Research Abstracts

Research Abstracts of the Studies conducted
Abstracts of Research Studies Conducted by Teacher Education Institutions in India D.R. Goel, Chhaya Goel, R.L. Madhavi CASE, The M.S. University of Baroda, Vadodara - 390 002
SECTION 1 SECTION 2 SECTION 3 SECTION 4 SECTION 5 SECTION 6 SECTION 7 SECTION 8 SECTION 9 SECTION 10 SECTION 11 SECTION 12 SECTION 13 SECTION 14 SECTION 15 SECTION 16 SECTION 17 SECTION 18 SECTION 19
Educational research abstraction has its own value. The surveys on educational research by teacher education institutions in India, initiated by Prof. M. B. Buch are highly useful. The present volume attempts to abstract and classify educational research conducted in teacher education institutions in India 1998 onwards. It presents abstracts of 146 studies differentiated into 18 areas. A theme paper, "Developmental Challenges & Technological Determinism" is there in Section 19, wherein 54 studies on Educational Technology and ICT in Education have been abstracted. 1. Attitudes of Teachers and Students
7. Environmental Education 8. ET and ICT in Education 9. Human Rights Education 10.Innovative Teaching Practices 11. Language Education 12.Life skills and Value Education 13. Philosophical Foundations of Education 14. Population Education
2. Developmental concerns in Education 15. Teacher Education 3. Distance Education 16. Teaching Methods 4. Educational Psychology 17. Technical and Vocational Education 5. Educational Administration 18. Art Education 6. Educational Evaluation 19. Developmental Challenges & Technological Determinism
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Section 1
Section 1
Attitudes of Students and Teachers
Studies on various factors influencing the attitudes of teachers and students towards various educational aspects are presented here. Various researches done so far are given in the tabular form.
Sr. No. 1.
Study Title
Investigator ID Archana Kumari, 2000, Lucknow University, Lucknow
2.
3.
4.
A study of impact of Computer Education on the Scientific Attitude of Students Gender and Occupational Stereotypes of Students Attitudes in Science and Their School Achievements in Biology and Physical Science ( A Developmental Study) A Study of Some Factors Influencing Attitude Towards Energy Education and its Relationship with Academic Qualifications and Personality Characteristics of Secondary School Teachers in Devi Patan Region (Uttar Pradesh) TEACHERS AND ADOLESCENT STUDENTS ATTITUDE TOWARDS CO-EDUCATION ( Teachers and Adolescent Students Attitude Towards Self, Same-Sex, Opposite-Sex, Teachers, Parents and Colleges in a few Single-Sex and CoEducational Junior Colleges in Pune City)
Mr. H.S. Shishodia 2003, Barakatullah Vishwavidyalaya, Bhopal (M.P.) Mrs. Bhavna, 2005, Dr. Ram
Manohar Lohia Avadh University, Faizabad, Uttar Pradesh, India.
Mrs. Swalehakhatoon Sagir, 2005, Pathan,University of Pune, Pune
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Section 2
Section 2
Developmental Concerns in Education
Studies related to various aspects of developmental concerns of education like status of education of tribals, survey of educational status of different localities etc. are included in this section. various titles in this section are as follows.
Sr. No. 1. 2. 3. 4.
Study Title Factors Responsible for Total Literacy- A case Study of Ernakulam District
Investigator ID Eisha Kannadi, 1998, MSU, Baroda
A Study of the relationship between socio- economic status and achievement of class IX students
Manoranjan Panda, 1998, Utkal University, Bhubaneshwar
A Developmental Study of the Educational Background of Ashwini Kumar Garg, 2000, the Tribal Students of Baitool District Barkatullah University, Bhopal
DEVELOPMENT AND VALIDATION OF INSERVICE TRAINING CURRICULUM FOR PRIMARY SCHOOL HEAD MASTERS OF DELHI
Development of an in-service training programme for Navodaya Vidyalaya Teachers in meeting students emotional needs
Bimal Kumar Kapoor, 2001, Kota Open University, Kota
5.
B.S. Ramachandra Rao, 2001, MSU, Baroda
6.
A Study of Educational Institutions in Aurangabad District Managed by Maratha Community
Ashalata Gangadharrao Pathrikar, 2002, Dr. BAMU, Aurangabad
7.
Perception of Adolescent Girls Towards Gender Relations, Jantima Pattararungsri, 2002, Status of Women and Sex Education: A Study of Bangkok South Gujarat University, Surat A Study of Roles and Functions of Monks in Educational Development of THAI Society Kasem Suteerachaiwattana, 2002, S.P. University, Vallabh Vidyanagar
8.
9.
A Study of the views of Communication Media Experts Sadhana Devesh, 2002, DAVV, and Educationists in the context of Role of News Papers in Indore Child Education
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Section 2
10.
Forecasting Needs for In-Service Education of Primary School Teachers of Tribal Districts of Orissa Towards 2010 A.D. Study of the Process- Issues for Organizing Research and Training in Distance Teacher Education A Study of the factors affecting the educational development of the girl children, and their teachinglearning conditions in the Hadoti Area
Sidhanath Sahoo, 2002, Kota Open University, Kota) Sudarshan Mishra, 2002, Utkal University, Bhubaneshwar Kishi Lalwani, 2003, Kota Open University, Kota
11.
12.
13.
Study of Political Socialization of the University Students in Haryana
Mr. Sukhvinder Singh, 2005,

Kurukshetra University, Kurukshetra.
14.
15.
16. 17.
A Study of Quality of Life of the Tribals of Keonjhar Kartikeswar Roul, 2006, Utkal District in Orissa in Relation to Educational Development University, Bhubaneswar Programme A Study of the Effects of different educational Programs Mr. Gajanan Sahebrao Nare, 2006, Sant Gadge Baba on the development of Personality of Primary Students Amaravati Vidyapeeth, Amravati Anna Neena George, CASE, The Mathematical Backwardness and Its Remediation in Goa M.S. University of Baroda, Vadodara A Study of DPEP Intervention in Tribal Education at Das, B.C. University of Primary Stage and Its Effectiveness in Orissa, Allahabad, Allahabad, 2006 <Previous> <Next>
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Section 3
Section 3
Distance Education
Researches related to problems, issues and status of non-formal education at different places related to different disciplines are presented here. Various studies under this heading are as follows.
Sr. No. 1.
Study Title
Investigator ID
Status of non-formal education in the district of Jalna- A Sudhakar Bhimrao Gaikwad, 2002, Dr. BAMU University, Critical Study Aurangabad Development of an Evaluation Model for Nursing Programme through Distance Mode Mrs. Bimla Kapoor, 2004, Indira Gandhi National Open University, New Delhi)
2.
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Section 4
Section 4
Education Psychology
Researches conducted in psychology field has brought tremendous changes in to the education discipline. All the processes of class room interaction, teacher-student interaction have undergone drastic changes due to this. Many new trends in the methods and approaches like student centered approach, cooperative learning, active learning etc. are brought into the learning environments all over the world. Different researches related to adjustment, mental health, attitude formation due to environmental effect etc. are presented here.
Sr.No. 1.
Study Title A Study of Adolescents Environment Awareness in the context of Religious Attitude, Scientific Attitude and Scholastic Achievement Designing, Developing and Trying-out of Guidance Services for Students and Community
Investigator ID M. P. Gupta, 1997, Kota Open University, Kota
2.
Jaishree Das, 1998, DAVV, Indore
3.
Study of gifted students in Navodaya Vidyalayas and Kalpana Dixit, 1998, Barakatullah University, their adjacent schools on selected variables Bhopal A Study of the Effect of Visual Efficiency Skills on the Achievement of Low Vision Children in Tamilnadu Janakavalli, 1999, South Gujarat University, Surat
4.
5.
Product and Process of Intellectual Development A Ravindra Kumar Poonia, 1999, Comparative Study of Piaget and Bruner on the M.L. Sukhadia University, Performance of the Students between 11+ and 13+ Udaipur years Development of an Educational Programme and its impact on the Behaviour of Inmates of a Juvenile Home
6.
Sunita Dewan, 1999, MSU, Baroda
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Section 4
7.
A Study of the Efficacy of the Instructional Pedagogy J.V. Asha, 2001, South Gujarat of English Based on Ausubels and Brunerss Models University, Surat for B.Ed. Students Effect of Learning Environment upon English Sonali Geed, 2001, DAVV, Language Learning and Students Reactions towards Indore Learning Environment Academic Achievement of Secondary School Students in Relation to Their Intelligence and Attitude towards Schooling Process Perception of Adolescent Girls Towards Gender Relations, Status of Women and Sex Education: A Study of Bangkok Chittaranjan Nayak, 2002, Utkal University, Bhubaneshwar
8.
9.
10.
Jantima Pattararungsri, 2002, South Gujarat University, Surat
11.
A Study of Future Awareness, Vocational Interest Lilesh Gupta, 2002, Kota Open and School Adjustment of Senior Secondary Students University, Kota
12.
Strategy of Developing Creativity of University Students of Thailand A Comparative Study of Scientific Creativity in the Pupils of VIII standard of different media schools of Aurangabad Effect of Socio-Economic Status, School Environment and Medium of Instruction on the Mental Abilities and Academic Achievement of School Children
SAM RAN TONGPAENG, 2002, DAVV, Indore
13.
Shaikh Imran, 2002, Dr. BAMU, Aurangabad)
14.
Ms. Sucharita Parida, 2003, Utkal University, Bhubaneshwar
15.
A Psycho- Social Study of Mental Health of Teachers Sujeet Kumar, 2003, Allahabad Administrators and Employees University, Allahabad
Section 4
16.
Synthesizing the Research Findings Related to Creativity and developing their Curricular Implications for Social Studies
Mrs. Gayatri Mohanty, 2004, Utkal University, Bhubaneswar, Orissa)
17.
To Study the Effect of Creativity Appreciation Ms. Madhumita Roy, 2004, Training Programme (CATP) on the Teachers Nagaland University, Kohima Attitudes towards Creative Teaching and Learning A Study of Dietary Iodine Intake and its Relationship Mrs. Neeta Varshney, 2004, University of Lucknow, with Scholastic Performance of School Children Lucknow Occupational Stress and Job- Satisfaction in relation Ms. Nibedita Priyadarshani, to Professional Commitment and Background Factors 2004, Kurukshetra University, Kurukshetra in Primary School Teachers of Tribal Areas Mr. Shailendra Prasad, 2004, HNB Garhwal University, Srinagar (Garhwal), Uttaranchal. Mrs. Masoumeh Khosravi, 2005, University of Pune, Pune
18.
19.
20.
A Study of Psycho-Social Factors of Adjustment problems of Primary School Teachers of Garhwal Mandal A Comparative Study of Relationship between SelfConcept and Anxiety among Adolescent Student Mental Health and Adjustment of Secondary School Teachers Influencing Development of Self Concept in Teachers Aggression and Adjustment among Adolescents belonging to One Child and Many Children Families in relation to Socio-Economic Status and Home Environment
21.
22.
Nibedita Nayak, 2005, Utkal University, Bhubaneshwar
23.
Ms. Ravneet, 2005, Kurukshetra University, Kurukshetra
24.
Educational Aspirations of Adolescents in Relation to Their Family Environment, Locus of Control, and some Demographic Variables
Mr. Sandeep Sawhney, 2005, Kurukshetra University, Kurukshetra
Section 4
25.
Self-Esteem, Educational Decision- Making, Ms. Surabala Sahoo, 2005, Adjustment and Academic Attainment of Kurukshetra University, Secondary School Students in Relation to ParentKurukshetra Involvement
Development and try-out of an intervention programme for parents of children with mental retardation Impact of an intervention programme in the remediation of reading difficulties among children with learning disabilities Development of An Enneagram Educational Programme for Enhancing Emotional Intelligence of Student Teachers Effectiveness of Inductive Thinking Model of Teaching on Learners Achievement in Social Studies Monika Sharma, 2005, CASE, The M.S. University of Baroda, BarodaMrs. Anjana, 2006, Kurukshetra University, Kurukshetra
26.
27.
28.
Eve Justina Romould, 2006CASE, MSU, Baroda
29.
Annapurna Prusty, Utkal University, Bhubaneswar, Orissa, 2006
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Section 5
Section 5
Educational Administration
Educational Administration is the backbone for the process of teaching learning. All through administration has to keep on changing with the needs and aspirations of the society to bring in the reforms into the system and to manage it properly. Related to this aspect several researches regarding leadership qualities, problems and issues related to management of education are presented here in the tabular form.
Sr.No. 1.
Study Title
Investigator ID
A Study of Students Participation in School Programme- Bassam Mahmoud Mohd, 1998, A Cross Cultural Study MSU, Baroda A Study of Organization Development in Education and Industry with respect to communication and decision making practices A Study of Managerial Competencies of Effective Educational Managers Study of the Management, supervision and Community Participation in Alternative Schools (AS) and its impact on Learners Achievement Pupils Achievement as related to time on learning tasks in different primary school set-ups of Madhya Pradesh Teacher Burn-out in relation to occupational stress, mental health problems and socio-economic status- a factor analytical study An Inquiry into the School Teachers Perception of the Practice of Teaching and Learning Menon Mohan Kumar V., 1999, MSU, Baroda Sujata Srivastava, 1999, MSU, Baroda Sharma J.P., 2000, Barkatullah University, Bhopal Kaushal Kishore Khare, 2001, Barkatullah University, Bhopal Renu Choudhary, 2001, KUK, Kurukshetra Geeta A. Mehta, 2002, Sardar Patel University, Vallabh Vidyanagar
2. 3.
4.
5.
6.
7.
8.
Professional Responsibilities among Senior Secondary Jayashree Samantaray, 2002, School Teachers in relation to Instructional Management KUK Behaviour and School Organisational Climate Job Satisfaction among Secondary School Teachers- An Investigation Kaneez Fatima, 2002, Dr. BAMU, Aurangabad
9.
Section 5
10.
An Investigation into the Time Management Behavior of Primary School Administrators and its Implication for School Effectiveness
Kowit SRUANGATAMAI, 2002, South gujarat university, Surat
11.
Evolving a Training Programme for Personality Development To Empower Female Teacher Trainees Attitude of Educated Muslim Women of Marathwada Region Towards Women Empowerment EK HI KSHETRA MEIN STHIT PARISHADIYA MANAYATA PRAPTA TATHA AMANAYATA PRAPTA PRATHMIK VIDAYALON KA TULNATAMAK ADHYAN Study of Management of Human Resources Development of Teachers in Secondary and Higher Secondary Schools of Rajasthan Organizational Climate of Government and Privately Managed High Schools of Kamrup district: A Comparative Study Developing Teacher Effectiveness through Preparation and Tryout of Multiple Lesson Plans for ELT at the PreService Level A Comparative Study of Knowledge of Leadership Qualities, Attitude and Functioning of the Principals of Government and Non-Government Upper Primary Schools of Agra District Primary School Students Problems: A Status Survey of Gujarat A Study of Personality and Professional Attitude of Burnout Teachers , A Study of Educational Management Practices in Secondary Schools and their Implications for In-Service Training of Head Teachers: A Survey of Kitui and Machakos Districts, Kenya <Previous> <Next>
K.S. Vijayalakshmi, 2002, South Gujarat University, Surat Mamdani Naseem Iqbal, 2002, Dr. BAMU, Aurangabad
12.
13.
Rakesh Kumar Giri, 2003, Lucknow University, Lucknow
14.
Sailesh Sharma, 2003, V.M. Open University, Kota Mrs. Saswoti Baruah, 2004, Gauhati University Mrs. Nusrat Kadri, 2005, Sardar Patel University, Vallabh Vidyanagar Ms. Rekha Nayal, 2005, Dr. B.R. Ambedkar University, Agra Mrs. Reshma T. Ahluwalia, 2005, Veer Narmad South Gujarat University, Surat Tripta Trivedi, 2005, Lucknow University, Lucknow Jeremiah Mutuku Kalai, 2006, University of Pune
15.
16.
17.
18. 19.
20.
Section 5
Section 6
Section 6 Educational Evaluation

New ideas are being thought of evaluating the outcomes of educational process. Particularly when process aspect is being given much importance now a days several radical thoughts of evaluation are being put into research for bringing in expected results. Appraisal of teachers, remedial programmes are occupying much importance in the process of educational evaluation. Different studies related to these aspects are presented here.
Sr. No.
Study Title A Study of the System of Performance Appraisal and the Programmes for the Professional Development of English Language Teachers in the Secondary Schools in Bahrain Study of Effectiveness of Remedial Programme for Improving Disability and Achievement in Mathematics of Class VII Students A Study of the Impact of Continuous and Comprehensive Evaluation at Primary Level in the State of Orissa Evaluation of Teacher by Students
Investigator ID Mohammad Abbas Ali, 2003, University of Mumbai, Mumbai
1.
2.
Ms. Archana Srivastava, 2004, Vikram University, Ujjain MS. Puspanjali Pani, 2004, Utkal University, Bhubaneshwar, Orissa Shrirang Baburao Kshirsagar, University of Pune, Pune, 2006
3.
4.
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Section 6
Section 7
Section 7
Environmental Education
With industrialization one problem that cropped up is pollution of environment worldwide causing concerns among people to protect planet earth for survival of all species living on it. Discussions on several forums came to a conclusion to introduce this issue in form of curriculum in formal system, so that an awareness is generated from earlier days so that people develop a proper, healthy, and useful living style that helps in reducing the pollution. With this intention now a days 'Environmental Education' is introduced in formal educational system from primary level itself. Various aspects of research done so far related to this education are presented here.
Sr. No. 1.
Study Title
Investigator ID
An Intervention to Improve the Quality of Instruction Archana Tomar, 1998, MSU, in Environmental Science for Primary Level School Baroda Children Environmental Education through Videoinstructional Package : An Exploration Indubala U. Singh, 1999, South Gujarat University, Surat
2.
3.
Developing Supplementary Curricular Programme on Suneetha C.N., 2000, University Environmental Education For Higher Primary of Mysore, Mysore Schools
4.
Acquisition of Process Skills by IV Standard Pupils through an Instructional Programme in Environmental Studies
N. Ramkumar, 2004, CASE, MSU, Baroda
5.
Attitude Towards Environment and Perception of Mrs. Anu Radha, 2005, Punjab Environmental Education Among StudentUniversity, Chandigarh Teachers and Teacher- Educators
6.
Effectiveness of an Instructional package in Environmental studies among students of standard VII

Development and Tryout of a Strategy for Environment in Multi-Grade teaching for class III and IV
Sharma Sumita, 2005, CASE, MSU, Baroda7

Raksha Sharma, CASE, MSU, 2004
7.
Section 7
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Section 8
Section 8
ET and ICT in Education
Evolution in the field of Communication Technology has brought in tremendous changes for using Educational Technology in teaching learning. Particularly Computer has occupied a prominent place in the technological aspect of teaching learning process with its potential design, aiding in carrying on the process efficiently with more visual effects and also sophistication in software and hardware with time and evolution of internet and world wide web. Researches on use of ICT in education has occupied an important place in Educational research in recent times and is a flourishing field with more and more applications are being added with improvements in technology with changing times. Different researches undertaken about use of ICT for efficient teaching learning are presented here.
Sr.No. 1.
Study Title
Investigator ID
Exploring effectiveness of computer assisted learning material on Rhymes in different Anshuman Das, 1998, MSU, Baroda modes. An Experimental Study of the Relative Effectiveness of Programmed Learning and Learning Through Audio Visual Aids with reference to certain selected topics from the syllabus of Science for Std. V to VII in Greater Bombay
2.
Thatte C. H., 1998, University of Mumbai, Mumbai
3. 4.
Developing a computer software for learning Anjali Khirwadkar, 1999,MSU, Baroda Chemistry at Standard IX. Development of Computer Assisted English Language Teaching for VIII Standard Students Exploring cognitive map formed due to educational video viewing among learners. Munther Mohammed Zyoud, 1999, CASE, MSU, Baroda
5.
Dibakar Sarangi, 2000, CASE, MSU, Baroda
Section 8
6.
Effectiveness of the School Broadcast Programmes of All India Radio (AIR) and Educational Television ( ETV) Programmes of Doordarshan with reference to school achievement of the learners
Yashobanta Samal, 2000, Utkal University, Bhubaneshwar
7.
A Study of the Effectiveness of Branching Variety of Programmed Instructional Jyoti Tare, 2001, Rani Durgavati University, Material as Diagnostic and Remedial Tool in Jabalpur Chemistry for Secondary Classes in Jabalpur Division A Study of the Availability and Utilization of Educational Media in Secondary Schools of Thailand A Study of IGNOU Teleconferencing for Distance Learners A Comparative Study of the Efficacy of Teaching Through the Traditional Method and the Multimedia Approach in the Subject of Home Science Chamnan Chantahiem, 2002, South Gujarat University, Surat
8.
9.
Nishi Jain, 2002,MSU, Baroda
10.
Ms. Beena Y. Desai, 2004, South Gujarat University, Surat, India
11.
A Study of the Effectiveness of the Training Program conducted by IntelIndia for Secondary School Teachers
Effectiveness of Computer Assisted Instruction for Primary School Students: An Experimental Study
Maria Athaide, 2004, University of Bombay, Mumbai

Ms. Suwanna Ruttanathummatee, 2004, South Gujarat University, Surat, India
12.
13.
Techno-pedagogic analysis of children ETV programmes and their effectiveness Darshana Chaudhari, 2005, CASE, MSU, in terms of achievement with and without Baroda discussion and perception of students and teachers A study of the effectiveness of CAI in Sanskrit for std. VIII students. Hiralkumar M.Barot, 2005, CASE, MSU, Baroda
14.
Section 8
15.
ICT awareness, use and need of secondary and higher secondary teachers of English Medium Schools of Vadodara city Development and Implementation of an Information Technology Based Instructional Package for English Grammar to Gujarati medium students of Standard VIII of Jamnagar City
Irfan Shah, CASE, 2005, MSU, Baroda
16.
Jaykumar Rathod, 2005, CASE, MSU, Baroda
17.
A study of the relative effectiveness of CAI and CAIPI in learning Trigonometry Rakesh Pardeshi, 2005, CASE, MSU, by English medium students of Standard Baroda IX of Baroda City Development of an IT enabled Instructional Package for Teaching Yadav Kusum, 2005, CASE, MSU, Baroda English medium students of Vadodara city
Development of Multimedia Instructional System on Computer Education for B.Ed. Pupil Teachers Mr. Anil Tanaji Patil, 2006, Shivaji University, Kolhapur
18.
19.
20.
Development and Tryout of SelfLearning Materials in English subject on Mr. Gautam A. Panchal, 2006, V.N. South the unit of Active and Passive Voice for Gujarat University, Surat. the Students of Standard-XII
A Study of the Relative Effectiveness of Computer Based Multimedia Learning Packages on Performance and Behavioural Outcomes of Students of Different Age Groups <Previous> <Next> S. Jayaraman, 2006, University of Madras, Engineering Education
21.
Section 8
Section 9
Section 9
Human Rights Education
Spread of democratic attitudes and establishment of democratic governments all over the world resulted in more concentrated thinking over protecting human dignity and preventing human abuse basing on race, caste, region and many other things. In the present world of conflicts and severe competition concepts of human rights have gained importance again. The present section presents researches related to the curriculum regarding human rights education. Sr.No. 1. Study Title Investigator ID
Development of a Curriculum Framework on Human Swarnaprava Sahoo, 2002, Utkal Rights Education for the children below fourteen University, Bhubaneshwar years of age
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Section 10
Section 10
Innovative Teaching Methods
Improvements in technology, changing thinking patterns about students' learning, active learning and constructivist approaches domination in the teaching learning process are bringing in radical changes in the role of teacher in classrooms. Teacher has to be a facilitator of knowledge in present days, as students have many other channels of getting information, knowledge about content. This made teacher to employ innovative ways of teaching than using traditional lecture methods. Teacher has to use different approaches where student will come to know about different channels of getting information related to content. This also caters to the needs of individual differences existing in the classroom. Various approaches adopted by researchers regarding this aspect are presented here.
Sr. No. 1.
Study Title COMPARISON OF INSTRUCTIONAL STRATEGY WITH TRADITIONAL METHOD FOR TEACHING ECONOMICS TO CLASS XI STUDENTS IN TERMS OF SELECTED COGNITIVE VARIABLES A Study of the scholastic achievement of children studying at primary level in Environmental Study ( Science) with special reference to MLL and development of remedial teaching strategies Development of need based learning programming for pre-primary teacher education: case study approach.PhD.edu.Devi Ahilya Vishwavidyalaya An Investigation of Effectiveness of Curricular Creativity Inputs in Physics at the Secondary School Level A Study of the effectiveness of Instructional Strategies in General Science and Social Studies in Standard X of the National Open School
Investigator ID
Arya Ratanmala, 1999, DAVV, Indore
2.
Jyoti Rathore, 1999, Barakatulla University, Bhopal
3.
Seema Kher, 1999, DAVV, Indore L. Hanumanthaiah, 2000, Bangalore University, Bangalore Mahesh Kumar Muchal, 2001, DAVV, Indore
4.
5.
6.
A Study of the effectiveness of Vocabulary Teaching Mohini S. Sharma, 2002, S.P. Strategies on retention and use in relation to certain University, Vallabh Vidyanagar variables
Section 10
7. 8.
EVOLVING SELF INSTRUCTIONAL TRAINING PACKAGE ON PERSONNEL MANAGEMENT Designing, Developing and Implementing an Educational Package for Facilitating First Transition from Home to Pre-school
OPAS INTARAWONG, 2002, South Gujarat University, Surat
Sucheta Y. Jasrai ,2002, MSU, Baroda
9.
Educational Innovations in the Primary Schools of Gujarat State : A Status Survey
Ashwin Kumar D. Trivedi, 2003, South Gujarat University, Surat
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Section 11
Section 11
Language Education
In a multi lingual country like India, language education has tremendous importance. Many committees and commissions have commented on these points and stressed on a need to evolve a proper framework for language education in the country. Various formulas have been thought of with partial success in implementation. The present section presents the views of different researchers related to language education matters in education.
Sr. No. 1. 2.
Study Title An Exploratory Study of Gujarati Language Teaching in Upper Primary Schools of Baroda City
Investigator ID Anjali K. Mehta, 1998, MSU, Baroda
A Study of the English Language Learning and Hemabati Nganbam, 2000, its use by Professionals and Non-Professionals of MSU, Baroda Baroda City A Comparative Study of Difficulties in English Learning faced by different categories of school students in Bhopal English Language Competence of Teachers and Students Achievement in English Medium Primary Schools of Kannur District Fr. P.P. Joseph, 2005, Barkatullah University, Bhopal Mr. Umer Farooque, 2005, S.L. P., University of Mysore, Mysore
3.
4.
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Section 12
Section 12
Life Skills and Value Education
Never returning process of globalization, emphasis on human rights, democratization of working environments have influenced educational systems to think about providing training in life skills and values for students in formal educational setting. To cope with the fast changing world order, to accustom with the changing working atmosphere, to cope with the pressures of daily life - certain life skills and values are very important. Training about these if gets started early in life, it is likely to lead towards a better future life style. The present section presents researches related to such aspects. Sr. No. 1. A Study of Aesthetic Values of School Students 2. A Study of the effectiveness of teaching learning strategy for developing critical thinking in students of Standard XI using Psychology subject as content A Study of the Discrepancy between competencies expected and competencies in practice among the primary school teachers A Study of the Effectiveness of Transactional Analysis as a tool for Enhancing Teachers Classroom Communication Comparative Study of Values among students of Colleges of Education of Bombay and Aurangabad Cities A Study of Value Pattern of College Students in Relation to some Select Socio- Educational Variables Study Title Investigator ID Manju Sinh, 1998, S.P. University, Vallabh Vidyanagar Ami M. Meghani, 1999, MSU, Baroda Jyoti Bawane, 1999, University of Mysore, Mysore Nyarondia Samuel Maragia, 2000, MSU, Baroda Pathan Rauf Tattar, 2002, Dr. BAMU, Aurangabad Sirazul Islam, 2002, Gauhati University, Gauhati
3.
4.
5.
6.
7.
A Comparative Study of Values and Attitudes of School Mr. Kanwar Jasminder Pal Singh, 2004, Punjab University, and College Teachers towards Teaching Profession Chandigarh A Critical Study of Secondary School Curriculum with reference to Developing Skills for Crisis Management among Students of selected English Medium High Schools of Mumbai Mr. Sainath Pandurang Shenoy, 2005, University of Mumbai, Mumbai
8.
Section 12
9.
Effect of Inductive Thinking Strategy on English Language Development and Concept Formation
Suman Dalal, 2005, KUK, Kurukshetra
10.
A Comparative Study of Values, Intelligence and Academic Achievement of Students of UP, CBSE, and ICSE Board Schools
Ms. Malti, Mahatma Gandhi

Kashi Vidyapith, Varanasi.
11.
Development of a Self-Instructional Module to Enhance Niti Chopra, CASE, MSU, 2002 Communication Skills of College Principals
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Section 13
Section 13
Philosophical Foundations of Education
When we say that philosophy is a way of life, a mental disposition, an opinion we possess about a thing, education also needs to have a proper philosophical foundation to shape it according to the needs of society. Because education is nothing but proper socialization of child according to the requirements of society. From ancient days several views are expressed about the educational process that have undergone changes and adopted with certain modifications till today. The present section deals with some of these aspects.
Sr. No. 1.
Study Title Theory and Practice of Education as Depicted in Sikh Gurus Bani Educational Philosophy of Guru Arjun Dev Ji and Its Contribution to Modern Indian Education A Study of the Educational Philosophy of an Epic Poem, The Mahabharata Educational and Psychological Implications of Shrimadbhagvatgita Analytical Study of Value Education in GramGeeta of Respected National Saint Tukdoji Maharaj
Investigator ID Jasbir Kaur, 1998, Guru Nanak Dev University, Amritsar Gurpal Singh, 1999, Punjabi University, Patiala Shri Subash Chandra Panda, 2004, Berhampur University, Berhampur, India Ms. Sunita Singh, 2006, Dr. Rammanohar Lohiya Avadh Vishwavidyalaya, Faizabad Kumari Shobhna Purushottam Saoji, 2006, Sant Gadge Baba Amravati Vidyapeeth
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Section 13
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Section 14
Section 14
Population Education
Improvements in Science and Technology and medicinal fields has increased the life expectancy rate of human beings. This has resulted in environmental pollution as a result of population explosion. Many attempts are being made by formal and non-formal education systems to make people aware of this important aspect for peaceful survival of species on earth. In the present section studies related to researches conducted on this aspect are presented.
Sr. No.
Study Title A Study of the Knowledge and Attitude of Students and Teachers and the Awareness of Parents towards Population Education in Higher Secondary School Curriculum with respect to the ongoing Efforts being made by various Organizations
Investigator ID
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Pradeep Kumar Agrawal , 2002, Rani Durgavati University, Jabalpur
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Section 15
Section 15
Teacher Education
To keep the process of teaching learning at a proper pace in school system there is a need to design proper teaching preparation programme. The present section deals with different issues related to this aspect.
Sr. No. 1.
Study Title A Study of the Functional Education Component of Rural Development Project-9 ( RDP-9) in four districts of Bangladesh
Investigator ID Ameena Ahmed, 1999, MSU, Baroda
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Development of teacher Education in Rajasthan Post- Kamlesh Banu, 2002, Dr. B.R. Independence, its present status and problems Ambedkar University, Agra Preparation of A Creativity Program for Pre-Service Satish P. Pathak, CASE, MSU, Teacher Trainees at Primary Level and A Study of Its 2002 Effectiveness
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Section 16
Section 16
Teaching Methods
For ease of transaction, curriculum is divided into different subjects, regarding teaching of which different teaching methods are devised like Science method, Mathematics Method, English method etc. The present section presents some studies conducted related to this matter.
