Internship Report (Teaching Profession) .pdf

This is an internship report on teaching profession in school.

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AN INTERNSHIP REPORT
On
“COOPERATING ASSIGNED SCHOOL”
BANGLADESH BANK COLONY HIGH SCHOOL
COURSE NO: EDU PI 409
COURSE TITLE: PRACTICUM INTERNSHIP

Submitted To:
Dr. Golam Mohiuddin
Professor
Institute of Education and Research (IER)
University of Chittagong

Submitted By:
Ridowan Hossain
ID: 17113016
Session: 2016-17
Institute of Education and Research (IER)
University of Chittagong

Date of Submission: 18
th
July, 2023

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Letter of Transmittal


To,
Dr. Golam Mohiuddin
Professor
Institute of Education and Research (IER),
University of Chittagong.

Subject: Submission of the Internship report on “Cooperating Assigned School” focusing
on Bangladesh Bank Colony High School.

Mr. Sir,
I'm submitting my internship report for the title "Cooperating Assigned School" as an Assistant
Teacher at Bangladesh Bank Colony High School of an internship program under B.Ed.
(Hon's). Please accept my deepest gratitude for allowing me to complete my report on the topic
of my project, which was assigned to me at Bangladesh Bank Colony High School. I'm beyond
grateful to you for assigning me this report because it welcomed me to step into a real-life
scenario and broaden my understanding of how syndication is organized and all of the work
that goes into it. I’m forever indebted to you for assigning me in such an important area of
Bangladesh Bank Colony High School and your kind and generous guidance to make the report
successful.


Sincerely Yours


Ridowan Hossain
ID-17113016
Session-2016-2017
Institute of Education and Research (IER)

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ACKNOWLEDGEMENT


First of all, I would like to thanks our honorable academic supervisor MR. DR. GOLAM
MOHIUDDIN, Professor & Director, Institute of Education and Research (IER), University of
Chittagong. I am thankful to him for his continuous support and supervision, suggestions and
providing me with valuable information that was very much needed for the completion of this
report. He also gave me valuable suggestion in every single journey of my internship program.
I’m very gratefull to have him as my supervisor. He is really a great person.

Then, I express my honest gratitude to The Headmaster of Bangladesh Bank Colony High
School, Agrabad, Chattogram, MR. MOHAMMAD MOSTAFA HASAN MOZ UMDAR, who
has extended wholehearted cooperation for internship. He is the best Head Master I ever saw
in my life. His vision, his talent, his approach and his kind heart is topnotch. He gave me so
much respect that I couldn’t have even in my imagination. I also express my honest gratitude
to The Assistant Headmaster MR. MD. MOIN UDDIN SARKAR . He is very hardworking
person and do his duty perfectly.

Finally, I am grateful to my family, friends, classmates and colleagues who helped me
whenever I needed. Without their help this report might not been a comprehensive one. The
successful accomplishment of this Internship Report is the outcome of the contribution and
involvement of a number of people, especially those who took the time to share their thoughtful
guidance and suggestions to improve the report. It is difficult for me to talk about all of those
people who have contributed something to this report. There are some special people who
cannot go without mention.

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EXECUTIVE SUMMARY

The report is based on teaching in Bangladesh Bank Colony High School as a Guest Facilitator.
This report is to disclose the environment where I teach for the very first time and gained
multitude of ideas, approaches, techniques and processes. During the internship I got highest
opportunities to demonstrate the act of teaching in actual situation and also got chances to take
part in the all kinds of curricular and co-curricular activities in the school level.

During the internship I performed my assigned duties in the school under the direct
management and control of Bangladesh Bank Colony High School and under the supervision
of one subject supervisor and a school coordinator assigned by IER.

I experienced many things in the school, such as- teaching methods, observing lessons,
organizing co-curricular activities, developing and administrating test, scoring answer script,
statistical treatment and interpretation of test result and performing other duties assigned by the
head of the school.

I also experienced the evaluation methods of new curriculum in this short period. I enjoyed this
very much. I think in this new curriculum students can undestand and feel that he has some
hiden talent and will be more confident.

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Table of Contents
CHAPTER-A ......................................................................................................................................... 8
SCHOOL OBSERVATION REPORT... ............................................................................................ 8
A.1 PREFACE: ............................................................................................................................. 8
A.2 COURSE OBJECTIVES: ..................................................................................................... 8
A.3 AIM OF THE REPORT:....................................................................................................... 9
A.4 LIMITATIONS OF THE REPORT: .................................................................................. 9
A.5 HISTORY OF THE SCHOOL: ........................................................................................... 9
A.6 THE SCHOOL AT A GLANCE ........................................................................................ 10
School Photo Front Side ............................................................................................................. 11
A.7 HEAD OF THE INSTITUTE ............................................................................................ 12
A.8 TEACHERS’ PROFILE..................................................................................................... 12
A.9 STUDENTS’ INFORMATION ......................................................................................... 14
A.10 SCHEDULE OF THE SCHOOL ....................................................................................... 16
A.11 ADMINISTRATIVE STRUCTURE ................................................................................. 16
A.12 STRUCTURAL FACILITIES OF THE SCHOOL ......................................................... 16
Some Pictures Of The School:.................................................................................................... 17
A.13 SSC EXAMINATION RESULT OF THE SCHOOL ...................................................... 20
Trend Analysis Of The Passed Students In Ssc Examination: ............................................... 21
Trend Analysis Of Students For Last Five Years According To Groups: ............................. 21
Year Wise No Of Passed Students In Ssc Examination For Last Five Years According To
Groups: ........................................................................................................................................ 22
A.14 STRENGTHS OF THE SCHOOL .................................................................................... 22
Teacher: ....................................................................................................................................... 22
Teacher Training: ....................................................................................................................... 22
Staff: ............................................................................................................................................. 22
Guardians: ................................................................................................................................... 22
Management: ............................................................................................................................... 22
Supervision: ................................................................................................................................. 23
Leadership: .................................................................................................................................. 23
Assessment: .................................................................................................................................. 23
Financing: .................................................................................................................................... 23
Environmental And Physical Facilities: .................................................................................... 23
A.15 WEAKNESS OF THE SCHOOL ...................................................................................... 23
Teacher: ....................................................................................................................................... 23
Staff: ............................................................................................................................................. 23

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Guardians: ................................................................................................................................... 23
Management: ............................................................................................................................... 23
Academic And Physical Facilities: ............................................................................................. 24
Teaching Materials: .................................................................................................................... 24
Assessment: .................................................................................................................................. 24
A.16 MY SUGGESTION: ........................................................................................................... 24
A.17 CONCLUDING REMARKS: ............................................................................................ 24
CAPTER-B .......................................................................................................................................... 25
CO-CURRICULAR ACTIVITIES REPORT .................................................................................. 25
B.1 PROLOGUE: ......................................................................................................................... 25
B.2 FIRST STEP OF THE PROGRAM: ................................................................................... 25
B.3 NAME OF ORGANIZER: ................................................................................................... 25
B.4 PLANNING AND PREPARATION: .................................................................................. 25
Fix Up The Date: ......................................................................................................................... 25
Head Teacher Approval: ............................................................................................................ 25
Permission From School Coordinator: ..................................................................................... 25
List In The Guest Panel: ............................................................................................................. 26
Budget: ......................................................................................................................................... 26
Selection Of Events: .................................................................................................................... 26
Preliminary Selection Of Performers: ...................................................................................... 26
Final Selection: ............................................................................................................................ 26
B.5 THE DAY OF THE PROGRAM: ....................................................................................... 26
B.6 DESCRIPTION OF THE PROGRAM: .............................................................................. 27
B.7 PHOTO GALLERY: ............................................................................................................ 27
B.8 EPILOGUE: .......................................................................................................................... 30
CAPTER- C ......................................................................................................................................... 31
STATISTICAL REPORT .................................................................................................................. 31
C.1 INTRODUCTION ................................................................................................................. 31
C.2 PREPARATION FOR THE TEST ..................................................................................... 31
C.3 TEST ANALYSIS ................................................................................................................. 31
C.4 GENERAL CONSIDERATION .......................................................................................... 31
C.5 STUDENTS INFORMATION CHART ............................................................................. 32
C.6 TEST QUESTION ................................................................................................................ 34
C.7 THE ITEMS IN BRIEF ........................................................................................................ 36
C.8 DOMAIN OF OBJECTIVE OF THE TEST ...................................................................... 38
C.9 GRAPHICAL PRESENTATION OF THE DOMAIN ...................................................... 39

