mathematics is the key to learn about Mathematics concepts The proverb “ I hear & I forget, I see & I remember & I do & I understand has a ring of truth to it esp in when it comes to use of MM Usually teachers who are time poor & under pressure to cover the syllabus have abandoned the use of MM in favour of text books. Lessons that make use of MM are pedagogically more sound Effective use of MM has demonstrated consistent advantage over more traditional method of Instructions MM should be used more as explorative tool and not mere as demonstration piece. Advent of Interactive white boards & smart classes has reduced the time available for the of MM in the classrooms While teaching through MM, student’s experience should be based on “Questions arising of self-discovery” While teaching through MM, student’s experience should be based on “Teacher’s direction Money is the major hindrance in the extensive use of MM Which reasons do you associate as barrier to use of MM ? ? ? Not having enough Manipulative ( so that entire class can participate in the activity ) Low frequency of classes to use MM Insufficient training to Maths teachers on use of MMs
2.
3.
4. 5.
6.
7.
8.
9.
10. 11.
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strongly disagree
agree
To gauge the potential of mathematical manipulatives in East and West Delhi
2012
? ?
MM based class consumes too much time to organize, setup & pack the manipulative Problems with MM items getting lost, mixed up or damaged
strongly agree
uncertain/ not applicable
Terms : Mathematics Manipulative ( MM )
disagree
12.
Teachers who use MM in teaching are generally more confidant & committed. Even committed teachers would require training in how to make effective use of specific MM. Main advantages which you associate for use of manipulative are ? ? ? ? ? Manipulative bring visual aids Hands-on-training Build better understanding Increase Student motivation in mathematics Bring more conceptual clarity.
13
14.
15.
Would you like to get your send your Math Teachers on training programs focusing on the use of mathematics manipulative s.
Yes No
16.
Would you like to spare time to see the demonstration of very innovative Class-wise student Mathematics kits?
Yes No
Thank you for your help
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strongly disagree
agree
To gauge the potential of mathematical manipulatives in East and West Delhi
2012
List of Respondents: School Name ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? SRI GURUNANAK PUBLIC SCHOOL, LAJPATNAGAR SPRING MEADOWS PUBLIC SCHOOL KAMAL MODEL SR. SEC. SCHOOL GAGAN BHARATI SR. SEC. PUBLIC SCHOOL PIONEER KAMAL CONVENT ST. GRANCIS DE SALES SCHOOL SRI GURU NANAKPUBLIC SCHOOL ST. MATTHEWS PUBLIC SCHOOL KAMAL MODEL SR. SEC. SCHOOL GAGAN BHARATI SR. SEC. PUBLIC SCHOOL SPRING MEADOWS PUBLIC SCHOOL RASHTRA SHAKTI VIDYALAYA HAPPY CHILD MODEL SCHOOL GOLD FIELD PUBLIC SCHOOL