Sr. No. 1. 2.
Study Title
Investigator ID
Education of Mathematics Textbooks for Standard V, Jayshree R. Pai, 1997, MSU, VI and VII published by Gujarat Board of School Text Baroda Books Science Curriculum and its transaction: An exploratory study in secondary schools of Baroda, Gujarat An Effectiveness of Competency Based Inductive Thinking Model in Science to Develop Reasoning Ability of Primary School Students A Comparative Study of Formal and Non- Formal Methods of Teacher Education For Teaching English A Study of the Status and Development of Science Education at High and Higher Secondary School Level in Nagaland since its Statehood P.S. Umasree, 1999, MSU, Baroda Kishorkumar K. Leuva, 2002, South Gujarat University, Surat Kshamata Chaudhary, 2002, VMOU, Kota Mr. Khriesamhalie Pienyu, 2004, University of Nagaland, Kohima
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Section 17
Section 17
Technical and Vocational Education
Many commissions and committees on education have talked about designing a proper technical and vocational education systems to improve the employment opportunities for the people and to cater to the middle level employment needs of the society. But the attempts regarding this matter still are not successful to full extent. Some researches related to technical and vocational education are presented here.
Sr. No.
Study Title A Comparative Study of the System of Technical Education in Germany and India with special reference to Maharashtra State A Comparative Study of the Vocational Interest of the Students of IX Standard of Urdu and Marathi Medium Schools of Aurangabad City
Investigator ID
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Ajit Ram Rao Thete, 1999, Dr. BAMU, Aurangabad Rahat Sultana, 2001, Dr. BAMU, Aurangabad
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Section 17
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Section 18
Section 18
Art Education
Studies related to art education area are presented here. Researches done on curriculum development are given in the tabular form.
Sr. No. 1.
Study Title Development of Art Education Curriculum at the Secondary School Level
Investigator ID O.P. Parameswaran, CASE, MSU, 2001
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Section 18
Section 19
Developmental Challenges & Technological Determinism
This theme paper contains the synthesized matter of about 54 researches conducted on use of different media in education. Media here ranges from radio, TV to use of computers for providing effective teaching learning environments. Various details of media, their utility, history of media use in education, ICT use in education and many more related aspects are discussed in detail in the present paper. The full length paper can be viewed with the attachment given below.

D.R. Goel & Chhaya Goel 2006
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A study of impact of Computer Education on the Scientific Attitude of Students (Archana Kumari, 2000, Lucknow University, Lucknow) Objectives 1. To compare the scientific attitude of students studying computer education with that of those students not studying computer education. 2. To study the role of gender in the development of scientific attitude of students. 3. To study the role of SES in the development of scientific attitude of students. 4. To study the role of Education of Mother in the development of scientific attitude of students. 5. To study the role of IQ in the development of scientific attitude of students. 6. To study the role of family structure in the development of scientific attitude of students. 7. To study the role of medium of instruction in the development of scientific attitude of students. 8. To study the role of anxiety level in the development of scientific attitude of students. 9. To study the role of adjustment in the development of scientific attitude of students. 10. To study the role of computer facilities in the development of scientific attitude of students. Sample A sample of 572 students of class VIII was selected through random sampling (Computer Education: 308, Non-Computer Education: 264) Tools and Techniques SES Scale by Kuppuswamy, Ravens Progressive Matrices, IPAT by Cattel, and Adjustment Inventory by Mittal were used for the study. Data Analysis t-test was used for data analysis. Findings 1. Computer Education has been found non-effective in the development of scientific attitude of the students. 2. Sex has not been found affecting the development of scientific attitude significantly.
3. SES has been found affecting the development of scientific attitude significantly. The average SES students have been found to develop scientific attitude at a significantly higher level. 4. The Education of mothers has been found to affect the development of scientific attitude among children significantly. 5. Positive correlation has been found between IQ and Scientific attitude. 6. The structure of family ( Joint and Nuclear) and anxiety level have not been found affecting the development of scientific attitude. 7. The students of Hindi medium have been found to have higher scientific attitude than the English medium students. 8. The students of higher adjustment have been found to have higher scientific attitude. 9. The students with higher computer education facilities have been found with higher scientific attitude.
Gender and Occupational Stereotypes of Students Attitudes in Science and Their School Achievements in Biology and Physical Science (A Developmental Study) Mr. H.S. Shishodia, 2003, Barakatullah Vishwavidyalaya, Bhopal (M.P.) Objectives: 1. To develop a test of stereotyping well suited to Indian Conditions. 2. To develop a test of achievement in physical and biological sciences for class VII, VIII, IX and X. 3. To develop an attitude scale to measure attitude of students towards science. 4. How do gender stereotypes correlate with their career preferences? 5. How do gender stereotypes correlate with their attitudes towards Science? 6. How do gender stereotypes of students correlate with their cognitive measure in biological sciences? 7. How do gender stereotypes of students correlate with their achievement in physical sciences? 8. How do gender stereotypes of students correlate with their achievement in biology with the advancement in their each year age count from 12 to 15 years? 9. How do students gender stereotypes and their attitude in science influence their achievement in biology?
Research Design: It is a descriptive normative survey. Sample of the Study: 376 students, 178 boys and 198 girls drawn from three schools from Standards VII, VIII and X in the age range 12+ to 15+ constituted the sample for the study. Tools and Techniques: Occupation Stereotype Inventory by Allison and Kelley, and Sex Stereotype Test by Allison have been well adapted for the Study. The investigator has constructed the Tests of Biology and Physical Sciences. The investigator developed attitude Scale for studying attitude in Science. Findings of the Study: The investigator has arrived at the following findings: The gender image of science has been found masculine rather than feminine. Masculine-self and feminine-self have been found to go with similar sex_career preferences. Feminine Self and Masculine Self have been found to be bipolar psychological tendencies as evinced by significantly negative correlations obtained between Feminine Self and Masculine Self of boys and girls for 12 years of children to 15 years of children. The feeling of Masculine Self increases with the advancement of the age of the child. Appearance of achievement motivation for Science at 15+ is commendable.
At 12+ the students are found to merge with a strong negative feeling between Masculine Self and Feminine Self which gradually dilutes with adolescence. This bipolar attitude is diluted a little by 15+. The career preferences of Feminine Self boys and girls consistently maintain a significantly negative correlation with Career Preference for Masculine courses from 12 to 15 years of children. The age or education does not counteract this relationship. The Masculine Self of boys which was found significantly cohesive for Career Preferences for Masculine and Career Preferences for Feminine at 12+ develops aversion for CPF by 14+ but gets it diluted by 15+. The Masculine Self attraction for Masculine Career Preferences, consistently strengthens with age. This persistence denotes the increase of masculine self both in boys and girls. The BST and PST relationship has been found highly significant at all age counts from 12+ to 15+. The significantly high positive correlation obtained between MS and ATS of boys defines science as of masculine nature. Such a picture has been found ill defined in case of girls. There has been found high positive correlation between boys MS and FS, but no such relationship has been found in case of girls. The significant correlations secured by girls between FS and CPF and MS and CPM relate to girls Psychological Self intermixed with their Biological Self. Only stronger girls have been found to have affinity with masculine jobs, but their MS and FS are distinctly identified. The cultural context of boys and girls does construct their attitudes, gender and occupational stereotypes. Both boys and girls have been found to have a highly significant positive attitude towards science much above the average count. The mean score differences of MS of boys and MS of girls as also the FS of girls and FS of boys have been found significant at .01 level. The mean score differences of CPF of boys and CPF of girls as also the CPM of girls and CPM of boys have been found significant at .01 level. Girls have been found to have an edge over boys proclaiming feminine nature of biological subjects.
AT 12+ level Bi-modal functions of FS and MS, FS and CPM were identified. Another finding that FS goes with CPF was natural. MS goes with CPM was also found natural. But Masculine Self of boys with higher achievement in Biology inverts the feminine nature of biology. CPF goes with CPM. This denounces the masculine and feminine discrimination of the careers. The positive correlation found between BST and PST, explains cognitive functions of child behaviour.
AT 13+ level The CPF have been found repulsive to boys with high positive attitude in Science. A strange change was observed at 13+ level that MS goes with FS. They are no more bi-polar. MS boys preference for masculine careers was natural. Boys CPF was found to go with the CPM as the continuity of 12+ age boys attitude. BST and PST were found similar cognitive functions that go together. AT 14+ level Boys at 14+ seemed to endorse no positive correlation with any of the variables. For 14+ boys also FS and MS were not found bi-polar, but bi-modal. CPF and CPM, as also BST and PST were found indiscriminate functions.
AT 15+ level Boys attitude again seems functional that defines bi-polarity between ATS and FS. Discriminations begin only FS boys make preferences for CPF and MS for CPM. This is adolescents characteristic where sex ( Biological) awareness is more acute. Boys at 15 find no difference between masculine and feminine career preferences .They are seen making preference for both. The male character of boys at 15+ is more distinct. The boys who make significant preferences for masculine career preferences score poorly in Biology. The Biology and Physical Sciences are not distinct is similarly looked as boys at 12,13 and 14.
Similar findings were found for girls. The comparative study of boys and girls developmental trends stands on mean scores at 12+, 13+, 14+ and 15+. The attributes gathered from matrix analysis for lively boys, masculine boys, feminine boys, sex-type boys and similarly girls have their significant implications for the field. The study has answered many questions, and raised many more questions such as follows: Are the gender stereotypes still there in subject choice? Are the gender stereotypes still there in Career choice? What is the level of interaction between the biological self and psychological self? What all are the determinants of subject choice? What all are the determinants of occupation choice?
The occupation choice is more of a function of progressively developmental phenomenon of gender differentiation as, lively, masculine, and feminine and sex-type or independent of these? Can a person be distinctively labeled as masculine, feminine, lively, sex-type or all these are role specific, all in one. What is the relative status of feminine self and masculine self 15+ onwards? Persons with which type of self out of lively, masculine, feminine and sex-type are relatively more successful as doctors, engineers, lawyers, teachers, businessmen, actors, and sales representatives? Which all are the determinants of school achievement in Biology and Physical Sciences? Which are the essential attributes of scientific attitude? What is the concept of Ardh-Nareshwar? What is the concept of Human-Animal? How do we differentiate lively and ugly self? What is sex-type and what is sex-independent? What finally is the thesis of the present study? What specifically are the implications of the present study?
A Study of Some Factors Influencing Attitude Towards Energy Education and its Relationship with Academic Qualifications and Personality Characteristics of Secondary School Teachers in Devi Patan Region (Uttar Pradesh) Mrs. Bhavna, 2005, Dr. Ram Manohar Lohia Avadh University, Faizabad, Uttar Pradesh, India Objectives: 1. To compare the attitude of urban and rural teachers towards energy education. 2. To compare the attitude of male and female teachers towards energy education. 3. To compare the attitude of Arts, Science and Commerce teachers towards energy education. 4. To compare the attitude of General, OBC and SC/ST teachers towards energy education. 5. To compare the attitude of teachers of different economic status towards energy education. 6. To compare the attitude of teachers of different age groups towards energy education. 7. To compare the attitude of teachers different academic qualifications towards energy education. 8. To compare the extent of relationship between attitude towards energy education and personality characteristics of teachers. Sample of the study: The sample for the study has been drawn employing suitable sampling techniques. Multistage sampling has been done. The unit of sampling initially was school whose total population was 640. Out of these schools the investigator has selected 5% of the schools from all the 4 districts of Devi Patan Region. In present sample there were 32 schools- 19 boys, 13 girls; 21 rural and 11 urban. All the teachers in the selected schools constituted the subjects for the Study. Tools: The Attitude Scale constructed through Likerts Method by the Investigator and the Meenakshi Personality Inventory form the tools. Data Analysis: The data have been suitably analyzed through Mean Scores, SDs and Critical Ratio. Findings of the Study: The study has come out with meaningful findings as follows: 1. There was no significant difference between attitudes of rural and urban teachers towards energy education.
2. There was no significant difference between attitudes of male and female teachers towards energy education. 3. There was no significant difference between attitudes of Arts, Science and Commerce teachers towards energy education. 4. There was no significant difference between attitudes of General, OBC, and SC/ST teachers towards energy education. 5. There was no significant difference between attitudes of teachers of different economic status towards energy education. 6. There was no significant difference in the attitudes of teachers of different age groups towards energy education. 7. There was no significant difference in the attitudes of teachers of different academic qualifications towards energy education. 8. There was no significant relationship between attitude towards Energy Education and Personality Characteristics of Teachers. The study raises many questions, such as, follows: Do all the Secondary School Teachers have same Attitude towards Energy Education? None of the null hypotheses has been rejected. What does it mean? What could be the variables other than those considered by the investigator which might be influencing attitude of the teachers towards Energy Education? How to incorporate energy education concepts in the curricula at various levels? Suggest a Strategic Action Plan. How to realize Energy Education at the Field level through Educational Institutions? Having conducted this Study how the Problem Solving capabilities of the Scholar have increased? How do we differentiate delimitations and limitations of a study?
TEACHERS AND ADOLESCENT STUDENTS ATTITUDE TOWARDS COEDUCATION ( Teachers and Adolescent Students Attitude Towards Self, Same-Sex, Opposite-Sex, Teachers, Parents and Colleges in a few Single-Sex and Co-Educational Junior Colleges in Pune City) Mrs. Swalehakhatoon Sagir Pathan, 2005, University of Pune, Pune Objectives: 1. To study the relationship between the type of college (Single-sex/Coeducational) and students attitude towards self, opposite-sex, teachers, parents and colleges to ascertain students attitude towards co-education. 2. To study the relationship between the sex ( Boys/Girls) of the student and his/her attitude towards self, opposite-sex, teachers, parents and colleges to ascertain students attitude towards co-education. 3. To study the relationship between the religion of the student ( Hindu/Muslim/ Christian) and his/her attitude towards self, opposite-sex, teachers, parents and colleges to ascertain students attitude towards co-education. Research Design: It is a survey type study. Variables considered: The type of institution (co-education/single-sex), sex of the student (boy/girl), and religion of the student (Hindu/Muslim/Christian) have been considered as independent variables, whereas, attitude of students towards self, opposite sex, teachers, parents and colleges has been considered as dependent variable. Sample of the study: Three co-educational colleges, two single-sex girls colleges, and three single-sex boys colleges were selected purposively for the investigation. The study was limited to Junior Colleges as Adolescent students were the focus of attention. The samples of 1106 students- 599 single-sex ( 309 boys & 290 girls), 466 co-educational ( 240 boys & 226 girls), and 41 non-Indians ( 31 boys and 10 girls), 118 teachers- 45 from single-sex boys ( 24 male and 21 female), 34 from single-sex girls ( 3 male & 31 female), 39 from co-educational ( 13 male & 26 female) have been well drawn. A sample of 1065 students has been drawn for the study on the basis of type of institution and religion- 539 Hindu ( 250 single-sex & 289 co-education), 427 Muslim- (271 single-sex & 156 coeducation), 99 Christian ( 77 single-sex & 22 co-education). 41 non-Indians ( 20 single-sex boys, 10 single-sex girls & 11 co-educational boys) have been drawn for the study. The classification of Indian and non-Indians on the basis of religion, considered for the study is Muslims 459 ( 421 Indians & 38 non-Indian), Christian 106 ( 103 Indian & 3 non-Indian). Also, the Heads of the Institutes, the VicePrincipals and the Supervisors of the Junior College participated in the study. Tools and techniques: questionnaire-cum-attitude scale, and questionnaires The data have been suitably analyzed employing Critical Ratio and content analysis.
Findings of the study: 1. The pupils from Single-sex institutions had an unfavorable attitude towards themselves as compared to the pupils from co-educational institutions. 2. The pupils from Co-educational institutions had a positive attitude towards opposite-sex as compared to the pupils from Single-sex institutions. 3. The pupils from Co-educational institutions had a positive attitude towards teachers as compared to the pupils from Single-sex institutions. 4. The pupils from Co-educational institutions had a better and positive attitude towards parents as compared to the pupils from Single-sex institutions. 5. The pupils from Co-educational institutions had a favorable attitude towards the system of Co-education as compared to the pupils from Single-sex institutions. 6. Boys had a positive attitude towards themselves as compared to Girls. 7. Girls had a negative attitude towards the opposite-sex as compared to Boys. 8. Boys had a negative attitude towards male teachers as compared to Girls. 9. Girls had favorable attitude towards female teachers as compared to Boys. 10. Boys had positive attitude towards parents as compared to Girls. 11. Boys had positive attitude towards the system of Co-education as compared to Girls. 12. Hindu pupils from Co-education institutions had a positive attitude towards themselves as compared to Hindu pupils from Single-sex institutions. 13. Hindu pupils from Single-sex institutions had a negative attitude towards opposite-sex as compared as Hindu pupils from Co-education institutions. 14. Hindu pupils from Co-education institutions had a negative attitude towards male teachers as compared to Hindu pupils from Single-sex institutions. 15. Hindu pupils from Single-sex institutions had a negative attitude towards parents as compared to Hindu pupils from Co-education institutions. 16. Hindu pupils from Co-education institutions had a positive attitude towards the system of Co-education as compared to Hindu pupils from Single-sex institutions. 17. Muslim pupils from Co-education institutions and Single-sex institutions had a negative attitude towards themselves. 18. Muslim pupils from Co-education institutions had a positive attitude towards the opposite-sex as compared to Muslim pupils from Single-sex institutions. 19. Muslim pupils from Co-education institutions had a negative attitude towards male teachers as compared to Muslim pupils from Single-sex institutions. 20. Muslim pupils from Co-education institutions and Single-sex institutions had a negative attitude towards parents. 21. Muslim pupils from Co-education institutions had a positive attitude towards the system of Co-education as compared to Muslim pupils from Single sex institutions. 22. Christian pupils from Co-education institutions had a negative attitude towards themselves as compared to Christian pupils from Single-sex institutions.
23. Christian pupils from Single-sex institutions had a negative attitude towards the opposite-sex as compared to Christian pupils from Co-education institutions. 24. Christian pupils from Single-sex institutions had an unfavorable attitude towards teachers as compared to Christian pupils from Co-education institutions. 25. Christian pupils from Co-education institutions and Single-sex institutions had a negative attitude towards parents. 26. Christian pupils from Single-sex institutions had an unfavorable attitude towards Co-education as compared to Christian pupils from Co-education institutions. 27. Non-Indian Muslim pupils had a positive attitude towards themselves as compared to Indian Muslim pupils. 28. Non-Indian Muslim pupils and Indian Muslim pupils had a positive attitude towards the opposite-sex. 29. Non-Indian Muslim pupils and Indian Muslim pupils had a positive attitude towards teachers. 30. Non-Indian Muslim pupils and Indian Muslim pupils had a positive attitude towards parents. 31. Non-Indian Muslim pupils had a positive attitude towards the system of Coeducation as compared to Indian Muslim pupils. 32. Teachers from o-education institutions had a negative attitude towards themselves as compared teachers from Single-sex institutions. 33. Teachers from Co-education institutions had a negative attitude towards pupils as compared to teachers from Single-sex institutions. 34. Teachers from Co-education institutions had a positive attitude towards male teachers as compared teachers from Single-sex institutions. 35. While seeking permission to open a college, the management applies for a Coeducation college. 36. 72% teachers were in favour of Co-education whereas 27.9% teachers were not in favour of Co-education. 37. 79.6% students were in favour of Co-education whereas 20% of the students were not in favour of Co-education. 38. Both boys and girls from Co-education Junior Colleges had significantly higher and better attitude towards self, opposite sex, teachers, parents and college as compared to Boys and girls from Single-sex Junior Colleges. 39. Boys had a significantly favourable attitude towards self, opposite-sex, teachers, parents and college as compared to females. 40. Hindu pupils from Co-education institutions had a significantly better attitude towards self, opposite-sex and college as compared to Hindu Pupils from single-sex Institutions. 41. Hindu Pupils from Co-education institutions had a significantly unfavorable Attitude towards male teaches as compared to Hindu students from Single-sex Institutions. 42. Hindu boys and girls from Co-education institutions had significantly unfavourable attitude towards parents as compared Hindu boys and girls from
single-sex institutions. 43. Christian boys and girls from Co-education institutions had a significantly unfavorable attitude towards self as compared self as compared to Christian boys and girls from Single-sex institutions. 44. Christian boys and girls from Co-education institutions had a significantly Better attitude towards opposite-sex, teachers, parents and the system of Co-education as compared to Christian boys and girls from Single-sex institutions. 45. Muslim boys and girls from Co-education Junior Colleges had a significantly unfavorable attitude towards self and male teachers as compared to Muslim boys and Girls from Single-sex Junior Colleges. 46. Muslim boys and girls from Co-education Junior Colleges had a significantly better Attitude towards opposite-sex and teachers in general as compared to Muslim boys and Girls from Single-sex Junior colleges. 47. Muslim boys and girls had a significantly unfavorable attitude towards parents and the System of co-education as compared to Muslim boys and girls from co-education Junior colleges. 48. Non-Indian Muslims had a significantly better attitude towards self as compared to Indian Muslims. 49. Non-Indian Muslims had a significantly favourable attitude towards the system of single-sex as compared to Indian Muslims. 50. Large number of teachers from Co-education institutions as well Single-sex institutions favour system of Co-education. A large majority of the teachers and students from co-education institutions, as well as, single sex institutions have been found in favour of co-education. Most nonIndians were found in favour of co-education. Hindu and Muslim students from coeducation institutions were found to have un-favourable attitudes towards their parents. Boys and girls from co-education institutions differed in their attitude towards self, opposite sex, teachers, parents and the college as compared to boys and girls from single-sex institutions. Male pupils were found to have more conflicts with their father as compared to girls, whereas, girls were reported to have more conflicts with their mothers tan their fathers. Hindu and Muslim pupils were fund to have unfavorable attitude towards male teachers. Muslim pupils were found to have negative attitude towards co-education. The atmosphere of co-educational colleges was found better than single-sex colleges. The findings have been interpreted by the investigator meaningfully. The Researchers impressions and recommendations are valuable.
Factors Responsible for Total Literacy- A case Study of Ernakulam District (Eisha Kannadi, 1998, MSU, Baroda) Objectives 1. To study historically the attempts at spread of literacy in Ernakulum District in pre- and post- independence period. 2. To study the achievement of total literacy in Ernakulam district in terms of the role played by: i. Voluntary organizations, ii. Different socio-cultural institutions/agencies, and iii. Government officials. 3. To identify the factors responsible for total literacy in Ernakulam district on The basis of the data regarding objectives 1&2. Population and Sample It is a case study of Ernakulam district of Kerala which was the first district in the country to achieve total literacy. Individuals, groups, and organizations worked and involved with literacy related activities in the district and the State were also formed the parts of the case. Tools and Techniques For objectives 1&2 unstructured interview was used. Besides this documents, records, and books were the major sources of data. Through elaborative note taking relevant information was abstracted from these sources. Photocopying and brief notes were further made under relevant heads and sub-heads to separate out information from various resources. Data Analysis Percentage analysis was done in case of numerical data and presented in comparative table after comparative analysis in certain cases. Data collected through unstructured interviews were coded thematically and content analysed. Findings 1. There was a considerable upward trend in literacy progress since the end of 19th century. 2. To keep the tempo of socio-political awareness education was probably looked upon as a kindling factor. This might have taken a few to the State and Missionary schools. In short socio-political compulsions necessitated the opening of the schools.
3. There was a visible political commitment on the part of the administration to cater to mass education by expanding primary education. 4. Private schools might have prompted the spread of literacy across various pockets of the society to some extent. 5. All these factors resulted in a high proportion of the school going age children attending school in Cochin even before independence. 6. Village libraries and print media were complementary features of the growing school going culture in Cochin. They supported the sustainable growth of literacy. 7. Thus the growing socio-political awareness, the need for keeping the tempo of this awareness, the wishful thinking of the economic upward mobility with the expanding commerce and trade, the availability of education as a commodity outside the purview of caste canons, the need felt for raising socio-cultural awareness, considering education as potential tool for achieving the purpose, all these factors promoted the spread of literacy.
A Study of the relationship between socio- economic status and achievement of class IX students (Manoranjan Panda, 1998, Utkal University, Bhubaneshwar) Objectives 1. To identify various factors determining the social and economic background of students. 2. To make a survey of the school interventions that have a bearing on the achievement of students. 3. To assess inter- relationship between SES, academic achievement, and school intervention in different categories of schools. 4. To find out the effect of SES, school intervention on academic achievement in different categories of schools. 5. To predict academic achievement with the help of socio- economic status and school intervention in different categories of schools. Sample Four Welfare schools, 14 Government schools and 37 Non-Government schools constituted the sample for the study. Tools and Techniques SES Scale and Interview Schedule for Studying the Intervention Relating to Achievement of the Students were the tools used for the study. Data Analysis Conversion of raw scores to standard scores, test of significance, Coefficient of correlation, regression technique, partial and multiple correlation and Standard Error of Multiple R were the techniques used for data analysis. Findings 1. There is significant difference in SES of students studying in different types of schools. 2. There is significant difference in academic achievement of students studying in different types of schools. 3. There is no significant difference in school intervention score between government and non- government schools. 4. There is significant difference in school intervention score between government and Welfare schools. 5. There is no significant difference in school intervention score between welfare and non- government schools.
6. There is no significant relationship between SES and academic achievement of students studying in different categories of schools. 7. There is no significant relationship between academic achievement and school intervention in government and non- government schools. 8. There is significant relationship between academic achievement and school intervention in welfare schools. 9. There is no significant relationship between SES and school intervention in in different categories of schools. 10. As regards the extent of influence of the SES and School Intervention on academic achievement of students, the multiple correlation co-efficient is found to be 0.077 which is not significant. This means the combined effect of SES and School Intervention on academic achievement of students is not perceptible.
A Developmental Study of the Educational Background of the Tribal Students of Baitool District ( Ashwini Kumar Garg, 2000, Barkatullah University, Bhopal) Objectives 1. To study the effect of cast, gender, income and their interactions on the selfconcept of students. 2. To study the effect of cast, size and occupation of the family and their interaction on the self- concept of students. 3. To study the effect of cast, gender, income and their interactions on the occupational aspiration of students. 4. To study the effect of cast, size and occupation of the family and their interaction on the occupational aspiration of students. 5. To study the effect of cast, gender, income and their interactions on the educational aspiration of students. 6. To study the effect of cast, size and occupation of the family and their interaction on the educational aspiration of students. 7. To study the effect of cast, gender, income and their interactions on the educational attitude of students. 8. To study the effect of cast, size and occupation of the family and their interaction on the educational attitude of students. 9. To study the effect of cast, gender, income and their interactions on the educational achievement of students. 10. To study the effect of cast, size and occupation of the family and their interaction on the educational achievement of students. 11. To study the effect of cast, gender, income and their interactions on the school Attendance of students. 12. To study the effect of cast, size and occupation of the family and their interaction on the school attendance of students. Sample 800 XI Standard students of Baitool district were selected randomly for the study.Out of these 418 students were tribal and 382 non-tribal. Tools Self Concept Tool by Peer and Harris, Occupational Aspiration Tool by Grewal, Educational Aspiration Tool by S.K. Saxena and Educational Attitude Tool by Chaupra were used for the study. Data Analysis Percentages, Mean, SD, and t-test were used for data analysis.
Findings 1. Cast has been found affecting self concept significantly. 2. Cast, gender and family income have been found affecting the self concept of students significantly. 3. Cast, gender, and family income have not been found to have interaction effect on the self concept of the students. 4. Family size has not been found affecting self- concept significantly. 5. Family occupation has not been found affecting self- concept significantly. 6. Cast, family size and family occupation have been found to have significant interaction effect on the self- concept of the students. 7. Cast, gender and family income have been found affecting the occupational aspiration of students significantly. 8. Cast, gender, and family income have not been found to have interaction effect on the occupational aspiration of the students. 9. Cast, gender and family income have been found affecting the educational aspiration of students significantly. 10. Cast, gender, and family income have been found to have interaction effect on the educational aspiration of the students. 11. Cast has been found affecting educational attitude significantly. 12. Gender has not been found affecting educational attitude significantly. 13. Cast, gender, and family income have not been found to have interaction effect on the educational attitude of the students. 14. Cast has been found affecting educational achievement significantly. 15. Gender has been found affecting educational achievement significantly. 16. Cast, gender, and family income have been found to have interaction effect on the educational achievement of the students. 17. Cast has been found affecting school attendance significantly. 18. Gender has been found affecting school attendance significantly. 19. Cast, gender, and family income have not been found to have interaction effect on the school attendance of the students.
DEVELOPMENT AND VALIDATION OF IN-SERVICE TRAINING CURRICULUM FOR PRIMARY SCHOOL HEAD MASTERS OF DELHI ( Bimal Kumar Kapoor, 2001, Kota Open University, Kota) OBJECTIVES 1. To assess the effectiveness of existing in-service training programmes in terms of reactions of headmasters who had attended the programmes successfully. 2. To assess training needs of head masters in the context of their job analysis done through perception of educational administrators and head masters. 3. To explore future perspectives of training programs for head masters as perceived by head masters and experts. 4. To develop a suitable in-service training package for head masters of primary schools. 5. To study effectiveness of in-service training package in terms of reactions of participants and resource persons. SAMPLE 250 head masters /head mistresses who have completed the in-service programme successfully were selected randomly, whereas, 30 Teacher Educators ,10 Education Officers,10 Administrative Officers were purposively selected . They constituted the sample with respect of objectives 1-3. With respect to objectives 4-5 purposive sampling technique was used for selection of the 27 Participants, 7 Resource Persons, 2 Teacher Educators and 1 Educational Administrator. TOOLS and TECHNIQUES Reaction Scale about the existing curriculum, Questionnaire for exploring future perspectives of training for in-service teachers and experts, Job Analysis Schedule and Post Training Reaction Scale developed by the investigator were used for the study. DATA ANALYSIS Percentage, Chi-Square, Median, Quartile Deviation and Qualitative Analysis were used. FINDINGS 1. The participants of training programme were found to have positive attitude towards the programme. 2. Major functions performed by the head masters were found as work distribution, procuring and maintenance of equipment, maintenance of discipline, house keeping, beautification of school campus and management of physical resources. 78% head masters felt training needs to some extent on two functions, namely, house keeping and beautification of school campus.
3. Most of the educational administrators expressed that the head masters lacked the skills and knowledge of appropriate communications with parents, community members and different government departments concerned with primary schools. 4. Head masters gave major emphasis on conducting educational surveys, admissions, preparation of time table, organizing co-curricular activities and institutional planning. Conducting interaction session and meeting with colleagues on several issues was found a negligible activity. 5. The training need perceived by most of the educational administrators and headmasters were related to maintaining appropriate human relations, stress management, conflict resolution and group dynamics. 6. Most of the participants suggested that the three most need based topics to be covered in the present curriculum as code of conduct for head masters, techniques of educational survey, and relevant provisions of Delhi Education Act for Head Masters.
Development of an in-service training programme for Navodaya Vidyalaya Teachers in meeting students emotional needs (B.S. Ramachandra Rao, 2001, MSU, Baroda) Objectives 1. To identify the emotional needs of students in a Navodaya Vidyalaya. 2. To develop an in-service training programme for teachers of Navodaya Vidyalaya in meeting students emotional needs. Sample There are 380 Jawahar Navodaya Vidyalayas which constituted the population of the study. One Jawahar Navodaya Vidyalaya was purposively selected for the study. All the available 20 teachers, ten students from each class and the Principal of the Vidyalaya constituted the sample for the study. Tools and Techniques 1. 2. 3. 4. Participant observation Unstructured Interview Ego State Scale State Profile of Interaction Role in Organizations ( SPIRO- M) Scale 5. Questionnaire on Counseling 6. Reaction Scale for feedback Data Analysis Percentage analysis and content analysis were done. Findings 1. Students continued to express their emotional need for teachers who are gentle, caring, loving and understanding. 2. The environment in Vidyalaya needs to be democratic. 3. The focus needs to be on teaching responsibility and self discipline rather than controlling and suppression. 4. The intervention made a difference in the teacher behaviour with students. It focused on the knowledge and skills intended to bring out desirable changes in attitude. They were consciously utilizing knowledge and skills provided in the intervention programme.
