Research Summary

A qualitative field study across nearly 5,000 students in Indian schools documenting patterns of academic disinterest, screen dependency, and the systemic failures in teaching methods and school management that contribute to declining learning quality.

Abstract

This paper presents a qualitative field study conducted across a network of schools encompassing nearly 5000 students from Grades VI to X. Through classroom observations, counseling sessions, and assistance to an English professor, the study identifies significant patterns of academic disinterest, emotional fatigue, and behavioral disengagement among school students. The findings suggest that excessive screen exposure, poor teaching methods, limited teacher professional development, and managements’ profit-driven orientation have jointly eroded classroom learning quality. Students were found to be increasingly attracted to high-stimulus entertainment media and detached from reflective academic learning (Joseph et al., 2022). Teachers often lacked practical pedagogical tools to re-engage learners (Schunk & Mullen, 2012). School managements prioritized revenue, infrastructure, and marketing over teacher capacity-building or student wellbeing.

Full Article

How to Cite