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C.10 TEST RESULTS ................................................................................................................. 39
C.11 RESULT OF THE SIX STUDENTS ................................................................................. 41
C.12 GRAPHICAL PRESENTATION OF THE FINAL RESULTS ..................................... 42
C.13 DATA ANALYSIS .............................................................................................................. 42
Formation Of A Frequency Distribution .................................................................................. 43
C.14 FREQUENCY DISTRIBUTION OF THE MARKS OF SIX STUDENTS ................... 45
Frequency Dritibution Table: .................................................................................................... 46
C.15 MEASUREMENT OF CENTRAL TENDENCY ............................................................ 46
C.16 MEAN .................................................................................................................................. 47
Determination Of The Mean: ..................................................................................................... 47
C.17 MEDIAN .............................................................................................................................. 47
Determination Of The Median: ................................................................................................. 48
C.18 MODE .................................................................................................................................. 49
Determination Of The Mode: ..................................................................................................... 49
C.19 DIAGRAM OF CENTRAL TENDENCY ........................................................................ 49
C.20 MEASUREMENT O F CENTRAL TENDENCY RESULTS ......................................... 49
C.21 STATISTICAL REPORT .................................................................................................. 50
C.22 MEASURES OF VARIATION .......................................................................................... 51
C.23 RANGE ................................................................................................................................ 52
Significance Of Range: ............................................................................................................... 52
C.24 MEAN DEVIATION .......................................................................................................... 52
Determination Of Mean Deviation: ........................................................................................... 53
C.25 MEASURES OF VARIATION RESULTS IN GRAPH: ................................................ 54
C.26 GRADE OF THE STUDENTS .......................................................................................... 54
C.27 GRADE PERCENTAGE.................................................................................................... 55
C.28 GRADE DISTRIBUTION GRAPH .................................................................................. 55
C.29 CONCLUSION: .................................................................................................................. 55
C.30 BIBLIOGRAPHY: .............................................................................................................. 56
C.31 APPENDIX: ......................................................................................................................... 56

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CHAPTER-A
SCHOOL OBSERVATION REPORT...

A.1 PREFACE:

Internship in B.E.D course play an important role in the field of students teachers training
education programs. The aim of this is to train teachers to educate and teach effectively in order
to facilitate learning in the class room. Internship experience enhance students self confidence,
values and attitudes and leads to increase in student independence social maturity and
interpersonal skills.
The internship is an educational experience combining daily experience in the classroom
setting, time allocation to work on assignment and exam preparation and time spend coaching
extra curriculum activities of student. It teaches an interns follow the calendar of a school and
work in partnership with members of the teaching staff.

 A carefully planned internship program should fulfill the following aspects-
 Develop professional skills and attitudes.
 Understanding the nature of working climate and status.
 Offers fruitful exposure on the job.
 Securing purposeful relationship with teaching learning.

An intern teacher is the one who has to practice how to prepare and teach a well planed, good
and effective lesson by teacher centric and interactive methodology. Internship will also allow
students to learn about time management, discipline and effective communication skills.

A.2 COURSE OBJECTIVES :

The core objective of this study is to gain realistic and practical understanding about providing
quality learning methods. The objectives of the study are given below:
 The primary objective of this report is to fulfill the partial requirement in the bachelor
of education (B. Ed) degree.
 Besides fulfill the degree requirement this report intends to cover a comprehensive
analysis of school profile, administrative and management.
 To prepare the student teacher for actual learning method.
 To make proper use of different teaching aids/materials.
 To impress in student teacher different skill essential for teaching learning process.
 To apply theory in real life situation.
 To develop in student teacher critical writing skill and reflective skill.
 To engage the student with the problems of the community.

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A.3 AIM OF THE REPORT:

The purpose of a report is to provide information to people on people on a specific topic. And
it should take around ten to fifteen minutes to present it. Apart from school, reports play an
integral role in the professional world.
 Identifying the problem of the school.
 Collect the students and school information.
 Describe the school and students information.
 Review of the current situation of school.


A.4 LIMITATIONS OF THE REPORT:

To provide recent information and to make this report read worthy, support from various
sources is essential. In spite of having my wholehearted effort, i could not collect some
information required at the time of the study. Therefore, the study is not free from limitations.
Some limitations and problems have encountered which are as follows:
 Inadequacy and lack of accessibility of some preceding and latest data.
 At times the concerned personnel did not provide enough time due to shortage of
teacher. So, I faced some problems to understand few points of specific tasks.
 As a matter of fact, three months is too shot to learn all the school and primary
educational structure activities.


A.5 HISTORY OF THE SCHOOL:

Bangladesh Bank Colony High School is also known as BBCHS. It is one of the most renowned
school in Chittagong. It is a private educational institute located at Agrabad, Chittagong. The
founder of this school is Bangladesh Bank. They founded the school in 1960. The school started
its journey in 1961 having students of KG-1 to class 5. It was then only a one storied building,
but now it has expanded as like a tree. In 1982 the school gained the status of full pleasant
Secondary school. Then it started to offer the facilities of primary and secondary from 1984.
The students first appeared in SSC examination in 1986. Till then to today, the school is well
known as one of the best school in Chattogram for its excellent result in SSC. Moreover it is
appreciated for its discipline. In 2016 the school gained the title of ‘The Best School of The
Year’ in Agrabad region. In 2022 & 2023 The Head Master of the school Mr. Muhammad
Mostofa Hasan Mojumder achieved the status of ‘Best Head Master of The Year’ award in
Double Mooring Thana.

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A.6 THE SCHOOL AT A GLANCE


Table A.1: The School at a glance






INSTITUTE BANGLADESH BANK COLONY HIGH SCHOOL
CODE 3020
EIIN 104294
NICK NAME BBCHS
BOARD CHITTAGONG
DISCIPLINES SCIENCE, BUSINESS STUDIES
TYPE PRIMARY & SECONDERY
MPO STATUS YES
MPO NUMBER 0203021305
CO-EDUCATION BOTH BOY’S & GIRLS
SHIFT 2(MORNING & DAY)
MEDIUM BANGLA
TOTAL TEACHERS 50
TOTAL STUDENTS 1794
REGION URBAN
LOCATION AGRABAD, CHATTOGRAM
TOTAL SPACE 1.81 acres
NO OF BUILDINGS 4
PLAYGROUND 175 meters
WEBSITE https://www.bbch.edu.bd

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School Photo Front Side


Picture 1: School Front View

• School Location From Google Map

Google Map

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A.7 HEAD OF THE INSTITUTE



MR. MUHAMMAD MOSTOFA HASAN MOJUMDER
Head Master
M.S.C ( Mathmatics), M.S.S(Political Science), B.Ed, M.Ed
(2018-Present)

A.8 TEACHERS’ PROFILE

SI
No.
Name Designation
Educational
Qualification
1. MR. MUHAMMAD
MOSTOFA HASAN
MOJUMDER
Head Teacher
M.S.C(Mathmatics),
M.S.S(Political
Science, B.Ed, M.Ed
2. MR. MD. MOIN UDDIN
SARKAR
Assistant Head
Teacher
B.S.C(Hon’s),
M.S.C, B.Ed
3. MR. SURONJON BARUA Senior Teacher B.S.C, B.P.Ed
4. MRS. SELINA PARVEEN Senior Teacher B.A , B.Ed
5. MRS. SHAHINA AKTHER Senior Teacher M.S.S , M.Ed
6. MR. REZAUR RAHMAN Senior Teacher M.S.C , B.Ed
7. MRS. REJINA AKTER Senior Teacher M.A , B.Ed
8. MRS. SUMI CHAKROBORTI Senior Teacher M.com
9. MRS. RUMI CHAKROBORTI Senior Teacher M.A , B.Ed

