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Kavita Krishnan
Independent Researcher
Tamil Nadu, India
Abstract
Tech-enabled remedial education leverages a suite of digital tools—such as adaptive learning platforms, mobile applications, interactive multimedia modules, and data‑driven dashboards—to systematically identify and bridge learning gaps among underperforming students. In India’s backward districts, where chronic resource constraints, teacher shortages, and infrastructural deficits impede traditional instruction, such technology offers the potential to personalize learning at scale. This manuscript presents a mixed‑methods evaluation of a six‑month intervention across 120 government primary schools and 2,500 Grade 3–5 students in Uttar Pradesh, Bihar, and Madhya Pradesh. Utilizing an offline‑capable adaptive‑learning app preloaded on tablets, the program delivered localized content in vernacular languages and aligned with national curricular standards. Teacher capacity was bolstered through a “train‑the‑trainer” cascade model and monthly peer‑support forums. Quantitative analyses reveal substantial gains in foundational literacy (mean gain = 32%, p < .001, Cohen’s d = 1.05) and numeracy (mean gain = 24%, p < .001, Cohen’s d = 0.88) compared to control schools. Engagement metrics indicate 87% of intervention students reported increased motivation, while teacher self‑efficacy scores rose by 1.4 points on a 5‑point scale. Qualitative insights underscore the importance of offline functionality in connectivity‑limited settings, culturally relevant content, and sustained in‑service training for digital pedagogy. Cost‑analysis projections estimate a per‑student expenditure of ₹1,200 for a six‑month cycle—comparable to traditional remedial costs but with higher learning returns. These findings suggest that context‑aware edtech interventions, when integrated with existing government schemes and supported by robust monitoring systems, can effectively narrow achievement gaps. Policy implications include recommendations for scaling hybrid models, investing in low‑bandwidth infrastructure, and embedding real‑time analytics into national remedial frameworks to drive data‑informed decision‑making.
Keywords
Adaptive learning; remedial education; digital inclusion; backward districts; blended instruction; educational technology
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