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Quan i a i e Analysis o he Psychological E ec s o
ICT-Based Lea ning on S uden s’ Mo i a ion and
Academic Achie emen in Seconda y Schools
D . Bipul Chak abo y
P incipal , S . Genius Model School , Nadia, Wes Bengal.
Academic Counselo in Ru al De elopmen , R.B.C. College o Women (28157), unde
Indi a Gandhi Na ional Open Uni e si y (IGNOU),
Regional Cen e – Kolka a, Wes Bengal, India, Mail - [email p o ec ed]
Abs ac
The p esen s udy in es iga es he psychological and academic impac o In o ma ion and
Communica ion Technology (ICT)-based lea ning among seconda y school s uden s in he
Chakdaha Block o Nadia Dis ic , Wes Bengal. The main objec i e o his esea ch was
o examine he ela ionship be ween ICT-based lea ning, academic mo i a ion, and academic
achie emen while iden i ying po en ial gende di e ences. The s udy adop ed a quan i a i e
desc ip i e esea ch design, in ol ing 500 s uden s (300 boys and 200 gi ls) om i e
seconda y schools, selec ed h ough s a i ied andom sampling. S anda dized psychological
mo i a ion and academic achie emen scales we e used. Reliabili y and alidi y we e ensu ed
h ough C onbach’s Alpha (α = 0.86) and con en alida ion by expe s. S a is ical
analyses included mean, s anda d de ia ion, - es , co ela ion, and ANOVA o es h ee
null hypo heses.
The esul s e ealed a signi ican posi i e ela ionship be ween ICT-based lea ning and
s uden s’ academic mo i a ion and achie emen , indica ing ha exposu e o ICT ools
enhanced engagemen , concen a ion, and pe o mance (Mish a & Koehle , 2006; Deci &
Ryan, 2000; Kuma & Daniel, 2016). The indings u he indica ed no signi ican gende
di e ence in mo i a ion o achie emen , sugges ing ha ICT p omo es equali y in lea ning
ou comes (Tondeu e al., 2017; Bha acha ya & Sha ma, 2021). The s udy concluded ha
ICT-based ins uc ion se es as a psychological enhance by os e ing in insic mo i a ion,
cu iosi y, and con idence, he eby con ibu ing o highe academic ou comes (Bandu a,
1997; Ainley & P a , 2019).
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The s udy con ibu es o educa ional psychology and echnology in eg a ion by empi ically
suppo ing he posi i e associa ion be ween digi al lea ning and s uden well-being. I also
p o ides p ac ical implica ions o eache s, policymake s, and ins i u ions aiming o
s eng hen ICT in as uc u e and eache p epa edness o op imize lea ning ou comes in
Indian seconda y schools (UNESCO, 2022; NEP, 2020).
Keywo ds:
ICT-based lea ning, Academic mo i a ion, Academic achie emen , Educa ional psychology,
Digi al pedagogy, Gende compa ison, Seconda y educa ion
In oduc ion
In he wen y- i s cen u y, In o ma ion and Communica ion Technology (ICT) has eme ged
as a ans o ma i e o ce in he ield o educa ion, eshaping how lea ne s acqui e, p ocess,
and apply knowledge. ICT encompasses a ange o digi al ools such as compu e s,
mul imedia, he in e ne , and in e ac i e sma class ooms ha os e dynamic lea ning
en i onmen s. Acco ding o UNESCO (2022), he in eg a ion o ICT in educa ion enhances
accessibili y, quali y, and inclusi i y, ensu ing ha lea ning becomes mo e s uden -cen e ed
and lexible. The psychological dimension o ICT-based educa ion is equally c i ical, as i
signi ican ly in luences s uden s’ mo i a ion, engagemen , and sel -e icacy (Bandu a, 1997;
Deci & Ryan, 2000). S udies ha e shown ha digi al lea ning en i onmen s s imula e
cu iosi y and c ea i i y by p o iding au onomy, in e ac i i y, and immedia e eedback
(Mish a & Koehle , 2006; Selwyn, 2016).
