Guidelines for Slow and Fast Learners

At Quest Group of Institutions, the teaching-learning process is tailored to cater to a diverse student population. Recognizing that learners vary in pace and ability, the institution adopts a structured approach to identify student learning levels and implement targeted interventions. Students are classified into three categories across all UG and PG programs:

Category A – Self-motivated and fast learners

Category B – Average performer and need seldom guidance and push

Category C – Slow performer and need regular guidance and push

Faculty members are encouraged to focus on the holistic development of all the students, with particular attention and strategic interventions for those in Categories B and C. Category A students are further motivated and guided for advance learning.

1. Inputs for Student Categorization

To accurately identify and classify students, the following data points are analyzed:

- Academic performance in the previous university/board examinations

- Results of internal assessments

- Continuous classroom observation by subject teachers

2. Assessment Methodology

Students are categorized based on a composite scoring system, using the following weighted parameters:

Sr. No.	Parameter	Weightage (%)
1	Internal assessment/test performance	50%
2	Previous academic examination results	25%
3	Faculty's classroom observation (1–10 scale)	25%

After aggregating the scores:

- Students scoring above 70% are placed in Category A

- Students scoring between 50% to 70% are placed in Category B

- Students scoring below 50% are placed in Category C

3. Support Activities for Category A (Advanced Learners)

Students with high academic aptitude are encouraged to pursue advanced learning paths:

- Contribution to academic projects, case study analysis, and content creation

- Enrollment in MOOCs such as NPTEL, Swayam, or similar platforms

- Facilitation of internships and field exposure through industry linkages

- Involvement in institutional innovation and entrepreneurship initiatives

- Opportunities for research publication and project presentations

4. Support Activities for Category B (Average Performers)

To boost the performance of average learners, faculty members implement:

- Contribution to academic projects, case study analysis, and content creation

- Guided group discussions and peer-learning sessions

- Personalized feedback on assignments and class participation

- Short-term bridge courses or revision modules

- Continuous motivation through performance tracking and encouragement

5. Support Activities for Category C (Slow Performers)

To support students needing consistent guidance, the following strategies are implemented:

- Dedicated remedial and revision sessions during extra hours

- Make-up practical sessions with hands-on demonstrations

- Practice assignments derived from previous year question papers

- Access to curated question banks for thorough preparation

- One-on-one mentoring, academic counseling, and regular monitoring

- Exposure to time management and problem-solving workshops

6. Monitoring and Reporting

Post-semester, each faculty member submits a Performance Improvement Report, highlighting:

- Student progress and improvements in academic performance

- Effectiveness of interventions for Category B and C students

-Recommendations for further action or enhanced academic strategies