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10. MRS. JANNATUL FERDOUS Senior Teacher M.com , B.Ed
11. MRS. ASHRAFUNNAHAR Senior Teacher M.S.S , B.Ed
12. MR. SHOTODOL TALUKDAR Senior Teacher B.S.C , B.Ed
13. MR. ABDUR NUR AZAD Senior Teacher Kamil
14. MRS. SURAIYA ARJU Assistant Teacher M.S.C , B.Ed
15. MRS. RASHIDA AKTER Assistant Teacher M.A , B.Ed
16. MR. SAGOR DEV Assistant Teacher M.S.C , B.Ed
17. MRS. SAMINA AKTER Assistant Teacher M.A
18. MRS. SUPORNA DASH Assistant Teacher M.A
19. MRS. MORJINA AKTER Assistant Teacher MBA
20. MRS. RABEYA AKTER Assistant Teacher M.S.C, B.Ed
21. MR. SHAHEDUL ISLAM
BHUIYA
Assistant Teacher M.S.C
22. MRS. YESHMIN AKTER Assistant Teacher Masters
23. MRS. FARJANA BOBY
TUSHI
Assistant Teacher Masters
24. MR. MD. TAJUL ISLAM Assistant Teacher Masters
25. MRS. JANNATUL FERDOUS Assistant
Teacher(Biology)
Masters
26. MR. MOHAMMAD
SHAHNEOYAJ
Assistant
Teacher(English)
Masters
27. MR. REZAUL KARIM Incharge (Primary) M.S.C (Thesis)
28. MRS. BEGUM JAKIYA Assistant Teacher H.S.C, C.In.Ed
29. MRS. SOIYODA NASIMA
AKTER
Assistant Teacher B.A
30. MRS. SALMA AKTER Assistant Teacher B.A, C.In.Ed
31. MRS. SUMITA DE Assistant Teacher M.A
32. MRS. MONOARA SULTANA Assistant Teacher M.S.S
33. MR. RAJIB
BHOTTACHARZO
Assistant Teacher M.A

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34. MR. MOHAMMAD ERSHAD
HOSSAIN
Assistant Teacher B.A, B.Ed
35. MRS. SHARMIN AKTER Assistant Teacher M.S.S
36. MR. PEYAR AHMED Assistant Teacher M.A
37. MS. JANNATUL TAHRIMA Assistant Teacher M.S.S
38. MR. NIZAM UDDIN Assistant Teacher M.S.S
39. MR. MEHEDI HASAN Assistant Teacher M.S.S
40. MS. SABINA YEASMIN Assistant Teacher MBA
41. MRS. AFROZA PARVEEN Assistant Teacher B.A
42. MS. SOHELA NASRIN Assistant Librarian B.A, Diploma in
Libraray
Table A.2: Teacher Profile


A.9 STUDENTS’ INFORMATION

Primary Section
Class Section Boys Girls Total

1
A 25 17 42
B 23 18 41

2
A 33 28 61
B 32 22 54

3
A 53 18 71
B 46 23 69

4
A 47 26 73
B 53 21 74

5
A 26 29 55
B 56 - 56
C 55 - 55
Total 449 202 651

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Table A. 3: Student information












Secondary Section
Class Section Boys Girls Total

6
A 72 - 72
B 61 - 61
C 41 31 72

7
A 74 - 74
B 66 - 66
C 42 25 67

8
A 75 - 75
B 63 - 63
C 46 25 71

9
A 44 17 61
B 56 - 56
C 73 20 93

10
A 37 19 56
B 55 - 55
C 79 14 93
Total 884 151 1035
Total Number of Students (Primary Section) =
Total Number of Students (Secondary Section)=
651
1035
Total Students of School= 1686

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A.10 SCHEDULE OF THE SCHOOL








Table A. 4: Schedule of the school

A.11 ADMINISTRATIVE STRUCTURE

SI
No.
Name Designation
1 MR. A.B.M JOHURUL HUDA President
2 MR. MOHAMMAD IDRIS Member
3 MRS. KHURSHIDA JAHAN Member
4 MR. SOMIT CHAKMA Member
5 MR. REZAUR RAHMAN Member
6 MR. RAJIB BHOTTACHARZO Member
7 MR. MUHAMMAD MOSTOFA HASAN
MOJUMDER
Member Secretary
& Head Master
Table A. 5: School-Managing Committee

A.12 STRUCTURAL FACILITIES OF THE SCHOOL

Bangladesh Bank Colony School is one of the most well facilitated schools in Chittagong. The
school has 4 separate levels with 4 storey building which contain about forty class rooms. Most
of the classrooms are made to be maintained as digital classroom with digital board, sound
system and with attached overhead projector.

 The school has a big playground for the students.
 The school has a very large Library contains over 2000 books.
Shift Class Starting Time Closing Time
Morning 1-5 7:00 am 9:50 am
Day 6-10 10:00 am 4:00 pm

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 The school is strictly secured, without proper permission or identity no one
can enter in school area /compound.
 Biometric security system is installed to keep the track of teachers and
authority.
 The classrooms are equipped to work as a degital classroom.
 The school makes sure to take care of students physical condition.
 There are adequate facilities for developing creativity.
 Co-curricular activities are taken very seriously in Bangladesh Bank Colony
High School.
 There are 2 computer lab in the school.
 The school have 2 common room 1 for girls and other for boys.
 There are also 2 room for prayer.
 Installation of CCTV
Table A. 6: Structural Facilities of the School

Some Pictures Of The School:

Picture 2: School Gate

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Picture 3: Academic Bhaban



Picture 4: Digital Classroom

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Picture 5: School Hall Room




Picture 6: Computer Lab

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Picture 7: School Library

A.13 SSC EXAMINATION RESULT OF THE SCHOOL

S.S.C result of last 5 years of the school is given below:

Year Number
of
Examinee
Result Total
Pass
Percentage
A+ A A- B C D F
2018 134 32 59 27 10 01 - 05 129 96.27%
2019 137 17 62 28 16 05 - 09 128 93.43%
2020 142 25 76 23 12 05 - 01 141 99.30%
2021 137 33 68 17 08 09 01 01 136 99.27%

2022
146 64 60 13 05 03 - 01 145 99.32%
Table A. 7: SSC Examination of the School (total statistics)

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Trend Analysis Of The Passed Students In Ssc Examination:












Figure A. 1: Trend analysis of the passed students for last five years



Trend Analysis Of Students For Last Five Years According To Groups:


Figure A. 2: Trend analysis of students for last five years according to Groups

2018 2019 2020 2021 2022
Science 68 70 68 72 79
Business 66 67 74 65 67
0
10
20
30
40
50
60
70
80
90
Number of Students According to Group
ScienceBusiness
96.27%
93.43%
99.30% 99.27% 99.32%
90.00%
91.00%
92.00%
93.00%
94.00%
95.00%
96.00%
97.00%
98.00%
99.00%
100.00%
2018 2019 2020 2021 2022
Percent
Year
Percentage of passing through the years

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Year Wise No Of Passed Students In Ssc Examination For Last Five Years According
To Groups:


Figure A. 3: Year wise no of passed students in SSC examination for last five years according
to groups

A.14 STRENGTHS OF THE SCHOOL
Teacher:
1. All the teachers of this school have a professional degree.
2. There is a good relationship between the experienced and the young teachers.
3. They are qualified to take digital classes and they have good command over the
digital equipment.
Teacher Training:
1. Instructive and provides guidance.
2. Applied teaching methods.
3. Providing feedback.
Staff:
1. There are a lot of staff for different kinds of sector.
2. They are so friendly and works hard.
3. Their behaviour is so good to say.
Guardians:
1. The school maintains a strong teachers-parents relation.
2. Guardians plays a vital role in the school.
3. School always keep contact with the guardians in any sitution.
Management:
1. School management is very good.
2. The class schedule maintain very smoothly.
2018 2019 2020 2021 2022
Science 67 68 67 72 79
Business 62 60 74 64 66
0
10
20
30
40
50
60
70
80
90
Number of Passed Students According to Group
ScienceBusiness

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Supervision:
1. A representative from Bangladesh Bank always comes and observes all the activities.
2. Head of the school always keep eye on every activities of the school through CCTV.
3. The teachers also always observes the students and wants to know about them.
Leadership:
1. The Head Teacher of the school and Assistant Head Teacher of the school has a very
good leadership quality.
2. Most of the senior teachers also has the leadership quality.
Assessment:
1. There are a class room assesment in each class.
2. There are also a Class Test in every three months.
Financing:
1. All the financial budget run by Bangladesh Bank.
2. There are also MPO status teacher and they are seleried from Bangladesh
Government.
Environmental And Physical Facilities:
1. Bangladesh Bank Colony High School has very spacious classrooms.
2. Provide clean and safe water for both teachers and students.
3. The school and classroom always stay clean and fresh look.
4. Enough air circulation in the classroom.