In he Indian con ex , he adop ion o ICT in seconda y educa ion has been s ongly
encou aged h ough na ional ini ia i es such as he Na ional Policy on ICT in School
Educa ion (2012) and he Na ional Educa ion Policy (NEP, 2020), which ad oca e he
in eg a ion o echnology in o eaching and lea ning o enhance c i ical hinking and digi al
li e acy. Howe e , he e ec i eness o ICT on s uden s’ psychological ou comes and
academic pe o mance a ies widely depending on in as uc u e, eache compe ence, and
socio-cul u al con ex (Chaudha y & Dey, 2019; Khan, 2020). Pa icula ly in semi-u ban
egions such as he Chakdaha Block in Nadia Dis ic , Wes Bengal, he psychological impac
o ICT-based lea ning on mo i a ion and achie emen emains unde explo ed. Hence, his
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s udy aims o conduc a quan i a i e in es iga ion in o how ICT in luences hese dimensions
among seconda y school s uden s.
Ra ionale o he S udy
The a ionale o he p esen s udy s ems om he inc easing global emphasis on ICT as a
pedagogical inno a ion and i s po en ial o enhance psychological engagemen and academic
achie emen . ICT-based lea ning no only acili a es access o in o ma ion bu also c ea es a
pa icipa o y lea ning cul u e ha empowe s s uden s o hink c i ically and lea n
independen ly (Ande son, 2008; Lau illa d, 2012). Despi e his, empi ical esea ch
ocusing on he psychological e ec s o ICT-based ins uc ion a he seconda y school le el,
pa icula ly in semi-u ban Indian se ings, is limi ed.
P e ious s udies ha e la gely emphasized he echnological and ins uc ional aspec s o ICT,
while o e looking he psychological a iables such as mo i a ion, sel -e icacy, and
emo ional engagemen (Yildiz Du ak, 2018; Chen & Tsai, 2021). Mo eo e , academic
achie emen has o en been analyzed in isola ion wi hou conside ing how ICT-d i en
mo i a ion and mindse con ibu e o pe o mance (Li & Ma, 2010; Zhao e al., 2021).
The e o e, his s udy b idges he gap by analyzing he psychological and academic in e play
o ICT-based lea ning using a quan i a i e amewo k. The selec ion o Chakdaha Block
p o ides a ep esen a i e con ex o e alua e he eali ies o ICT implemen a ion in a mixed
socio-economic educa ional en i onmen .
Signi icance o he S udy
The p esen s udy holds heo e ical, psychological, and p ac ical signi icance. F om a
heo e ical s andpoin , i con ibu es o he body o knowledge connec ing educa ional
echnology wi h mo i a ional psychology. I d aws upon amewo ks such as Sel -
De e mina ion Theo y (Deci & Ryan, 2000) and Social Cogni i e Theo y (Bandu a,
1997) o explain how ICT-based lea ning en i onmen s enhance au onomy, compe ence, and
ela edness—key d i e s o in insic mo i a ion. Empi ical s udies ha e a i med ha
s uden s’ exposu e o ICT can posi i ely a ec hei a i udes and achie emen le els
(Kuma & Daniel, 2016; Tondeu e al., 2017; P ensky, 2018).
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Psychologically, he s udy is signi ican because i examines how ICT-based ools eshape
s uden s’ lea ning beha io s, emo ional esponses, and academic sel -concep . By measu ing
mo i a ion and achie emen quan i a i ely, his esea ch o e s insigh s in o how digi al
pedagogy can os e sel -con idence, pe sis ence, and goal o ien a ion among adolescen s
(Ainley & P a , 2019; Adebayo, 2022). The indings will help educa o s unde s and how
echnological engagemen con ibu es no only o cogni i e ou comes bu also o emo ional
well-being and sa is ac ion wi h lea ning.
P ac ically, he esea ch is impo an o educa ional policymake s, adminis a o s, and
eache s seeking o implemen ICT e ec i ely in class oom se ings. I p o ides da a-d i en
e idence om he local con ex o Nadia Dis ic ha can guide u u e in e en ions,
cu iculum design, and eache aining p og ams. Addi ionally, he esul s may assis in
de eloping equi able ICT p ac ices ha educe gende gaps and enhance inclusi i y ac oss
socio-economic backg ounds (Mahapa a, 2020; Bha acha ya & Sha ma, 2021).
Ul ima ely, his s udy aims o p omo e a balanced educa ional ecosys em whe e ICT se es as
bo h a echnological and psychological ins umen o holis ic lea ning de elopmen .
