International Journal of Arts Humanities & Social Sciences (IJAHSS).

TEACHERS’ PERCEPTIONS AND LEARNERS’ RESPONSES IN COMMUNICATIVE LANGUAGE TEACHING CLASSROOMS: AN EMPIRICAL STUDY FOCUSED ON ODISHA AND EASTERN INDIA

Niranjan Nayak — 2026-01-10

Communicative Language Teaching (CLT) has been widely advocated as an effective pedagogical approach for developing communicative competence in English language learners. In India, while CLT has been formally incorporated into curricula and policy documents, its classroom implementation varies considerably across regions. This empirical study investigates teachers’ perceptions and learners’ responses toward CLT practices in English classrooms in Odisha and other Eastern parts of India, namely West Bengal, Bihar, and Jharkhand. Using a descriptive-analytical survey design, data were collected from 30 English language teachers and 120 secondary and higher-secondary students through structured questionnaires based on a five-point Likert scale. Key parameters examined include classroom interaction, learner participation, speaking skill development, confidence building, and assessment practices. Quantitative analysis using mean scores, tables, and graphical comparison reveals that both teachers and learners hold positive attitudes toward CLT, particularly in relation to communicative activities and oral proficiency. However, challenges related to assessment alignment, large class size, and infrastructural constraints persist. The study underscores the need for region-sensitive teacher training and assessment reforms to ensure effective CLT implementation in Eastern India.

DISPARITIES IN SCIENCE STREAM ACHIEVEMENT AT THE HIGHER SECONDARY LEVEL: EVIDENCE FROM COHSEM EXAMINATION RESULTS (2021–2025)

Dr. Thuishim Kashung — 2026-01-10

This paper explores the achievement gap of community and gender in higher secondary science stream in Manipur based on secondary data of Council of Higher Secondary Education, Manipur (COHSEM) that was released in 2021-2025. The research follows a descriptive and analytical methodology whereby, pass percentages in four communities; General, Other Backward Classes, Scheduled Castes, and Scheduled Tribes are disaggregated by gender. The results show high overall pass percentages in general, but there are still very high levels of variances between communities and regions. These results showed a consistent high score in 2021, which is mostly linked to COVID-19-related internal assessment methods and the results showed a significant drop in 2022 due to the resumption of public examinations, revealing existing disparities, especially among Scheduled Tribe students who were highly concentrated in hill districts. Gender equity is evident since female students performed better than male students in communities. Still, the disadvantages of communities and regions are still restricting the distribution of equal results in science education. The research points out that the pass rates alone are not a guarantee of equity and there should be specific interventions by the regions in line with the equity goals of the National Education Policy 2020.