10, June 2026

Learning Gaps in Rural Primary Education: An Empirical Study of Balanikethanam School, Muddenahalli

VOLUME-9; ISSUE-6; JUNE-2026

Author(s): Chityala Shreya Reddy

Authors Affiliations:

MA Economics Student, Sri Sathya Sai University for Human Excellence

DOIs:10.2018/SS/202606005     |     Paper ID: SS202606005


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Learning gaps in primary education represent one of the most persistent and consequential challenges facing school systems in developing countries, particularly in rural India. This study investigates the nature, extent, and underlying factors of learning gaps among students enrolled in Classes 1 to 4 at Balanikethanam School, Sathya Sai Grama, Muddenahalli — a rural institution in Karnataka. Using a descriptive-quantitative research design, primary data were collected from 60 students through structured assessments modelled on the Annual Status of Education Report (ASER) framework, covering foundational competencies in reading, subtraction, and division. These findings were then compared against the ASER Karnataka state report to contextualise school-level performance against a broader baseline.

Results indicate a sharp and statistically significant drop in academic performance from Class 1 (average score: 95.29%) to Classes 2, 3, and 4 (averaging below 30%). A one-way ANOVA revealed a highly significant between-group difference (F(3, 56) = 514.64, p < 0.001, η² = 0.965), with post-hoc pairwise comparisons confirming that the transition from Class 1 to Class 2 represents the most critical performance break. A strong positive correlation was found between reading ability and subtraction proficiency across grade levels (r = 0.97, p = 0.026). Recommendations include structured remedial programmes, teacher training in adaptive instruction, activity-based strategies, and periodic internal assessments aligned with ASER-style tools.

foundational learning deficits, primary-grade literacy, early numeracy competency, rural school performance, ASER-based assessment, grade-level progression gaps, remedial pedagogy, student-centred instruction

Chityala Shreya Reddy(2026); Learning Gaps in Rural Primary Education: An Empirical Study of Balanikethanam School, Muddenahalli, Shikshan Sanshodhan : Journal of Arts, Humanities and Social Sciences,      ISSN(o): 2581-6241,  Volume – 9,   Issue –  6,  Available on –   https://shikshansanshodhan.researchculturesociety.org/

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