A.15 WEAKNESS OF THE SCHOOL
Teacher:
1. The teachers of the school isn’t so much dedicated to their responsibility.
2. The relation of the teachers aren’t good enough.
3. The school currently has shortage of teachers which hinders the teaching process.
4. Teachers and student’s ratio are more than standard.
Staff:
1. More staff need to recruit.
2. Some of the staff are not co-operative.
Guardians:
1. Most of the guardians are not conscious of their children' study.
2. Some others are not interested to their children' health.
Management:

1. The school has some discipline error.
2. During the assembly the students aren’t follow the command and make noise when it’s
time to singing national anthem.
3. Students behaviour is very bad to their teachers.

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Academic And Physical Facilities:
1. Monthly fees of the school is bit and the higher side, because most of the student's
family's condition are not good.
2. There is no canteen in the school.
Teaching Materials:
1. Teachers are not used to use teaching aid in their class.
2. Teachers are not used to make lesson plan.
3. Most of the teachers are not interested in using multimedia in their class.
Assessment:
1. The teachers aren’t so much serious to make a proper assesment.
2. Assessment method is not Standards.

A.16 MY SUGGESTION:
 The school should appoint more teachers.
 Teacher should have the interest in using multimedia to make the class interesting.
 They must set up a canteen in School campus in order to provide hygienic food for both
students and teachers.
 Teachers should proper use of teaching aids.
 Teaching method should be imporved.
 Teacher have to be more carefull about students discipline.
 Assembly should be more controlled.
 Teachers relation should be improved.

A.17 CONCLUDING REMARKS:
As an intern teacher I never felt myself as an outsider in the school. From the Headmaster to
all the teacher and stuff, I had a lovely relation. They always helped me in my need. The
students were very active in my classroom, they always followed my instruction as I gave them.
Bangladesh Bank Colony High School is one of the best schools in the city. I hope they will
become one of the best schools in Bangladesh.

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CAPTER-B
CO-CURRICULAR ACTIVITIES REPORT

B.1 PROLOGUE:
Co-curricular refers to activities, programs, and learning experiences that complement, in some
way, what students are learning in school-i.e., experiences that are connected to or mirror the
academic curriculum. Co-curricular activities are typically, but not always, defined by their
separation from academic courses. For example, they are ungraded, they do not allow students
to earn academic credit, they may take place outside of school or after regular school hours,
and they may be operated by outside organizations. That said, these traditional distinctions
between academic and co-curricular programs are being eroded in some schools-see learning
pathways for a more detailed discussion. A few examples of common educational opportunities
that may be considered co-curricular include student newspapers, musical performances, art
shows, mock trials, debate competitions, and mathematics, robotics, and engineering teams and
contests. But given the differing interpretations of the term, as well as its many potential
applications, it’s best to determine precisely how co-curricular is being used in a particular
educational context.
B.2 FIRST STEP OF THE PROGRAM:
As the half yearly examination were coming up, the Head Master of the school didn’t give us
permission to organize the program. So, I initially hit upon a plan to organize a few event in
my classroom in a short period of time.
B.3 NAME OF ORGANIZER:
I am Ridowan Hossain the intern teacher of Bangladesh Bank Colony High School was the
organizer of the co-curricular activites event.
B.4 PLANNING AND PREPARATION:
In order to organize co-curricular activities I proposed my plan to the Head Master of the
school. He was very happy to hear about my plan and gave me permission to organize the
program. I took the plan to keep the event Poem Recitation in class 9(A), Debate Competition
in class 8(B) & Drawing Competition in class 6(C). The steps of my plan are discussed in
details bellow:
Fix Up The Date:
30
th
May, 2023 was fixed for Drawing Competition in class 6(C). The next day 1
st
June, 2023
was fixed for Poem Recitation in class 9(A) and Debate Competition in class 8(B).
Head Teacher Approval:
The Head teacher approved the plans of the program on 22
nd
May,2023.
Permission From School Coordinator:
The School Coordinator approved the plans of the program on 22
nd
May,2023.

26. 26 | P a g e

List In The Guest Panel:
1. Mr. Moin Uddin Sarkar- Assistant Head Master (Chief Guest)
2. Mrs. Shahina Akther- Bangla Lecturer (Judge of Poem Recitation)
3. Mr. Ridowan Hossain- Intern Teacher (Judge of Poem Recitation)
4. Mrs. Jannatul Ferdous- Arts and Crafts Lecturer (Judge of Drawing Competition)
5. Mr. Shotodol Talukder- Math Lacturer ( Judge of Debate Competition)
Budget:

Prize Name Cost Prize Position
Oshomapto Attojiboni 250 1
st
(Debate)
Bangladesh A Legacy of
Blood
280 1
st
(Poem Recitation)
Pather Panchali 220 2
nd
(Poem Recitation)
Operation Jackpot 180 3
rd
(Poem Recitation)
Money 200 1
st
(Drawing)
Total= 1,130
Table B. 1: Expenditure of Co-curricular activities
Selection Of Events:
I selected the events that would be executed in the program; such as- Debate Competition,
Drawing and Poem Recitation.
Preliminary Selection Of Performers:
I made an announcement in class 8(B), 6(C) and 9(A) on 23
rd
May, 2023 that I will arange
these event. Then I inspire all the students to participate in the event.
Final Selection:
For Debate Competition I divided the students of class 8(B) as two groups with even number
roll and odd number roll. Then they select their group leader and other 4 members of the team.
In Drawing Competition there were 8 students of class 6(C) attend the event. In Poem
Recitation there were 8 students of class 9(A) attend the event.
B.5 THE DAY OF THE PROGRAM :
Drawing Competition in class 6(C) was held on 30
th
May, 2023. Debate Competition in class
8(B) & Poem Recitation in class 9(A) was held on 1
st
June, 2o23.

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B.6 DESCRIPTION OF THE PROGRAM:

The program was held two different day as I had to arange it by myself in the class time. On
30
th
May, 2023 the event Drawing Competition was held on 3
rd
period hour at 11:50 am – 12:30
pm. I gave the competitors 30 minutes to finish their drawing. Then the judge Mrs. Jannatul
Ferdous select the winner of the competition. The following day on 1
st
June, 2023 I organized
the other two event Poem Recitation in class 9(A) in second period hour at 11:00 am – 11:50
am and Debate Competition in class 8(B) after leisure at 2:00 pm – 2:40 pm. Then the judges
gave me their result sheet and I found the winner of all three event. Finally, I and the chief
guest Mr. Moin Uddin Sarkar (Assistant Head Teacher) were handed over the prizes to the
winners.

B.7 PHOTO GALLERY:


Picture 8: Drawing Event Picture 9: Debate Competition



Picture 10: Drawing Competition Picture 11: Students with their Drawing

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Picture 12: 1
st
Prize of Poem Recitation Event Picture 13: 2
nd
Prize of Poem Recitation Event




Picture 14: 3
rd
Prize of Poem Recitation Event Picture 15: 1
st
Prize of Debate Competition

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Besides the school arrange some co-curricular activities in every year. Some of picture of the
school co-curricular activities are given bellow:

Picture 16: Singing Picture 17: Cultural Program



Picture 18: Jemon Khushi Temon Sajo Picture 19: Singing Qurais song



Picture 20: Teachers Panel In Program Picture 21: Girls Sports

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Picture 22: Red Creasent Team Picture 23: Winner Receives the Crest


Picture 24:Winner Receives the Picture 25: Winner Receives the
Crest & Certificate Crest & Certificate

B.8 EPILOGUE:
Co-curricular activities play a significant role in the development of children. Today, most of
the schools have made co-curricular activities an important part of the curriculum and
encourage every student to participate in them. That’s why, I enjoyed and arranged a co-
cuuricular activites program. I think it’ll help the students to improve their inner potentiality
that is important for their life. I really very much happy to having this kinds of opportunity.