A Study of Educational Institutions in Aurangabad District Managed by Maratha Community Ashalata Gangadharrao Pathrikar, 2002, Dr. BAMU, Aurangabad Objectives 1. To study the objectives of Maratha Managed Education Society. 2. To study the Maratha managed institutions with respect to their progress and development. 3. To study the role played by Maratha managed educational institutions for educational development of Maratha community in particular and all other communities in general. 4. To suggest means for increasing effectiveness of Maratha educational institutions. Sample A total of 360 institutions out of 1093 institutions run by Maratha community in Aurangabad district have been included in the sample. The composition of the sample is Primary schools- 280, Secondary schools- 50, Junior Colleges- 11, Senior Colleges- 4, Technical Colleges- 2, Vocational Colleges- 5 and Professional Colleges- 3. Tools and Techniques Questionnaire for the President/Secretary of the Management, Questionnaire for the Head of the Institution, and Questionnaire for Eminent Person/Ex Students were used for the study. Data Analysis The data have been analyzed in terms of frequencies and percentage responses. Findings 1. 2. 3. 4. 5. 6. 7. Majority of the institutions (56.45%) have democratic approach. 96.77% Society run institutions are aided institutions. 87.63% institutions do not have adequate funds for achieving their objectives. More focus is on Primary Education. In all the Society run institutions roaster system is followed. The Society observes criteria of merit and scholarship for the recruitment of staff. Most of the Society Members feel that the performance of the institutions is satisfactory, whereas, some ( 16.35%) members are not satisfied with the performance of the institutions. 8. Maratha Societies reported outstanding achievement of their institutions in Board and University examinations.
9. A large majority ( 77.14%) of Maratha Managements give liberty and freedom to a great extent to the Head of Institutions for running the institutions. 10. There is good networking of the institutions run by the Maratha Societies. 11. The institutions have reasonable infra-structural facilities. 12. The teaching and non-teaching staff belong to different castes and categories. 13. In view of 52% Eminent Maratha Persons the Educational Societies are doing very good jobs.
Perception of Adolescent Girls towards Gender Relations, Status of Women and Sex Education: A Study of Bangkok ( Jantima Pattararungsri, 2002, South Gujarat University, Surat) Objectives 1. To investigate the perceptions of adolescent girls belonging to formal and nonformal schools of Bangkok regarding gender relationship. 2. To investigate the perceptions of adolescent girls belonging to formal and nonformal schools of Bangkok regarding status of women with reference to family, Thai Society, employment, political participation, education, health, and crimes. 3. To know the perceptions of adolescent girls belonging to formal and non-formal schools of Bangkok regarding desirable social relations and present problems in the Thai Society. 4. To know the perceptions of adolescent girls belonging to formal and non- formal schools of Bangkok regarding sex education in terms of its importance, need assessment for topics, knowledge of sex, positive and negative implications and pornographic writings and films. 5. To investigate the age group at which adolescent girls become aware about most of the concepts related to sex. 6. To investigate the sources of information from which adolescent girls first learnt about concepts related to sex. 7. To compare conceptual knowledge related to sex of adolescent girls belonging to formal schools with those belonging to non- formal schools of Bangkok. Sample In all 600 adolescent girls, 240 from non- formal schools and 360 from formal schools constituted the sample for the study. Tools and Techniques The investigator developed and used the tools in the form of the opinion scale, check lists, and questionnaire with open ended questions. Data analysis The data were analysed through frequencies, percentage responses and t-test. Findings 1. A majority of the girls wished that their boy friends must be having sound physique, more education, elderly to them and permanently employed. 66.3 % of them disagreed that the boy friend should be handsome. It reveals that a
large majority of the selected sample of adolescent girls of Bangkok have much realistic and psychologically correct assessment of a boy friend. 2. The majority of respondents (63.2%) agreed that a girl should not have sex before marriage in any case, if she does then would lose her respect ( 60.8%), and virginity is a girls most valuable possession. 3. The respondents with modernity were quite aware of maintaining cultural values in making gender relations. 4. Majority of the adolescent girls as many as ( 50.8%) had the experience of embracing. 5. A majority of the respondents think that at present the status of Thai women in the family and in society is satisfactory. 86.8% of the respondents agreed that in their family male and female both children are treated equally. 6. As many as 78% of the respondents believed that they are no more the weaker sex. 53.7% of the respondents agreed that Thai women in all walks of life and professions are making good progress. 7. 67.7% of the respondents believed that modern Thai women are equally capable, efficient and committed to take up any skilled job in any walk of life. 8. The proportion of women in local administration levels is very small and has increased slowly in ten years. 9. A majority of the respondents think that 33% seats in all colleges should be reserved for women students. 10. 46% of the respondents have opined that illiteracy among women is more in comparison against men in Thailand. At the same time, 39.5 % respondents think that womens educational attainment is higher in comparison to men in Thailand. 11. Regarding health women are falling victim to AIDs at a faster rate than men. 12. Although Thai Government is sincere to end violence against women, was agreed by 45.3% respondents yet sex related crimes against women are increasing in Bangkok and this view has been held by 64.2% of the respondents. 13. A majority ( 74.5%) of the adolescent girls believe that in Thailand out-ofmarriage births have increased during the last two decades. 14. The adolescent girls of Thailand seem to be quite pragmatic and modern in their motives. 15. 41% of the respondents disagreed with the statement that sex education in elementary and high schools is likely to encourage pre-marital activities. 62.3% of the respondents believed that proper sex education may develop emotional and social maturity. 16. Most of the girlslearnt about sexual matters from teachers amd mothers. 17. The girls belonging to formal and non-formal schools were having similar conceptual knowledge of sex .
Implications The responsibility for providing instruction about human sexuality has not yet been established. Individuals acquire this information from varied sources. There is a need for more and better sex education in the wider sense and a need for individual counselling.
A Study of Roles and Functions of Monks in Educational Development of THAI Society ( Kasem Suteerachaiwattana, 2002, S.P. University, Vallabh Vidyanagar) Objectives 1. To study the roles and functions of monks in the development of the THAI society. 2. To compare the roles and functions of monks in relation to their age, term of monk-hood, area of temples, level of general education and religious education of monks. 3. To study the problems and obstacles of roles and functions of monks regarding the educational development of the Thai society. Sample A random sampling technique was used to select a sample of 2800 monks from 40 temples in eight provinces of Thailand. This sample was drawn from a population of about 2500 temples and 36000 monks dwelling in those temples. Research Design This is a survey study. Tools and Techniques The investigator prepared a 5 point scale using Likert Method, comprising of 57 statements on the roles and functions of monks. A personal data sheet was also developed to collect personal information of the monks. Data Analysis The data were analysed through ANOVA, t-test and Studentized Range Statistics Test. Findings 1. The monks were found to play a moderate role in the educational development of the THAI society. 2. The status of monks, their age, area of temple, term of monk-hood, level of education did affect the degree of roles and functions of the monks. 3. The monks of abbot level; the monks between 31-40 years of monk-hood, the monks having a graduate degree, the monks having Pali and Dhamma Education, the monks belonging to temples in the rural area were found to have a stronger and higher effect on the educational development of the Thai society.
4. Many of the monks said that they lack funds, opportunities, support, leadership training, facilities and time to perform their roles and functions. 5. It was seen that some of the monks were interested in earning money from people, but did not want to take part in the educational development of people. 6. Some graduates or more qualified monks wanted to seek opportunities for their personal progress. 7. Lack of support from the government and community also created impediments in their service to people.
A Study of the views of Communication Media Experts and Educationists in the context of Role of News Papers in Child Education ( Sadhana Devesh, 2002, DAVV, Indore) Objectives 1. To study the views of Media experts, Educationists, and Teachers in the context of Role of News Papers in Child Education. 2. To understand the strengths of News Papers in solving the problems of the child labourers. 3. To prove that the Daily News Papers have a significant role to play in child education. 4. To bring out the interrelation between child education and News Papers. Sample Teachers, Educationists, Senior Journalists, and Writers from Delhi, Ahmedabad, Mumbai, Indore, Jabalpur and Dhar constituted the sample for the Study. Tools and Techniques A self constructed Questionnaire was used by the Investigator. Findings 1. A large majority of the respondents have agreed to that the News Papers play a significant role in child education. 2. The respondents were divided on whether the News Papers can address to the problems of child labourers. 3. As per the views of a large majority of the respondents the child education and News Papers are significantly inter- related.
Forecasting Needs for In-Service Education of Primary School Teachers of Tribal Districts of Orissa Towards 2010 A.D. (Sidhanath Sahoo, 2002, Kota Open University, Kota) Objectives 1. To forecast the strength of teachers in Primary Schools of selected Tribal districts of Orissa , namely, Koraput, Rayagada, Malkanigiri, and Nawarangpur towards 2010 A.D. 2. To explore the present and future needs for in-service education of primary school teachers of tribal districts of Orissa with special reference to teacher competencies. 3. To make assessment of existing in-service teacher education programme available to the primary school teachers through DIETs in terms of reaction of participant teachers and teacher educators. 4. To explore alternative curriculum framework for in-service teacher education of primary school teachers towards 2010 A.D. Sample The sample comprised of 400 primary school teachers, 100 from each district, namely, Koraput, Rayagada, Malkangiri and Nowarangpur of Orissa. 50 experts of teacher education in Orissa were selected by purposive selection method.
Tools and Techniques The proforma, questionnaires, observation schedule, and reaction scale were used for the study. Data Analysis Trend extrapolation using least square and chi- square were used for data analysis. Findings 1. The study reports that the total intake of teachers for in-service education during 2001-2010 will be approximately 21.17 thousands to 21.80 thousands in the four sample districts as per student population parameter. It is likely to help the planners in planning appropriate inputs needed for in-service teacher education during this decade. 2. The teachers have been reported lacking competencies in many areas, such as, conducting dramatization, adopting project method, constructing appropriate evaluation tools, conducting continuous and comprehensive evaluation, conducting competency based teaching and developing
institution based planning. They have been found lacking in the areas of identification of learning needs and interest of tribal students, summarizing lesson, utilization of teaching aids, analyzing text books, motivating students, managing classroom discipline, conducting and involving students in cultural activities, utilization of technique of questioning, recitation of poem, narration of stories, conducting oral drill exercise, problem solving method, group discussion method, participation in social service activities, establishing rapport with the staff, undertaking self evaluation and assigning conduct of survey. Untrained teachers have been reported lacking competencies distinctly in the areas of planning lesson, preparation of teaching aids, utilization of community resources, conducting role play, undertaking multi-grade teaching, providing experience based teaching and establishing rapport with the parents. The teachers have been largely found lacking competencies in the areas of maintaining records and conducting action research. The study has suggested that that the in-service teacher education programme should develop the competencies of the teachers in the required areas. 3. The reactions of the teachers and experts towards the in-service training programmes for primary school teachers have been reported largely positive.
Study of the Process- Issues for Organizing Research and Training in Distance Teacher Education ( Sudarshan Mishra, 2002, Utkal University, Bhubaneshwar) Objectives 1. To study the process issues in organizing research, organizing support services and developing and using media and materials in distance teacher education. Sample A sizeable number of suitably sampled experts (8+30) have contributed significantly in the form of construction of the interview schedules and responses to the research questions. Tools and Techniques Three semi-structured interview-schedules were developed for studying process issues in organizing research, organizing support services and developing and using media and materials in distance teacher education.
Data Analysis
The investigator has conducted the study sincerely and systematically.The study has arrived at many meaningful findings as follows: Most of the experts were of the view that there should be flexibility with respect to selection of topic, time duration for conducting research, jurisdiction and selecting supervisor. A few of the experts advocated about flexibility in choice of discipline and relaxation of percentage marks. The experts were reluctant in providing flexibility in qualification for undertaking research. They were of the view that the Research Team may be decided on the basis of the theme of research. They were of the view that support and administrative staff may be provided for degree oriented research but not for project oriented research. Regarding priority areas of research, majority of responding experts advocated to do research on media and technology followed by learner and learning and on evaluation process. A majority of the experts responded that a mixed approach of research utilizing quantitative as well as qualitative approaches should be encouraged. Importance should be given to interdisciplinary and systemic research. The experts were found of the view that conventional methodologies of research equally apply to distance education. Very few responding experts advocated to follow qualitative research methodology. They suggested to use tools like student self reporting, extensive
interviewing, conversation and discourse analysis or a combination of these methods to collect data. Communication technologies also need to be applied for data collection and analysis. A majority of the responding experts advocated for collaboration and the use of technology for providing infra-structural facilities to the researchers. They were not in favour of incentives in terms of money for conducting research. They advocated incentives in terms of publication, social recognition and certificates. However, they were of the view that economically poor and deserving researchers may be provided research grants. Association with the supervisor should be left to the discretion of the Research Scholars. Supervisors may be identified on the basis of their expertise. Both the indigenous and modern communication technologies should be utilized for disseminating the research outcome. Most of the responding experts advocated to follow the formal system of evaluation process of research work. Most of the responding experts were in favour of providing flexibility with respect to age, jurisdiction, teaching experience and time duration but opposed to providing flexibility with respect to qualification for admission. However, they were of the view that provision of flexibility should be research based. Most of the experts were of the view that different programs for different groups may not be feasible. However different inputs may be designed bearing in mind the context. Most of the experts were found against limiting the seats in distance teacher education programs. However, a few of the responding experts opined that number of seats should be decided depending upon the jurisdiction of the concerned university, the HRD needs of teachers in the school system in the concerned State, the infrastructure and organizational capacity of the university and the capacity of the conventional teacher education institutions in the State to support the program delivery. Half of the responding experts advocated for developing need based materials to reach the disadvantaged and marginal groups. Some of the responding experts were found of the view that separate programs should be launched to train the untrained teachers of specific areas. There can be reservation of seats for the regions having more untrained teachers and for the teachers from deprived and socially disadvantaged groups. Awareness campaigns should be organized regarding the learning resources at the study centers. Most of the experts were of the view that only the recurrent costs to transact the program should be generated from teacher trainees. However extra charges may be levied on the students to cover the cost of print material, audio-visual packages, postage, library services etc. They were of the view that the State should have a comprehensive policy of supporting the disadvantaged and ill paid teachers, women teachers and those residing in rural areas. Similarly, heavy fee can be collected from NRIs and from higher income groups. As per the views of the responding experts different models have emerged for the PCPs, such as, PCPs in teacher training institutions, PCP at a place nearer to the place of work of teacher trainees, PCP in a school where a senior teacher can
work as a mentor. Skill development, clarifying doubts of the trainees, and viewing of the audio and video programs were some of the activities suggested by the experts for the PCPs. They were of the view that experienced teacher educators with experience on teacher distance education can be selected as counselors for the PCPs. As per the views of the responding experts different mechanisms have emerged for practice teaching, such as, practice teaching in reputed, recognized local schools nearer to the trainees work place, practice teaching in trainees own school, practice teaching in trainees work place as well as other schools. Supervisors could be, teacher educators, trained experienced teachers, and fellow trainees. Very few responding experts viewed that all the three- teacher educators, mentors and fellow trainees should supervise the trainee on a parity basis. All the responding experts agreed upon the process of continuous and comprehensive evaluation of the trainees. Most of the responding experts advocated for evaluating the training program in terms of its process and output. According to them the evaluation should be carried out by taking the views of teacher trainees, experts of teacher education, as well as, distance education mentors and counselors. Various criteria need to be considered for selection of media, such as, nature of contents, characteristics of learners, quality and cost, accessibility. Materials should be developed bearing in mind the learners. There is a need to ascertain the needs of the learners. Interactivity needs to be ensured through self check exercises and activities given in the material. Interactivity can be enhanced through audio-video programs and PCPs. Cost effectiveness of the contents needs to be ensured through selection of appropriate media and use of materials by a large number of learners. There should be collaboration amongst different agencies for sharing resources to reduce the cost. Both content and pedagogic updating are important and they differ from medium to medium. Most of the experts were of the view that there should be multiple channels for wide and rapid delivery. Less expensive and far reaching media should be selected for the purpose. There is a need of creating readiness, motivation and technological awareness among the learners. There should be collaboration with various agencies to accelerate the delivery process. There is a need for both formative and summative evaluation for media and materials. The investigator has worked out many meaningful and practicable implications of the study for improvement of the distance teacher education. It is likely to resolve many process issues. The study could be called a more comprehensive naturalistic enquiry if the Scholar would have conducted it in the natural setting. How are the needs of the distance teacher education ascertained nationwide? How are the distance teacher education programs designed? Who are the course writers? How are the programs produced and beamed? How are the distance teacher education centers functioning. Who are the course teachers and counselors? How are the workshops conducted? How are the assignments evaluated? Who are the practice teaching lesson supervisors? What are the difficulties of distance pupil teachers? What is their level of satisfaction and dissatisfaction? Similarly, there are
many questions with respect to the researches of distance teacher education with respect to the Scholars, Supervisors, Problems and form. Such a study demands a variety of samples, tools and techniques and innovative procedures. Samples ought to be dynamic, and tools, techniques and procedures a function of the field. Qualitative Research and naturalistic enquiry cannot be conducted through static samples and tools in a rigid time frame.
It has become a status symbol for an investigator in education these days that my study is based on naturalistic enquiry though it may not be purely naturalistic. Where is the need for an investigation of getting lost between qualitative and quantitative, phenomenology and scientific realism, action and axioms, subject and object, discovery and construction? We should be more concerned about solving the problems than labeling the research.
A Study of the factors affecting the educational development of the girl children, and their teaching-learning conditions in the Hadoti Area (Kishi Lalwani, 2003, Kota Open University, Kota) Objectives 1. To study the factors affecting the educational development of the girl children in the Hadoti Area. 2. To study the teaching-learning conditions of the girl children in the Hadoti Area. Sample The study cuts across all the four districts of Hadoti, namely, Kota, Bundi, Jhalawad and Baran. 16 government primary schools equally distributed on these four districts constitute the sample of the study. Further, a sample of 400 girl children has been selected comprising of 50 rural and 50 urban from each district. A sample of 16 teachers has been selected comprising of 2 rural and 2 urban from each district. 128 parents have been selected constituted of 16 rural and 16 urban from each district. Tools and Techniques Questionnaire and interview schedules were constructed for collecting data from parents and teachers. An observation schedule was designed to gather data on social conditions and teaching-learning conditions. Research Method Survey method was used to conduct the study. Data Analysis The data were analysed through percentages. Also, content analysis was used for data analysis. Findings The percentage score of parents going out for job in the rural areas has been found sizably larger than that of urban parents in all the four districts of Hadoti. The rural area of Bara district has obtained highest percentage ( 84%) of the outgoing parents. Largely the girl child looks after the rest of the family in their absence. There is 100% response in favour of freeship with respect to text books and food from all the sample children. The basic educational needs of a large majority of sample children are not satisfied by their families. Similar status has been reported with respect to their brothers and sisters.
A large majority of the children are largely deprived of the company of their parents. Only 6% rural and 23.5% urban sample children are in a position to have the company of their parents.The researcher has predicted its consequences. But to what such a state is attributed ? What are the ways out ? A large majority of the children depend upon self study. Only a minority gets private tuitions. A large majority of the girl children from all the four districts have responded that they are discriminated infavourably against their brothers. Brothers are favoured more by the parents. Brothers have been found to contribute only a little in the house hold work along with their sisters. Veil tradition is still prevalent in most of the areas. Parents are more worried about the marriage of their girl children rather than concerned about their education. Medical facilities are comparatively less available to the rural children than to the urban children. As a whole the medical facilities are not satisfactory. The text material has been found not adequately available for all the children. Subject wise teachers are not adequately available. The number of male teachers has been found generally greater than that of the female teachers. The teachers have been found to be given extra academic duties by the State Government, which has been found affecting the education of the children adversely. Usually, the parents have not been found escorting their children to the schools. The children go and come on their own on foot. Rarely there are transport facilities. In rural areas the schools have been found located at significantly larger distances. In rural areas the children have found facing problems on their way to school during changing weathers. The school buildings are not secure during bad weathers. A large majority of children have reported that they do not learn much from the school instruction. There is a need to bring about change in curricula. Rarely there is provision for co-curricular activities and vocational education. There is no provision for moral education. Largely the children have found the oral examination merely a formality. No sincere efforts are made by the teachers to control copying in the examination. Support material in the form of Audio-Visual aids is rarely used by the teachers. Innovative techniques are rarely used by the teachers. It may be either due to indifference or lack of training. Space for accommodation for children is not adequate. Also, there is a lack of furniture.
Teachers have been found facing difficulties due to large student strength and limited space for accommodation. Sometimes the children have to undergo physical punishment due to non-compliance. A large majority of children interact freely with their teachers. Rarely the children were found hesitant. A large majority of girl children like to be taught by the female teachers. The girl children in the rural areas are not in a position to get proper guidance from their teachers in problematic situations. No systematic efforts are being made for establishing relationship among parents and teachers. The responses of the children are divided regarding communication of their progress reports to their parents. All the children like to be instructed through the latest technologies. Most of the parents find their income inadequate to meet the expenditure incurred. They try to makeup for the deficiency through additional sources, debt, child labour and other means. There is a lot of expenditure on addiction, disease, and debt. There is some expenditure for the education of children. Most of the parents are not in a position to send all of their children for education. The causes as identified by the investigator are child marriage, business of the girl child with the domestic work, boys working with parents, poor economic condition and negative attitude of the aged people and the caste people. There are some factors impeding the education of children, such as, distance of the school, lack of proper teaching organization, business of teachers, and school climate. More than the administrative factors, they find family, social and economic factors impeding the education of the children. There is gender discrimination in relation to education. Boys are given more importance than girls. Parents rarely get the educational progress of their children. Urban parents have been found more in favour of co-education than rural parents. Most of the parents have suggested that there should be a law for compulsory education. Education for the girl children should be free. There should be provision for special education for girl children. There should be provision for separate schools, scholarship, and transportation . There is co-education in all the schools of Hadoti. As against 100 boys the enrollment of girls varies from 60 to 80. The co-education and distance of school from home and inattention of the parents are the causes attributed to the relatively low enrollment of the girls. There is problem of low enrollment and wastage in most of the schools. The wastage is relatively more from standard I-III. It has been attributed to the state of parents. The teachers are of the view that they keep communicating the progress of the children to the parents. Cross validation of the data with that received from the parents suggests that the parents do not get the progress reports. The fact needs to be established.
Many physical, economic and administrative factors have been found adversely affecting the education of the girl children, namely, lack of adequate appropriate space for studies, drinking water, toilet facilities, and play fields. Inadequate budget and staff and extra academic duties have been impeding the girl child education. The staff transfer policies have been reported baseless. The latest teaching material and media are not available. The teachers find the primary education curricula wanting. They have suggested that home science, moral education, environmental education and social sensitivity subjects should be incorporated into the curricula. They find Board Examination at Standard V level and Mass Promotion irrelevant. The schools are understaffed. Clerical work is taking lot of time of the teachers. The teachers have been found dissatisfied with the present level of enrollment of the girl children. The socio-economic factors have been found affecting the teaching learning conditions of the girl children.
Study of Political Socialization of the University Students in Haryana (Mr. Sukhvinder Singh, 2005, Kurukshetra University, Kurukshetra) The study has attempted to find out the differences between the students of KUK and MDU on various dimensions of political socialization, viz., political knowledge, political interest, political participation, political values, political efficacy/cynicism and political attitude as a whole and gender-wise, habitat-wise, gender & habitatwise, caste category-wise, stream-wise, income group-wise, parents education levelwise, parents occupation-wise, family size-wise, mass media exposure-wise, political awareness-wise, affiliation to politically oriented student organization-wise, participation in political parties and student union-wise and politically affiliated family-wise. Research Design: Descriptive survey method has been suitably employed for the study. Tools and Techniques: Questionnaire constructed by the Investigator. The Questionnaire is constituted of Personal data sheet, Political Socialization Scale and Political Attitude Scale. Sample of the study: A sample of 1040 students has been appropriately drawn from the KUK and MDU cutting across three major subject groups, namely, Political Science, Non Political Science and Science, further stratified into different categories on the basis of social, educational, and family background of the students. Data Analysis: T-test has been used for data analysis. Findings of the Study: The study has arrived at quite meaningful findings as follows: Sex factor reveals differences on political socialization and its all dimensions except political knowledge. While female students of KUK have higher mean scores on political interest, male students of MDU have higher mean scores on political participation, male students of KUK have higher respect for political values, male and female students of MDU have higher respect for political efficacy and female students of KUK have more favourable attitude towards political socialization. Residence factor shows differences on total political socialization as well as on four of its dimensions, namely, political interest, political participation, political values and political efficacy. Rural students of KUK have higher mean scores on political interest and political efficacy/cynicism. However, urban and rural students of the MDU have higher mean scores on political participation, and political values.
Sex factor when examined with respect to residence of university students shows significant differences on political socialization and its all five dimensions. Rural female students of MDU have higher scores on political knowledge as compared to rural male and female students of KUK. Further male urban students of MDU have higher score on political interest as compared to female urban students of KUK. Female and male urban students of MDU have higher scores on political participation as compared to female urban students of KUK. Further male and female rural students of MDU have higher scores on political efficacy/cynicism as compared to male and female rural students of KUK. The male and female urban students of KUK have higher score on political socialization as compared to male urban students of MDU. Further the male and female rural students of KUK have higher score on political socialization as compared to male and female rural students of MDU. Caste factor of university students shows differences on political socialization as well as on its three dimensions, namely, political knowledge, political participation and political efficacy/cynicism. General caste students of KUK have higher mean score on political knowledge and political socialization. General caste and SC/BC students of MDU have higher mean score on political participation and political efficacy/cynicism. Subject group factor adheres to the differences on political socialization and its all dimensions. Political Science students of KUK have greater political knowledge and have higher respect for political values and they also have more favourable attitudes towards political socialization. Further nonPolitical Science students of KUK have higher mean scores on political interest and political efficacy. However, Political Science and Science students of the MDU have higher mean scores on Political interest, Political participation and political efficacy/cynicism. Parents income factor shows significant difference on Political Socialization and its all dimensions. The students of KUK belonging to high income group and low income group show higher mean scores on political knowledge as compared to students of MDU belonging to high, middle and low income groups. However, the students of KUK belonging to high income group have higher respect for political values and the students of KUK belonging to low income group have higher mean score on political socialization. The students of MDU belonging to low, middle and high income groups have higher mean scores on political interest, political participation, and political efficacy/cynicism as compared to the students of KUK belonging to low income, middle income and high income groups. Parents education factor presents differences on political socialization and its all dimensions. Parents occupation factor presents differences on political socialization and its all dimensions. Type of family factor shows differences on political socialization and four of its dimensions. Joint family students of KUK are possessing higher political knowledge as compared to nucleus families students of MDU. Nucleus family
students of KUK have higher scores on political interest as compared to the students of MDU belonging to joint families. However the nucleus family students of MDU have higher score on political participation and political efficacy as compared to the students of MDU belonging to joint families. Exposure to mass media presents differences on political socialization and its all dimensions. Political awareness factor shows differences on political socialization and its all dimensions. Political affiliation factor shows differences on political socialization and its all dimensions except political knowledge. Political participation factor shows significant differences on political socialization and its all dimensions except political knowledge and political interest. Family political affiliation and participation factor shows differences on political socialization and its dimensions except political efficacy/cynicism.
Further Questions: 1. How did the investigator identify the Problem for the Study? 2. How do we differentiate Political Interest, Political Value and Political Attitude? 3. The political socialization of the students of which of the two universities, namely, KUK and MDU is greater and how? 4. How do we account for the differences in the status on different factors of political socialization, if any, variable-wise? 5. Investing time on political socialization is a gross wastage. Defend. 6. Is political socialization normally distributed? 7. How political socialization can be developed through our educational institutions? What should be the curricula and modes of transaction in various disciplines?
A Study of Quality of Life of the Tribals of Keonjhar District in Orissa in Relation to Educational Development Programme (Kartikeswar Roul, 2006, Utkal University, Bhubaneswar) Objectives of the Study 1. To study the quality of life of the tribal of Keonjhar District. 2. To find out the differences in quality of life among different tribes of Keonjhar District. 3. To identify the aspects of quality of life affecting the status of various tribes of Keonjhar district. 4. To analyse the effect of educational status of tribal communities on quality of life. 5. To critically examine the role of various educational measures to improve the quality of life of the tribals of Keonjhar District. 6. To formulate strategies to improve the quality of life of the tribals of Keonjhar District. Hypotheses of the study 1. There is no significant difference in the quality of life of the different tribes of Keonjhar. 2. Status of quality of life of various tribes of Keonjhar District does not affect significantly. 3. There is no significant effect of educational development on the quality of life of various tribes of Keonjhar District. 4. There is no significant role of various measures in the improvement of quality of life of tribals of Keonjhar district. 5. Manipulation of various factors does not affect the quality of life of tribals of Keonjhar district. Research Method Used The analytical description survey method has been suitably employed for the study. Sample The study has been well delimited to four tribal blocks of Keonjhar district, namely, Ghatagaon, Harichandanpur, Banspal and Telkoi. It has been further delimited to four communities, namely, Kolha, Santal, Juanga and Bhuyan of 24 tribal villages. Out of 13 blocks of Keonjhar district 4 blocks have been selected randomly for the study. 480 tribal households have been selected employing stratified random sampling. Tools used for the Study Identification of the Tribal Communities Survey Schedule, Village Survey Schedule, Tribal Household Interview Schedule, Educational Development Programme Information Schedule and Tribal Household Observation Schedulewere the tools used.
Data Analysis Techniques used Percentage analysis, mean analysis and graphical representation have been done suitably. Qualitative analysis has also been done, wherever required. Findings of the Study Large sections of the families ( 54.38%) of Kolha, Santal, Juanga and Bhuyan tribes were the medium size family having 4 to 6 members. However, Kolha and Santal were having more small size family ( 1 to 3 members) than Juanga and Bhuyan households. Majority of tribal people (66.51%) were found illiterate. In four tribes it was greater. Females were more illiterate (72.73%) than male population of the tribals. Juang and Bhuyan tribes were found educationally backward as compared to Kolha and Santal tribes. Wage earning, cultivation, forest product collection, hunting and fishing were the major occupation of the 85.42% of tribal households. Occupational status of Kolha and Santal Tribes were found better than that of Juanga and Bhuyan Tribes. Food habits of about 50% of tribal households were not satisfactory. But food habits of Kolha and Santal Tribes were found better than that of Juanga and Bhuyan Tribes. The majority of tribal households were using traditional source of energy, such as, firewood, cow dung cakes, and kerosene because of lack of purchasing power, lack of supply of other sources, less awareness about sources of energy. The social system of tribal households was based on the beliefs of magic and rituals , compulsory marriage, patriarchal family, child marriage, community living, organization of youth dormitory, more importance to priests in their society, role of astrologer-cum-sorcery in society life, prohibition of marriage in same clan. Kolha and Santal communities were found comparatively civilized to some extent and free from blind belief than Juang and Bhuyan communities. More than 50% of Kolha and Santal households were applying new technologies in cutivation, fishing, food gathering, food processing, hunting and preparation of houses, whereas, approximately 25% of Juanga and 30% of Bhuyan households were found using new technologies in different productions, processing and preparation activities. Necessary amenities and services, such as, road, schooling facility, drinking water, housing, supply of electricity, plantation, health services and drainage system etc. had been provided to sample tribal areas of Keonjhar district through socio-economic development programmes, All tribal communities had received benefits from educational programmes, income generating activities, non-formal training, awareness programme, social forestry, housing scheme, health programme of NGOs of sample areas of Keonjhar district.