Resea ch Objec i es
To examine he psychological e ec s o ICT-based lea ning on s uden s’ academic
mo i a ion in seconda y schools o Chakdaha Block, Nadia Dis ic .
To analyze he impac o ICT-based lea ning on s uden s’ academic achie emen in
seconda y schools.
To compa e gende di e ences in mo i a ion and academic achie emen among
s uden s using ICT-based lea ning.
Null Hypo heses (H₀)
H₀₁: ICT-based lea ning has no signi ican e ec on s uden s’ academic mo i a ion in
seconda y schools.
H₀₂: ICT-based lea ning has no signi ican impac on s uden s’ academic achie emen in
seconda y schools.
H₀₃: The e is no signi ican di e ence be ween boys and gi ls in academic mo i a ion and
academic achie emen ela ed o ICT-based lea ning.
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Li e a u e Re iew
Objec i e 1: To examine he psychological e ec s o ICT-based lea ning on s uden s’
academic mo i a ion in seconda y schools.
The psychological in luence o ICT-based lea ning has been widely s udied ac oss
educa ional con ex s. ICT enhances lea ne s’ in insic mo i a ion by making lea ning mo e
in e ac i e and engaging. Acco ding o Deci and Ryan (2000), mo i a ion inc eases when
lea ne s expe ience au onomy and compe ence—condi ions e ec i ely nu u ed h ough
echnology-assis ed lea ning en i onmen s. Mish a and Koehle (2006) de eloped he
TPACK amewo k, highligh ing ha e ec i e in eg a ion o echnology enhances bo h
eaching quali y and s uden mo i a ion. Simila ly, Ainley and P a (2019) ound ha
mul imedia ools in digi al lea ning en i onmen s imp o e engagemen , a en ion, and
cu iosi y.
A he seconda y school le el, Yildiz Du ak (2018) es ablished ha ICT-suppo ed
class ooms inc ease s uden pa icipa ion and sel - egula ed lea ning, which a e essen ial
indica o s o mo i a ional g ow h. Selwyn (2016) emphasized ha s uden s de elop g ea e
owne ship o hei lea ning h ough in e ac i e ICT sys ems, which ein o ce posi i e
emo ional esponses. Na ionally, Chaudha y and Dey (2019) e ealed ha ICT-in eg a ed
eaching posi i ely in luences s uden s’ a i udes owa d lea ning and p omo es highe
mo i a ional d i e in Indian schools. Mahapa a (2020) con i med ha ICT exposu e
s eng hens academic sel -concep and cogni i e engagemen among adolescen s in semi-
u ban se ings. Collec i ely, hese s udies a i m ha ICT no only se es as a eaching aid
bu also ope a es as a psychological s imulus enhancing lea ne s’ mo i a ion and men al
in ol emen .
Objec i e 2: To analyze he impac o ICT-based lea ning on s uden s’ academic
achie emen in seconda y schools.
ICT-based lea ning en i onmen s ha e been p o en o imp o e s uden s’ academic
pe o mance by acili a ing be e unde s anding and e en ion. Li and Ma (2010) conduc ed
a me a-analysis showing ha echnology-suppo ed ins uc ion leads o signi ican
imp o emen s in s uden s’ ma hema ics achie emen . Tondeu , an B aak, and E me
(2017) epo ed ha ICT- ich lea ning en i onmen s os e analy ical and c ea i e skills ha
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con ibu e o highe academic pe o mance. Kuma and Daniel (2016) demons a ed ha
s uden s using ICT-based me hods ou pe o med hose in adi ional se ings due o enhanced
isualiza ion and concep ual cla i y.
In he Indian con ex , Khan (2020) ound ha ICT in e en ions unde na ional digi al
ini ia i es led o imp o ed academic achie emen among seconda y lea ne s. Simila ly,
Bha acha ya and Sha ma (2021) iden i ied ha digi al pla o ms help b idge lea ning gaps
by suppo ing sel -paced s udy and con inuous eedback. In e na ionally, Zhao, Pin o, and
Lee (2021) obse ed ha ICT os e s academic success h ough pe sonaliza ion and adap i e
lea ning sys ems ha espond o lea ne s’ needs. Adebayo (2022) con i med ha echnology-
based ins uc ion posi i ely co ela es wi h exam pe o mance and cogni i e skill
de elopmen . These indings suppo he no ion ha ICT-based educa ion enhances academic
achie emen by p omo ing comp ehension, collabo a ion, and lea ne au onomy.