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CAPTER- C
STATISTICAL REPORT

C.1 INTRODUCTION
Statistical report is a very important part of a report. By this part we can understand about the
improvement of the students. With this statistical report I’ll measure students test result that I
had taken from them. By this report I’ll analys their result in different way of statistical method.
C.2 PREPARATION FOR THE TEST
To take the test I have chosen the multiple choice questions type test questions because it
ensures the accuracy in marking and avoid subjectivity. Objective tests are items which are
highly structured and require the pupil to supply a word or two or to select the correct answer
from among a limited number of alternatives. I have chosen class nine to take the test.
C.3 TEST ANALYSIS
Test analysis is the process of looking at something that can be used to derive test information.
This basis for the tests is called the test basis. The test basis is the information we need in order
to start the test analysis and create our own test cases. The test basis is the information we need
in order to start the test analysis and create our own test cases. Basically it‟s a documentation
on which test items are based. There are four basic steps of test analysis and those are:-
 Review test basis: This is the first and foremost step towards achieving a common
goal. Each and every specification is put in place so that the team gets a hint about the
functions, features, UI etc. that gives a good understanding of the structure of the
system.

 Identify test conditions: After an analysis is carried out by the team, the next task is
to create conditions which validate the functionalities and features of the system. For
instance, a user should be able to cancel an order placed by him post order
cancellation.

 Designing test cases: After we identify the various conditions that needs to be
verified, we need to create test cases by preparing test data. Test data include creating
input and output values on the basis of an understanding of the application.

 Expected and unexpected inputs: Now the end results are compared to identify if
there exist any deviation in the expected and actual output. The reason for deviation is
observed and noted in order to rectify the same.

C.4 GENERAL CONSIDERATION

As my test is constructed on Multiple choice questions, there are few things needed to be
considered before constructing the test questionnaire and those considerations are:-

32. 32 | P a g e

 Since questions can result in misleading wording and misinterpretation, I tried to
have a colleague answer my test questions before the students do.
 I had to be sure that the question is clear within the stem so that students do not have
to read the various options to know what the question is asking.
 I avoided writing items that lead students to choose the right answer for the wrong
reasons. For instance, avoided making the correct alternative the longest or most
qualified one, or the only one that is grammatically appropriate to the stem.
 I tried to design items that tap students’ overall understanding of the subject.
Although I wanted to include some items that only require recognition, avoid the
temptation to write items that are difficult because they are taken from obscure
passages (footnotes, for instance).
 Considered a formal assessment of your multiple-choice questions with what is
known as an “item analysis” of the test.
 This information can help me to identify areas in which students need further work,
and can also help me to assess the test itself.

C.5 STUDENTS INFORMATION CHART

The information of class ix is given below:

SI No. Name Roll
1. Udoy Barmon 01
2. Shoriful Islam 02
3. Muntasir Rahman 03
4. Auvi Chakma 04
5. Sabirah Mosfirat 05
6. Samrat Das 06
7. Sunmoy Das Gupto 07
8. Kushal Chakma 08
9. MD. Mahir Wassif 09
10. Arnob Chowdhury 10
11. MD Nurul Raihan Arafat 11
12. Md. Arafat Hossain 12
13. Sakibul Islam Siam 13
14. Kazi Arafat Hosen 14

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15. Safayet Ahsan 15
16. Porag Das Gupta 16
17. Ateef Alam 17
18. Prosanto Kumar Das 18
19. G.M. Saifuzzaman Sakib 19
20. Mahathir Ibrahim 20
21. Tahmid Hoque 21
22. Abul Mohsen MD Mahadi 22
23. MD. Al-amin Hasan 23
24. Pranto Dednath 24
25. Tahmina Akter 25
26. Lamiya Hossain Suhi 26
27. Jakia Akter 27
28. Md Jahidul Islam Jidan 28
29. Wazih Tawsif 29
30. MD. Arfin Mehedi Bhuiyan 30
31. Tasmia Hossain 31
32. Fatema Jannat Toma 32
33. Tahir Ibrahim 33
34. Argha Metra 34
35. Tasin Ahamed 35
36. Junayed Ahmed 36
37. Nowshin Fyroz Prima 37
38. Redwan Basher Mozumder 38
39. Mustary Jahan Maisha 39
40. Sadman Sakib Abir 40
41. Abdullah Al Muntasir 41
42. Hasim Abtahee 42

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43. MD. Wasin Hasan 43
44. Rishop Das Gupto 44
45. Afridah Tasnim Isma 45
46. Md Farhan Chowdhury 46
47. Sara Mahmud 47
48. MD. Sayem 48
49. Abdullah MD Jubayer 49
50. Muntasir Al Mamun 50
51. Redowan Mahbub Irfan 51
52. Srity Barua 52
53. Md. Mizbah Uddin 53
54. Towhidul Alam 54
55. Rasdibur Islam 55
56. Nelsi Marma 56
57. Ishrat Jahan Chowdhury Usha 57
58. Razia Sultana 58
59. Prachi Das 59
60. Umme Sufia Emu 60
61. Jarin Tasnim 61
62. Salman Ahsan Mazumder 62
Table C.1: Students Information






C.6 TEST QUESTION

Generally I used to teach Bangla, Bangladesh and Global Studies, Agriculture subjects in the
school. So, I took a test on Bangla 1st paper. The questions are given below:

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বাাংলাদেশ ব্াাংক কদলানি উচ্চ নবে্ালয়
শ্রেনি অভীক্ষা -২০২৩
সময়ঃ ১০ মমমিট শ্রেনিিঃ িবম (ক), নবষয়িঃ বাাংলা ১ম পূর্ণমািঃ ১০
(বহুনিববাচিী )
[ সঠিক উত্তরে টিক মিহ্ন দাও। প্রমিটি প্ররেে মাি-১। ]
১। ‘প্রবারসে মদিগুমি’ গ্ররেে েিময়িা কক? (জ্ঞাি)
ক) সসয়দ মুজিবা আিী খ) সুমিয়া কামাি
গ) জাহািাো ইমাম ঘ) শামসুে োহমাি
২। ককাি যুরে হযেি মুহম্মদ (স.)- এে পোজরয়ে মমথ্যা সংবাদ কশািা মগরয়মিি? (জ্ঞাি)
ক) বদে যুরে খ) ওহুদ যুরে
গ) আহযাব যুরে ঘ) খয়বরেে যুরে
৩। ‘ঐ মমিে পূজামেে, হায় কদবিা, কিামাে িয়’ ___ কথ্াটি কাে? (জ্ঞাি)
ক) পমথ্রকে খ) ভূখামেে
গ) কািাপাহারেে ঘ) োজাে
৪। গিকাি সকারিে পে বৃমি থ্ামরিও ___ এখারি গিকাি কী বাে মিি? (অিুধাবি)
ক) শমি খ) েমব
গ) কসাম ঘ) মঙ্গি
৫। খান্ডবদাহি বিরি কী বুঝারিা হরয়রি? (অিুধাবি)
ক) খন্ড খন্ড দাহ খ) স্থারি স্থারি আগুি
গ) আগুরিে মশখা ঘ) ভীষর্ অমিকান্ড
৬। োহী-পমথ্রকে কসবা কোই যারদে ব্রি এমি দম্পমিে পমেিয় প্রকারশ মিরিে ককািটি সমথ্ণিরযাগয? (প্ররয়াগ)
ক) এক সাধাের্ দম্পমি খ) এক পেমহিব্রিী দম্পমি
গ) এক কবদুঈি দম্পমি ঘ) এক যাযাবে দম্পমি
৭। একজি দমন্ডি অপোধী যমদ িাাঁ রক প্রদত্ত শামি কথ্রক অবযাহমি কিরয় আরবদি করেি িাহরি িাাঁ রক ককািটি কেরি হরব? (প্ররয়াগ)
ক) কযামপটাি পামিশরমন্ট খ) মেমভউ আমপি
গ) মামসণ মপটিশি ঘ) জুমিমশয়াি মেমভউ
৮। ‘মসমথ্ে মসাঁদুে মুরি কগি হমেদাসীে’ ___ উমিটি কমবিায় ককাি ইমঙ্গি বহি করে? (প্ররয়াগ)
ক) দুঃখ প্রকারশে খ) স্বজি হাোরিাে
গ) মবধ্বি পমেমস্থমিে ঘ) মবরেদ-কবদিাে
৯। ‘কিামারক পাওয়াে জরিয, কহ স্বাধীিিা’ কমবিায় কমব ঘৃর্া প্রকাশ করেরিি, যাো ____ (উচ্চিে দক্ষিা)
i) ঔপমিরবমশক শাসি কারয়রম িৎপে
ii) মািুষ হরয় অমািুরষে মরিা আিের্ করে
iii) মািবিাে শত্রু ও মবরবকহীি পশুিূিয
মিরিে ককািটি সঠিক?
ক) i ও ii খ) i ও iii
গ) ii ও iii ঘ) i, ii ও iii
১০। ‘িাহরি শািা কসাজা পথ্ কদখ’ __ এ কথ্ায় কীরসে অবমািিা হয়? (উচ্চিে দক্ষিা)
ক) ধরমণে খ) মািুরষে
গ) কদরশে ঘ) স্বজামিে