More number of Educational Development Programs were implemented in different villages of Ghatgaon and Harichandanpur blocks in comparison to Bansapal and Telkoi blocks. The level of living, population dynamics, and socio-political system, process of development and availability of resources are the major indicators of quality of life. All these indicators are invariably affecting the quality of life of the tribals of Keonjhar district. Kolha and Santal were found having higher status of quality of life in comarison to Juanga and Bhuyan. There is significant difference in the quality of life of the different tribes of Keonjhar district. Educational status scores of Kolha and Santal were higher than Juanga and Bhuyan tribes. Also, the status of quality of life of Kolha and Santal Tribes was found higher than that of Juanga and Bhuyan Tribes. So there has been found a positive significant effect of educational development on the quality of life of various tribes of Keonjhar district. Kolha and Santal communities availed of more educational facilities from different Educational Development Programmes in comparison to Juanga and Bhuyan Communities. There has bben found a positive effect of Educational Development Programmes on quality of life. So, there is a significant role of educational measures on improvement of quality of life of the tribals of Keonjhar district.
Emerging Theses The emerging Theses are that there is a significant difference in the profiles and quality of life of different tribal communities. The compatible Educational Development Programmes and Quality of Life Improvement Measures can significantly contribute in the enhancement of Quality of Life of the Tribal.
A Study of the Effects of different educational Programs on the development of Personality of Primary Students (Mr. Gajanan Sahebrao Nare, 2006, Sant Gadge Baba Amaravati Vidyapeeth, Amravati) Objectives of the Study: 1. To appraise the Educational Programs conducted in the Primary Schools. 2. To study the effects of various Educational Programs on the personality of students of Primary Schools. 3. To study the factors impeding the various Educational Programs in the Primary Schools. 4. To suggest the remedial measures for implementing the various Educational Programs in the Primary Schools. 5. To study the causes of the drawbacks in conducting the educational programs in the Primary Schools. Methodology Employed: The Survey method has been suitably employed for the study. Sample for the Study: The study has been conducted on 500 selected schools of Akola District. The sample is constituted of 500 Principals, 500 Teachers, and 50 Experts. Tools Used: The characteristics of the tools constructed by the investigator, namely, Questionnaires and Interview Schedule have been well established. Data Collection The data from the Principals and Teachers were gathered systematically through the respective questionnaires, whereas, the data from the Experts were collected through the Interview Schedule. Data Analysis The data have been analyzed through frequencies and % responses. Findings of the Study: The Study has arrived at quite meaningful findings as follows:
Responses of Teachers: 1. In most of the Primary Schools the components of the achievement of objectives are included in the Primary School. 2. It is observed that to achieve the various objectives various educational programs are essential. 3. Educational programs are essential for developing human values, like, culture, patriotism, scientific attitude, moral and ethical values and respect for labour. 4. It is understood from the teachers that the educational programs are conducted on large scale in most of the schools. In a large majority of the schools a variety of programs are conducted, namely, teaching & practical work of language, history & Geography, and Mathematics & Science. 5. Various educational programs are conducted effectively. Educational tour is a supplementary to education program in a large majority (93.8%) of primary schools. 6. Film-shows are organized by 44.3% schools, Group discussions in 54.8% schools, competitions in 80.4% schools, visit to mega projects in 83.4% schools, whereas, cleanliness drives of environment are organized in 89% schools. 7. Book-Banks are organized in 98% schools, welfare schemes in 90% schools, cooperative stores in 85%, whereas, Student Organizations are organized in 75% schools. 8. Implementation of co-curricular activities was found to be contributing to the values related to human life, namely, character building, national values, values of democracy, ethical value, self discipline and Scientific Attitude. 9. A large majority (96.78%) of teachers have responded that development in the Personality of the students is observed due to the effective implementation of these Educational Programs. 10. Co-curricular programs have also been found contributing to the development of the Personality of the students. 11. To study the effect of curriculum 100% schools use conduction theory and practical exams, 82% oral exams, 44.5% questionnaire, 38% occasional or phenomenal notes, whereas, 78.42% use checklist. 12. Educational Programs have been found developing many qualities in students, namely, Emotional development(73.4%), Leadership quality(89.5%), self confidence(91.3%0, physical ability(78.5%), development of different Art forms (95%), communication skills (85%), feeling of team work (98%), and participation in curricular activities (87%). 13. Most significant problems in the organization of the Educational Programs have been identified as financial (98%), excessive class strength (87.45%), lack of participation of students (93%). 14. 8% of the parents have been found identifying greatly with the educational development programme, 46% moderately whereas 12% have been found having negative attitude towards the educational development programmes. It seems that the parents were not so motivated towards the Educational Development Programme.
15. 24.5% of the teachers have been found very co-operative with respect to educational development programmes, 36% co-operative, whereas, 22.6% to some extent. It seems the teachers were not found so motivated towards the educational development programmes. 16. A large majority of the teachers (71.43%) have responded that there is a lack of infrastructural facilities which impedes the functioning of the Educational Development Programmes. (EDP) 17. Due to large strength of students they are not in a position to take full benefit of the EDPs. 37% of the teachers have fully agreed to this statement, whereas 48% to some extent. 18. 34.66% of the students have been found to be associating with the EDPs willingly, whereas, 62.34% unwillingly. 19. The major causes of the unwillingness of students as identified by the teachers are excessive study load (93%), lack of teaching aids (87%), economic constraints (86%), time constraints (83%), and TV attraction (64%) 20. The teachers have suggested that to improve upon the functioning of EDPs teacher should be given additional time, money, and study credits to the students and added weightage to the teachers. Responses of Principals: 1. 84% of the principals think that there is a direct relationship between EDPs and the personality development of the students. 2. As per the responses of 87.14% of principals the EDPs are subject related, 93.38% subject supplementary, and 79.45% general. 3. The headmasters think that only 18% of the teachers are genuinely interested in EDPs. 4. A large majority of the principals (62.8%) are fully interested in the EDPs, whereas, the remaining 23.82% not so interested. 5. The principals think that 44.14% of the students participate fully in the EDPs, whereas, 43.60% to some extent. 6. As per the responses of the principals 33.39% of the teachers are de-motivated towards the EDPs, 44.31% associate with the EDPs due to the fear of punishment, whereas, 4.15% are really interested in EDPs. 7. 97% of the principals think that there is no wastage of time due to EDPs 8. The principals think that it seems that the benefits of the various policies of the government are more or less sort 9. The information regarding the EDPs is gathered from the Education Department as responded by 64% of the Principals, whereas, 33% of the Principals have been found to receive it from other educational institutions. 10. As per the responses of the principals the necessary material for organizing the EDPs is not available in 88% of the schools 11. To meet the necessary material requirement for organizing EDPs 37% of the principals request the parents, 43% request to the rural donors, 12% to the teachers, whereas 8% depends upon the administration.
12. 58.12% of the institutions co-operate more or less, 29.15% not at all, whereas, only 1.32% co-operate fully. 13. A large majority of the principals think that economic factor is the most impeding factor in the organization of EDPs. Findings on the basis of Interviews: 1. There is a need of changing the mentality of students, parents and teachers with respect to EDPs. 2. The EDP should be integrated with the school time table. 3. The EDP should be corresponding to the different standard of the students. 4. While employing the teachers it should be ensured that they have necessary attributes for organizing the EDPs. 5. The training of teachers of various subjects should be made compulsory with respect to use of EDPs. 6. Language club, Science club, debating club, playing club etc. should be established to enhance the participation of students. 7. There should be some programmes for the parents also. 8. Creativity is a must for enhancement of personality. So, the focus the some of the programmes should be on creativity. 9. The participation of students, teachers, and parents can be enhanced by organizing the educational development programme of their interest. Findings based on Activities of the Schools: 1. There should be training on skating and other games, because it enhances selfconfidence and develops the personality of the students 2. The skill of communication should be developed by organizing educational development programmes 3. There should be programmes on performing arts and expression to develop body language 4. There should be added focus on yoga and breathing exercise
Mathematical Backwardness and Its Remediation in Goa (Anna Neena George, CASE, The M.S. University of Baroda, Vadodara) Objectives of the Study: 1. 2. 3. 4. To construct and standardize an achievement test in Mathematics for Std. VII. To identify backward students on the basis of scores on the achievement test. To construct a diagnostic test in Mathematics for Std. VII. To conduct in depth case studies to locate the causes of backwardness and to formulate remedial programmes for the selected case studies.
Sample of the Study: The sample was selected from a population of forty one schools of Ponda Taluka. Of these schools, ten were government schools, one Missionary Schools and remaining were all privately run management schools. Tools: The tools used in the study were Standardized Mathematics Achievement Test, Diagnostic Test, Cattels Culture Fair Intelligence Tests, Scale three Form-A, Ravens Standard Progressive Matrics, Interview Schedules, Home Background and other details questionnaire for Backwardness. Data Collection: Data collection was done over a period of one and half years. For the standardization of Mathematics achievement test and diagnostic test the chosen schools were initiated and tests were administered in the class itself. One and average one school was taken up for administration one day. Interviews were held at the residence of case subjects and parents, at school or residence for case teacher. Intelligent test was taken in the houses of case subject at the end. Cattels test was administered first and after a week Ravens SPM was administered. Data Analysis: Data were analyzed using, mean, standard deviation, percentile, kurtosis, skewness, percentage analysis etc. Findings of the Study: 1. Means for entire sample, boys, and girls were 7.919, 7.992, and 7.952 respectively, which was much lower than the norm itself. 2. Highest score of entire sample was 16.269 much lower than the norm. 3. percentages of correct response on diagnostic test reflect areas of backwardness
4. Big surprises were with linear equations where even fill in the banks were not responded correctly. 5. Case study findings were such that the expectations of students from Mathematics Teacher and kind of teacher behaviours appreciated by the students were posing questions about prevalent teacher practices. 6. Remedial programmes showed improvement in terms of attitude and performance,. They were seen after 15 sessions of remedial programmes 7. Questionnaire brought forth, the background of the backward students.
A Study of DPEP Intervention in Tribal Education at Primary Stage and Its Effectiveness in Orissa, D.Phil, Education, University of Allahabad, Allahabad, 2006
Das, B.C.
The major objectives of the study were:

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To study the meaningful experiences and perceptions of education functionaries, teachers, community leaders and tribal parents about DPEP intervention and school functioning. To ascertain the availability and utilization of infrastructure facilities in DPEP schools working for tribal population. To study the effectiveness of DPEP intervention in terns of universal enrolment, attendance, achievement and retention of tribal children. To study the motivation of tribal children in schooling process under DPEP intervention. To study the effect of DPEP intervention on teachers competencies in relation to quality improvement in teaching-learning activities and school management. To study the nature of community participation in school management under DPEP intervention. To develop futures scenario of educational expansion among tribal children.
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The study has been conducted applying three approaches viz., case study, cross sectional survey and longitudinal trend and cohort studies in integrated form. The DPEP programme was evaluated through a model frame work of wholistic evalution for primary education system. The population of the study covered three tribal districts of Orissa viz., Rayagada, Gajapati and Kalahandi. Purposive sampling procedures have been adopted in selecting the sample. The sample for the study comprised of 18 tribal concentrated villages from three tribal districts of Orissa, 18 primary schools operating therein, 57 education functionaries, 34 teachers, 180 parents, 36 community leaders and 100 children. About 25 experts and education functionaries were involved in development of futures scenario of educational expansion among tribal children. The study was conducted in three phases. Phase I involved exploring DPEP interventions from the field. Phase II involved indepth case studies and cross case analysis. Phase III involved the development of futures scenario of educational expansion among tribal children. Interview Guides, Participant observation and record surveys were employed for data collection. Data were analyzed qualitatively using content analysis, growth rate and trend and cohort analysis techniques.
Major findings of the study reads as :

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The DPEP has been successfully providing new primary schools as well as infrastructure developments of existing school along with provision of free text books, appointment of teachers and hostel facility for girls.
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The community participation has been found to be encouraging through organization of enrolment campaigns, participation of village education committee members in school management. In-service teacher training programme has been a key feature for the empowerment of teachers. However teacher absentism and their lack of acquaintance with tribal culture and language were found as major barriers of schooling. The status of enrolment of tribal children has been found as high as 75 to 82 per cent with marginal (23.28 per cent) retention in residential sevashram primary school. There has been improvement in childrens achievement at class III and V stages during DPEP operation than prior DPEP operation. The sevashram school was found better than the achievement, attendance and retention of children of other types of schools. DPEP has brought significant impact on motivation of children in majority of cases (59 per cent). This has also been reflected in terms of parents interest in their childrens education, childrens self-study cleanliness, discipline and work oriented experiences of children. Village development, residential facility and easy accessibility are positively associated with school participation of tribal children as well as participation of teachers and the community in school management. In spite of teachers significant efforts in making classroom activities continuous and active, there remains predominance of textbook method and rote memory oriented learning practices. In rare cases the activity based classroom transaction has been practiced. The futures scenario of education of tribal children is associated with sincere interventions in educational programmes at local level, provision of infrastructural and educational technology support with proper networking facilities and encouraging participation of tribal community members in school management.. As a whole DPEP intervention in tribal villages has brought positive effect in terms of criteria of enhancement of enrolment of target group learners (girls enrolment growth rate having higher than that of boys); better retention of boys and girls in residential sevashram schools in comparison to other schools; increasing rate of achievement in comparison to that of pre DPEP operation; higher rate of involvement of community in school management and appointment of teachers in the schools. However, major constraints remain with regard to irrelevant school curriculum, teacher absenteeism, monotonous teaching learning processes and negligible monitoring and supervision of school practices by appropriate authorities of tribal districts.
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Status of non-formal education in the district of Jalna- A Critical Study (Sudhakar Bhimrao Gaikwad, 2002, Dr. BAMU University, Aurangabad) Objectives 1. To find out the educational achievement of dropouts and beginners. 2. To suggest remedies for the improvement of NFE Centres. Hypotheses 1. The drop outs in NFE have better performance in examination and in transition of life in comparison to out of school children in NFE. 2. High achievers in the NFE have the same educational status as the formal school achievers. Sample All NFE Centres of Jalna district and Taluka place. Tools Achievement tests on language and arithmetic prepared by the investigator. Data analysis t-test was used for data analysis. Findings 1. Status of students of NFE Centres has been found inferior to formal students on language and mathematics. 2. Status of drop out students has been found inferior to that of beginner students on language and mathematics.
Development of an Evaluation Model for Nursing Programme through Distance Mode (Mrs. Bimla Kapoor, 2004, Indira Gandhi National Open University, New Delhi) Objectives: 1. To construct a set of evaluation criteria for the development of a programme evaluation model. 2. To develop a programme evaluation model for the nursing programme through distance education. 3. To determine empirical validation of the programme evaluation model of the B.Sc. Nursing Programme at IGNOU. Research Design: The study is developmental- cum- survey in nature. It has been systematically conducted in three steps, namely, construction of a set of evaluation criteria for the development of PEM, development of PEM for the nursing programme through distance education, and empirical validation of PEM by testing on the B.Sc. Nursing Programme of the IGNOU. Sample of the Study: The sample of 30 experts from the field of general education and nursing education seems to be adequate and reasonably representative for the purpose. Tools and Techniques: Evaluation Criteria Checklist and PEM Checklist are used. Tools for the empirical validation of PEM, namely, Record Checklist, Opinionnaire for learners and Opinionnaire for Academic Counselors were constructed. Data Analysis: The data have been analyzed by using frequencies and percentage responses for evaluation criteria, comments on the development of PEM, opinion of learners and Academic Counselors on the opinionnaire. Qualitative analysis was done for the open ended responses obtained from learners, Academic Counselors, and experts. Data obtained from records were discussed in conjunction with the data collected through opinionnaires. Chi square was suitably used for testing the significance of differences in the responses of learners and academic counselors. Findings of the Study: The study has come out with quite meaningful findings as follows. All the 30 experts were found to have 87 to 100% agreement on most of the items on the evaluation criteria. Some of the statements were reorganized, particularly, on philosophy and objectives of the programme, where the agreement was 80-83%. Statement on the entrance test having agreement of
50% respondents was deleted. Suggestions on the reorganization of the items on the type of learning material and evaluation were incorporated. Guidelines were developed as suggested by experts. There was 100% agreement by experts on most of the items on the PEM. Data were available on the philosophy, purpose and objectives of the nursing programme. Provision of physical, clinical, laboratory, hostel, secretarial and budgetary facilities was made. Records were also available for various committees, faculty and their selection criteria. Information on the characteristics of learners, their admission and selection policies, and organization of curriculum, evaluation strategies, and outcome evaluation was also available in the records. 74% of the learners worked as staff nurses, 10% were nurse administrators, 8% nurse educators, and 7% ward sisters. An analysis of the data on the gap in continuing education was worked out. 32% of the learners had a gap of 2 to 9 years, 36% had a gap of 10 to 17 years, whereas, 10% had a gap of 26 to 33 years. A majority of the learners affirmed that the course, both, theory and practical helped realize the course objectives. They found the nursing course quite comprehensive. The practical manual was found to have all the important skills. The classroom and clinical facilities were found adequate. However, the contents in psychiatric nursing need to be increased. There is a need to improve upon the mechanisms of selection procedures in the course. There is a need of improving upon the adequacy and management of learning resources, namely, books and audio-video facilities. The SLM was readily available. Most of the learners agreed that the counseling sessions were useful in clarifying their doubts. 41% of the learners disagreed with the adequacy of counseling hours on mental health nursing. The disagreement was also expressed on information obtained on teleconference, national TV programme, and facilities at the Study Center for telephone and fax during teleconference sessions. Most of the learners agreed that the clinical facilities were adequate. The area of least agreement was the number of hours allocated for clinical experience during B.Sc. Nursing Programmes. Feedback on Assignments was found inadequate. There is a need to workout stronger information mechanisms for re-registration, re-admission and electronic media. 46% of the Academic Counselors were found to have specialization in mental health and psychiatric nursing. On an average the respondents were found to have 15 years of teaching experience and 18 years of clinical experience. Most of the Academic Counselors opined that SLM in the mental health nursing course of theory included all the major components adequately. There was 85% agreement in the areas of community health nursing classification and causes of mental disorders, substance abuse and alcoholism and trends in psychiatric nursing. However, on legal aspects in psychiatric nursing,
agreement was 77% which was least comparing to the other items in the areas. A large majority of the Academic Counselors were found to have healthy opinion towards the program with respect to nursing skills, programme guide/instructional manual, and facilities at PSCs. However, they indicated inadequacy of books in the libraries and use of AV Programmes of IGNOU learners. 57% of the Academic Counselors disagreed that the number of hours devoted to counseling in the course were adequate. Most of the Academic Counselors agreed that the feedback was provided on assignments, self activities and supervised activities. The nurses were found to have favourable opinion towards the Nursing Programme. However, they were of the view that the counseling hours need to be increased, because very little is learnt about mental health nursing during the GNM syllabus. Clinical contact lessons should be increased as many skills could not be learnt. These sessions should be in mental hospitals rather than a psychiatric unit of general hospitals. Assignment feedback should be timely and adequate. Assignments should be returned by the Academic Counselors before the TEE. Proper dispatch record of the assignments is required. Self and supervised activities must be checked on time. Marks of self and supervised activities should be sent by PSC to SR & E division on time. Learners also stressed the need to start M.Sc. Nursing through DE. The grade cards should be completed in time in terms of assignment, self and supervised activities. The results of TEE should be declared in time and the degrees should be provided in time, particularly, to facilitate admission to higher education. Management of student welfare needs to be improved. A control room should be set up for immediate handling of problems of students. Reply to telephone calls and letters should be prompt. The study concludes that the evaluation criteria constructed for the development of PEM for nursing programme through DE could be formulated on the bases of criteria used in other studies. The components included in the PEM can be used for evaluating the nursing programme through distance education and by accreditation organizations. PEM can be used for evaluating the nursing programme with the help of record checklist. The findings from the opinion of Academic Counselors and Learners reveal that the responses could be elicited from both the groups. The PEM was found to be quite usable. Emerging questions to be addressed How do we differentiate proposition and assumption? Assumptions are neither tested by the time those are made nor testable at that point of time. So, the statement The structural programme evaluation model will provide guidelines for evaluating a nursing programme through distance mode rather
than an assumption seems to be a proposition in the form of a belief which has been tested by the investigator. Is not it? What is the significance of computing central tendency in the context of the following statements?: Their mean age was 40.3 years : The mean gap in resuming education was 14.8 years. Which factors were considered by the investigator while revising the Programme Evaluation Checklist on the bases of the views of the experts?
Which are the essential attributes of the Programme Evaluation Model which render it as a model? What do you mean by standardization of the PEM?
Are you satisfied by the Methodology used for the study? Substantiate your stand. What are your suggestions for improving upon the Nursing Programme?
What could be the various quality control mechanisms for Nursing Programme in addition to PEM?
A Study of Adolescents Environment Awareness in the context of Religious Attitude, Scientific Attitude and Scholastic Achievement (M.P. Gupta, 1997, Kota Open University, Kota) Objectives 1. To study the effect of religious attitude on environmental awareness of adolescents. 2. To study the effect of scientific attitude on environmental awareness of adolescents. 3. To study the effect of scholastic level on environmental awareness of adolescents. 4. To study the effect of location on environmental awareness of adolescents. 5. To study the effect of sex on environmental awareness. 6. To study the effect of school management on environmental awareness. 7. To find out correlation between different components of Religious Attitude and different components of environmental Awareness. 8. To find out correlation between scientific attitude and different components of environmental Awareness. 9. To find out correlation between scholastic achievement and different components of environmental Awareness. Research Design Ex-post- facto design was used for the study. Sample Stratified random sampling was done. The whole population was divided into two main strata. Each strata was further divided into four schools, one school from the each district of Hadoti. These schools were selected randomly and all the +2 students present in the class were included in the sample. Finally the sample was constituted of 500 students ( Rural-250 & Urban-250). Tools and Techniques Inventories for Environmental Awareness and Religious Attitude, Test for scientific attitude and proforma for recording scholastic achievement constructed by the investigator were used for the study. Data Analysis ANOVA, t-test and Product Moment Coefficient of Correlation were used for data analysis.
Findings 1. The effect of religious attitude on environmental awareness was not found significant. 2. The effect of scientific attitude on environmental awareness was found significant. 3. The effect of scholastic achievement on environmental awareness was found significant. 4. The effect of location on different components of environmental awareness was found significant. Urban students have been found environmentally more aware than rural students. 5. The effect of sex on environmental awareness was found significant. The girls have been found environmentally more aware than boys. 6. The managerial background of the schools was found to have no significant effect on environmental awareness.
Designing, Developing and Trying-out of Guidance Services for Students and Community ( Jaishree Das, 1998, DAVV, Indore) Objectives 1. 2. 3. 4. To study the educational problems of students. To study the personal problems of students. To study the problems of parents related to their children. To study the need of guidance and counseling for students, parents and teachers to solve the personal and educational problems of students. 5. To design and develop guidance programme to solve the educational and personal problems of students and community. 6. To study the effectiveness of guidance programme in terms of a. Status of problems of students and community. b. Achievement of the students. c. Reactions of students, school personnel and community members towards the programme. 7. To provide guidance to some acute problematic students in personal and educational area through case study. Sample The Secondary school Cambay was taken as the sample. All the students (1995-96) of the Standards VI to XII and their Teachers, and the Librarian constituted the sample for the study. Tools and Techniques Problem check list, Intelligence Test, Achievement Tests, Case Study Proforma and Reaction Scales were the tools used for the study. Findings 1. The integrated guidance and counseling programme was found effective for students, teachers and parents. 2. The Guidance and Counselling Programme was found helpful in increasing the academic performance. 3. This programme proved to have potential to create a conducive teachinglearning climate for students taking the help of parents, teachers and the community.
Study of gifted students in Navodaya Vidyalayas and their adjacent schools on selected variables ( Kalpana Dixit, 1998, Barakatullah University, Bhopal) Objectives 1. To study the difference among the intellectually and creatively gifted students studying in classes IX and XI of NVS and Government school on i. Achievement motivation ii. Formal reasoning iii. Academic self concept iv. Interest pattern 2. To study the differences, if any, in the scores obtained on Standard Progressive Matrices Test of gifted students studying in NVS and GS. 3. To study the differences, if any, in the scores obtained on the Torrance Test of Creative Thinking of gifted students studying in NVS and GS. 4. To study the differences, if any, in the scores obtained on the Achievement Motivation Scale of gifted students studying in NVS and GS. 5. To classify the gifted students as high, average and low achievers on the basis of their scores on Achievement Motivation Scale. 6. To compare the gifted students of NVS and GS on all the three categories of Achievement Motivation. 7. To study the difference, if any, in the scores obtained on the test of Formal Reasoning of the students. 8. To classify the gifted students as concrete transitional and formal operational on the basis of their performance on a test of Formal Reasoning. 9. To compare the gifted students of NVS and GS on all the three categories of concrete, transitional and formal reasoning. 10. To study the differences in the scores obtained on Self Concept and scores obtained on Adolescent Interest Test. 11. To compare the interest patterns of the gifted students of NVS and GS on the basis of their scores on i. Games and sports. ii. Fine art and music. iii. Literary activities. iv. Social and house hold. v. Science and Technology. Sample 150 students from GS and 115 from KVS constituted the sample for the study. Tools and Techniques
Standard Progressive Matrices, Torrance Test of Creative Thinking, Lowsons Test of Formal Reasoning, Raos Test of Achievement Motivation, Academic Self Concept Scale, Adolescent Interest Test, and Personal and Family Profile Questionnaire were used for the study. Data Analysis Chi-Square test, t- test, ANOVA, Correlation Coefficient, Percentiles and Scheffe- t test were used for data analysis. Findings 1. F value indicates the significance of difference in terms of the scores obtained by the intellectually gifted students studying in Std. IX and XI on Standard Progressive Matrices. 2. F value indicates the significance of difference in terms of the scores obtained by the creatively gifted students studying in Std. IX and XI on Standard Progressive Matrices. 3. F value indicates significance of difference in terms of the scores obtained on creativity in favour of Government schools. 4. Intellectually gifted students studying in class XI of both schools have been found better than their counter parts of class IX.
A Study of the Effect of Visual Efficiency Skills on the Achievement of Low Vision Children in Tamilnadu (Janakavalli, 1999, South Gujarat University, Surat) Objectives 1. To study the types of visual efficiency tasks that can improve the visual efficiency skills of low vision children. 2. To study the effect of the visual efficiency training ( full/part/no training), setting (special/integrated), and gender ( boys/girls) on the development of visual efficiency skills of low vision children. 3. To study the effect of visual efficiency skills of low vision children on the basis of their visual acuity ( lower/middle/higher), age (lower/higher), and the nature of setting ( special/integrated). 4. To study the nature of interaction between the various independent variables used in the study. 5. To study the effect of the nature of training ( special teachers/trained teachers/untrained teachers) upon the visual efficiency skills of low vision children in terms of selected independent variables. 6. To study the relationship between the visual efficiency skills and the favourable learning behaviours of low vision children. 7. To find out whether there is any improvement in the relationship between the visual efficiency skills and favourable learning behaviours of low vision children due to visual efficiency training. Sample The investigator applied multistage sampling procedure to ensure adequacy of sample in each level of the independent variables so that the distribution of the sample satisfy the assumptions of parametric statistics used in the study. 300 low vision children from special schools and integrated programmes in Tamilnadu were randomly selected. Among 300 selected children, 100 students were given full training on visual efficiency, 100 students were given training partly, whereas, no training was given to remaining 100 students. In the sample there were 150 boys and 150 girls. 75 boys were drawn from special schools and the remaining 75 boys were drawn from integrated schools. Similar was the distribution of girls. Tools and Techniques The investigator used Low Cost Functional Assessment Kit (LOFAKT) developed by Sri Ramakrishna Mission Vidyalaya College of Education, as a major tool to study the visual efficiency skills of low vision children.
Design of the Study The investigator used the causal- comparative design and correlation design in the present investigation. Findings 1. The visual efficiency tasks that are found to be contributing to the visual efficiency of low vision children are developing interest in seeing, encouraging attention, tracking of objects, recognition of objects, visual memory tasks, visual integration tasks, visual closure activities, form constancy and figure ground discrimination ( eye-hand and eye-foot). 2. The visual efficiency training given to the low vision children played a significant role in improving their visual efficiency skills. 3. There was found a significant difference between fully trained group, partly trained group and untrained group in terms of visual efficiency skills. 4. The results of the multiple comparison tests indicate that low vision children who received full visual efficiency training performed well in their visual efficiency scores than partly trained and untrained low vision children. 5. There was found a significant difference between the visual efficiency scores of low vision children studying in special schools and integrated schools in favour of integrated schools. 6. In analyzing the over all visual efficiency scores of low vision children in terms variables, such as, quantum of visual efficiency training, gender and setting through three way ANOVA, it was found that there is significant interaction between the variable gender and setting. 7. Though the visual acuity has not been found affecting influencing the visual efficiency, a significant difference could be noticed between the visual efficiency skills of children belonging to the lower age group and those who belong to the higher age group. The children of higher age group exhibited better visual efficiency skills. 8. No significant interaction was found between the variables, namely, visual acuity, age group, and setting as far as the visual efficiency skills are concerned. 9. The teacher made materials for improving the visual efficiency skills of low vision children could not be used for making accurate assessment of the visual efficiency skills of low vision children. A need was felt that of the optical aids for the purpose. 10. Boys showed better performance in visual efficiency skills than the low vision girls. 11. There was found a significant difference between the visual efficiency scores of low vision in terms of specially trained teachers training, trained teacher training, and untrained teachers training.
12. A high significant relationship has been found between the visual efficiency scores of low vision children and the frequency of favourable learning behaviours of low vision children in terms of gender. 13. A high significant relationship has been found between the visual efficiency scores of low vision children and the frequency of favourable learning behaviours of low vision children in terms of setting.
Product and Process of Intellectual Development A Comparative Study of Piaget and Bruner on the Performance of the Students between 11+ and 13+ years (Ravindra Kumar Poonia, 1999, M.L. Sukhadia University, Udaipur) Objectives 1. To determine the status of thought at various levels of intellectual development, namely, concrete, transitional, and formal ( Piaget) and iconic and symbolic ( Bruner) using a suitable test among certain groups of adolescent pupils matched on intelligence, age, grade, socio-economic status, culture and sex. 2. To ascertain the impact of Piagets theory on concept formation, reasoning and intellectual development. 3. To ascertain the impact of Bruners theory on concept formation, reasoning and intellectual development. 4. To compare the impact of product and process in intellectual development on concept formation and reasoning. 5. To find out the relationship of intelligence, socio- economic status, grade, age, culture and sex on intellectual development. 6. To point out educational implication, if any. Sample The sample was selected by matched grouping method from four Kendriya Vidyalaya of Udaipur district. In all 384 students were selected. Tools and Techniques Ravens Progressive Matrices, SES Scale by Bhardwaj, Gupta and Chauhan, and a self made tool consisting of twelve problems, four each for product model, process model and transfer study were used. Data Analysis ANOVA, t-test, Pearson Product Moment Correlation and Chi- square were used for data analysis. Findings 1. The experimental group of boys and girls, class VI and VIII, age 11+ and 13+, urban and rural shows gain in the post-test scores in product type tasks as well as process type tasks whereas the control group does not show any gain. 2. In product type tasks , the boys gained better than girls in urban samples and girls gained better in rural sample in class VI and VIII, age 11+ and 13+ , whereas in process type tasks, boys and girls gained equally in class VI, and boys gained better than girls in class VIII, both in urban and rural sample.