Objec i e 3: To compa e gende di e ences in mo i a ion and academic achie emen
among s uden s using ICT-based lea ning.
Gende -based di e ences in ICT lea ning ha e d awn a en ion due o a ia ions in digi al
li e acy and engagemen pa e ns. Ande son (2008) no ed ha ICT access can empowe bo h
male and emale s uden s by o e ing equi able oppo uni ies o pa icipa ion and c ea i i y.
Tondeu e al. (2017) obse ed minimal gende dispa i y in echnology adop ion when
s uden s a e equally exposed o ICT en i onmen s. Con e sely, Ainley and P a (2019)
ound ha boys ini ially display highe con idence wi h ICT ools, bu wi h p ope aining
and eache guidance, gi ls’ mo i a ion and pe o mance le els become compa able.
In India, Mahapa a (2020) and Bha acha ya and Sha ma (2021) epo ed no signi ican
gende di e ences in lea ning ou comes when schools p o ide equal ICT in as uc u e and
eache suppo . Chaudha y and Dey (2019) emphasized ha gende -neu al pedagogical
p ac ices help elimina e digi al bias and encou age inclusi e pa icipa ion. UNESCO (2022)
also highligh ed ha equi able access o ICT educes educa ional dispa i ies be ween male
and emale s uden s, pa icula ly in de eloping egions. The e o e, he li e a u e suppo s ha
gende di e ences in ICT-based lea ning ou comes a e no inhe en bu a e in luenced by
accessibili y, esou ce alloca ion, and social con ex .
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Summa y o he Re iew
The e iewed li e a u e collec i ely suppo s ha ICT-based lea ning signi ican ly enhances
s uden s’ psychological mo i a ion and academic achie emen , while p omo ing gende
equi y in educa ion. The indings align wi h Sel -De e mina ion Theo y (Deci & Ryan,
2000) and Social Cogni i e Theo y (Bandu a, 1997), demons a ing ha ICT ac s as bo h a
echnological and psychological acili a o o e ec i e lea ning. Howe e , esea ch gaps
emain in localized Indian con ex s such as Chakdaha Block, Nadia Dis ic , whe e
empi ical da a on ICT’s mo i a ional and achie emen -based impac s a e sca ce. This s udy,
he e o e, add esses hese gaps using a quan i a i e, school-based app oach.
Resea ch Gap
Al hough ex ensi e esea ch exis s on ICT in educa ion, signi ican gaps emain in he Indian
con ex , especially in semi-u ban and u al a eas like Chakdaha Block, Nadia Dis ic .
In e na ional s udies emphasize echnology in eg a ion and lea ning ou comes (Selwyn, 2016;
Wang & Woo, 2007), bu o en o e look psychological e ec s such as in insic mo i a ion
and engagemen . Indian esea ch has mainly ocused on ICT access, eache compe ency, and
in as uc u e, wi h limi ed quan i a i e analysis o i s impac on s uden s’ mo i a ion and
achie emen (Yada & Singh, 2018; Kuma & Daniel, 2016). Gende -based e ec s a e also
unde explo ed (Tondeu e al., 2017; Bha acha ya & Sha ma, 2021).
Mo eo e , s udies in me opoli an a eas canno be gene alized o u al o semi-u ban schools,
and ew ha e used alida ed ools o measu e psychological ou comes (Joshi, 2020; Mish a
& Koehle , 2006). This s udy add esses hese gaps h ough a quan i a i e, gende -inclusi e,
egion-speci ic analysis, p o iding empi ical e idence on how ICT in luences mo i a ion
and academic achie emen among seconda y school s uden s.
Resea ch Me hodology
Resea ch Design
The s udy adop ed a quan i a i e esea ch design o analyze he psychological e ec s o
ICT-based lea ning on s uden s’ mo i a ion and academic achie emen . Quan i a i e esea ch
allowed sys ema ic measu emen and s a is ical analysis o a iables, which was sui able o
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es ing ela ionships and di e ences (C eswell, 2014). A co ela ional and compa a i e
app oach was employed.
Popula ion and Sample
Popula ion: Seconda y school s uden s (Classes IX–XII) in Chakdaha Block, Nadia
Dis ic , Wes Bengal.