ADARSH PUBLIC SCHOOL ADARSH KINDERGARTEN SCHOOL ADARSH PUBLIC SCHOOL PIONEER KAMAL CONVENT SCHOOL RED ROSE MODEL SEC SCHOOL RAGHUBIR SINGH MODERN SCHOOL ROSE VALLEY PUBLIC SCHOOL DIVINE HAPPY SR.SEC. SCHOOL JHABBAN LAL DAV PUBLIC SCHOOL GEETA BAL BHARTI SR. SEC. SCHOOL S.M. ARYA PUBLIC SCHOOL S.D.PUBLIC SCHOOL GURU HAR KRISHAN PUBLIC SCHOOL CAMBRIDGE FOUNDATION SCHOOL HANS RAJ MODEL SCHOOL SHRI SANATAN DHARAM SARASWATI BAL MANDIR N.C. JINDAL PUBLIC SCHOOL SARASWATI BAL MANDIR GURU RAM DASS PUBLIC MIDDLE SCHOOL SH SHIV MANDIR SARASWATI BAL
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? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
VIDYALAYA MAHARISHI DAYANAND PUBLIC SCHOOL BLOOMING BUDS PUBLIC SCHOOL GURU TEGH BAHADUR 3RD CENTENARY PUBLIC SCHOOL RAMJAS PUBLIC SCHOOL(Day Boardin) S.D.PUBLIC SCHOOL GURU NANAK PUBLIC SCHOOL THE ADARSH SCHOOL KHALSA NATIONAL PUBLIC SCHOOL DAYANAND MODEL SCHOOL S.D. PUBLIC SCHOOL SHAHEED BISHAN SINGH MEMORIAL SR. SEC. SCHOOL KALAWATI VIDYA BHARTI PUBLIC SCHOOL HAPPY SENIOR SCHOOL RAMJAS SCHOOL S.D.M. MODEL SCHOOL HAPPY SCHOOL C.R. SAINI PUBLIC SCHOOL GANGA INTERNATIONAL SCHOOL B.R.PUBLIC SCHOOL RICHMOND GLOBAL SCHOOL DEEPANSHU PUBLIC SCHOOL SHAHEED BISHAN SINGH MEMORIAL SR. SEC. SCHOOL KALAWATI VIDYA BHARTI PUBLIC SCHOOL HAPPY SENIOR SCHOOL RAMJAS SCHOOL SANKAR PUBLIC SCHOOL BAPU PUBLIC SCHOOL ASTER PUBLIC SCHOOL ANGLO INDIAN PUBLIC SCHOOL SHRI SANATAN DHARAM SARASWATI BAL MANDIR N.C. JINDAL PUBLIC SCHOOL SARASWATI BAL MANDIR JASWANT LAL PUBLIC SCHOOL ADARSH VIDYALAYA (REGD) SARASWATI BAL BHAVAN MIDDLE SCHOOL DEEMA PUBLIC SCHOOL
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? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
GURU RAM DASS PUBLIC MIDDLE SCHOOL SH SHIV MANDIR SARASWATI BAL VIDYALAYA MAHARISHI DAYANAND PUBLIC SCHOOL S.D.PUBLIC SCHOOL BLOOMING BUDS PUBLIC SCHOOL MAHARISHI DAYANAND PUBLIC SCHOOL WEST DELHI PUBLIC SCHOOL SAVIOUR CONVENT SR. SEC. SCHOOL MATA BALWANT KAUR PUBLIC SCHOOL GURU HARKRISHAN PUBLIC SCHOOL GURU GOBIND SINGH PUBLIC SCHOOL GURU AMAR DASS PUBLIC SCHOOL DAYANAND ADARSH VIDYALAYA S.JASSA SINGH RAMGARHIA PUBLIC SCHOOL M.R.VIVEKANANDA PUBLIC SCHOOL MUKAND LAL KATYAL S.D.SEC.SCHOOL TAGORE SCHOOL SR. SEC. SCHOOL NEW ERA PUBLIC SCHOOL MIRA MODEL SCHOOL SUMERMAL JAIN PUBLIC SCHOOL GURU HARKRISHAN PUBLIC SCHOOL JHABBAN LAL DAV PUBLIC SCHOOL St. MARYS SENIOUR SEC. SCHOOL ST. SOPHIAS SR. SEC. SCHOOL ST. FROEBEL SCHOOL WEST DELHI PUBLIC SCHOOL SAVIOUR CONVENT SR. SEC. SCHOOL BOSCO PUBLIC SCHOOL D.A.V. CENTENARY PUBLIC SCHOOL SHAH INTERNATIONAL PUBLIC SCHOOL
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BIBLIOGRAPHY: BOOKS: ? ? Marketing Management “Philip Kotler”, 11th EDITION Research Methodology “C.R.Kothari”
WEBSITES: ? ? ? ? ? ? Google.com Wisetime.in Onlineadmission.com Justdail.com Schoolpedia.com Edutring.com
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doc_139562869.pdf