3. In product type tasks , the urban boys gained better than rural boys in class VI and VIII, age 11+ and 13+, and rural girls gained better than urban girls in class VI, age 13+, but both the rural and urban girls gained equally in class VIII, age 13+, whereas, in process type tasks, the rural boys gained better than urban boys in class VI and VIII, age 11+ and 13+, but rural girls gained better than urban girls in class VI, age 11+, and urban girls gained better than rural girls in class VIII, age 13+. 4. The boys and girls, class VIII, age 13+, urban and rural , experimental group for product as well as for process type tasks gained better than the boys and girls, class VI, age 11+. 5. In product type tasks the boys and the girls class VI, 11+ urban and rural experimental group gained maximum in task on conservation of volume, and the boys and girls, class VIII, 13+ , urban and rural experimental group gained maximum on task of exclusion of variables, whereas, in process type tasks, all the boys and girls , class VI and VIII, 11+ and 13+ , urban and rural , experimental group gained maximum in task on conservation of volume. 6. The study presents very analytically a comparative study of Piaget and Bruner on the performance of the students between 11+ and 13+ years with respect to the product and process of intellectual development.
Development of an Educational Programme and its impact on the Behaviour of Inmates of a Juvenile Home ( Sunita Dewan, 1999, MSU, Baroda) Objectives 1. To find out the reasons of mal-adjustment in the inmates of Juvenile Home of Baroda with a view to prevent its spread. 2. To study the needs and requirements of the inmates of the Juvenile Home of Baroda. 3. To study the existing educational programme in the curriculum of Juvenile Home. 4. To develop an Educational Programme catering to the needs and requirements of the inmates. 5. To study the effectiveness of the programme in terms of a. Securing desirable changes and development in the personality of the inmates of Juvenile Home of Baroda. b. Bringing desirable changes in self esteem of the inmates of Juvenile Home of Baroda. c. Bringing changes in the attitude of the inmates towards Juvenile Home of Baroda. d. Bringing desirable changes in the academic performance in the inmates of the Juvenile Home of Baroda.
Sample 123 inmates, one Superintendent, eight Supervisors, and one Probation Officer were taken as the sample for the study. 60 inmates out of 123 were further divided into two groups, experimental and control. Tools and Techniques Questionnaire, structured interview, observation schedule, anecdotal records, Dutt Personality Inventory, Self Esteem Scale and Attitude Scale were used by the investigator. Findings 1. The inmates were poverty stricken and they belonged to the families whose income was 250 to 1500 Rs. Per month. Extreme poverty was found to be the major cause of mal-adjustment. 2. The broken family was also found the cause of neglect towards the children. 3. Most of the inmates suffered due to the harsh and hostile treatment of the parents.
4. The inmates lived in unhygienic quarrelsome and unconcerned neighbourhood, with no scope of healthy recreation, which was a breeding place for mal-adjusted behaviour of the inmates of Juvenile Home. 5. The inmates felt lonely and abhorred due to the strict and control discipline of the institution and needed frank and homely environment in which they could express themselves. 6. The daily prescribed schedule was rigid and hard, which did not cater to the needs, requirements and interests of the inmates. 7. The experimental group which was given treatment differed significantly from the control group in terms of personality, and self esteem and attitude towards the Juvenile Home. 8. The experimental group showed considerable changes and improvements in comparison to control group. 9. The inmates did not show the desirable changes academically. 10. The inmates acquired the capacity in deciding about the choice of profession they were going to opt when they would be ultimately released from the Juvenile Home.
A Study of the Efficacy of the Instructional Pedagogy of English Based on Ausubels and Brunerss Models for B.Ed. Students (J.V. Asha, 2001, South Gujarat University, Surat) Objectives 1. To develop lesson plans for the instructional pedagogy of English based on Ausubels Advance Organiser Model. 2. To develop lesson plans for the instructional pedagogy of English based on Bruners Concept Attainment Model. 3. To know the effectiveness of the instructional pedagogy of English based on Ausubels Advance Organiser Model. 4. To know the effectiveness of the instructional pedagogy of English based on Bruners Concept Attainment Model. 5. To compare the effectiveness of the instructional pedagogy of English based on Ausubels Model with that of the traditional method at B.Ed. level. 6. To compare the effectiveness of the instructional pedagogy of English based on Bruners Model with that of the traditional method at B.Ed. level. 7. To get the opinion of B.Ed. students about the instructional pedagogy of English based on Advance Organiser Model. 8. To get the opinion of B.Ed. students about the instructional pedagogy of English based on Concept Attainment Model. Research Design The study is developmental- cum- experimental in nature. Pre-test, post-test design was employed. Sample There were three groups in all selected for the study, each group consisted of 40 students. These three groups were drawn from different colleges/centers for teacher education in Kerala, selected randomly. Tools and Techniques Lesson plans (5+5), Criterion tests, Observation Schedules and Opinionnaire were the tools used for the study. Data Analysis Correlated t test, ANOVA, Chi-square, Frequencies, and Percentages were used for data analysis.
Findings 1. The Ausubels Model was found effective in teaching English Pedagogy to B.Ed. Students. 2. The Bruners Model was found effective in teaching English Pedagogy to B.Ed. Students. 3. Boys and girls were not found to differ significantly on their mean achievements through AOM. 4. Boys and girls were not found to differ significantly on their mean achievements through CAM. 5. The post-graduate students were found to perform better than the graduate students both on AOM and CAM. 6. Both the Models proved to be more effective than the traditional method with reference to the different levels of cognitive domain.
Effect of Learning Environment upon English Language Learning and Students Reactions towards Learning Environment (Sonali Geed, 2001, DAVV, Indore)
OBJECTIVES 1 To develop treatment material in the form of step-wise lesson plans for implementing in different learning environment groups. To develop new tools for measuring dependent variables and assessing processes of learning in the individualistic , competitive and co-operative environment aspects of the study. To study the acceptance of experimental learning environment.
Sample The students selected for the pilot study, main study and feasibility study were 40, 103 and 70, respectively. 16 teachers were selected for the study. Tools used Standardized tests used were PTC & MPI. Self developed tools were used for measuring students reactions towards learning environment and English language and co-operative learning environment feasibility . Research Design used Pre-test, post test design was used. Findings 1. There was no significant change in the reactions of the students of individualistic learning environment towards their learning environment at the pretest and posttest stages. 2. Competitive learning environment produced significantly negative change in the reactions of the students towards their learning environment at the pre-test and post-test stages. 3. Co-operative learning environment produced significantly positive change in the reactions of the students towards their learning environment at the pre-test and post-test stages.
Academic Achievement of Secondary School Students in Relation to Their Intelligence and Attitude towards Schooling Process (Chittaranjan Nayak, 2002, Utkal University, Bhubaneshwar)
Objectives 1. To examine the achievement status of the students in relation to gender, intelligence, and attitude towards schooling process. 2. To find out the relation between the different predictor variables and the criterion variable, namely, school achievement. Sample The stratified random sampling technique has been well employed to draw the sample of 500 students (307 boys and 193 girls) spread over all the six zones of the State. Tools and Techniques The tool selected for measuring Intelligence was Ravons Standard Progressive Matrices (1988), which focuses on Measurement of Abstract Reasoning. The Attitude Scales have been constructed by the Investigator following the method of Equal Appearing Intervals to measure the Attitude of students towards school subjects, school and teachers. Data analysis The data have been analyzed by the investigator employing suitable descriptive and inferential statistical techniques, namely, Mean, SD, and F values through ANOVA. Pearsons co-relation has been computed to study the Inter-correlation amongst the predictor variables. Multiple Regression Analysis has been used to work out the regression equation amongst the predictor variables and the criterion variable.
Findings
The girls have been found to demonstrate superiority over boys in respect of their achievement in all the four levels of Intelligence. It is further noticed that at the highest level of Intelligence the achievement variation between boys and girls is marginal. No significant interaction effect of gender and intelligence has been found on the academic achievement of secondary school students.
Intelligence, gender, attitude towards school subjects, school and teachers have been found to have significant independent effects on academic achievement of students of Secondary level. There has been found significant interaction effect of gender and attitude towards school subjects on academic achievement which indicates that at low attitudinal level gender variation in achievement is marginal, whereas, the girls have been found to outsmart the boys at high attitudinal level. The main effect of attitude towards schooling process has also been found significant on the achievement of the students at four levels of Intelligence. Intelligence has been found to have substantial correlation with academic achievement. The attitudinal variables have been found to correlate very highly among themselves showing homogeneity in attitudinal structure of secondary school students. The order of the importance of variables in determining achievement for all the participants is Intelligence, Attitude towards school subjects, Attitude toward school, and, Attitude towards teachers with gender playing negligible role. In case of boys the order of the importance of the variables predicting their academic achievement is Intelligence, Attitude towards school, and, Attitude towards teachers with Attitude towards school subject playing an extremely negligible role. In case of girls the order of the importance of the variables for predicting their academic achievement has been found Intelligence, Attitude towards school subjects, Attitude towards teachers with Attitude towards school reduced to unimportance. The students academic achievement could be predicted through the four selected independent variables to the tune of 36 % out of which Intelligence was found to account largely for the prediction of student achievement.
Perception of Adolescent Girls towards Gender Relations, Status of Women and Sex Education: A Study of Bangkok (Jantima Pattararungsri, 2002, South Gujarat University, Surat) Objectives 1. To investigate the perceptions of adolescent girls belonging to formal and nonformal schools of Bangkok regarding gender relationship. 2. To investigate the perceptions of adolescent girls belonging to formal and nonformal schools of Bangkok regarding status of women with reference to family, Thai Society, employment, political participation, education, health, and crimes. 3. To know the perceptions of adolescent girls belonging to formal and non-formal schools of Bangkok regarding desirable social relations and present problems in the Thai Society. 4. To know the perceptions of adolescent girls belonging to formal and non- formal schools of Bangkok regarding sex education in terms of its importance, need assessment for topics, knowledge of sex, positive and negative implications and pornographic writings and films. 5. To investigate the age group at which adolescent girls become aware about most of the concepts related to sex. 6. To investigate the sources of information from which adolescent girls first learnt about concepts related to sex. 7. To compare conceptual knowledge related to sex of adolescent girls belonging to formal schools with those belonging to non- formal schools of Bangkok. Sample In all 600 adolescent girls, 240 from non- formal schools and 360 from formal schools constituted the sample for the study. Tools and Techniques The investigator developed and used the tools in the form of the opinion scale, check lists, and questionnaire with open ended questions. Data analysis The data were analysed through frequencies, percentage responses and t-test. Findings 1. A majority of the girls wished that their boy friends must be having sound physique, more education, elderly to them and permanently employed. 66.3 % of them disagreed that the boy friend should be handsome. It reveals that a
large majority of the selected sample of adolescent girls of Bangkok have much realistic and psychologically correct assessment of a boy friend. 2. The majority of respondents (63.2%) agreed that a girl should not have sex before marriage in any case, if she does then would lose her respect ( 60.8%), and virginity is a girls most valuable possession. 3. The respondents with modernity were quite aware of maintaining cultural values in making gender relations. 4. Majority of the adolescent girls as many as ( 50.8%) had the experience of embracing. 5. A majority of the respondents think that at present the status of Thai women in the family and in society is satisfactory. 86.8% of the respondents agreed that in their family male and female both children are treated equally. 6. As many as 78% of the respondents believed that they are no more the weaker sex. 53.7% of the respondents agreed that Thai women in all walks of life and professions are making good progress. 7. 67.7% of the respondents believed that modern Thai women are equally capable, efficient and committed to take up any skilled job in any walk of life. 8. The proportion of women in local administration levels is very small and has increased slowly in ten years. 9. A majority of the respondents think that 33% seats in all colleges should be reserved for women students. 10. 46% of the respondents have opined that illiteracy among women is more in comparison against men in Thailand. At the same time, 39.5 % respondents think that womens educational attainment is higher in comparison to men in Thailand. 11. Regarding health women are falling victim to AIDs at a faster rate than men. 12. Although Thai Government is sincere to end violence against women, was agreed by 45.3% respondents yet sex related crimes against women are increasing in Bangkok and this view has been held by 64.2% of the respondents. 13. A majority ( 74.5%) of the adolescent girls believe that in Thailand out-ofmarriage births have increased during the last two decades. 14. The adolescent girls of Thailand seem to be quite pragmatic and modern in their motives. 15. 41% of the respondents disagreed with the statement that sex education in elementary and high schools is likely to encourage pre-marital activities. 62.3% of the respondents believed that proper sex education may develop emotional and social maturity. 16. Most of the girlslearnt about sexual matters from teachers amd mothers. 17. The girls belonging to formal and non-formal schools were having similar conceptual knowledge of sex .
Implications The responsibility for providing instruction about human sexuality has not yet been established. Individuals acquire this information from varied sources. There is a need for more and better sex education in the wider sense and a need for individual counselling.
A Study of Future Awareness, Vocational Interest and School Adjustment of Senior Secondary Students (Lilesh Gupta, 2002, Kota Open University, Kota) Objectives 1. To study the future awareness, vocational interest and school adjustment of senior secondary students: a. High Income Group and Low Income Group, b. Urban and Rural, c. Private and Government, and d. High Achievers and Low Achievers. Sample A sample of 991 students of +2 has been drawn through stratified random sampling. Tools and Techniques Proforma to gather achievement scores, School Adjustment Inventory, Vocational Interest Record, and Future Awareness Scale were used for the study. Data Analysis The statistical techniques, namely, t-test and product moment coefficient of correlation have been used. Findings 1) The high income students have been found high achievers, more future aware and more adjusted than their low income counterparts. The low income group students tended to have more vocational interest than the high group counterparts. 2) The male students were found higher achievers and having higher vocational interest in the scientific, commercial and agricultural areas than the female students. The female students tended to have more vocational interest in the artistic and household areas and more school adjustment than the male counterparts. 3) The urban students were found high achievers, more future aware, having more vocational interest, more scientific interest and better adjustment than rural students. The rural students tended to have more vocational interest in constructive and artistic areas and more commercial and persuasive interest than their urban counterparts. 4) The private school students tended to be high achievers, tended to have more vocational interest in scientific area and more school adjustment than government school students. The government school students tended to have
more vocational interest in constructive and artistic areas and more commercial and persuasive interest than their private school counterparts. 5) The high achievers tended to be more future aware and more adjusted with academic activity and school mates and personnel than their low achiever counterparts. The low achievers tended to have more vocational interest than high achiever counterparts. 6) The high achievers have been found more future aware, having more vocational interest in scientific area, whereas, the low academic achievers have been found to have more vocational interest in commercial, constructive, artistic, agriculture, persuasive and household areas. 7) High achievers have been found to have better school adjustment in personal matters with school mates and over all. Future aware students have been found to have more vocational interest in scientific areas. On the contrary more future aware students have been found to have less literacy interest. Also, more future aware students have been found less adjusted with school mates. The students having more over all adjustment have been found to have vocational interest in literary, scientific social and household areas.
Strategy of Developing Creativity of University Students of Thailand (SAM RAN TONGPAENG, 2002, DAVV, Indore) Objectives 1. To develop verbal and non- verbal instructional material for developing verbal creativity. 2. To study the effectiveness of the developed instructional material in terms of creativity, its components, curiosity and reactions of the University students towards the developed instructional material. 3. To compare adjusted mean scores of fluency, flexibility, originality, creativity and curiosity, separately of the experimental and control groups by considering their Pre- test, intelligence, risk taking, self confidence, tolerance of ambiguity and independence as covariates. 4. To study the effect of treatment, sex, and their interaction on fluency, flexibility, originality, creativity and curiosity separately by considering pre- test, intelligence, risk taking, self confidence, tolerance of ambiguity and independence as covariates. 5. To study the effect of treatment, scholastic achievement, intelligence and their various interactions on fluency, flexibility, originality, creativity and curiosity, separately by considering pre- test, risk taking, self confidence, tolerance of ambiguity and independence as covariates. Sample 240 second year under graduate students were selected randomly from the Faculty of Nursing, Naresuan University, Pitsanulok Province, Thailand. Tools and Techniques Standardized tools were used for the assessment of intelligence, risk taking, tolerance of ambiguity, self confidence, independence and creativity. Appropriate tools were developed for the assessment of curiosity and reactions towards the instructional material. Data Analysis Correlated t and ANCOVA were used for data analysis. Findings 1. The developed instructional material ( DIM) was found to enhance, fluency, flexibility, originality and creativity amongst students. 2. The DIM was found to be effective in enhancing curiosity amongst students. 3. Students were found to have favourable reaction towards DIM.
4. The treatment of DIM was found to enhance fluency significantly more in comparison to conventional method. 5. Males and females were found to possess fluency to the same degree. 6. Originality was found to be independent of interaction between treatment and sex. 7. Creativity was found to be independent of interaction between treatment and sex.
A Comparative Study of Scientific Creativity in the Pupils of VIII standard of different media schools of Aurangabad ( Shaikh Imran, 2002, Dr. BAMU, Aurangabad) Objectives 1. To study the scientific creativity factor of the students studying in VIII Standard in different media schools. 2. To study the difference of scientific creativity of the students of different media schools. 3. To study the difference in the creativity of different medium school students. 4. To investigate the level of students scientific creativity of different medium and different area schools. 5. To suggest some measures to develop the scientific creativity of the students. Hypotheses 1. There is no significant difference between the students of different media schools so far their scores of scientific creativity are concerned. 2. The students of different media schools do not differ in scientific creativity so far as their score on Fluency is concerned. 3. The students of different media schools do not differ in scientific creativity so far as their score on Flexibility is concerned. 4. The students of different media schools do not differ in scientific creativity so far as their score on Originality is concerned. Sample A sample of 600 students of Std. VIII was drawn from English, Urdu and Marathi medium schools through stratified random selection. Tools and Techniques Verbal test of scientific creativity constructed by Dr. V.P. Sharma and Dr. J.P. Shukla was used for the study. Data analysis t-test was used for data analysis.
Findings 1. The students learning in English medium schools situated in posh locality were found superior on scientific creativity than the students learning in Marathi medium and Urdu medium schools situated in posh as well as slum areas. 2. The students of Marathi medium schools situated in posh locality were found superior in scientific creativity than the students of Urdu medium schools situated in posh locality as well as slum areas. Implications Teachers of Marathi and Urdu medium should study and develop the methods of developing scientific creativity among the learners. Activity based education should be strengthened.
Effect of Socio-Economic Status, School Environment and Medium of Instruction on the Mental Abilities and Academic Achievement of School Children (Ms. Sucharita Parida, 2003, Utkal University, Bhubaneshwar) Objectives: 1. To assess the socio-economic background of the school students and categorize them as per the intra-variables. 2. To assess the environmental conditions available in different institutions. 3. To measure objectively the mental abilities of the concerned students through appropriate intelligence tests in relation to different variations. 4. To compute the level of academic achievement of the students with regard to the intra- variables. 5. To examine the effect of the predicting variables of SES, School Environment and Medium of Instruction on the criterion measure of mental abilities and academic achievement. 6. To study the interaction effect of SES, School Environment and Medium of Instruction on mental abilities and academic achievement. 7. To determine the effect of mental abilities in kind and degree on academic achievement of school children. Research Design: The study is ex-post-facto causal comparative. Sample of the Study: The random sampling technique adopted by the investigator for drawing the sample of 325 boys and girls from two types of management in government schools and nongovernment schools of Oriya and English medium schools is quite appropriate. Tools and Techniques: Intelligence Test by Mishra (1984) and SES Scale and School Environment Scale by the Investigator Data Analysis: The data have been analyzed using appropriate statistical techniques, both descriptive and inferential. Mean, Median, Mode, SD, t-value and F-value, coefficient of correlation and coefficient of multiple determinations have been accurately computed and well interpreted. Findings of the Study: The distribution of scores of the respondents on mental ability test reveals that there is negligible difference in the measures of central tendencies due to sex variation whereas wide disparity in mean and median is observed in case of management variation.
Wide disparities in the measures of central tendency on academic achievement were observed in case of high SES and low SES sub-samples, boys and girls and government and non-government schools. The mental abilities of the respondents have been found homogeneous in case of sex and medium of instruction variation, but heterogeneous in case of schools under different management and different school environmental conditions. There existed significant difference in academic achievement of the respondents, of the sub-samples due to management, medium of instruction and school environmental conditions. But there did not exist any difference in the academic achievement of boys and girls. In differential analysis of the data on mental abilities and academic achievement with respect to SES, it was found that both mental abilities and academic achievement of the respondents differed significantly due to SES variation. The schools having high level of teacher input, material input, and process input along with adequate schooling facilities were found to contribute significantly in the development of mental abilities and academic achievement. There did not exist any difference in the mean mental ability scores of the respondents due to medium of instruction variation. But academic achievement of the respondents was influenced greatly due to medium of instruction. The SES of the whole sample was found to have significant relationship with mental ability and academic achievement. The relationship between SES and academic achievement was found significant but the relationship between SES and mental ability was not found significant. The SES was found to contribute 54% to mental abilities and 29% to academic achievement. Both SES and mental ability were found to contribute 51% to academic achievement.
It is an interesting investigation on the correlates of academic achievement. However, the study raises many questions, such as, can mental ability and intelligence be used interchangeably? Whether mental ability is a predicting variable or criterion variable in the study? How SES and Mental Ability are related? Which one of the variables, namely, SES, School Environment, Medium of Instruction, and Mental Abilities can be manipulated most in the context of School Achievement?
A Psycho- Social Study of Mental Health of Teachers Administrators and Employees ( Sujeet Kumar, 2003, Allahabad University, Allahabad) Objectives 1. To find out the mental health of teachers, administrators and workers. 2. To find out the Personality traits of the teachers, administrators and workers. 3. To find out the family and social conditions of the teachers, administrators and workers. 4. To study the relationship between the mental health and Personality traits of teachers. 5. To study the relationship between the mental health and the family and social conditions of the teachers. 6. To study the relationship between the mental health and Personality traits of the administrators. 7. To study the relationship between the mental health and the family and social conditions of the administrators. 8. To study the relationship between the mental health and Personality traits of the workers. 9. To study the relationship between the mental health and the family and social conditions of the workers. Sample Seventy five secondary schools out of 272 secondary schools in Allahabad district were selected randomly. 117 male teachers, 112 female teachers, 32 male administrators, 18 female administrators, 54 male workers, and 37 female workers were selected for the purpose from the selected 75 secondary schools. Tools and Techniques Mental Health Questionnaire, and the Family Background Descriptive Index developed by the investigator, 16 P.F. Inventory C form adapted by S.D. Kapoor and V.K.D. Tripathi were the tools used for the study. Data Analysis t-test and Pearson Product Moment Correlation were used for data analysis. Findings 1. No significant difference has been found in the regularity, adjustment, self concept levels of male and female teachers. Males have been found better than females in emotional maturity and physical health. The female teachers have been
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found better in self- evaluation, clarity of principles of life and freedom from anxiety. As a whole no significant difference has been reported in the physical health of male and female teachers. No difference has been found in males and females on the factors of nonchalant/enthusiastic, less wise/ more wise, emotional/stable, composed/Jovial, hesitant/social, stern/sensitive, trusting/doubting, realistic/imaginative, ordinary/socially skilled, self confident/anxious, recessive/independent, conflict ridden/conflict free and stress full/stress free. The male teachers have been found better than female teachers on the factor flexible/rigid. Female teachers have been found better on the factor worldly/spiritual and traditional/modern than the male teachers. The family and social conditions of the female teachers have been found better than that of male teachers. Positive correlation has been found between the mental health of male teachers and the factors emotional/stable, worldly/spiritual, hesitant/social, and traditional/modern. Trusting/doubting factor has been found to have negative correlation with the health of male teachers. No significant difference has been found between the other factors and mental health of the male teachers. No significant correlation has been found between the mental health of male teachers and their family and social conditions. Nonchalant/enthusiastic factor has been found to be positively correlated with the health of female teachers. Self confident/anxious factor has been found negatively correlated with the mental health of female teachers. The mental health of the female teachers has been found positively correlated with their family and social conditions. No significant correlation has been found between the mental health of the female teachers and other factors.
Synthesizing the Research Findings Related to Creativity and developing their Curricular Implications for Social Studies (Mrs. Gayatri Mohanty, 2004, Utkal University, Bhubaneswar, Orissa) Questions: 1. 2. 3. 4. 5. Are there enough studies to workout implications of the Creative? What roles do the teachers play in nourishing talented students? How do implications help in framing a curriculum pattern for the Creative? How to develop a curriculum framework for the Creative? How to formulate Social Study Curriculum for the Creative/Gifted Students?
Objectives of the study To scan, classify and synthesize the research findings in the area of creativity. To draw out broad conclusions from the research findings. To deduce educational implications from the conclusions derived. To develop actual plan in the curricular area of Social Studies. Research Method: Library study and empirical approach are used. It is a qualitative work at the educational implication stage, wherein the focus is synthesizing the Research Findings on Creativity and developing their curricular implications for Social Studies. Sample of the Study: All the 294 doctoral studies completed in the area of creativity in India taken directly from the five Surveys of Educational Research, edited by Prof. Buch ( 1966-71, 1972-77, 1978-83, 1984-89 and 1989-94) constituted the sample for the study. Research Design: The Research Design employed by the study cutting across five stages, namely, Describing Theoretical Consideration for Synthesizing Research, Preparing Database/Collection of Studies, Synthesizing and Analyzing the Findings, Action Plan Preparation, and Developing Curricular Task in Social Studies is quite suitable and appealing. Stage relevant methods, tools and samples have been used. Findings of the Study: The findings relating to creativity were scanned properly by the investigator. The results were drawn out by voting method and at times narrative method. The above findings revealed that Creativity is a multi-construct which includes four main factors like fluency, flexibility, originality and elaboration.
Creativity can be developed if adequate training strategies are provided. Personality factors like risk-taking, adventure, and understanding are related to creativity. Males were found to be high in verbal creativity and females were found high in non-verbal creativity. It was found that Science students and the first born children were more creative. Though sibling was found to have no relation with creativity, still age was found one of the main denominators of creativity. Privileged castes were found to have creative thinking. Persons knowing more than two languages were found more creative. Need fulfilling organizational climate showed higher order creativity. Better equipped schools were found the main enhancers of creativity. The Social Studies Curriculum is the major work of the researcher. It very well explains that An integrated/synthetic approach to Social Studies creates better perspective than the singular approach to teaching like History, Geography, and Civics. Creative thinking/divergent thinking can be developed through the integrated curriculum. To make the teacher aware that the curriculum can be reframed taking the local diversities into consideration in an integrated approach and can be worked out in various settings through different creative techniques. A brochure has been developed which mainly deals with various aspects of creativity and the role of a teacher to identify creative talents early and nourish them. The brochure has very well spelt out the following: Teachers should understand creativity and should not be harassed by the disturbing activities of the creative students. Teachers should identify creative talents early and nourish them. The difference between creativity and intelligence and impact on achievement should be well known by the teacher. The brochure also tells the reasons for identifying the creative talents and how they can be identified. It presents in details the characteristics of creative students like: They have better reading habits. They have unusual hobbies. They are constantly probing type and exhibit greater autonomy. The brochure tells about the threats to creative behaviour. The methods/techniques of teaching that enhance the creative behaviour are also dealt like Brain Storming, Synectics, Problem Solving, and Role Playing.
The most important part of the brochure is giving the handy work to develop creativity and talks what the teacher can do to develop creativity. The brochure also tells the Social Study teacher about the mastery in the subject. It also tells the teacher how creativity/divergent thinking can be developed through Social Studies Curriculum.
To Study the Effect of Creativity Appreciation Training Programme (CATP) on the Teachers Attitudes towards Creative Teaching and Learning (Ms. Madhumita Roy, 2004, Nagaland University, Kohima) Objectives 1. To study the attitudes of High and Higher Secondary school teachers towards creative teaching and learning. 2. To make a comparative study of the attitudes of male and female High and Higher Secondary school teachers from Government and Private Schools towards creative teaching and learning. 3. To construct a Creativity Appreciation Training Programme for High and Higher Secondary school teachers. 4. To study the effect of CATP on the attitudes of High and Higher Secondary school teachers with respect to sex, type of schools (Govt./Private), experience, setting ( rural/urban), training and as a whole. 5. To find out the opinion of High and Higher Secondary school teachers on CATP. Sample of the Study: The sample of 400 High and Higher Secondary School Teachers has been properly drawn from Dimapur and Kohima districts employing suitable sampling techniques, namely, stratified random sampling and cluster sampling. Tools and Techniques: Torrance Opinionnaire on Creative Teaching and Learning to measure the attitude of teachers towards creative teaching and learning, and CATP constructed by the investigator, were the tools employed for the study. Research Design: Single group pre-test post-test experimental design has been employed to study the effectiveness of the treatment. Torrance Opinionnaire was used as pre-test and posttest. Four hour training on CATP was conducted systematically by distributing printed instructional material on CATP to each teacher under session. Data Analysis: Percentage, mean, SD, Coefficient of correlation and t-test were the statistical techniques appropriately employed to analyze the data. Findings of the study: The study reveals that there has been positive and appreciable impact of Creativity Appreciation Training Programme (CATP) in enhancing the attitude of 1. High and Higher Secondary School Teachers towards creative teaching and learning.
2. Male High and Higher Secondary School Teachers towards creative teaching and learning. 3. Female High and Higher Secondary School Teachers towards creative teaching and learning. 4. Govt. High and Higher Secondary School Teachers towards creative teaching and learning. 5. Private High and Higher Secondary School Teachers towards creative teaching and learning. 6. Trained High and Higher Secondary School Teachers towards creative teaching and learning. 7. Untrained High and Higher Secondary School Teachers towards creative teaching and learning. 8. Urban High and Higher Secondary School Teachers towards creative teaching and learning. 9. Rural High and Higher Secondary School Teachers towards creative teaching and learning. 10. High and Higher Secondary School Teachers with experience > 10 years towards creative teaching and learning. 11. High and Higher Secondary School Teachers with experience < 10 years towards creative teaching and learning. 12. There has been a significantly positive impact of CATP on the change in attitude of High and Higher Secondary school teachers towards creative teaching and learning. 13. The male teachers were found to show greater improvement in their attitudes towards creative teaching and learning through CATP than the female teachers. 14. The Govt. School teachers were found to show greater improvement in their attitudes towards creative teaching and learning through CATP than the private school teachers. 15. The untrained teachers were found to gain more through CATP than the trained teachers. 16. Teachers teaching in urban schools demonstrated a more positive change in their attitude towards creative teaching and learning than the teachers teaching in semi-urban or rural areas. 17. The more experienced teachers were found to gain more through CATP than the less experienced teachers. 18. The teachers opined that creative teaching should be incorporated in all teacher training curricula and orientation programmes.