Sample: 500 s uden s om 5 schools in Chakdaha Block, selec ed h ough s a i ied
andom sampling o ensu e gende and school ep esen a ion.
o Gende dis ibu ion: 300 boys and 200 gi ls.
o This sample enabled gende -wise and school-wise compa isons.
Va iables
Independen Va iable: ICT-based lea ning ( equency, ype, in ensi y).
Dependen Va iables:
o Psychological ou comes: academic mo i a ion, sel -e icacy, engagemen .
o Academic achie emen : sco es om school examina ions.
Da a Collec ion Tools
Ques ionnai e (Psychological Scale):
Measu ed mo i a ion, engagemen , and a i ude owa d ICT-based lea ning using 5-poin
Like scale (1 = s ongly disag ee, 5 = s ongly ag ee).
Validi y:
o Con en alidi y es ablished h ough expe e iew by educa ionis s and
psychologis s.
o Cons uc alidi y assessed using ac o analysis.
Reliabili y:
o In e nal consis ency es ed using C onbach’s alpha, which exceeded 0.70,
indica ing accep able eliabili y (Gliem & Gliem, 2003).
Academic Reco ds: Collec ed s uden s’ la es exam sco es o measu e academic
achie emen .
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Da a Collec ion P ocedu e
Pe mission ob ained om school au ho i ies and pa en s.
S uden s comple ed he ques ionnai e in class ooms unde supe ision.
Academic pe o mance da a collec ed om school eco ds.
Da a Sc eening and No mali y Tes
No mali y o da a assessed using:
o Kolmogo o –Smi no es
o Shapi o–Wilk es
Da a isualiza ion pe o med using his og ams, Q-Q plo s, and boxplo s.
Pa ame ic s a is ical es s applied o no mally dis ibu ed da a; non-pa ame ic es s
applied o non-no mal da a.
Da a Analysis
Desc ip i e S a is ics: Mean, s anda d de ia ion, equency, and pe cen age summa ized
demog aphics and s udy a iables.
In e en ial S a is ics:
o Pea son co ela ion examined ela ionships be ween ICT usage, mo i a ion, and
achie emen .
Reg ession analysis p edic ed he e ec o ICT-based lea ning on psychological ou comes
and academic pe o mance.
Independen - es compa ed boys and gi ls.
One-way ANOVA compa ed s uden s ac oss he 5 schools.
E ec size calcula ion (Cohen’s d o e a squa ed) measu ed p ac ical signi icance (Field,
2018).
So wa e: SPSS (Ve sion 26) used o all calcula ions.
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Simila ly, mean academic achie emen be ween boys (M = 72.9) and gi ls (M = 71.8)
did no di e signi ican ly ( = 1.75, p = 0.081).
Hence, he null hypo hesis (H₀₃) — “The e is no signi ican di e ence be ween boys and
gi ls in academic mo i a ion and academic achie emen ela ed o ICT-based lea ning”
— was accep ed.
The indings sugges ha ICT-based lea ning en i onmen s bene i bo h male and
emale s uden s equally, minimizing gende dispa i ies in psychological and academic
ou comes.
4. Findings om Addi ional Analysis (School-wise Compa ison):
One-way ANOVA e ealed signi ican di e ences in bo h academic mo i a ion (F =
3.62, p = 0.007) and academic achie emen (F = 4.15, p = 0.003) among s uden s om
he i e pa icipa ing schools.
Pos -hoc es s indica ed ha ce ain schools wi h be e ICT in as uc u e and eache
compe ence achie ed highe mo i a ion and pe o mance sco es.
This inding highligh s he ins i u ional in luence on he e ec i e implemen a ion o
ICT-based educa ion.
5. Summa y o Key Findings:
ICT-based lea ning has a signi ican and posi i e in luence on s uden s’ academic
mo i a ion.
ICT in eg a ion in class ooms enhances academic achie emen by making lea ning
mo e in e ac i e and concep ually clea .
No signi ican gende di e ences we e ound in ei he academic mo i a ion o
achie emen unde ICT-based lea ning condi ions.
The e exis school-le el a ia ions, sugges ing ha he ex en o ICT in eg a ion and
eache acili a ion impac s s uden ou comes.
The scales used we e eliable and alid, and all da a ollowed a no mal dis ibu ion,
ensu ing obus s a is ical in e p e a ion.
