Evaluating Holistic Education and Digital Learning model for advancing SDG4: a longitudinal mixed-effects modeling approach

Figures & data

Table 1. The HEDL mapping.

Dimensions	Features	Advantage	References
Blended Learning: Pedagogy.	Collaborative learning	Enhances teaching and learning in multi-grade classrooms	Staker and Horn (2012)
	Differentiated instruction	Caters to individual learning needs
	Station rotation model for multi-grade classes	Fosters social skills
	Support for ESL with local language
Blended Learning: Education	Mobile learning technology	Enhances access to quality education	Nedungadi, Devenport, et al. (2023)
	Mastery Learning	Enables personalization
	Adaptive learning	Improves learning outcomes
	Immersive learning	Increases motivation
	DLE framework
Holistic Education: Community Engagement	Extension activities (health, nutrition, gender equality, substance abuse)	Strengthens community ties	Nedungadi, Menon, et al. (2023)
	Collaboration with NGOs	Ensures sustainability and effectiveness of the program
Holistic Education: Awareness	Self-Awareness: Yoga, mindfulness, Value Education	Builds self-awareness	Hare (2006)

Figure 1. Average initial reading and writing scores depending on age and gender from standardized ASER assessments.

Table 2. The percentage of students who read and write at grade level is based on the nationally standardized ASER assessments that are conducted quarterly.

	2014	2015	2016	2017	2018
Percentage of students reading at grade level	26.5	18.4	26.8	40	30.5
Percentage of students writing at grade level	2.4	13.1	21.9	43.5	44.8

Figure 2. Scaled marks of the written weekly English assessment based on the number of weeks of tutoring.

Table 3. Effect of holistic education (out-of-class) on weekly assessments.

Activity	Performance Increase per attendance	95% CI		p
Yoga	0.292	0.22	0.363	<0.000
Parent–teacher	1.064	0.767	1.362	<0.001
Kitchen garden	1.204	0.912	1.497	<0.001
Gender equality	1.097	0.801	1.394	<0.001
Cultural program	1.355	0.832	1.879	<0.001
Cleanliness drive	1.221	0.924	1.519	<0.001

Table 4. Effect of Holistic Education (out-of-class) activities on the odds for reading and writing at grade level.

	English reading				English writing
Activity	Odds ratio	95% (confidence interval)		p	Odds ratio	95% (confidence interval)		p
Yoga	1.013	1.002	1.024	0.021	1.028	1.02	1.036	<0.001
Parent-Teacher	1.079	1.078	1.079	<0.001	1.128	1.09	1.167	<0.001
Kitchen Garden	1.04	0.994	1.089	0.09	1.113	1.077	1.151	<0.001
Gender Equality	1.024	0.975	1.076	0.337	1.097	1.06	1.136	<0.001
Cleanliness Drive	1.059	1.012	1.109	0.014	1.125	1.086	1.166	<0.001

Table 5. Effects of teacher characteristics and ambassador programs on the odds for reading and writing at grade level.

	English reading				English writing
	Odds ratio	95% (confidence interval)		p	Odds ratio	95% (confidence interval)		p
Ambassador program	2.138	1.345	3.399	0.001	3.135	2.115	4.648	<0.001
Teacher qualification	6.008	5.999	6.018	<0.001	1.998	0.544	7.337	0.297
Teacher training	1.871	1.211	2.889	0.005	1.761	1.041	2.978	0.035

Table 6. Variance decomposition of monthly attendance and assessments (on a scale from 0 to 5) into variability between centers, variability between years, and residual variability.

	Assessments		Attendance
Source of variability	SD	95% CI	SD	95% CI
Center	0.20	0.09–0.33	8.00	6.84–9.44
Year	0.03	0.00–0.24	3.94	2.10–7.93
Residual	1.13	0.33–0.65	16.59	16.27–16.92

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