A Study of Dietary Iodine Intake and its Relationship with Scholastic Performance of School Children (Mrs. Neeta Varshney, 2004, University of Lucknow, Lucknow) Objectives of the study: To study the profile, dietary practices and socio-demographic characteristics of school children. To study the knowledge, attitude and practices regarding use of salt among families of school children. To study the dietary iodine intake by prevalence of iodine deficiency disorders among school children. To study the relationship of socio-demographic characteristics and dietary practices among school children with iodine deficiency disorders. To study the intelligence quotient and scholastic performance of school children. To study the relationship of intelligence quotient and scholastic performance of school children with socio-demographic characteristics. To study the relationship of intelligence quotient and scholastic performance of school children with iodine deficiency disorders. To offer suggestions for use of the iodized salt to the families for improving the dietary iodine intake. Population and Sample of the Study: The population for the study consisted of school going children in the age range 6-12 years in the rural area of district of Gonda, UP, India. The sample size was estimated on the basis of prevalence of iodine deficiency disorders. Taking 50% prevalence of iodine deficiency disorders as in previous studies, with a margin of error of the estimation as 7% with confidence interval of 95%, the sample size was determined as 241 (n= 4*p*q/d^2). The investigator has reported that out of the 25 Blocks in district Gonda one Block, namely, Colonelganj, was selected randomly. Then out of a list of all the primary schools in the selected Block, 4 schools were selected randomly. A list of the children of 6 to 12 years of the selected primary schools was prepared. Every second child of this list was selected for the purpose. A total of 200 children were selected out of 400 through systematic random sampling. Tools and Techniques: A proforma was used to record the information about children, various sociodemographic factors and dietary practices especially regarding the use of salt. Dietary intake of the children was assessed by presence of goiter and urinary iodine excretion level. IQ of children was measured through Ravens Colour Progressive Matrices. Scholastic performance of children was tested through achievement tests. The child schedule was used to elicit information regarding their age, sex, class, anthropometric measurements for knowing the nutritional status, clinical examination of the thyroid gland for the presence of goiter. Examination of the presence of goiter was done on a
three grade scale Grade 0, Grade 1 and Grade 2. Scholastic achievement of the children was measured using some tests that were obtained from the SCERT, Lucknow. The children were classified as above average and below average on scholastic achievement. Estimation of urinary iodine level was done through Sandell Kol+hoff reaction. Estimation of iodine content in salt sample brought by children was done through Spot Testing Kit (STK) under three categories, namely, salt with nil iodine, salt with 7ppm iodine and salt with 15 ppm and above iodine. Data Analysis: Mean, SD, t-value, and Chi Square were computed suitably for data analysis. Findings of the Study: Dietary habits of children were found satisfactory order of pulse, green leafy vegetables and fruits and poor in relation to milk and egg. Maximum families ( 79.5%) purchased crystal salt. They had no knowledge of iodized salt. 15% of the families were found to have knowledge of the benefits of iodized salt. Practices of salt intake were also not satisfactory. Maximum salt samples ( 50.5%) were of nil iodine content. The prevalence of iodine deficiency disorder among the school children was quite high ( 53%) in the form of goiter, which was found maximum in the age of 11-12 years. Many a characteristics, namely, educational status and occupation of parents, source of drinking water, type of house, type of salt used and iodine content of salt used daily were found significantly associated with iodine deficiency disorders. Consumption of milk, pulse, green leafy vegetables and fish of school children was found significantly correlated with iodine deficiency disorders. Scholastic performance of maximum children (63%) was found below average, whereas, that of 37% average. Maximum children (38%) were found in the level of poor IQ, 16.5% below average, whereas, 16.5% were found above average. Educational status of parents, SES of the family, religion and caste, iodine content of salt were not found significantly correlated with the IQ. Among dietary practices, consumption of milk, pulses, green leafy vegetables, and fish was found to be statistically significantly correlated with the scholastic performance of school children. Consumption of other food items, that is, egg, meat and fruits were not found to be significantly associated with the scholastic performance. Use of salt and iodine content of salt were found to be significantly associated with the scholastic performance of school children. A highly statistically significant relationship was found between scholastic performance and IQ among school children with iodine deficiency disorders.
Occupational Stress and Job- Satisfaction in relation to Professional Commitment and Background Factors in Primary School Teachers of Tribal Areas (Ms. Nibedita Priyadarshani, 2004, Kurukshetra University, Kurukshetra) Objectives of the study: 1. To develop professional commitment scale for primary school teachers. 2. To know the level of job satisfaction, occupational stress and professional commitment of primary school teachers in tribal areas. 3. To study the relationship between occupational stress and professional commitment in primary school teachers in tribal areas. 4. To study the relationship between job satisfaction and professional commitment in primary school teachers in tribal areas. 5. To study the relationship between job satisfaction and occupational stress in primary school teachers in tribal areas. 6. To study main and interactional effects of professional commitment on occupational stress among primary school teachers in relation to the following background factors: i. ii. iii. iv. v. vi. Sex Marital status Teaching Experience Service in tribal area Family size Socio-Economic Status
7. To study main and interactional effects of professional commitment on Job satisfaction among primary school teachers in relation to the above background factors. Sample of the Study: The sample of 400 primary school teachers has been appropriately drawn through random sampling from Kandhamal, Bolangir, Sambalpur, and Koraput districts of Orissa. Tools and Techniques: The three tools for measuring Occupational Stress , Job Satisfaction and SES have been selected and the tool for measuring Professional Commitment of the Teachers has been constructed by the investigator. Research Design: The survey method has been suitably employed for the study. Data Analysis:
Mean, median, percentiles( p33 and p66), and SD have been computed to know the nature of the data and for further analysis and interpretation skewness and kurtosis, correlation and ANOVA techniques have been suitably used. Findings of the Study: The primary school teachers in the tribal area have been found to have average level of job satisfaction, moderate to high level of occupational stress and are highly committed to their profession. The highly professionally committed teachers have been found to exhibit high degree of job- satisfaction. There is significant three-factor interaction of sex, marital status, and professional commitment on teachers job satisfaction. Other main effects, such as, sex and marital status and interactional effects, that is, sex and marital status, sex and professional commitment , marital status and professional commitment have not been found to exhibit significant difference on job satisfaction of teachers. The high professionally committed teachers have high occupational stress as compared to low professionally committed teachers. There exists significant three factor interactional effect of sex, marital status, and professional commitment on occupational stress of the teachers. Other main effects, such as, sex and marital status and interactional effects, that is, sex and professional commitment, marital status and sex, marital status and professional commitment do not exhibit significant difference on occupational stress of teachers. Those teachers who have served for a long time in tribal area have low job satisfaction than the teachers who have served for short period. Highly professionally committed teachers have been found to have higher job satisfaction. There is significant difference in job satisfaction of teachers in three factor interaction, that is, teaching experience, service in tribal area and professional commitment. Other main effects, such as, teaching experience, and two factor interactional effects, that is, teaching experience and professional commitment, service in tribal areas and professional commitment, teaching experience and service in tribal area do not exhibit significant difference on job satisfaction of teachers. Teachers having more teaching experience have been found to exhibit low occupational stress. Teachers of long service in tribal area experience low occupational stress as compared to the teachers of short service in tribal area. There is significant two factor interaction of teaching experience and service in tribal area on teachers occupational stress. There exists three factor significant interaction of teaching experience, service in tribal area and professional commitment on teachers occupational stress. Other main effects, that is, professional commitment and interaction effects, such as, teaching experience and professional commitment, service in tribal
area and professional commitment do not exhibit significant difference on occupational stress of teachers. High professionally committed teachers have been found to have high job satisfaction. Other main effects, that is, SES, family size and two factor interactional effects do not exhibit significant differences on job satisfaction of teachers. High professionally committed teachers exhibit high occupational stress. Other main effects, that is, SES, family size, and two factor interactional effects do not exhibit significant differences on occupational stress of teachers. Intrinsic aspect of job satisfaction has: (i) average, positive but significant relation with intrinsic impoverishment and strenuous working condition dimensions of occupational stress; (ii) has positive, low but significant relation with role overload, role ambiguity, role conflict, under participation, powerlessness, poor peer relations and low status dimensions of occupational stress;(iii) has positive, negligible significant correlation with unreasonable groups and political pressure, unprofitable dimensions of occupational stress. Salary, promotional avenues and service conditions dimensions of job satisfaction has (i) positive, very high and significant correlation with role conflict; (ii) has positive, low but significant relation with role overload, unreasonable group and political pressure, responsibility for petrsons, intrinsic impoverishment, low status, strenuous working conditions and unprofitable dimensions of occupational stress; (iii) has positive, negligible but significant correlation with role ambiguity dimension of occupational stress. Physical facilities dimensions of job satisfaction have (i) positive, average and significant correlation with intrinsic impoverishment dimension of occupational stress, (ii) has positive, low and significant relation with poor peer relations, low status, and strenuous working conditions dimensions of occupational stress; (iii) has positive, negligible, but significant relation with role overload, role ambiguity, unreasonable groups and political pressure, under participation and unprofitable dimensions of occupational stress. Institutional Plans and Policies dimensions of job satisfaction have : (i) positive, average and significant correlation with role ambiguity, role conflict; unreasonable group and political pressure, poor peer relations, intrinsic impoverishment, low status, strenuous working conditions dimensions of occupational stress; (ii) has positive, low but significant relation with role overload, role ambiguity, role conflict, under participation, powerlessness, poor peer relations and low status dimensions of occupational stress;(iii) has positive, negligible significant correlation with role overload, under participation, powerlessness dimensions of occupational stress; (iii) has positive, negligible but significant correlation with responsibility for persons and un-profitability dimensions of occupation stress. Satisfaction with authorities dimensions of job satisfaction has : (i) positive, low but significant correlation with role conflict, role overload, role ambiguity, role conflict, unreasonable group and political pressure, under participation, powerlessness, poor peer relations and intrinsic impoverishment
and low status dimensions of occupational stress; (ii) has positive average and significant relation with strenuous working condition dimensions of occupational stress. Similarly the study has very analytically reported the findings with respect to satisfaction with social status and welfare, rapport with students dimension of job satisfaction, and relationship with workers dimension of job satisfaction. Also, the study has reported the findings of correlation between, professional commitment and dimensions of occupational stress, professional commitment and dimensions of job satisfaction, and professional commitment and dimensions of occupational stress, and correlation among occupational stress, job satisfaction and professional commitment.
Further Questions arising: 1. How to increase the professional commitment and job satisfaction? 2. How to come out of the occupational stress? 3. How is it that the teachers who serve for long time in tribal area have low job satisfaction? 4. How is it that the occupational stress is inversely proportional to the teaching experience? 5. How is it that the rapport with students dimension of job satisfaction has positive, low but significant correlation with role overload? 6. To what extent the teachers can have control on the background factors considered by the investigator? 7. Express the advisory functions of this study. 8. Is every teacher professionally committed? Substantiate your stand.
A Study of Psycho-Social Factors of Adjustment problems of Primary School Teachers of Garhwal Mandal Mr. Shailendra Prasad, 2004, HNB Garhwal University, Srinagar (Garhwal), Uttaranchal. All the five objectives of the study have been well enunciated. All the eight hypotheses of the study have been well formulated in the null form. Research Design: Cross-sectional normative survey Sample: The sample of 500 Primary School Teachers drawn through random sampling from the Government, Private, Rural and Urban Schools of Gharwal Mandal cutting across Chamoli, Uttar- Kashi, Rudra-Prayag, Paudi Gharwal, Tihari and Dehradoon. Tools and Techniques: Mangal Teacher Adjustment Inventory by Dr. S.K. Mangal, Teachers Value Inventory by Dr. S.P. Ahluwalia, Self Concept ( Personality Word List) Rating Scale by Dr. ( Mrs.) Pratibha Deo, Vocational Interest Record by Dr. S.P. Kulshreshth and A Questionnaire for studying the Geographic, Family and Personal Environment of the Teachers by the Investigator.. Data Analysis: The data gathered have been properly analyzed through Mean, Standard Deviation and t-value. The study is quite revealing as follows: The well adjusted primary school teachers of Gharwal have been found better adjusted and contented than the maladjusted teachers. The rural and urban teachers have not been found differing significantly on their adjustment. The married and unmarried teachers have not been found differing significantly on their adjustment. The well adjusted and maladjusted teachers have not been found differing significantly on their professional interest. The rural and urban teachers have not been found differing significantly on their adjustment and professional interest. The SES of teachers have not been found affecting their adjustment significantly.
The status of married and unmarried teachers have been found almost similar in their SES.
The rural and urban environments have not been found affecting the adjustment and SES of teachers significantly. The well adjusted and maladjusted teachers have not been found differing significantly on their economic, aesthetic, principle, social, political and religious values. The married and unmarried teachers have not been found differing significantly on their economic, aesthetic, principle, social, political and religious values. The urban teachers have been found to give higher priority to religious values than the rural teachers. The maladjusted teachers have been found to be affected significantly by their age, income and experience. The well adjusted teachers have been found to have stronger self concept than maladjusted teachers. The number of married teachers in the study has been found significantly greater than that of unmarried teachers. The maladjustment of the teachers on the bases of the study of their geographic, family and personal environments could be attributed to Uncomfortable place of employment. Distance from the family due to employment. Adverse effect of the service conditions on the family relations. Mental tension and insecurity of the teachers due to Service Place, Conditions and distance.
The study is interesting and appealing. It is a happy and hopeful note that Teachers can live all sorts of conditions for their professional interest and adjustment. Whether teachers are well adjusted or maladjusted they have been found to value all sorts of values. There is a definite message by the study to the policy makers and administrators that all attempts should be made for the compatible placement of teachers in the context of their service place and conditions. For example, why should the transfer of teachers in the public sector across the country should be a legalized violence to multiply their discomfort and mental tension. The Thesis of the study should be acceptable to any school of thought.
A Comparative Study of Relationship between Self-Concept and Anxiety among Adolescent Students (Mrs. Masoumeh Khosravi, 2005, University of Pune, Pune) Objectives: 1) To find out the correlation between self concept and school anxiety among Iranian and Indian students. 2) To compare the levels of self-concept and school anxiety across gender and cultures. 3) To compare and analyze the variables like; test anxiety, lack of selfconfidence, fear of self expression and psycho-physiological reactions, in relation to school anxiety across gender and cultures. 4) To compare and analyze the variables like; behavioural problems, intellectual ability and school status, physical appearance and attributes, anxiety, popularity, happiness and satisfaction in relation to self-concept across gender and cultures. Hypotheses of the Study: a) There will be no significant relationship between school anxiety and selfconcept. b) There will be no significant differences on self-concept between Iranian and Indian students. c) There will be no significant differences on school anxiety between Iranian and Indian students. d) There will be no significant gender differences on self-concept among Indian students. e) There will be no significant gender differences on self-concept among Iranian students. f) There will be no significant gender differences on school anxiety among Indian students. g) There will be no significant gender differences on school anxiety among Iranian students. Research Design: The survey method has been suitably employed for the present study. Population and Sample of the Study: All students of 8th Standard in the English Medium Schools in Pune city in India, and all students of 8th Standard in the General Secondary Schools in Varamin city in Iran during the academic year 2003-04 constituted the population for the study. A sample of 1200 students, 600 ( 300 boys & 300 girls) from Pune and Varamin, each, has been drawn through multi-stage sampling employing random selection technique. Tools and Techniques:
The Self-Concept Scale developed by Piers-Harris (1964), and the School Anxiety Scale developed by Phillips (1987) have been selected and utilized by the investigator for the study. Data Analysis: Pearson Product Moment Method, t test and Multivariate Analysis of Variance have been appropriately used for data analysis. The study has arrived at quite meaningful findings as follows: 1. In Indian Students (Boys and Girls), school anxiety was found significantly negatively correlated with self-concept. Girls were higher on school anxiety than boys. There was no significant difference between boys and girls on selfconcept. 2. In Indian Students (Boys and Girls) on school anxiety factors, girls were higher on test anxiety, fear of expression and psycho-physical reactions than boys. But girls were lower on lack of confidence than boys. 3. In Indian Students (Boys and Girls) on self-concept, there were no significant differences between boys and girls on behavior, intellectual and social status, physical appearance and attributes, anxiety, popularity, happiness and satisfaction. 4. Among Iranian students both boys and girls, school anxiety significantly was negatively correlated with self-concept. Girls were higher on school anxiety than boys and there was no significant difference between girls and boys on self- concept. 5. Among Iranian students, both boys and girls on school anxiety factors, girls were higher on test anxiety, fear of expression, psycho-physical reactions than boys. But they were lower on lack of confidence than boys. 6. Among Iranian students, both boys and girls on self-concept factors, there was no significant difference between them on the behaviour, intellectual and social status, physical appearance and attributes, popularity. But boys were higher on anxiety than girls, and girls were higher on happiness and satisfaction than boys. 7. School anxiety was negatively correlated with self-concept in all the samples ( Boys and Girls) from India and Iran. 8. Overall results of these two countries showed that, girls were higher on school anxiety than boys and there was no significant difference between girls and boys on self concept. 9. Overall results showed that, there was no significant between Iranian and Indian students on school anxiety. Iranian students were found to have higher self concept than Indian students. 10. Overall results on school anxiety ( across gender) showed, girls were higher on test anxiety, fear of expression, psycho-physical reactions than boys, but they were lower on lack of confidence than boys. 11. Overall results on school anxiety (across nations) showed that Iranian students were higher on test anxiety and lack of confidence than Indian students.
Indian students were higher on fear of expression than Iranian students. But there was no significant difference between Indian and Iranian students on psycho-physical reactions. 12. Overall results on self-concept ( across gender) showed, there were no significant differences between boys and girls on the behaviour, intellectual and school status, and physical appearance. But boys were higher on anxiety than girls; girls were higher on popularity, happiness and satisfaction than boys. 13. Overall results on self-concept (across nations) showed, Iranian students were higher on behaviour, intellectual and school status, physical appearance and attributes, than Indian students. But Indian students were higher on anxiety than Iranian students. There were no significant differences between Indian and Iranian students on popularity, happiness and satisfaction.
Mental Health and Adjustment of Secondary School Teachers Influencing Development of Self Concept in Teachers Nibedita Nayak, 2005, Utkal University, Bhubaneshwar Objectives: 1. To develop and standardize a Teacher Self-Concept Scale. 2. To study the self-concept of the Secondary School Teachers in relation to the intra-variables sex, marital status, experience in teaching and level of education. 3. To study the mental health of the Secondary School Teachers in relation to sex, marital status, experience in teaching and level of education. 4. To study the level of adjustment of the Secondary School Teachers in relation to sex, marital status, experience in teaching and level of education. 5. To study the relationship between self concept and mental health, self concept and adjustment, and mental health and adjustment. 6. To find out the relationship between the predicting variables, namely, mental health and adjustment and the criterion variable, namely, self concept. 7. To set a prediction equation between self concept and mental health and adjustment scores of teachers. 8. To find out the contribution of the predicting variables like mental health and adjustment individually and in combination to the criterion measure of selfconcept in terms of proportion variance. Research Design: It is a co-relational and ex-post facto study. Sample of the Study: The sample of 352 secondary school of the undivided Puri district has been well drawn through random sampling. Tools and Techniques: The Self- Concept Scale has been systematically standardized through a sample of 400 in-service teachers drawn from 13 Teacher Training Institutes. RCE, Mental Health Scale (Anand, S.P., 1986), and Mangals Teacher Adjustment Inventory (MTAI, 1979) have been suitably used for assessment of Mental Health, and Adjustment. Data Analysis: The data have been analyzed using suitable statistical techniques, namely, measures of central tendency and variability, t-value, zero order correlation, partial correlation and multiple correlations.
Findings of the Study: The Study reveals that Female, unmarried, less qualified and more experienced teachers are found to be in possession of better self- concept than male, married, more qualified, less experienced teachers. There existed no statistically significant difference between the married and unmarried teachers in regard to mental health. Teachers differed sex-wise in regards to their adjustment level resulting in favour of females. Educational Background-wise difference was also significant between teachers in relation to adjustment, but teachers did not differ significantly in relation to their qualification or marital status. Coefficient of correlation between all the variables has been found to be highly significant. The multiple correlation value between the self concept and mental health as well as adjustment taken together has been found to be 0.868 which is significant at .01 levels. Contribution of Mental Health variable to self concept in terms of proportion variance is found to be 49% while it is 26% in case of Adjustment. Mental Health and Adjustment of Secondary School Teachers are the major factors which have been found to influence the development of their self concept both individually as well as combined. The contribution of Mental Health is more in this regard followed by Adjustment.
Aggression and Adjustment among Adolescents belonging to One Child and Many Children Families in relation to Socio-Economic Status and Home Environment (Ms. Ravneet, 2005, Kurukshetra University, Kurukshetra) Objectives: 1. To find out differences in aggressive behaviour of male and female children belonging to one child and many children families. 2. To find out differences in adjustment (personal, social and home) of male and female children belonging to one child and many children families. 3. To investigate the relationship among aggression, adjustment, socioeconomic status and home environment of male and female children belonging to one child and many children families. 4. To find out the main and interaction effects of socio-economic status, home environment and family type on aggression of children. 5. To find out the main and interaction effects of socio-economic status, home environment and family type on adjustment of children. Sample of the Study: 400 IX Standard students were drawn randomly for the study, 100 boys and 100 girls from one child family and 100 boys and one 100 girls from many children families. Sample of the Study: Aggression Questionnaire by Dr. G.C. Pati, Adjustment Inventory by Dr. A.K.P. Singh, SES Inventory by Dr. S.N. Rao and Home Environment Scale by Dr. Sanjay Vohra. Data Analysis: Correlation, ANOVA andt test have been appropriately used for data analysis. Findings of the Study: The male children were found more aggressive than the female children. There was found no family difference in aggression due to difference in type of family. There was no interaction effect of sex and family type on aggression. The boys and girls did not differ in their social adjustment. The children belonging to single child family were found to have more social adjustment than children belonging to multi children family. The interaction effect of sex and type of family on social adjustment was found insignificant at .05 level. The family type and SES were found to have no independent effect on social adjustment of children. Children belonging to poor home environment were found to have better social adjustment than those belonging to good home environment.
The F- ratio for two factor interaction of family type and SES, family type and home environment as well as for three factor interaction of family type, SES, and home environment were not significant. The males were found to have better educational adjustment than the females. The single family children were found to have higher educational adjustment than those belonging to multi children family. Children from single child family were found to have higher educational adjustment than those belonging to multi children family. Those children belonging to low home environment were found to have better educational adjustment than those from better home environment. SES was found to have no significant effect on educational adjustment. Two factor interaction of family types and SES as well as three factor interaction of family types, SES and home environment were found to have significant on educational adjustment of children; the other two interaction factors were found statistically insignificant. Children belonging to low home environment were found to have higher emotional adjustment than those from high home environment families. Two factor interaction effect of type of families and SES, type of families and home environment as well as the three factor interaction effect were found insignificant. However, the interaction effects, SES and Home Environment was found significant. Those belonging to low SES but high home environment were found to have better emotional adjustment than those belonging to high SES and high home environment. SES was found to have high significant correlation with adjustment, aggression and home environment. Adjustment as a whole was found to have positive and significant correlation with aggression and home environment. Aggression was found to have positive and significant correlation with home environment.
Educational Aspirations of Adolescents in Relation to Their Family Environment, Locus of Control, and some Demographic Variables (Mr. Sandeep Sawhney, 2005, Kurukshetra University, Kurukshetra) Objectives: All the 11 objectives of the Study have been very well enunciated focusing on the relationship between Family Environment and Educational Aspirations of the Adolescents, Educational Aspirations & Locus of Control, Differences in the Educational Aspirations of Males and Females, Rural and Urban, Nuclear and Joint Families, Parental Education, Income Group Families, Fathers Occupation, Sibling Position, and the main and interactional effects based on group differences on the educational aspirations of the adolescents in relation to different dimensions of family environment and their locus of control, and the main and interactional effects of locus of control and various demographic variables of adolescents On their educational aspitrations. Sample of the Study: The sample of 1000 students is drawn from Standard X of 17 different schools of Ludhiana district. The sample has been differentiated based on the selected demographic variables, namely, Gender, Locality, Family Type, Parents Education, Fathers Occupation, Income Group, and Position among the Siblings. Tools and Techniques: Three tools are employed for the study, namely, Educational Aspiration Scale ( Sharma & Gupta), Family Environment Scale ( Bhatia & Chadha), and Social Reaction Inventory (I.E. Scale, Roter). Data Analysis: The data have been collected systematically observing Research Ethics. Various statistical techniques, namely, measures of central tendency, measures of dispersion, product moment correlation, t-test and ANOVA have been used. Findings of the Study: 1. The dimension of Organization in the family and Control in the family revealed significant but negative relationship with educational aspirations of the adolescents. All other coefficients of correlation between educational aspirations of adolescents and other dimensions of the family environment revealed negligible and insignificant relationship. 2. The dimension of internal locus of control revealed significant and positive relationship with the educational aspirations of the adolescents, whereas, the dimension of external locus of control revealed insignificant relationship with the educational aspirations. The overall relationship of the educational aspirations of the adolescents revealed a significant and positive relationship with the educational aspirations of the adolescents.
3. The female students revealed significantly higher educational aspirations than those of the male students. 4. The rural students revealed significantly higher educational aspirations than those of the urban students. 5. There was found no significant difference in the educational aspirations of nuclear family students from those of the joint family students. 6. The educational aspirations of the children were found inversely proportional to Parents Education. 7. The students belonging to low income group revealed no significant difference in their educational aspirations from those belonging to middle income group, but low income group students revealed significantly higher educational aspirations than the children of high income group. The children of middle income group too revealed significantly higher educational aspirations than those of high income group children. 8. The educational aspirations of the adolescents were not found to differ depending on the Fathers Occupation. 9. The students belonging to different sibling positions revealed no significant differences in their educational aspirations. 10. The educational aspirations of the students were found independent of the level of cohesion in the family. Internal and External Locus of Control students did not differ significantly from each other in their educational aspirations. So, educational aspiration was found independent of the Locus of Control. Educational Aspirations of the students were found to be independent of the locus of control in relation to cohesion in the family. 11. Educational Aspirations of the students were found to be independent of the expressiveness in the family. Internal and External Locus of Control students did not differ significantly from each other in their educational aspirations. So, educational aspiration was found independent of the Locus of Control. Educational Aspirations of the students were found to be dependent of the locus of control in relation to expressiveness in the family. 12. Educational Aspirations of the students were found to be independent of the level of conflict in the family. Internal and External Locus of Control students did not differ significantly from each other in their educational aspirations. So, educational aspiration was found independent of the Locus of Control. Educational Aspirations of the students were found to be independent of the locus of control in relation to level of conflict in the family. 13. Educational Aspirations of the students were found to be independent of the level of acceptance and caring in the family. Internal and External Locus of Control students did not differ significantly from each other in their educational aspirations. So, educational aspiration was found independent of the Locus of Control. Educational Aspirations of the students were found to be independent of the locus of control in relation to level of acceptance and caring in the family.
14. Educational Aspirations of the students were found to be independent of the level of active recreational orientation environment in the family. Internal and External Locus of Control students did not differ significantly from each other in their educational aspirations. So, educational aspiration was found independent of the Locus of Control. Educational Aspirations of the students were found to be independent of the locus of control in relation to level of active recreational orientation environment in the family. 15. Educational Aspirations of the students were found to be independent of the level of independence in the family. Internal and External Locus of Control students did not differ significantly from each other in their educational aspirations. So, educational aspiration was found independent of the Locus of Control. Educational Aspirations of the students were found to be independent of the locus of control in relation to level of independence in the family. 16. Educational Aspirations of the students were found to be independent of the level of organization in the family. Internal and External Locus of Control students did not differ significantly from each other in their educational aspirations. So, educational aspiration was found independent of the Locus of Control. Educational Aspirations of the students were found to be independent of the locus of control in relation to level of organization in the family. 17. Educational Aspirations of the students were found to be independent of the level of control in the family. Internal and External Locus of Control students did not differ significantly from each other in their educational aspirations. So, educational aspiration was found independent of the Locus of Control. Educational Aspirations of the students were found to be independent of the locus of control in relation to level of control in the family. 18. Educational aspirations of the students were found independent of the locus of control in relation to their gender. 19. Educational aspirations of the students were not found independent of locus of control in relation to their locality. 20. Educational aspirations of the students were found independent of the locus of control in relation to their family type. 21. Educational aspirations of the students were found independent of the locus of control in relation to their Parents Education. 22. Educational aspirations of the students were found independent of the locus of control in relation to their Income Group. 23. Educational aspirations of the students were found independent of the locus of control in relation to their Fathers Occupation. 24. Educational aspirations of the students were found independent of the locus of control in relation to their Sibling Position.
Further Questions Arising: 1. Which are the emerging Theses of the Study? 2. What should be the levels of Organization and Control in a Family for Suitable Educational Aspirations of the Adolescents? 3. How to enhance the Internal Locus of Control of the Adolescents? 4. Educational Aspirations of the adolescents have been found inversely proportional to the Parents Education? What could be the causes? 5. Adolescents having poor economic background have been found to express higher Educational Aspirations. How do we explain such a phenomenon? 6. There has been found no significant difference in the Educational Aspirations of the Adolescents belonging to Low and Middle Income Groups. How does it happen? 7. Educational Aspirations of the students were found to be dependent of the locus of control in relation to expressiveness in the family. What does it mean? 8. Educational Aspirations of the Adolescents were not found independent of Locus of Control in relation to their Locality. What could be the causes of this interactive effect? 9. Educational Aspirations of the Adolescents were found independent of the Locus of Control in relation to many demographic variables. It seems to be a healthy state. Is not it? 10. Having conducted such a meaningful Study, what is the message of the investigator for the field? 11. How Educational Aspirations of the Adolescents could be Reality Based? Is it desirable?
Self-Esteem, Educational Decision- Making, Adjustment and Academic Attainment of Secondary School Students in Relation to Parent-Involvement (Ms. Surabala Sahoo, 2005, Kurukshetra University, Kurukshetra) Objectives I. To find out the relationship between Self-Esteem of students and ParentInvolvement II. To find out the difference between the Self-Esteem of students belonging to High Parent-Involvement group and Low Parent-Involvement Group III. To find out the relationship between Educational Decision-Making of students and Parent-Involvement IV. To find out the difference between the Educational Decision-Making of students belonging to High Parent-Involvement group and Low ParentInvolvement Group. V. To find out the relationship between Adjustment of students and ParentInvolvement VI. To find out the difference between the Adjustment of students belonging to High Parent-Involvement group and Low Parent-Involvement Group VII. To find out the relationship between Academic Attainment of students and Parent-Involvement. VIII. To find out the difference between the Academic Attainment of students belonging to High Parent-Involvement group and Low Parent-Involvement Group. Research Design: Descriptive Survey and Case Study Methods have been compatibly employed for the study. Sample of the Study: Five hundred students of class IX and X from 5 government and 5 public schools of North-West zone of Delhi were selected using simple random sampling. Parents of these students were taken for studying their involvement. Tools and Techniques: Self-Esteem Inventory ( M.S. Prasad and G.P. Thakur), Educational-Decision Making Scale, Adjustment Inventory ( A.K.P. Sinha and R.P. Singh) and Parent-Involvement Scale were selected or constructed by the investigator. Data Collection and Analysis: The investigator gathered data from all the 10 selected schools and 500 parents through personal visits. Also, the investigator visited three parents and three students from high parent-involvement group and three parents and three students from low parent-involvement group. The quantitative data were analyzed through suitable statistical techniques, namely, Product Moment Correlation, t test and Percentage.
Findings of the study: Self-Esteem of Students and Parent-Involvement Positive and significant relationship was found between self-esteem of students and parent-involvement. Significant difference was found between the self-esteem of students belonging to high parent-involvement and low parent-involvement groups. The percentage of students (53.00%) having positive self-esteem belonging to high parent-involvement group was higher as compared to the percentage of students (44.44%) belonging to low parent-involvement group. The percentage of students ( 28.95%) having negative self-esteem belonging to high parent-involvement group was low as compared to the percentage of students (53.00%) belonging to low parent-involvement group. The percentage of students (18.05%) having balanced self-esteem belonging to high parent-involvement group was higher as compared to the percentage of students (2.56%) belonging to low parent-involvement group. Educational Decision-Making of Students and Parent-Involvement Positive and significant relationship was found between educational decisionmaking of students and parent-involvement. Significant difference was found between the educational decision-making of students belonging to high parent-involvement and low parent-involvement groups. The percentage of students (59.77%) having high educational decisionmaking belonging to high parent-involvement group was higher as compared to the percentage of students (51.71%) belonging to low parent-involvement group. The percentage of students ( 40.23%) having low educational decisionmaking belonging to high parent-involvement group was low as compared to the percentage of students (48.29%) belonging to low parent-involvement group. Adjustment (Emotional, Social, Educational and General) of Students and Parent-Involvement Positive and significant relationship was found between emotional adjustment of students and parent-involvement. Significant difference was found between the emotional adjustment of students belonging to high parent-involvement and low parent-involvement groups. The percentage of students (5.64%) having excellent adjustment under emotional adjustment area belonging to high parent-involvement group was higher as compared to the percentage of students ( 3.42%) belonging to low parent- involvement group.
