In the year 2008-09, Chrysalis (then, EZ Vidya) initiated Navchetna, a Participatory Action Research to improve teaching-learning practices in schools. This research was supported by Wipro Applying Thought in Schools and involved 5 partner schools that used the Chrysalis Information & Communication Technology (ICT) Program in their schools.

Teachers in the participating schools worked closely with researchers of Chrysalis, to understand the effectiveness of the Chrysalis ICT Program. The Chrysalis Approach TM was refined as an important outcome of this study, and was further tested for the first time in other subjects including language, Mathematics, Science and Social Studies.

Chrysalis in partnership with Zinger Labs and British Council undertook a research titled “Unlock Digital Opportunities in Self Access English Language Learning for Teachers in India and South Asia” in the year 2014-15.

The overarching goals of this research were to explore English teachers’ –

  • perception of the need for Continuing Professional Development (CPD)
  • usage patterns of key technology channels, namely, mobile phones, television, radio and personal computers
  • preferred digital channels to access content for Continuing Professional Development

Around 900 teachers of English from both private and government run schools across the South Asian countries of Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka were surveyed as a part of this research.

‘Study of Teachers’ Perceptions and Practices Relating to Assessment in Schools’ was carried out by Chrysalis in Partnership with Wipro Applying Thought in Schools (WATIS) during the academic year 2015-16.

The study described the teachers’ perceptions and classroom practices related to student assessments. Given that Continuous & Comprehensive Evaluation (CCE) was a significant reform in recent times, the study also covered questions around the practice of CCE in schools. Given that assessments have a significant impact on a student’s learning, this research may have a far-reaching impact on transforming the teaching-learning process in schools across India. More than 750 teachers from 123 privately run CBSE affiliated schools were surveyed as part of this research.

Following the Perception Study on Authentic Assessment, there was a gap in teachers’ understanding and practices related to student assessment. There was thus a need to work closely with teachers to develop workable models of Authentic Assessment in classrooms.

Chrysalis, in partnership with Wipro Applying Thought in Schools (WATIS), initiated an Action Research with a small group of teachers (of Grades 2 and 5) from four schools. The teachers in these schools are working closely with researchers from Chrysalis to put into practice Authentic Assessment. These experiences and learning thereof is being documented with a view to develop Authentic Assessment as a systemic practice in schools.

With a view to understand how the various stakeholders perceive the different aspects of Chrysalis ThinkRoom, a user research has been initiated in the academic year 2016-17. This qualitative study focuses on 6 schools, and includes teachers, parents, principals, school management representatives and students as the key stakeholders.

A part of the study also aims to discover how the various stakeholders use technology. This is so that meaningful solutions that augment & support learning can be developed as a part of Chrysalis ThinkRoom for each of the stakeholders.