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C.7 THE ITEMS IN BRIEF

My test on class nine was in MCQ form, so all of the item represents Cognitive Domain of
Bloom’s Taxonomy. My test items are being discussed in brief:

ITEM 1:
STEM: ‘প্রবারসে মদিগুমি’ গ্ররেে েিময়িা কক?
ALTERNATIVES: ক) সসয়দ মুজিবা আিী
খ) সুমিয়া কামাি
গ) জাহািাো ইমাম
ঘ) শামসুে োহমাি

Correct Answer: গ)জাহািাো ইমাম

ITEM 2:
STEM: ককাি যুরে হযেি মুহম্মদ (স.)- এে পোজরয়ে মমথ্যা সংবাদ কশািা মগরয়মিি?
ALTERNATIVES: ক) বদে যুরে
খ) ওহুদ যুরে
গ) আহযাব যুরে
ঘ) খয়বরেে যুরে

Correct Answer: ঘ) খয়বরেে যুরে

ITEM 3:
STEM: ‘ঐ মমিে পূজামেে, হায় কদবিা, কিামাে িয়’ ___ কথ্াটি কাে?
ALTERNATIVES: ক) পমথ্রকে
খ) ভূখামেে
গ) কািাপাহারেে
ঘ) োজাে

Correct Answer: খ) ভূখামেে

ITEM 4:
STEM: গিকাি সকারিে পে বৃমি থ্ামরিও ___ এখারি গিকাি কী বাে মিি?
ALTERNATIVES: ক) শমি
খ) েমব
গ) কসাম
ঘ) মঙ্গি

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Correct Answer: ক) শমি

ITEM 5:
STEM: খান্ডবদাহি বিরি কী বুঝারিা হরয়রি?
ALTERNATIVES: ক) খন্ড খন্ড দাহ
খ) স্থারি স্থারি আগুি
গ) আগুরিে মশখা
ঘ) ভীষর্ অমিকান্ড


Correct Answer: ঘ) ভীষর্ অমিকান্ড

ITEM 6:
STEM: োহী-পমথ্রকে কসবা কোই যারদে ব্রি এমি দম্পমিে পমেিয় প্রকারশ মিরিে ককািটি সমথ্ণিরযাগয?
ALTERNATIVES: ক) এক সাধাের্ দম্পমি
খ) এক পেমহিব্রিী দম্পমি
গ) এক কবদুঈি দম্পমি
ঘ) এক যাযাবে দম্পমি

Correct Answer: খ) এক পেমহিব্রিী দম্পমি


ITEM 7:
STEM: একজি দমন্ডি অপোধী যমদ িাাঁ রক প্রদত্ত শামি কথ্রক অবযাহমি কিরয় আরবদি করেি িাহরি িাাঁ রক ককািটি কেরি হরব?
ALTERNATIVES: ক) কযামপটাি পামিশরমন্ট
খ) মেমভউ আমপি
গ) মামসণ মপটিশি
ঘ) জুমিমশয়াি মেমভউ

Correct Answer: গ) মামসণ মপটিশি

ITEM 8:
STEM: ‘মসমথ্ে মসাঁদুে মুরি কগি হমেদাসীে’ ___ উমিটি কমবিায় ককাি ইমঙ্গি বহি করে?
ALTERNATIVES: ক) দুঃখ প্রকারশে
খ) স্বজি হাোরিাে
গ) মবধ্বি পমেমস্থমিে
ঘ) মবরেদ-কবদিাে

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Correct Answer: ঘ) মবরেদ-কবদিাে

ITEM 9:
STEM: ‘কিামারক পাওয়াে জরিয, কহ স্বাধীিিা’ কমবিায় কমব ঘৃর্া প্রকাশ করেরিি, যাো ____
i) ঔপমিরবমশক শাসি কারয়রম িৎপে
ii) মািুষ হরয় অমািুরষে মরিা আিের্ করে
iii) মািবিাে শত্রু ও মবরবকহীি পশুিূিয
ALTERNATIVES: ক) i ও ii
খ) i ও iii
গ) ii ও iii
ঘ) i, ii ও iii

Correct Answer: ঘ) i, ii ও iii

ITEM 10:
STEM: ‘িাহরি শািা কসাজা পথ্ কদখ’ __ এ কথ্ায় কীরসে অবমািিা হয়?
ALTERNATIVES: ক) ধরমণে
খ) মািুরষে
গ) কদরশে
ঘ) স্বজামিে

Correct Answer: খ) মািুরষে


C.8 DOMAIN OF OBJECTIVE OF THE TEST

OBJECTIVE 1: Students will IDENTIFY the correct answer from alternatives.

DOMAIN OFOBJECTIVE 1: This Objective reflects the “REMEMBERING” section of
COGNITIVE domain.

OBJECTIVE 2: Students will RECALL the correct answer from alternatives.

DOMAIN OFOBJECTIVE 2: This Objective reflects the “REMEMBERING” section of
COGNITIVE domain.

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C.9 GRAPHICAL PRESENTATION OF THE DOMAIN
As the test was taken on multiple choice questions, I could only explore one Domain which is
“COGNITIVE”. The Graphical presentation of the domains are given bellow:-


Figure C. 1: Graphical Presentation of the Domain
C.10 TEST RESULTS

SI No. Name Roll Marks
1. Udoy Barman 01 10
2. Shoriful Islam 02 10
3. Muntasir Rahman 03 08
4. Auvi Chakma 04 09
5. Sabirah Mosfirat 05 10
6. Samrat Das 06 10
7. Kushal Chakma 08 08
8. MD. Mahir Wassif 09 09
9. MD Nurul Raihan Arafat 11 10
10. Md. Arafat Hossain 12 09
11. Sakibul Islam Siam 13 08
12. Kazi Arafat Hosen 14 10
13. Safayet Ahsan 15 09
100%
0%0%
Domain
CognitiveAffectivePsychomotor

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14. Porag Das Gupta 16 09
15. Ateef Alam 17 09
16. Prosanto Kumar Das 18 08
17. G.M. Saifuzzaman Sakib 19 09
18. Tahmid Hoque 21 09
19. Abul Mohasen MD Mahadi 22 10
20. MD. Al-amin Hasan 23 08
21. Tahmina Akter 25 09
22. Lamiya Hossain Suhi 26 09
23. Jakia Akter 27 09
24. Md. Jahudul Islam Jidan 28 09
25. MD. Arfin Mehedi Bhuiyan 30 08
26. Tasmia Hossain 31 09
27. Fatima Jannat Toma 32 09
28. Tahir Ibrahim 33 08
29. Argha Metra 34 09
30. Tasin Ahamed 35 09
31. Junayed Ahmed 36 04
32. Nowshin Fyroz Prima 37 09
33. Redwan Basher Mozumder 38 09
34. Mustary Jahan Maisha 39 08
35. Sadman Sakib Abir 40 06
36. Abdullah Al Muntasir 41 09
37. Hasim Abtahee 42 09
38. MD. Wasin Hasan 43 08
39. Afnidah Tasnim Isma 45 07
40. Md Farhan Chowdhury 46 09
41. Sara Mahmud 47 07