The percentage of students (56.40%) having good adjustment under emotional adjustment area belonging to high parent-involvement group was higher as compared to the percentage of students ( 47.01%) belonging to low parentinvolvement group. The percentage of students (34.21%) having average adjustment under emotional adjustment area belonging to high parent-involvement group was higher as compared to the percentage of students ( 32.05%) belonging to low parent- involvement group. The percentage of students (2.63%) having unsatisfactory adjustment under emotional adjustment area belonging to high parent-involvement group was low as compared to the percentage of students (10.68%) belonging to low parent- involvement group. The percentage of students (1.12%) having very unsatisfactory adjustment under emotional adjustment area belonging to high parent-involvement group was low as compared to the percentage of students (6.84%) belonging to low parent- involvement group. Positive and significant relationship was found between social adjustment of students and parent-involvement. Significant difference was found between the social adjustment of students belonging to high parent-involvement and low parent-involvement groups. The percentage of students (5.26%) having excellent adjustment under social adjustment area belonging to high parent-involvement group was higher as compared to the percentage of students (2.56%) belonging to low parentinvolvement group. The percentage of students (54.51%) having good adjustment under social adjustment area belonging to high parent-involvement group was higher as compared to the percentage of students ( 44.44%) belonging to low parentinvolvement group. The percentage of students (36.10%) having average adjustment under social adjustment area belonging to high parent-involvement group was low as compared to the percentage of students ( 38.46%) belonging to low parentinvolvement group. The percentage of students (2.63%) having unsatisfactory adjustment under social adjustment area belonging to high parent-involvement group was low as compared to the percentage of students (8.55%) belonging to low parentinvolvement group. The percentage of students (1.50%) having very unsatisfactory adjustment under social adjustment area belonging to high parent-involvement group was low as compared to the percentage of students (5.99%) belonging to low parent- involvement group. No significant relationship was found between educational adjustment of students and parent-involvement. No significant difference was found between the educational adjustment of students belonging to high parent-involvement and low parent-involvement groups.
The percentage of students (3.01%) having excellent adjustment under educational adjustment area belonging to high parent-involvement group was higher as compared to the percentage of students (2.14%) belonging to low parent- involvement group. The percentage of students (51.13%) having good adjustment under educational adjustment area belonging to high parent-involvement group was higher as compared to the percentage of students (40.17%) belonging to low parent- involvement group. The percentage of students (39.47%) having average adjustment under educational adjustment area belonging to high parent-involvement group was low as compared to the percentage of students (52.99%) belonging to low parent- involvement group. The percentage of students (4.51%) having unsatisfactory adjustment under educational adjustment area belonging to high parent-involvement group was higher as compared to the percentage of students (3.42%) belonging to low parent- involvement group. The percentage of students (1.88%) having very unsatisfactory adjustment under educational adjustment area belonging to high parent-involvement group was higher as compared to the percentage of students (1.28%) belonging to low parent- involvement. No significant relationship was found between general adjustment of students and parent-involvement. No significant difference was found between the general adjustment of students belonging to high parent-involvement and low parent-involvement groups. The percentage of students (4.41%) having excellent adjustment belonging to high parent-involvement group was higher as compared to the percentage of students (3.00%) belonging to low parent- involvement group. The percentage of students (54.89%) having good adjustment belonging to high parent-involvement group was higher as compared to the percentage of students (47.86%) belonging to low parent- involvement group. The percentage of students (32.33%) having average adjustment belonging to high parent-involvement group was low as compared to the percentage of students (43.59%) belonging to low parent- involvement group. The percentage of students (7.52%) having unsatisfactory adjustment belonging to high parent-involvement group was higher as compared to the percentage of students (4.70%) belonging to low parent- involvement group. The percentage of students (1.12%) having very unsatisfactory adjustment belonging to high parent-involvement group was higher as compared to the percentage of students (0.85%) belonging to low parent- involvement. Academic Attainment of Students and Parent-Involvement No significant relationship was found between academic achievement of students and parent-involvement.
No significant difference was found between the academic achievement of students belonging to high parent-involvement and low parent-involvement groups. Findings on the basis of Qualitative Analysis Students who belong to high parent-involvement group have positive and balanced self-esteem and high decisionmaking ability. They also have excellent and good adjustment in the area of emotional, social and educational adjustment. Academic attainment of students is also high in case of students belonging to high parent involvement group. Students belonging to low parent-involvement group have negative selfesteem and low educational decision making ability. They also have unsatisfactory and very unsatisfactory emotional, social and educational adjustment. Further the students of less involved parents have low academic achievement. It is a highly demanding study because of its consistent insistence on ParentInvolvement in the Child Education and Development. The present Parents are really struggling with the Education and Development of their children because the complexities of both the Society and Education have increased. The basic research question is why Parents, though, largely willing, are not in a position to contribute to the considered parameters, namely, self-esteem, educational decision-making, adjustment and academic attainment of their wards to the extent they like to. Is it largely due to the multi-parametric settings they operate in? How to establish a healthy relationship between Community and Education? Further Questions 1. How all the hypotheses of the study have been formulated in the Research Form? Justify 2. How Product Moment Correlation is known as Product Moment Correlation? How Critical Ratio is known as Critical Ratio? What do we mean by the Standard Error of Mean? 3. The quantitative analysis reveals that No significant difference was found between the academic attainment of students belonging to high parentalinvolvement and low parent-involvement groups, whereas, the qualitative case study reveals Significant Difference. What is the resolve? 4. No significant difference was found between educational adjustment of students and parent involvement. How do we account for this finding? 5. What could be the nature and design of resource material for facilitating the Parent-Involvement? 6. How the research competencies of the Scholar have developed through the Doctoral Work? 7. Which are the emerging Theses of the Study?
Development and try-out of an intervention programme for parents of children with mental retardation (Monika Sharma, 2005, CASE, The M.S. University of Baroda, Baroda) Objectives of the Study: 1. To assess the needs of the parents of the children with mental retardation in order to plan an intervention programme 2. To develop an intervention programme for parents of children with mental retardation 3. To implement an intervention programme for parents 4. To study the effectiveness of the intervention programme Methodology used: The Interventional study aimed at evaluating changes on a sample of subject as a result of the Intervention programme employed. It was an experimental study. Sample of the Study: Multistage sampling was selected as the sampling technique. In the first stage of sampling, Baroda city was chosen purposively. A complete list of special schools/integrated schools for mental retardation children were prepared. In the second stage of sampling, a sample of three special schools and an integrated school for children with mental retardation was selected randomly from the list of schools. Tools Used: Different tools like, Identification Data Sheet, Observation Schedule, Family needs assessment semi-structured interview schedule(NIMH-FAWNS), Pretest and Post-test questionnaire, Anecdotal Records, Case Studies, Reaction scale for feedback of the intervention programme Data Collection: The details of the data collection are presented, phase wise like assessment of parents needs where rapport was established with parents and semi-structured interview schedule were recorded, the development taking into account the needs of the parents and lastly effectiveness of the intervention programme was appraised through Pre-test and Post-Test Questionnaire. Data Analysis: Data were analyzed both qualitatively and quantitatively. Descriptive Statistics, Percentage Analysis and t-test were used.
Findings of the Study: 1. Results that different stages of emotions perceived by the parents were Acceptance, Anger, Shame, Blame, Denial, Shock etc. 2. It has been observed in the area related to future planning, financial planning, vocational aspects, marriage and government benefit, majority of undergraduate parents were having greater needs 3. Results revealed that if the children with non-disabled they will have the inferiority complex. 4. In relation to marriage and sexuality aspects, majority reported that if informed properly, then they can look after the family responsibilities to some extent. 5. Regarding hostel admission parents reported that learning can increase by placing the child in the hostel and child will get exposure.
Impact of an intervention programme in the remediation of reading difficulties among children with learning disabilities Mrs. Anjana, 2006, Kurukshetra University, Kurukshetra The problem- Impact of an intervention programme in the remediation of reading difficulties among children with learning disabilities has been well identified by the investigator. The study is based on a sound conceptual framework. The related literature has been reviewed comprehensively. All the five objectives of the study have been well enunciated as follows: 1. 2. 3. 4. To identify children with learning disabilities. To find the prevalence rate of reading/learning disabled children. To design an intervention programme. To study the impact of the intervention programme in remediating the reading difficulties among children with learning disabilities. 5. To find out the difference between Level-I and Level-II of DTRD. The hypothesis of the study has been well formulated in the directional form on the bases of the objectives of the study and the review of the related literature. The study has employed a compatible pre-test post-test Experimental Research design involving three operational stages as identification, treatment and post-testing. A sample of 40 subjects in the age group 8-10 years of grade IV was purposively selected from three English Medium schools of Panipat town in Haryana. The sample seems to be adequate and representative. All the tools used for the study, namely, the mean of the previous achievement scores of the last three terminals, Teachers Observation Checklist, Malins Intelligence Test for Indian Children ( MISIC) and the Diagnostic Test for Reading Disorders ( DTRD), and the Treatment tool based on the items listed in DTRD are quite suitable and appealing. Descriptive statistics- mean, SD, and inferential statisticst-ratio were employed for data analysis. The study is quite revealing as follows: 1. The prevalence rate of learning disability in reading among grade IV students has been found to be 8.68%. This rate varies from 8.29% to 9.60%. 2. The intervening program in the remediation of reading difficulties among children with learning disabilities has been found to be effective in improving reading skills. 3. The intervention program was found effective with respect to Sound Symbol Association (S SA). 4. The intervention program did not have significant effect so far as Blending of Sound (BS) is concerned. 5. The intervention program was found effective with respect to Phonic Analysis (PA). 6. The intervention program was not found to be effective with respect to Visual Conditioning (VC).
7. The intervention program was found effective with respect to Semantic Closure (SC). 8. The intervention program was found effective with respect to Lexical Processing (LP). 9. The intervention program was found effective with respect to Language Internalization (LI). 10. The intervention program was not found to be effective with respect to Copy Writing (CW). 11. The intervention program was found to be effective with respect to Grapheme Phoneme Association (GPA). 12. The intervention program did not have any effect with respect to Verbal Phonetic Coding (VPC). 13. The intervention program was found to be effective with respect to Phonemic Synthesis (PS). 14. The intervention program was found to be effective with respect to Verbal Visual Correspondence (VVC). 15. The intervention program was not found to be effective with respect to Verbal Memory (VM). 16. The intervention program was found to be effective with respect to Listening Comprehension (LC). 17. The intervention program had made significant impact so far as Reading Comprehension- Aloud (RCA) is concerned. 18. The intervention program was found to be effective with respect to Reading Comprehension-Silent (RCS). 19. It has been found that the control group had better performance at Level-I than at Level-II on DTRD in pre-test. 20. The control group was found to have better ability at Level-I than at Level-II on DTRD in post-test. 21. It has been found that the experimental group had better performance at Level-I than at Level-II on DTRD in pre-test. 22. It has been found that the experimental group had better performance at Level-I than at Level-II on DTRD in post-test.
Development of an Enneagram Educational Programme for Enhancing Emotional Intelligence of Student Teachers Eve Justina Romould, CASE, MSU, 2006 Objectives of the Study 1. To develop an Enneagram Educational Programme for Student Teachers. 2. To implement the developed Educational Programme on the sample of StudentTeachers. 3. To assess the effectiveness of the above stated programme on the following competencies of emotional intelligence. i. Stress Level ii. Emotional Self-Awareness iii. Emotional Expression iv. Emotional Awareness of others v. Intentionality vi. Creativity vii. Resilience viii. Interpersonal Connections ix. Constructive Discontent x. Compassion xi. Outlook xii. Trust Radius xiii. Integrity xiv. General Health xv. Quality of Life xvi. Relationship Quotient xvii. Optimal Performance 4. To help the Student-Teachers to understand their own teaching style by making use of knowledge of Enneagram. Hypotheses of the Study 1. There will not be a significant difference between the mean scores for emotional intelligence of experimental group and control group. 2. There will not be a significant difference between the mean scores for stress level, one of the components of EQ, of the Experimental Group and Control Group. 3. There will not be a significant difference between the mean scores for emotional self-awareness, one of the components of EQ, of the Experimental Group and Control Group. 4. There will not be a significant difference between the mean scores for emotional expression, one of the components of EQ, of the Experimental Group and Control Group.
5. There will not be a significant difference between the mean scores for emotional awareness of others, one of the components of EQ, of the Experimental Group and Control Group. 6. There will not be a significant difference between the mean scores for intentionality, one of the components of EQ, of the Experimental Group and Control Group. 7. There will not be a significant difference between the mean scores for creativity, one of the components of EQ, of the Experimental Group and Control Group. 8. There will not be a significant difference between the mean scores for resilience, one of the components of EQ, of the Experimental Group and Control Group. 9. There will not be a significant difference between the mean scores for interpersonal connections, one of the components of EQ, of the Experimental Group and Control Group. 10. There will not be a significant difference between the mean scores for constructive discontene, one of the components of EQ, of the Experimental Group and Control Group. 11. There will not be a significant difference between the mean scores for compassion, one of the components of EQ, of the Experimental Group and Control Group. 12. There will not be a significant difference between the mean scores for outlook, one of the components of EQ, of the Experimental Group and Control Group. 13. There will not be a significant difference between the mean scores for Trust Radius, one of the components of EQ, of the Experimental Group and Control Group. 14. There will not be a significant difference between the mean scores for Integrity, one of the components of EQ, of the Experimental Group and Control Group. 15. There will not be a significant difference between the mean scores for general health, one of the components of EQ, of the Experimental Group and Control Group. 16. There will not be a significant difference between the mean scores for quality of life, one of the components of EQ, of the Experimental Group and Control Group. 17. There will not be a significant difference between the mean scores for relationship quotient, one of the components of EQ, of the Experimental Group and Control Group. 18. There will not be a significant difference between the mean scores for optimal performance, one of the components of EQ, of the Experimental Group and Control Group. 19. Enneagram Educational Programme would have no impact on the StudentTeachers in the understanding of their own teaching style.
Nature of the Study It is a developmental-cum- experimental Study. Tools and Techniques employed for the study: In the development phase the intervention program was developed. The tools which were used for the study were translated from English to Hindi, to facilitate the interaction of the participants with the intervention program. An interview guide and a reaction scale were constructed by the investigator. For pre-test and post-test emotional intelligence test (Schutte et al. 1998) and EQ Map were used to assess the levels of different components of EQ and EQ as a whole. The EQ Map, taken for this study consists of 17 scales measuring the various components of EQ. These are, Life Events, Emotional Selfawareness, Emotional Expression, Emotional Awareness of Others, Intentionality, Creativity, Resilience, Inter-personal Connections, Constructive Discontent, Compassion, Outlook, Trust Radius, Integrity, General Health, Quality of Life, Relationship Quotient, and Optimal Performance. Sample: The sample for the implementation phase consisted of forty student teachers. The investigator has employed the 2-stage random sampling technique. One group of twenty student teachers from one B.Ed. College formed experimental group. And the other group of twenty student teachers from another B.Ed. College formed control group. Data Collection: Both the groups were administered pre-test and post-test on emotional intelligence scale and EQ Map. The experimental group was given an Enneagram Educational Program consisting of 23 sessions, totaling to 34 hours, spread over a span of 3 months. The educational program consisted of input sessions on the theory of Enneagram, group activities, group sharing, attention practices, self-reflections, individual and group exercises and discussion and home assignments. The participants were trained to identify the Enneagram personality types of the people and bring transformation in their own personality, communication and teaching styles. Data Analysis: The data were analyzed through ANCOVA. Along with quantitative data, some qualitative data were also collected with the help of interview technique, observation, reaction scale and anecdotal records. These data were content analyzed to examine the effectiveness of the intervention program in terms of emotional intelligence components taken for the study. The data through reaction scale were subjected to percentage analysis, which indicated the usefulness and effectiveness of the Enneagram Educational Program in the enhancement of the emotional intelligence of the participants. Also the data were analyzed to get the perception of the student teachers on various teaching styles
related to personality types and to find out the common elements of their teachings and interactions in the classroom of a particular Enneagram personality type. Findings of the Study: i. ii. iii. The developed modules for the Enneagram Educational Program were found to be successful in terms of raising the EQ level of the student teachers. All the student teachers gave highly favorable opinion and reaction and showed a great interest towards the Enneagram Educational Program. A significant difference was found between the mean scores for stress level, one of the components of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. A significant difference was found between the mean scores for emotional self-awareness, one of the components of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. A significant difference was found between the mean scores for emotional expression, one of the components of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. A significant difference was found between the mean scores for emotional awareness of others, one of the components of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. A significant difference was found between the mean scores for intentionality, one of the components of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. A significant difference was found between the mean scores for creativity, one of the components of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. A significant difference was found between the mean scores for resilience, one of the components of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. A significant difference was found between the mean scores for interpersonal connection, one of the components of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. A significant difference was found between the mean scores for constructive discontent, one of the components of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. A significant difference was found between the mean scores for compassion, one of the components of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale.
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A significant difference was found between the mean scores for outlook, one of the components of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. xiv. A significant difference was found between the mean scores for trust radius, one of the components of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. xv. A significant difference was found between the mean scores for integrity, one of the components of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. xvi. A significant difference was found between the mean scores for general health, one of the outcomes of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. xvii. A significant difference was found between the mean scores for quality of life, one of the outcomes of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. xviii. A significant difference was found between the mean scores for relationship quotient, one of the indicators of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. xix. No significant difference was found between the mean scores for optimal performance, one of the outcomes of the EQ, of the experimental group and the control group in the pre and post interventional administration of the scale. xx. Observation and interview of the student teachers revealed that a transformational change has taken place in the participants of the intervention program. The changes included their attitudes towards their students and friends, increase in their positive outlook and resilience, improvements in their relationships and communication style. The participants reported that they were able to apply the Enneagram knowledge to understand their students and their learning patterns and also they were able to understand their teaching styles and integrate them in their teaching.
Effectiveness of Inductive Thinking Model of Teaching on Learners Achievement in Social Studies Annapurna Prusty, Utkal University, Bhubaneswar, Orissa, 2006 Objectives of the Study 1. To assess the effectiveness of Inductive Thinking Model of Teaching (ITMT) on learners achievement in three subject areas of Social Studies. The subobjectives under this major objective were; To assess the effectiveness of Inductive Thinking Model of Teaching (ITMT) on learners achievement in Geography. ii. To assess the effectiveness of Inductive Thinking Model of Teaching (ITMT) on learners achievement in History. iii. To assess the effectiveness of Inductive Thinking Model of Teaching (ITMT) on learners achievement in Civics. 2. To compare the impact of Inductive Thinking Model of Teaching (ITMT) and Traditional Method of Teaching on Learners achievement in Social Studies. This objective was constituted of the following three sub-objectives; i. To compare the impact of Inductive Thinking Model Teaching (ITMT) and Traditional Method of Teaching learners achievement in Geography. To compare the impact of Inductive Thinking Model Teaching (ITMT) and Traditional Method of Teaching learners achievement in History. To compare the impact of Inductive Thinking Model Teaching (ITMT) and Traditional Method of Teaching learners achievement in Civics. of on of on of on i.
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3. To compare the impact of Inductive Thinking Model of Teaching (ITMT) and Traditional Method of Teaching on learners inductive reasoning ability. 4. To compare the impact of Inductive Thinking Model of Teaching (ITMT) and Traditional Method of Teaching on learners creative thinking ability. 5. To compare the impact of Inductive Thinking Model of Teaching (ITMT) and Traditional Method of Teaching on learners concept attainment ability.
Hypotheses of the Study 1. The adjusted mean achievement score on Geography of the learners taught through Inductive Thinking Model of Teaching (ITMT) does not differ significantly from that of the learners taught through the traditional method of teaching.
2. The adjusted mean achievement score on History of the learners taught through Inductive Thinking Model of Teaching (ITMT) does not differ significantly from that of the learners taught through the traditional method of teaching. 3. The adjusted mean achievement score on Civics of the learners taught through Inductive Thinking Model of Teaching (ITMT) does not differ significantly from that of the learners taught through the traditional method of teaching. 4. The adjusted mean score on Inductive Reasoning of the learners taught through Inductive Thinking Model of Teaching (ITMT) does not differ significantly from that of the learners taught through the traditional method of teaching. 5. The adjusted mean score on creative thinking of the learners taught through Inductive Thinking Model of Teaching (ITMT) does not differ significantly from that of the learners taught through the traditional method of teaching. 6. The adjusted mean score on concept attainment ability of the learners taught through Inductive Thinking Model of Teaching (ITMT) does not differ significantly from that of the learners taught through the traditional method of teaching. Research Design Employed Quasi Experimental pre-test post-test experimental control group design has been well employed for the study. Sample for the Study 190 8th Std. students of the 4 selected schools out of 9 Oriya medium high schools of Sambalpur Municipal area, affiliated to BSE, Orissa constituted the sample for the pilot study. All the 35 students of Std. VIII of Budharaja High School constituted the Experimental Group for the final study, whereas, all the 34 students of Std. VIII of Zilla School constituted the control Group for the final study. Tools used The characteristics of all the tools constructed by the investigator, namely, 3 comprehensive tests, 18 learning assessment tests, on Geography, History and Civics, the Inductive Reasoning Test (IRT) and Concept Attainment Test (CAT) in parallel forms have been well established. The Verbal Test of Creative Thinking ( Mehdi, 1985) has been well selected for measuring Creative Ability. Data Analysis Techniques Employed Compatible statistical techniques have been employed for data analysis, namely, Mean, SD, Skewness, Kurtosis, Percentiles and ANCOVA.
Findings of the Study 1. ITMT was found to be effective on learners achievement in three subject areas of Social Studies, namely, Geography, History and Civics. 2. Impact of ITMT was found to be better than that of traditional method of teaching on learners achievement in Geography. 3. Impact of ITMT was found to be better than that of traditional method of teaching on learners achievement in History. 4. Impact of ITMT was found to be better than that of traditional method of teaching on learners achievement in Civics. 5. Impact of ITMT was found to be better than that of traditional method of teaching on learners Inductive Reasoning Ability. 6. Impact of ITMT was found to be better than that of traditional method of teaching in enhancing learners Concept Attainment Ability. 7. No significant difference was found in the impact of ITMT and Traditional Method of Teaching in enhancing the Learners Creative Ability.
A Study of Students Participation in School Programme- A Cross Cultural Study ( Bassam Mahmoud Mohd, 1998, MSU, Baroda) Objectives 1. To study teachers encouraging behaviour in the classroom. 2. To study students participative behaviour in the classroom. 3. To study Parents encouraging behaviour at Home. Sample Four schools were selected from each city, Baroda of India and Irbid of Jordan. 24 Teachers and 24 Parents were selected from each city. 728 students were selected from Baroda and 496 students were selected from Irbid. Tools and Techniques 1. Observation checklist of Teachers encouraging behaviour. 2. Observation checklist of Students Participative behaviour. 3. Checklist of Parents encouraging behaviour. Data Analysis Techniques used Mean, Median, Percentages, Frequency Polygon Graphs, Bar Diagrams, and Chi-Square Test were used for data analysis. Findings 1. In Baroda and Irbid both, the lowest number of teachers was observed with respect to reinforcement and rewarding behaviour. 2. The highest number of classes which scored above the mean score were in the items of students responding behaviour and students co-operative behaviour and the lowest were in item of students involvement in learning activities in the sampled schools of Baroda city, where as it was found in the reverse order in Irbid. 3. The parents were found to have high participation in school programmes in both the cities. Implications The study shows that the teachers behaviour in the classroom as well as the students participative behaviour are both influenced by each other for the encouragement of students participation in school programmes irrespective of the culture. The parents encouraging behaviour also influences the students participation in school programmes.
A Study of Organization Development in Education and Industry with respect to communication and decision making practices (Menon Mohan Kumar V., 1999, MSU, Baroda) Objectives 1. To find the strengths and constraints of communication and decision making practices in educational institutions imparting professional courses based on the opinions of experienced teaching professionals. 2. To find the strengths and constraints of communication and decision making practices in educational institutions imparting professional courses based on the opinions of practicing management professionals. 3. educational institutions. Identifying the ideal practices of communication and decision making for education based on the fusion of findings related to practices of communication and decision making in industrial organization and educational institutions. 4. Recommending a model of communication and decision making practices suitable for professional educational institutions with the objective of enhancing the development of organization. Sample Five educational institutions which impart professional education in the field of Engineering and Management were selected. In this Heads of the departments and Professors formed the sample. One private industry was selected from the industrial sector. All the management staff of M/S Apollo Tyres Ltd. Baroda formed the sample. Tools and Techniques Questionnaires constructed by the investigator were used for collecting the data fro teaching professionals and professionals from the industry. The questionnaires were supplemented through the interview schedules. Data Analysis The data were analyzed through frequencies and percentages. The analysis with respect to open ended items was done through content analysis. Findings 1. A model of communication and decision making has been suggested based on the synergy of strengths and constraints identified in both the processes as practiced in education and industry. 2. The model focuses on individuals who constitute the organization and who are subject to the dynamics of organizational management.
3. The model also emphasizes quality leadership, latest IT tools, ideal faculty, accurate information, and its genuine use for long term decisions, designing standards based on proper benchmarking of processes and constant vision of institutional goals. The model aims at establishing a perennial reputation for the institution.
A Study of Managerial Competencies of Effective Educational Managers ( Sujata Srivastava, 1999, MSU, Baroda) Objectives 1. To find out the level of competencies of educational managers of secondary schools. 2. To study the effect of personal variables like age, gender, experience, and qualifications on the competencies of educational managers. 3. To study the factors acting as barriers on the effectiveness of educational managers. 4. To conduct case studies to selected effective educational managers of secondary schools in order to find out the reasons for their effectiveness. Sample Using random sampling technique 40 schools consisting of English, Gujarati and Hindi medium were selected . They were under different management types. It also consisted of 6-10 teachers from the secondary section of each secondary school. The case study schools consisted of a sample of four effective school Principals selected from amongst the above 40 Principals, 4 students from the Student Council, 4 Parents from the PTA, and 4 Secondary School Teachers. Tools and Techniques 1. A Managerial Effectiveness Scale was developed to measure the level of competencies of secondary school Principals. 2. Personal Data Questionnaire was constructed to collect personal information about the Principals. 3. An un-structures interview schedule was developed to find out the barriers faced by secondary school Principals. 4. A school profile was developed to collect basic data about the schools. 5. A semi-structured interview schedule was developed for effective Principals, Teachers, Students and Parents. 6. Shadowing and Observation techniques were used for shadow of Principals in their work places. 7. Documentary analysis was done which basically consisted of official and semi official data. Data Analysis The level of competencies of 40 Secondary School Principals of Baroda city was found by computing mean scores of teachers perceptions about them and the Principals own perception in the 8 competency areas. Mean and Chi-Square were used to find out the
effect of personal variables on the competencies of school educational managers. Content analysis was done to find out the barriers faced by the school Principals. Findings 1. 2. 3. 4. The effectiveness has not been found affected significantly by personal variables. The Principals have been found facing barriers in different functional areas. Many educational managers have been found performing effectively. If training is imparted to educational managers, it would go a long way in strengthening the school system.
Study of the Management, supervision and Community Participation in Alternative Schools (AS) and its impact on Learners Achievement ( Sharma J.P., 2000, Barkatullah University, Bhopal) Objectives 1. To find out the general profile of Alternative Schools. 2. Ti assess the efficacy of decentralized planning and management system at local, sub- district and district level. 3. To study the supervision and monitoring system existing in alternative schools. 4. To find out the general profile and perception of teachers/ supervisors about the quality and appropriateness of support from academic and managerial structure ( DIET, DPO, BRC and Resource Groups). 5. To critically comment on the role of supervisory personnel involved at various levels. 6. To find out the role of the community members with respect to effective school management. 7. To comment on the process of decision making and management skills of community members, teachers and supervisors. 8. To comment critically on the quality level education provided in the Alternative Schools. 9. To assess the achievement level of children level one with respect to Hindi language, Environmental Studies and Mathematics. 10. To assess the achievement level of children level two with respect to Hindi language, Environmental Studies and Mathematics. 11. To identify the problems faced by project functionaries, teachers and communities in programme implementation, if any and to give suggestions for further improvement. Sample Two tribal ( Shahdol and Dhar) and two non-tribal ( Satna and Ratlam) districts were selected for the study. Further two blocks from each district and ten Alternative Schools from each block( total 80 Alternative Schools) were selected from 4 districts. The researcher selected 20 students from each AS. Thus the study is confined to 1385 students. The random sampling technique was used in this study for selection of sample. In order to in-depth study 320 community members ( 4 community members from each AS) , 155 teachers, 132 supervisory personnel ( State Coordinator, District Project Coordinator, DIET Principal, DIET AS In-charge, BRC Coordinator, BEOs and Supervisors) were chosen for the study. Tools Questionnaires, Interview Schedules, Classroom Observation Schedule, and Achievement tests on levels one and two on various subjects were used for the study.
Data Analysis The data were analyzed through t-test and content analysis. Findings 1. Systematic reforms and the community based initiatives have begun to make their impact at the level of the school, classroom, village and the community. 2. The increased provision of primary schooling in un-served habitations, appointment of local teachers, community participation in school management, and reforms geared towards improved academic environment of children in classroom have succeeded in increasing participation rates, narrowing gender and tribal gaps and arousing the interest and enthusiasm of children to learn and participate in classroom activities. 3. Those denied the opportunity of primary schooling due to long distance, poor social and economic status combined with illiteracy of their parents are now provided with some of the best opportunities that a system can provide for quality of education. 4. Schools even in the remotest areas are functioning, children are enrolled and attending schools, teachers are regular, well trained and motivated, structures and institutions are providing academic and resource support, teaching and learning activities are changing, children are enthusiastic and keen to learn. There is evidence of effective change in classroom processes and practices. 5. There is a definite change in the authority and power structure that facilitate decentralized management. The local people have created the necessary conditions and structures for encouraging local level planning and management. Procedures for community participation are institutionalized. Effective supervision and support systems are clearly visible in the field. 6. Attainment level of the children has been found encouraging. The children were found engaged in work related activities, such as, self study, recitation of local poems, responding teacher questions, participating in classroom activities, interacting with the peers and teachers, taking interest in a variety of activities and learning tasks with curiosity and enthusiasm. 7. Academic standard and teachers orientation regarding pupil development and evaluation need continuous efforts. 8. The performance of students in level one and level two in both subjects has been found relatively superior which may be attributed to the faster pace of pedagogical renewal processes. 9. Those districts where the achievement level is below 50% the hard spots of learning should be identified and remedial programme may be organized rigorously.