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Conclusion and Recommenda ions
The p esen quan i a i e esea ch in es iga ed he psychological and academic e ec s o
In o ma ion and Communica ion Technology (ICT)-based lea ning among seconda y school
s uden s in he Chakdaha Block o Nadia Dis ic . A o al o 500 s uden s, comp ising 300
boys and 200 gi ls om i e seconda y schools, we e selec ed o explo e how ICT in eg a ion
in luences hei academic mo i a ion and achie emen . The indings o he s udy e ealed
ha ICT-based lea ning signi ican ly enhances bo h mo i a ion and pe o mance le els
among s uden s. Lea ne s who engaged in echnology-enabled class ooms demons a ed
g ea e in e es , concen a ion, and sel -con idence in academic ac i i ies. ICT exposu e
c ea ed an in e ac i e and dynamic lea ning en i onmen ha no only suppo ed be e
unde s anding o concep s bu also de eloped a posi i e psychological o ien a ion owa d
lea ning.
The s udy u he concluded ha ICT-based pedagogy has a s ong and posi i e co ela ion
wi h s uden s’ academic achie emen . The esul s o co ela ion and eg ession analyses
con i med ha he equen use o digi al ools, such as sma boa ds, mul imedia lessons, and
educa ional so wa e, con ibu ed o imp o ed es sco es and o e all academic success. ICT
acili a ed isualiza ion, ac i e pa icipa ion, and independen lea ning, which collec i ely
enhanced comp ehension and e en ion. Mo eo e , he s udy ound no signi ican di e ence
be ween boys and gi ls in e ms o mo i a ion and academic achie emen , implying ha ICT-
based educa ion p o ides an equi able lea ning pla o m ha bene i s all lea ne s i espec i e
o gende . Howe e , sligh a ia ions we e obse ed ac oss schools, indica ing ha he ex en
o ICT e ec i eness depends on in as uc u al quali y, eache p epa edness, and school-
le el implemen a ion s a egies. O e all, he s udy alida es he assump ion ha ICT-based
lea ning is no only an ins uc ional inno a ion bu also a psychological ca alys ha
p omo es lea ne engagemen , cu iosi y, and sus ained academic g ow h.
Based on hese ou comes, se e al ecommenda ions ha e been p oposed o enhance ICT-
based lea ning a he seconda y le el. Fi s , eache s should in eg a e ICT ools sys ema ically
in class oom ins uc ion o make lea ning mo e in e ac i e, pa icipa o y, and s uden -
cen e ed. Regula aining p og ams and wo kshops a e essen ial o imp o e eache s’
echnological and pedagogical compe encies. Second, educa ional ins i u ions mus in es in
upg ading ICT in as uc u e, ensu ing eliable in e ne connec i i y, unc ioning digi al
de ices, and mul imedia acili ies. Such in as uc u al suppo can b idge he digi al di ide
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be ween u ban and semi-u ban schools. Thi d, he cu iculum should be edesigned o
inco po a e ICT-based modules and digi al li e acy componen s ha encou age c ea i e,
analy ical, and collabo a i e lea ning. Equal access o ICT esou ces mus be ensu ed o all
s uden s, ega dless o gende o socio-economic s a us, o os e inclusi i y and ai ness in
educa ional oppo uni ies.
Fu he mo e, policymake s should p io i ize he de elopmen o ICT-in eg a ed educa ion
policies ha p omo e sus ainable unding, pe iodic e alua ion, and accoun abili y in
implemen a ion. The s udy also ecommends es ablishing con inuous moni o ing sys ems o
assess how ICT in luences s uden mo i a ion, academic p og ess, and emo ional well-being.
Pa en al awa eness and communi y in ol emen can u he s eng hen he e ec i eness o
ICT educa ion by ex ending lea ning suppo beyond he school en i onmen . In conclusion,
ICT-based lea ning ep esen s a ans o ma i e shi in educa ional p ac ice ha me ges
echnological ad ancemen wi h psychological empowe men . When app op ia ely
implemen ed, i no only enhances academic pe o mance bu also nu u es sel -mo i a ion,
c ea i i y, and digi al compe ence among s uden s. The indings om he Chakdaha Block
con ex highligh he po en ial o ICT as a powe ul medium o achie ing quali y, equi y,
and inno a ion in seconda y educa ion ac oss u al and semi-u ban India.
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