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42. MD. Sayem 48 06
43. Abdullah MD Jubayer 49 07
44. Muntasir Al Mamun 50 07
45. Redowan Mahbub Irfan 51 10
46. Sristy Barua 52 06
47. Md. Mizbah Uddin 53 07
48. Nelsi Marma 56 06
49. Ishrat Jahan Chowdhury Usha 57 09
50. Prachi Das 59 08
Table C.2: Results of the test


C.11 RESULT OF THE SIX STUDENTS

SI No. Name Roll Marks
1. Shoriful Islam 02 10
2. Auvi Chakma 04 09
3. Sabirah Mosfirat 05 10
4. Safayet Ahsan 15 09
5. Mustary Jahan Maisha 39 08
6. Redowan Mahbub Irfan 51 10
Table C.3: Test Results of the six students

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C.12 GRAPHICAL PRESENTATION OF THE FINAL RESULTS


Figure C. 2: Graphical Presentation of the Final Results

C.13 DATA ANALYSIS
Data analysis is the process of evaluating data using analytical and statistical tools to discover
useful information and aid in decision making. There are a several data analysis methods
including data mining, text analytics and data visualization. The process includes one or more
of the following steps:
 Defining Objectives : Any study must begin with a set of clearly defined business
objectives. Much of the decisions made in the rest of the process depend on how clearly
the objectives of the study have been stated.

 Posing Questions: An attempt is made to ask a question in the problem domain.


 Data Collection: Data relevant to the question must be collected from the appropriate
sources. In the example above, data might be collected from a variety of sources.

 Data Wrangling: Raw data may be collected in several different formats. The collected
data must be cleaned and converted so that data analysis tools can import it.


 Data Analysis: This is the step where the cleaned and aggregated data is imported into
analysis tools. These tools allow you to explore the data, find patterns in it, and ask and
answer what-if questions. This is the process by which sense is made of data gathered
in research by proper application of statistical methods.

Shoriful
Islam
Auvi
Chakma
Sabirah
Mosfirat
Safayet
Ahsan
Mustary
Jahan
Maisha
Redowan
Mahbub
Irfan
Obtained Marks10 9 10 9 8 10
0
2
4
6
8
10
12
Marks
Student Information
Final Results

43. 43 | P a g e

 Drawing Conclusions and Making Predictions: This is the step where, after
sufficient analysis, conclusions can be drawn from the data and appropriate predictions
can be made. These conclusions and predications may then be summarized in a report
delivered to endusers.


Formation Of A Frequency Distribution
Frequency distribution in statistics provides the information of the number of occurrences
(frequency) of distinct values distributed within a given period of time or interval, in a list,
table, or graphical representation. Grouped and ungrouped are two types of Frequency
Distribution. Data is a collection of numbers or values and it must be organized for it to be
useful. Many times it is not easy or feasible to find the frequency of data from a very large
dataset. So to make sense of the data we make a frequency table and graphs. Let us take the
example of the heights of ten students in Bangladesh Bank Colony High School.
Frequency Distribution Table
168, 158, 169, 172, 178, 166, 172, 176, 168, 176
Height Frequency
158 1
166 1
168 2
169 1
172 2
176 2
178 1
Table C. 4: Frequency distribution table
This frequency table will help us make better sense of the data given. Also when the data set is
too big (say if we were dealing with 100 students) we use tally marks for counting. It makes
the task more organized and easy. Below is an example of how we use tally marks.

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1 | 6 | | | | |
2 | | 7 | | | | | |
3 | | | 8 | | | | | | |
4 | | | | 9 | | | | | | | |
5 | | | | 10 | | | | | | | |
Table C. 5: Formation of a Frequency Distribution
Frequency Distribution Graph
Using the same above example we can make the following graph:


Figure C. 3: Frequency Distribution Graph
Types of Frequency Distribution:
 Grouped frequency distribution.
 Ungrouped frequency distribution.
 Cumulative frequency distribution.
 Relative frequency distribution.
 Relative cumulative frequency distribution.



0
0.5
1
1.5
2
2.5
158 166 168 169 172 176 178
Frequency
Height
Frequency Vs Height
Frequency

45. 45 | P a g e

Grouped Data:
At certain times to ensure that we are making correct and relevant observations from the data
set, we may need to group the data into class intervals. This ensures that the frequency
distribution best represents the data. Let us make a grouped frequency data table of the same
example above of the height of students.

Class Interval Frequency
150-160 1
160-170 4
170-180 5
Table C. 6: Group data table

C.14 FREQUENCY DISTRIBUTION OF THE MARKS OF SIX STUDENTS
SI No. Name Roll Marks
1. Shoriful Islam 02 10
2. Auvi Chakma 04 09
3. Sabirah Mosfirat 05 10
4. Safayet Ahsan 15 09
5. Mustary Jahan Maisha 39 08
6. Redowan Mahbub Irfan 51 10
Table C. 7: Frequency distribution of six students
As the above data is ungrouped the frequency distribution will be made for ungrouped data and
the distribution table is given bellow:-
NUMBERS OF STUDENTS FROM LOWER TO HIGHER ORDER: 8, 9, 9, 10, 10, 10

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Frequency Dritibution Table:

Marks of the Students Tally Frequency
5 - 0
6 - 0
7 - 0
8 / 1
9 // 2
10 /// 3
N=6
Table C. 8: Frequency distribution table of six students

C.15 MEASUREMENT OF CENTRAL TENDENCY
A measure of central tendency is a summarize statistic that represents the center point or typical
value of a dataset. These measures indicate where most values in a distribution fall and are also
referred to as the central location of a distribution. You can think of it as the tendency of data
to cluster around a middle value. In statistics, the three most common measures of central
tendency are the mean, median, and mode. Each of these measures calculates the location of
the central point using a different method.
Choosing the best measure of central tendency depends on the type of data you have

Type Description Example Result
Mean
Sum of value of data set
divided by number of
values:
(1+2+2+3+4+7+9)
/ 7
4
Median
Middle value separating
the greater and lesser
halves of a data set
1,2,2,3,4,7,9 3
Mode
Most frequent value in a
data set
1,2,2,3,4,7,9 2
Table C. 9: Central Tendency table

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C.16 MEAN
In working with data, there are several different ways to measure how closely grouped your
data values are. The most common is the mean. Most people learn early in school to calculate
the mean by finding the sum of a group of data values and then dividing by the number of
values in the set. A more advanced calculation is the mean deviation about the mean. This
calculation tells you how close to the mean your values are. Finding this consists of finding the
mean for a data set, finding the difference of each data point from that mean, and then taking
the mean of those differences.
The mean (or arithmetic mean) of n observations (variates) x1, x2, x3, x4,....., xn is given
by
??????���=
??????�+??????�+??????�+??????�+⋯+??????�
�

In words, ??????���=
��� �� ��� ���������
����� ������ �� ��������

??????���=
∑??????
�

Determination Of The Mean:
The determination of mean for the marks of six students are given bellow :
NUMBERS OF STUDENTS FROM LOWER TO HIGHER ORDER: 10,10,10,9,9,8
We know,
??????���=
∑??????
�

??????���=
��� �� ��� ���������
����� ������ �� ��������

??????���=
�+�+�+��+��+��
�

??????���=
��
�

??????���=�.��

C.17 MEDIAN
Median is the value separating the higher half from the lower half of a data sample (a population
or a probability distribution). For a data set, it may be thought of as the "middle" value. For
example, in the data set {1, 3, 3, 6, 7, 8, 9}, the median is 6, the fourth largest, and also the
fourth smallest, number in the sample. For a continuous probability distribution, the median is
the value such that a number is equally likely to fall above or below it. The median is a
commonly used measure of the properties of a data set in statistics and probability theory. The
basic advantage of the median in describing data compared to the mean (often simply described

