The Research Dialogue

Author(s):Nitu¹, Prof. Pravat Kumar Dhal²

DOI: https://doi.org/10.64880/theresearchdialogue.v4i4.27

Abstract

The National Education Policy (NEP) 2020 has placed Foundational Literacy and Numeracy at the apex of India’s school education reform, mandating universal mathematical proficiency by Grade 3. Bihar, one of India’s most populous and educationally disadvantaged states, presents a critical case for examining whether NEP 2020-aligned interventions produce measurable improvements in mathematics learning. This study assesses mathematics learning outcomes in Bihar government schools by analyzing data from ASER 2018, 2022 and 2024, NAS 2021, PARAKH Rashtriya Sarvekshan 2024, Bihar SAS 2022-23, and UDISE+ 2023-24. A descriptive, ex-post-facto research design employing secondary data analysis, z-test for proportions, and Spearman correlation is adopted. The study hypothesizes significant improvement in Bihar’s mathematics outcomes under NEP 2020, and that infrastructure deficits moderate this improvement. Results indicate modest gains at the foundational stage with Bihar remaining below the 60% national mathematics average in PARAKH 2024. Structural deficits including 19.6% ICT access, teacher imbalances, and gender gaps continue to impede progress. The study concludes that state-specific, escalated policy interventions aligned with NEP 2020 are urgently required.

Keywords: Mathematics Learning Outcomes, Bihar Government Schools, NEP 2020, Foundational Numeracy, NIPUN Bharat