HiWEL Learning Stations and Confidence Levels of Underprivileged Children: Indian Context

Abstract

This is an exploratory study that aims to examine the relationship between Hole-in-the-Wall Learning Stations (HiWEL LS) and confidence levels of children.  Children using HiWEL LS come from rural and semi-rural backgrounds with limited access to resources. Research on Hole-in-the-Wall (HiWEL) has conclusively indicated that groups of children pick up computer literacy on their own and are adept at performing basic functions such as cut, copy, paste, surf the internet to answer high-end questions. Research also indicates that children self-organize themselves to figure out things which they find difficult and thus learning is a continuous process for them. The studies have also indicated that HiWEL pedagogy is child-centric and children regulate their own learning as well as behaviour. Interestingly, so far, no study has been undertaken to determine whether children accessing Hole-in-the-Wall learning stations (HiWEL LSs) have improved their level of confidence. Thus, the intent of the present study is to examine how HiWEL LS impacts the confidence level among children. The findings are encouraging as it has been observed that this unique pedagogy has led to an increase in the confidence level of its users. The study has huge implications in the education space as complements the schooling system.