48. 48 | P a g e

as the "average") is that it is not skewed so much by a small proportion of extremely large or
small values, and so it may give a better idea of a "typical" value. For example, in understanding
statistics like household income or assets, which vary greatly, the mean may be skewed by a
small number of extremely high or low values. Median income, for example, may be a better
way to suggest what a "typical" income is. Because of this, the median is of central importance
in robust statistics, as it is the most resistant statistic, having a breakdown point of 50%: so
long as no more than half the data are contaminated, the median will not give an arbitrarily
large or small result. The median of a finite list of numbers can be found by arranging all the
numbers from smallest to greatest. If there is an odd number of numbers, the middle one is
picked. For example, consider the list of numbers 1, 3, 3, 6, 7, 8, 9 This list contains seven
numbers. The median is the fourth of them, which is 6. If there is an even number of
observations, then there is no single middle value; the median is then usually defined to be the
mean of the two middle values.[1][2] For example, in the data set 1, 2, 3, 4, 5, 6, 8, 9 the median
is the mean of the middle two numbers: this is , which is . (In more technical terms, this
interprets the median as the fully trimmedmid-range). The formula used to find the index of
the middle number of a data set of n numerically ordered numbers is This either gives the
middle number (for an odd number of values) or the halfway point between the two middle
values. For example, with 14 values, the formula will give an index of 7.5, and the median will
be taken by averaging the seventh (the floor of this index) and eighth (the ceiling of this index)
values. So the median can be represented by the following formula:


Determination Of The Median:
The determination of median for the marks of six students are given bellow :
NUMBERS OF STUDENTS FROM LOWER TO HIGHER ORDER:
8, 9, 9, 10, 10, 10
When the sixth integer is included, we have (in ascending order)
8, 9, 9, 10, 10, 10
Now, the number of variates = 6, which is even.
Therefore,
Median = Mean of
6??????ℎ
2
and (
6??????ℎ
2
+1)??????ℎ variaties
= Mean of 3rd and 4th variates
= Mean of 9 and 10
=
9+10
2
= 9.5

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C.18 MODE
The mode of a set of data values is the value that appears most often. If X is a discrete random
variable, the mode is the value x (i.e, X = x) at which the probability mass function takes its
maximum value. In other words, it is the value that is most likely to be sampled.
Example: in {6, 3, 9, 6, 6, 5, 9, 3} the Mode is 6 (it occurs most often).

Determination Of The Mode:
The number of our test results are 10, 9, 10, 9, 8, 10
So, We can conclude that the Mode is 10 because it has appeared thrice
which is the most.
Mode= 10
C.19 DIAGRAM OF CENTRAL TENDENCY
The diagram of central tendency is given below:


C.20 MEASUREMENT OF CENTRAL TENDENCY RESULTS
The results of the measurement of central tendency are given bellow :
MEAN: RESULT 9.33

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MEDIAN: RESULT 9.5
MODE: RESULT 10

C.21 STATISTICAL REPORT
In above discussion we got to know about some statistical calculation and their results. We
know that in case of central tendency the results has to be like „mode < median < mean‟ So
that means Mode has to be lesser than median and median has to be lesser than mean.


So in our calculation we got the results of mean, median and mode and those are
MEAN:RESULT 9.33
MEDIAN: RESULT 9.5
MODE: RESULT 10
And the result fulfills the condition of mode < median < mean‟. Now I
am showing the comparison among them via graph

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Figure C. 4: Measurement of Central Tendency-Results Graph

C.22 MEASURES OF VARIATION
Measures of variation are used to describe the distribution of the data. The range is the
difference between the greatest and least data values. Quartiles are values that divide the data
set into four equal parts.
Different Measures of Variation:
The Range
A range is one of the most basic measures of variation. It is the difference between the smallest
data item in the set and the largest. For example, the range of 73, 79, 84, 87, 88, 91, and 94 is
21, because 94 – 73 is 21.
Quartiles
Quartiles divide your data into quarters: the lowest 25%, the next lowest 25%, the second
highest 25% and the highest 25%.
A set of numbers (-2, -1, 0, 1, 2) divided into four quartiles.
Interquartile Range
The interquartile range is one of the most popular measures of variation used in statistics. It is
a measure of how data is spread around the mean. The basic formula is:
IQR = Q3 – Q1

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For more details, see: Interquartile range in statistics: What it is and how to find it.

Variance
Variance tells you how far a data set is spread out, but it is an abstract number that really is
only useful for calculating the Standard Deviation.
C.23 RANGE
The range of a set of data is the difference between the largest and smallest values. Difference
here is specific, the range of a set of data is the result of subtracting the smallest value from
largest value. So, we can say that-
Range= Maximum value – Minimum value.
Significance Of Range:
In our test result for the six students, we get some marks which are 5,7,7,8,9,10. So the Range
here would be difference between the highest value and lowest value, which is
Range= Maximum value – Minimum value
= 10-5
= 5
So, we can conclude that the Range here is 5.
C.24 MEAN DEVIATION
Mean deviation measures the dispersion of data about a measure of central tendency. This
measure of central tendency is generally median or mean. To find the mean deviation we have
to follow these steps: After calculating mean and median we have to move forward to mean
deviation. The value relative to which mean deviation is calculated is denoted by ‘a’. Further
deviations for the data members are calculated as the modulus(absolute value) of the difference
of ‘a’ from the data member.
Deviation of a value X is given as |X – a|.
Lastly, the summation of these deviations for all data members is divided by the number of
observations denoted by n.

Mean Deviation=[ Σ|X – a|]÷n

Here, Σ|X-a| = The summation of the deviations for values from ‘a’

n= The number of observations

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Determination Of Mean Deviation:

So here we have the number of the test, which are
10 9 10 9 8 10



Number of the observation=6
VALUE DIFFERENCE FROM
MEAN(9.33)
10 0.67
9 0.33
10 0.67
9 0.33
8 1.33
10 0.67
Table C .10: Determination of the Mean
Mean Deviation =
.67+.33+.67+.33+1.33+.67
6

=
4
6

= .66

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C.25 MEASURES OF VARIATION RESULTS IN GRAPH:


Figure C. 5: Measures of Variation Results in Graph




C.26 GRADE OF THE STUDENTS
Norm of Grading for the test I have taken:
Number Range Grade GPA
9-10 A+ 5.00
7-8 A 4.00
5-6 B 3.00
3-4 C 2.00
1-2 D 1.00
0 F ---
Table C. 11: Grade formation
0
5
15
30
0
5
10
15
20
25
30
35
CI2 CI3 CI4 CI5
GRAPH
RESULT

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C.27 GRADE PERCENTAGE
Grade No. of students Percentage
A+ 30 60%
A 15 30%
B 4 8%
C 1 2%
D 0 0%
F 0 0%
Table C. 12: Grade Percentage

C.28 GRADE DISTRIBUTION GRAPH

Figure C. 6: Grade Distribution Graph
C.29 CONCLUSION:

My educational institute had sent me to Bangladesh Bank Colony High School to complete an
internship from the Institute of Education and Research, University of Chittagong. I was very
much happy to complete the internship from 1
st
March 2023 to 21
st
June 2023 because I was
able to complete the internship from a renowned institute in Chattogram city. It was an
excellent era as an intern teacher at Bangladesh Bank Colony High School. This short period
of time I got the opportunity of teaching, learning and gaining some valuable experiences. I
think it'll help me in my further professional career. All the teachers and students were very
helpful and co-operative which helped me to complete my internship. I am really thankful to
60%
30%
8%
2%
Grade Distribution Graph
A+
A
B
C

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my supervisor and Authority of Bangladesh Bank Colony High School to give me an
opportunity to complete an internship with enjoyment and satisfaction.
C.30 BIBLIOGRAPHY:

1. Wikipedia
2. Internet
3. School Magazine
4. School official document.
5. Great H.F statistics in psychology.
6. Patel R.N Educational Evaluation New Delhi, Himalaya publishing.

C.31 APPENDIX:




















End