Effects of schooling examined through medium of instruction on cognitive, behavioural, and academic achievement of students

Abstract

This research compares the cognitive, behavioural, and academic achievements of students in Odia and English medium schools to determine the impact of schooling as examined by the medium of instruction. Thirty Grade-VII students from both institutions make up the sample. They are evaluated using the MFFT, RPM, Depression Questionnaire, and TCBC, which are provided to the instructor to determine whether any behavioural issues exist among the students. The data gathered from the tests were used to determine the mean and standard deviation, and One-way ANOVA was then used to assess for significance. The ANOVA table's findings indicate that the results are not significant. Thus, there is no significant difference between the cognitive, behavioural, and academic achievement of Odia and English medium students, demonstrating that the medium of instruction is not a strong predictor of children's competencies.