Pupils Achievement as related to time on learning tasks in different primary school set-ups of Madhya Pradesh ( Kaushal Kishore Khare, 2001, Barkatullah University, Bhopal) Objectives 1. To study the time given to learning within allocated school timings in various setups of primary schools. 2. To determine the inter-relationship between time spent on learning tasks and pupils achievement in different school set-ups. 3. To study the difference between levels of student achievement of various school set- ups having different time frames on learning tasks. 4. To suggest interactive methodologies for strengthening the student learning with different time situations. 5. To identify the educational implications of the study for the elementary school. Sample The sample for the study was drawn from the primary schools covered under one of the Educational Blocks of Panna District of Madya Pradesh. An over all sample of 30 primary schools was drawn ( Rural-15 & Urban-15). Out of these schools 5 schools were one teacher, 5 two teachers and remaining 5 schools were three teacher from each area. In all 60 primary school teachers ( 30 Rural & 30 Urban) served as sample for the study. Also, a total of 180 students ( 45 high achievers & 45 low achievers from rural and urban area, each) comprised the sample for the study. Tools and Techniques Observation schedule on time on task and time off task in classroom, rating scale on time to learn for school teachers, teacher pupil participation matrix, and students achievement sheet, and learning achievement test constituted the tools for the study. Data analysis Percentage, percentiles, average, t test, ANOVA, Correlation Coefficient were used for data analysis. Findings 1. Students learn more in the subject areas to which greater amount of time is allocated. 2. A significant difference in allocated time to language subject was found among different primary school set-ups.
3. Students studying in one-teacher schools, two-teachers school and threeteachers school were found to differ significantly on time engaged in mathematics. 4. The work rates were found to be lower in language and mathematics even when both together received nearly half the time- tabled time.
Teacher Burn-out in relation to occupational stress, mental health problems and socio-economic status- a factor analytical study ( Renu Choudhary, 2001, KUK, Kurukshetra) Objectives 1) To study the differences separately in burnout and its dimensionsdepersonalization, personal accomplishment and emotional exhaustion among primary school teachers of Haryana in relation to their occupational stress, mental health, problems and SES. 2) To study the differences separately in burnout and its dimensions among school teachers in relation to their occupational stress, marital status and age group. 3) To study the differences separately in burn out and its dimensions among school teachers in relation to their mental health, marital status and age group. 4) To study the differences separately in burnout and its dimensions among school teachers in relation to their occupational status, teaching experience and academic qualifications. 5) To study the differences separately in burnout and its dimensions among school teachers in relation to their mental health, teaching experience and academic qualifications. 6) To study the differences separately in burnout and its dimensions among school teachers in relation to their occupational stress, type of school and location of school. 7) To study the differences separately in burnout and its dimensions among school teachers in relation to their occupational stress, type of school and location of school. 8) To study the differences separately in burnout and its dimensions among school teachers in relation to their occupational stress, sex and residence. 9) To study the differences separately in burnout and its dimensions among school teachers in relation to their mental health, sex and residence. 10) To find out the factors implicit in the variables of mental health, occupational stress and SES as related to burn out. Sample Multi stage stratified random sampling technique has been used to select the sample. In the first stage 4 districts were selected randomly out of 20 districts in Haryana. In the second stage a total of 47 primary schools were selected. In the third stage a total of 400 teachers were selected randomly. Tools and Techniques Self prepared personal data sheet, Maslach Burnout inventory, Magotra Teachers Mental Health Scale, Self prepared occupational stress scale, Padhi SES scale were used for the study.
Data analysis The data were analysed through ANOVA and Factor Analysis. Findings The occupational stress, mental health problems, SES, marital status, educational qualifications, teaching experience and residence of the primary school teachers have been found to have independent or interactive effect on burnout and its various dimensions to varying degrees.
An Inquiry into the School Teachers Perception of the Practice of Teaching and Learning ( Geeta A. Mehta, 2002, Sardar Patel University, Vallabh Vidyanagar) Objectives 1. To study the integration between the teachers perceptions regarding their act of teaching and the act of students learning. 2. To study the teachers overt and covert responses regarding the practice. 3. To study the classroom situations to understand the teachers perceptions. 4. To arrive at qualitative and quantitative conclusions about teachers perceptions in relation to variables like teachers sex, qualification, experience and discipline of study. Sample A three tier sample was drawn from the teachers of two districts in Gujarat. The stratified random sample of 250 teachers was initially selected. The 10% of the sample was selected for the second phase: classroom observation; and out of these 25, in the third stage, 20 teachers were selected for in-depth interviews. Research Design A planned triangulation was devised to attack the problem. A survey was taken up to rate the perceptions of the teachers using a close ended rating scale with open ended questions in it. Thereafter following the naturalistic inquiry participatory observation was done and in the third phase in-depth interviews were taken. The investigator also used the technique of recording over-head communications in the staff- room of 12 schools. Tools and Techniques used The Researcher devised three tools: (i) Teaching-Learning Perception Inventory, (ii) Classroom Observation Inventory, and (iii) Interview Schedule. Data Analysis The TLPI had 100 statements to be rated on a five point scale. The responses to this tool were converted into scores. Chi-square and t-test were used to determine the significance in relation to the dependent variables. The Classroom Observation Inventory had data in the form of frequencies and description. In-depth interview and over-head communication record generated a lot of descriptive data. To analyse and interpret these data concept analysis matrix was developed, which gave a facility to create sub-concepts and attributes leading to a gestalt of the reality. Frequency counts were also used to find the intensity of these perceptions.
Conclusions and finding 1. The quantitative analysis done using Chi-square test showed that all the teachers had quite positive perceptions about their practice and students learning. 2. The t-test showed that there was hardly any effect of gender, area, experience or discipline of graduation on their perceptions. 3. The qualitative analysis of descriptive responses, classroom observations, interviews and over-head communication gave a quite different picture of reality. The observations revealed that (i) almost all the classes began in a dull, routine manner with no stimulation for learning or zeal of teaching. 4. The focus of the teaching was examination oriented. It was interesting to note that most of the teachers responding on the inventory by putting tick-mark opined that they aimed at values, character building and preparing good citizens for India. 5. There are very few teachers who are affectionate, care for their students and maintain an informal climate. 6. Many teachers believed that home is more important than school for development of a child. 7. Academic topics are not the subject of discussion among the school teachers. 8. Teachers were found to have very few happy moments in the class.
Professional Responsibilities among Senior Secondary School Teachers in relation to Instructional Management Behaviour and School Organisational Climate ( Jayashree Samantaray, 2002, KUK, Kurukshetra) Objectives 1) To study the inter-correlation between Teachers Professional Responsibilities, Instructional Management Behaviour of the Principal, School Organizational Climate and their dimensions, as perceived by the teachers. 2) To study the main and interactional effects of type of institutions, Instructional Management Behaviour of Principal and School Organizational climate on Teachers Professional Responsibilities. 3) To study the main and interactional effect of type of institutions, instructional management behaviour of Principal and School Organisational Climate on Teachers Professional Responsibilities. Sample A sample of 500 teachers drawn from 47 schools in 5 out of 20 districts of Haryana State was used for the study. Tools and Techniques Teachers Professional Responsibility Schedule, Principals Instructional Management Rating Scale and Organisational Climate Questionnaire were the tools used for the study. Data Analysis Multiple correlation and three way ANOVA were used to analyse the data. Findings 1) Significantly positive inter-correlation has been found among the three variables, namely, Teachers Professional Responsibilities, Principals Instructional Management Behaviour and School Organisational Climate. 2) No significant difference has been found in male and female teachers on Instructional Management Behaviour, or Organisational Climate or in developing Professional Responsibilities in teachers. 3) The type of institution has been found to have different impact on teachers professional responsibilities in favour of government schools.
Job Satisfaction among Secondary School Teachers- An Investigation ( Kaneez Fatima, 2002, Dr. BAMU, Aurangabad) Objectives 1. To study the degree of job satisfaction of the secondary school teachers. 2. To compare the attitude of teachers at the different media schools. 3. To suggest ways and means to improve the existing situation so as to make the teacher enthusiastic, contended and dedicated. Hypotheses 1. There will be normal distribution of degree of satisfaction about the job of secondary school teachers of Aurangabad district. 2. Secondary school teachers serving in aided schools are more satisfied than those serving in non-aided schools. 3. There is no significant difference between the attitude of secondary school teachers of aided school belonging to different media. Sample Out of 429 secondary schools in Aurangabad district 39 were selected for the study. Out of a sample of 770 teachers selected out of 3525, 350 teachers responded. The medium was distribution of the selected school is Marathi- 15, Urdu- 14, English- 8 and Hindi- 2. The respondent 350 teachers were also distributed against different media as Marathi medium- 140, Urdu- 115, English- 80 and Hindi- 15. Stratified random sampling technique was employed for drawing the samples. Tools and Techniques The tool used for this study was a standardized test scale for studying job satisfaction by Dr.(Mrs.) Meera Dixit, cutting across intrinsic aspects, salary service conditions and promotion, physical facilities, Institutional plan and policies, satisfaction with authorities, social status and family welfare, rapport with students and relationship with co-workers. The tool was translated in different languages and used. Data Analysis t- test was used for testing each hypothesis. Chi- square was used to examine the degree of job satisfaction. Findings 1. Teachers working at secondary school level have been found satisfied with their jobs to a great extent.
2. No significant difference has been found in the degrees of job satisfaction of a. Male and female secondary school teachers b. Married and un-married school teachers 3. Teachers working in the schools situated in urban areas have been found more satisfied with their jobs than those working in semi-urban areas. 4. Urdu medium secondary school teachers working in aided and non-aided schools have been found to have equal degrees of satisfaction. 5. In case of Marathi medium teachers the level of job satisfaction was found significantly higher in aided schools than in non-aided schools. 6. No significant difference has been found between the English medium teachers of aided and non- aided secondary schools. 7. English, Marathi and Hindi medium teachers have been found more satisfied than Urdu medium teachers. 8. No significant difference has been found in the degree of job satisfaction between English, Hindi, and Marathi medium teachers.
An Investigation into the Time Management Behavior of Primary School Administrators and its Implication for School Effectiveness
(KOWIT SRUANGATAMAI, 2002, SOUTH GUJARAT UNIVERSITY, SURAT)
Objectives 1) To investigate the time management behavior of primary school administrators related to six administrative aspects : I) Ii ) Iii ) Iv ) V) Vi ) academic affairs, student affairs, personnel, building and facility, business and finance and community relations.
2) To study the relationship between time management behavior of primary school administrators and job satisfaction of the teaching staff. 3) To study the relationship between time management behavior of primary school administrators and academic achievement of sixth graders. 4) To compare the various aspects of the time management behavior of school administrators with reference to the school size. 5) To find out the effective time management behavior of administrator with reference to the job satisfaction of the teachers for small, medium and large size schools.
Sample
In the present study survey method was used to collect the data from the administrators and teachers belonged to the region-12 (Chantaburi, Cholburi, Chachoengsoa, Nakornnayoyok, Srakaew, Prachinburi, Rayong and Trad). In the present study, the investigator followed the process of Multistage Random Sampling technique for selecting the administrators and the teachers and then the academic achievement of the students of the sixth grade from the Education Office of the Region -12. The population draws administrators and the teachers from the different size of schools from the Education Office in the Region 12. In all 320 administrators and 320 teachers were selected in random fashion. Out of which 115 administrators and 115 teachers were selected from the small school size, 141 administrators and 141 teachers were selected from the medium size of school and 64 administrators and 64 teachers were selected from the large size of schools. In this way in all 320 administrators and 320 teachers were the sample for the study. Tools and Techniques opinion scale, check lists, and Questionnaire were the tools used for the study. Data Analysis . Suitable statistical techniques, namely, frequency, percentage, mean, SD, correlation, ANOVA and the Studentized Range statistics Test (q) were used for the data analysis. Findings The level of agreement of the total administrators for the six aspects of time management behaviour as a whole has been found at high level. But the respondents were not found to have high level of agreement individually for all the six aspects. Individually the level of agreement was found high against academic affairs and student affairs, whereas, it was found to be moderate against the remaining four aspects, namely, personnel, business and finance, building and facility and schoolcommunity relation. The level of agreement of administrators in small size schools for the six aspects of time management behaviour as a whole was found high. With respect to individual aspects it was found high against academic affairs, student affairs, and personnel, whereas, moderate against business and
finance, building and facility, and schoolcommunity relations. The level of agreement of administrators in medium size schools was found moderate as a whole and with respect to the different aspects individually except against academic affairs where it was found high. The level of agreement of administrators of large schools for the six aspects of the time management behaviour was found high as a whole and with respect to the different aspects individually, except against business and finance where it was found moderate. The correlation between the time management behaviour of administrators and job satisfaction of teaching staff in small schools was found significantly positive as a whole and with respect to individual aspects, except student affairs and personnel wherein it was found insignificant. The correlation between the time management behaviour of administrators and job satisfaction of teaching staff in medium schools was found significantly positive as a whole and with respect to the individual aspects. The correlation between the time management behaviour of administrators and job satisfaction of teaching staff in large schools was found significantly positive as a whole and with respect to academic affairs, student affairs and personnel individually, whereas, it was found insignificant with respect to business and finance, building and facility and schoolcommunity relations. In small schools the time management behaviour of administrators and the academic achievement of the sixth graders was found to have significantly positive correlation as a whole and with respect to all the individual aspects except business and finance where the correlation was found insignificant. In medium schools the time management behaviour of administrators and the academic achievement of the sixth graders was found to have significantly positive correlation as a whole and with respect to all the individual aspects except personnel where the correlation was found insignificant. In large schools the time management behaviour of administrators and the academic achievement of the sixth graders was found to have significantly positive correlation as a whole and with respect to the aspects academic affairs, student affairs and personnel individually, whereas, the correlation was found insignificant with respect to the aspects business and finance, building and facility and schoolcommunity relations. The time allocation for the total six aspects of the time management behaviour of school administrators was found to differ as per the school size as a whole and with respect to the different aspects, individually. The teaching staff belonging to different sizes of schools in total was found to have job satisfaction towards the time management behaviour of primary school administrators and it was found at a high level as a whole, as well as, in all the individual aspects. The level of agreement for time management behaviour of administrators and job satisfaction of teachers in small schools was found at a high level as a whole and with respect to the individual aspects, except in case of business and finance where it was found to be moderate. The level of agreement for time management behaviour of administrators and job satisfaction of teachers in medium schools was found at a high level as a whole and with respect to all the individual aspects. The level of agreement for time management behaviour of administrators and job satisfaction of teachers in large schools was found at a high level as a whole and with respect to the individual aspects, except in case of building and facility where it was found highest.
Evolving a Training Programme for Personality Development To Empower Female Teacher Trainees ( K.S. Vijayalakshmi, 2002, South Gujarat University, Surat) Objectives 1. To develop a Personality Development Programme to empower the female teacher trainees. 2. To tryout the Personality Development Programme among female teacher trainees. 3. To develop a training programme to empower female teacher trainees in the following personality traits. a. Assertiveness b. Motivation c. Interpersonal skills d. Leadership e. Decision making 4. To prepare a trainers manual for the personality traits. 5. To design activities for offering training programmes to the female teacher trainees in the personality traits. 6. To prepare trainees handouts in the personality traits. 7. To measure the effectiveness of the training programme given to the female teacher trainees in the personality traits. Sample A total of 215 teacher trainees ( B.Ed.-65, DTE Regular- 50 and DTE Special-100) constituted the sample for the study. Experimental Design Single group pre-test post-test design was employed for the study. Tools and Techniques Different tools were used for training in the areas of the selected personality traits, such as, proforma for verbal and non-verbal behaviour, assertiveness scale, motivation rating scale, inter-personal trust scale, personal effectiveness profile, self appraisal exercise, decision making scale, personal quality checklist. Package for Personality Development and Empowerment has been well evolved. Data Analysis Statistical techniques, such as, mean, SD, t, Pearson Product Moment r, have been employed for data analysis.
Findings The three groups, namely, B.Ed., DTE, and DTE-S have been found to differ significantly in terms of their mean scores on assertive, aggressive and passive behaviours. The mean assertive behaviours of all the three groups were found to differ significantly in the order B.Ed.>DTE-S>DTE. The relative status with respect to mean aggressive behaviour has been found as DTE>DTE-S>B.Ed. The relative status with respect to mean passive behaviour has been found as DTE-S>DTE>B.Ed. The assertive training programme has been reported to be effective. Similarly, the motivation training programme was well conducted. The students could list the attributes of motivated persons, namely, ambitious, assertive, attentive, broad minded, capable, comprehensive, concise, bold, courageous, energetic, dynamic, frank, futuristic, expressive, enthusiastic, ethical, hardworking, honest, impartial, industrious, independent, industrious, independent, innovative, participator, objective, team worker, self confident, wise, straight forward, studious, systematic, tactful, visionary, leader, responsible, purposeful, questioning, proficient, persuasive and trendsetter. The relative status on mean motivation behaviours was found as B.Ed.>DTE>DTE-S. The activities conducted for identification of factors influencing interpersonal skills were found useful. Quite some ideas were pooled from the students for developing interpersonal skills, namely, talkativeness, cheerfulness, easily talking with the stranger, likes to mix with other people, enjoys spending long period of time with others, relaxed and self confident, liked by wide range of people, introduce themselves in a strange social gathering, never avoid others, having numerous friends, enjoys in entertaining people, friendly, seat out the company of others, like social function and social gathering, extrovert, other people think him as a lively person, energetic, enjoys all sorts of social activities and active. B.Ed. and DTE students and B. Ed. And DTE-S students were found to differ significantly in their interpersonal skills in favour of B.Ed. students. Though the mean interpersonal score of DTE students was found higher than that of DTE-S students but this difference was not found significant. In the different dimensions of interpersonal skill, namely, personal ethics, adaptability, tact, credibility, intercommunication, persuasiveness, objectivity, initiative and self discipline the B.Ed. students got superior grade. Except on personal ethics, adaptability, and intercommunication the DTE students got above average grade in all the dimensions. In the case of DTE-S students they got above average grade in all the dimensions except personal ethics and adaptability. Through the activities of leadership training programme the participants were trained on the leadership qualities. They could reasonably list the qualities of leaders. B.Ed. students were found higher in all the three domains of reacting, relating and leading than the DTE students, whereas, the DTE students were reported higher than the DTE-S students. All the sample students could estimate their status on the various attributes of reacting, relating and leading. The activity on the inner structure of a good leader was also found effective. The activities of decision making training programme were also found quite effective. The mean scores of students on post tests were found significantly higher than that of pre-test group-wise and skill-wise. The training programme for personality development to empower female teacher trainees has been found quite effective.
Attitude of Educated Muslim Women of Marathwada Region Towards Women Empowerment ( Mamdani Naseem Iqbal, 2002, Dr. BAMU, Aurangabad) Objectives 1. To study the role played by educated Muslim Women in society and family using their empowerment. 2. To study the roles exercised by different strata of women in their families. 3. To study whether the women exercise their empowerment or not.
Hypotheses 1. The educated Muslim women fully make use of their empowerment. 2. The women of high class Muslim society fully make use of women empowerment. 3. The women of middle class Muslim society occasionally make use of women empowerment. 4. The women of lower class Muslim society never make use of women empowerment. 5. The educated college girls execute women empowerment in day- to- day life. 6. The Primary teachers, Secondary teachers, and Junior College Lecturers do not execute women empowerment in their lives. 7. The highly qualified Muslim women execute women empowerment up to some extent. Tools and Techniques Self made questionnaire consisting of five points rating scale was used. Data Analysis Chi- Square Test was used for analyzing the data. Findings 1. The hypothesis that the educated Muslim women fully make use of their empowerment was rejected. 2. The hypothesis that the women of high class Muslim society fully make use of women empowerment was not rejected. 3. The hypothesis that the women of middle class Muslim society occasionally make use of women empowerment was not rejected. 4. The hypothesis that the women of lower class Muslim society never make use of women empowerment was rejected.
5. The hypothesis that the educated college girls execute women empowerment in day- to- day life was not rejected. 6. The hypothesis that The Primary teachers do not execute women empowerment in their lives was not rejected. 7. The hypothesis that the Secondary teachers, and Junior College Lecturers do not execute women empowerment in their lives was rejected. 8. The hypothesis that the highly qualified Muslim women execute women empowerment up to some extent was not rejected.
EK HI KSHETRA MEIN STHIT PARISHADIYA MANAYATA PRAPTA TATHA AMANAYATA PRAPTA PRATHMIK VIDAYALON KA TULNATAMAK ADHYAN ( Rakesh Kumar Giri, 2003, Lucknow University, Lucknow) Objectives 1. To carry out a comparative study of the physical facilities available in different types of schools. 2. To carry out a comparative study of the enrollment and attendance in different types of schools. 3. To carry out a comparative study of the teacher pupil ratio and on an average number of classrooms in different types of schools. 4. To carry out a comparative study of the educational and vocational profile of teachers in different types of schools. 5. To carry out a comparative study of the school organisation in different types of schools. 6. To carry out a comparative study of the teaching attitude of teachers in different types of schools. 7. To carry out a comparative study of the achievement in languages of the Vth Standard students in different types of schools. 8. To carry out a comparative study of the achievement in mathematics of the Vth Standard students in different types of schools. 9. To carry out a comparative study of the life values of the Vth Standard students in different types of schools. 10. To carry out a comparative study of the SES status of the parents of the students in different types of schools. 11. To carry out a comparative study of the opinion of the parents of the students on School Organisation in different types of schools. Sample Three Vikas Khands out of 12 in Faizabad, namely, City Area, Masoda and Poorabazar have been randomly selected for the study. The sample of 60 Parishadiya schools and other primary schools within 1KM periphery has been properly drawn. Five students from each selected school and their parents were selected for the study. Seventy five teachers were selected for the study, 25 from each category. Tools and Techniques Questionnaire on General Information of an Institute ( SCERT, Lucknow), Teaching Organisation Supervision Schedule ( SCERT, Allahabad), Teaching Attitude Test ( S.P. Ahaluwalia), Standard V Language Test, and Standard V Mathematics Test ( NCERT, New Delhi), Developed Values Measurement tool ( Institute of Indian Education
Research, Lucknow, and SES Scale and Interview Schedule for Parents ( constructed by the investigator) were used for the study. Data Analysis The data have been appropriately analyzed using frequencies, percentage responses, mean, standard deviation and t test. Findings 1. The physical facilities in recognized schools have been found better than in unrecognized schools. The physical facilities in the Parishadiya schools have been found at the lowest level. The status of city and rural area unrecognized schools on physical facilities has been found largely to be excellent, except in some of the rural unrecognized schools where the physical facilities have been reported far from satisfactory. The physical facilities of the Parishadiya schools in the rural areas have been found better than that of the city area. No significant difference in the physical facilities of the recognized city and rural areas has been reported. 2. As a whole there has been found an increase in the student enrollment. There has been reported a variation in the rate of increase of student enrollment area- wise. The student attendance has been reported to be relatively lowest in the Parishadiya schools. 3. A large majority of the teachers in the recognized and non-recognised schools have been reported to be graduates or post-graduates but untrained and below 40 years, whereas, a large majority of the teachers in the Parishadiya schools have been reported to be school pass or intermediates above 40 years, trained, permanent and drawing relatively higher salaries than that of the recognized and unrecognized schools. Significant differences have been found in the organization of teaching in the different categories of schools. The teaching aptitude of teachers in recognized and unrecognized schools has been found significantly higher than that of the Parishadiya schools. 4. The students of Parishadiya schools have been found relatively at the lowest level in language performance and mathematics performance , whereas, the students of unrecognized schools have been found to be at the highest level. The students of different schools have been found differing significantly in their values of life. 5. The parents of the students of Parishadiya schools have been found relatively at the lowest socio-economic level, wheras, the parents of students of unrecognized schools have been found to be at the highest level. The opinions of parents regarding the school organization has been
found differing significantly. The parents of the students of Parishadiya schools were reported to be satisfied with the scholarships to the students, free text materials, mid day meals and ration but dissatisfied with the teaching processes. The parents related to the other two types of schools were found satisfied with the teaching processes but dissatisfied with the heavy fee and day to day school expenditure.
Study of Management of Human Resources Development of Teachers in Secondary and Higher Secondary Schools of Rajasthan (Sailesh Sharma, 2003, V.M. Open University, Kota) Objectives 1. To examine the expectations of students, parents, teachers and educational experts about role of teachers in strengthening school activities. 2. To explore existing practices of managing human resources development activities in private and government senior secondary schools in Rajasthan. 3. To identify shortcomings prevalent in existing practices of managing Human Resources Development in secondary and senior secondary schools as perceived by teachers and educational experts. 4. To develop a model so as to ensure total quality management in HRD of teachers through Delphi study. Sample The samples of 400 students, 200 parents, 100 teachers, 50 educational experts and 25 functionaries were drawn using proper sampling techniques. Tools and Techniques The Different tools were used for the study, namely, Questionnaires regarding expectations of students, parents, teachers and educational experts, Performa on management of HRD activities for teachers, FGD through Nominal Group technique, and a questionnaire using Delphi technique. Data Analysis The data collected have been analyzed using appropriate statistical techniques, such as, Chi Square, median, and Quartile values. Findings 1. There are many expectations of students and parents with respect to teachers, such as, teachers should conduct career guidance activities. The tests given by the teachers should observe test characteristics. Teachers should be more flexible than rigid. They should have distinct sense of humour and learn to appreciate the disagreement of others. They should follow concept of symbiosis than ambivalence. They should be systematic in their approach.
2. The most preferred areas of training as envisaged by the teachers and educational experts are, such as, implementation of TQM in schools, development of emotional intelligence skills, organization of workshops for personal development and development of instructional strategies, development of continuous and comprehensive evaluation tools, organizing guidance activities, development of competencies on subject, conducting action research, identifying students learning needs and interest, motivating students, fostering creativity of students and arrangement of outdoor activities. 3. It is a matter of immediate concern that only 4.4% of teachers on roll from sample schools have attended in-service training programmes in their 7-10 years of service and were not satisfied with the same. Both teachers and educational experts have perceived shortcoming in management of inservice training programmes. No systematic attempts were made to ascertain the needs of the teachers. Physical resources, management of program, competencies of resource persons, and transactional approaches have been reported to be wanting. The in-service programmes have been found much below the expectations of students, parents, teachers and educational experts. Teachers motivation in professional development, interest in teaching job, wish and will to improve school practices are not sustained. 4. The Delphi study reveals that the development of teachers should rightly start from joining of new entrant through pre-induction and induction programmes. They should be provided with compulsory in-service training program once in two years through integral approach. Teachers should be trained in scholastic areas like developing competencies and learning activities on subject, continuous and comprehensive evaluation tools , implementation of new educational ideas, utilizing teaching aids effectively and identifying learning needs of students. Teachers should also be trained through in-service programmes in areas like TQM, developing creativity, developing emotional intelligence, organizing and conducting guidance activities and arranging outdoor trips and visits. 5. The study presents a model of HRD of teachers towards 2015 A.D. The study emphasizes that customer satisfaction, continuous improvement, speaking with facts, and ethical work culture are essential features of TQM. The study reveals that the in-service training programmes for teachers in Rajasthan are not at all satisfactory. There is an immediate need to strengthen the in-service training programmes for teachers.
Organizational Climate of Government and Privately Managed High Schools of Kamrup district: A Comparative Study (Mrs. Saswoti Baruah, 2004, Gauhati University)
Objectives of the study: 1. To identify whether Government and Privately Managed high schools manifest variation in their organizational climate. 2. To identify those components on which different schools are stronger or weaker. 3. To determine whether any relationship exists between the type of school and teacher job satisfaction. 4. To determine whether any relationship exists between different type of schools and Headmasters working condition. 5. To determine whether the type of school bears any positive relationship with students achievement. The ultimate objective of the study is to make a comparative analysis between Government and Private secondary schools of Kamrup district of Assam. Research Design: The Pilot Study conducted by the investigator on 7 selected Secondary schools, Principal and 5 teachers from each school is quite appreciable. The Pilot study did help the investigator in building a theoretical framework for the Study. Sample of the Study: A sample of 56 Government Schools and 19 Private Schools was drawn for the study. From each school the data were gathered from the Principal and 5 teachers. The samples were drawn employing suitable sampling techniques. The samples seem to be adequate and representative. Tools and Techniques: Organizational Climate Questionnaire was used by the investigator adopted on the basis of Organizational Climate Development Questionnaire (OCDQ) originally devised by Halpin and Croft. The questionnaires for the Headmasters and Teachers were used to collect information on the prevailing conditions of Government and Private Secondary schools. Data Analysis: The data gathered through OCDQ were first interpreted in the percentile form on each dimension, namely, Disengagement, Hindrance, Espirit and Intimacy related with Teachers behaviour, and Aloofness, Production Emphasis, Thrust and Consideration related with Leaders behaviour and then placed in Frequency Table. So, the identification of each climate type was done appropriately. The data gathered from
the Headmasters and Teachers were analyzed in terms of frequencies and % responses, and where-ever required the data were content analyzed. Findings of the Study: The study has arrived at quite meaningful findings. Some of the revelations are as follows: 1. The organizational climate of the secondary schools of Kamrup district differs from one another. 2. The smaller the school better is the communication amongst the staff, which ultimately leads to the opening up of the climate. 3. There seems to be no relation between the climate and variables like qualification and experience of the teachers. 4. Teachers job satisfaction is more in an open climate. 5. Headmasters of the types of schools were found to enjoy a cordial relation with the staff members, particularly, the Headmasters of the Government schools. 6. Qualification and experience level of the teachers and headmasters working in both the types of institutions were found almost same. 7. Private schools were found to have an edge over the government schools in some of the infra-structural facilities. 8. The Government is suffering from scarcity of financial resources for providing infrastructure and developing quality of secondary education. 9. There is too much of political influence in the appointment of teachers of the Government schools, but which is not the case in Private schools. 10. Most of the teachers of the Government schools are satisfied with their job in the sense that they are getting a good salary, which is not the case amongst the Private school teachers. 11. Academic achievement of the Private school students is much higher than that of the Government school students. 12. Teachers of both the media agree that mother tongue is the best medium for starters, but for higher studies English is the need of the day. 13. Criticisms are labeled against the Private schools for too much of commercialization of education. The study has made quite meaningful suggestions for strengthening the secondary education.
Developing Teacher Effectiveness through Preparation and Tryout of Multiple Lesson Plans for ELT at the Pre-Service Level (Mrs. Nusrat Kadri, 2005, Sardar Patel University, Vallabh Vidyanagar) Objectives of the Study: 1. To determine and define the components of teacher effectiveness. 2. To develop lesson plans to teach selected topics/items. 3. To prepare new materials/tasks and use them. 4. To orient and guide the teacher trainees for eclectic teaching practice. 5. To tryout the lesson plans. 6. To find out the effect of the practice on the teacher trainees competence. 7. To find out the effect of practice on each component of teacher effectiveness. 8. To study the effect in relation to gender, qualification and parental education. 9. To describe the qualitative dimensions of teacher effectiveness. 10. To tryout computer aided instruction in ELT. 11. To motivate the Teacher Trainees to learn English through different methods, techniques and tasks. 12. To make the Teacher Trainees use the English language meaningfully thus bridging the lacuna between the classroom language and the language in real life. The intent of the study in the form of overall objectives focusing on the development of teacher trainees personalities and their communicative competence is appreciable. Tools and Techniques: Survey- opinionnaire, Lesson observation evaluation sheets, Observations of the tryout of the lesson plans by the researcher, Teacher Journals/Diary and Peers and Experts Feedback have been used. Research Design: The various treatments given to the subjects, namely, Lesson Plans based on eclectic modality, orientation and guidance programmes, and programmes to develop language and communicative competence have been well designed and validated. The Study has employed Survey Research and Experimental Design. The samples for the study, that is, pilot group consisted of 21 trainees and experimental group consisted of 25 teacher trainees have been drawn from Shri I.J. Patel B.Ed. College, Mogari Gujarat, employing suitable sampling techniques. The data have been analysed employing suitable analysis techniques, such as, frequencies, % responses and t- test. Findings of the Study: The study has arrived at quite meaningful findings as follows:
The components of Teacher Effectiveness arrived at are Instructional Strategies, Interpersonal Relations, Personality Characteristics ( Initiative and Enthusiasm; Innovative Creative and Resourceful), Personality Characteristics ( Personal Disposition, Temperament and Tendencies), Teacher as Motivator/ Initiator (Reducer of anxiety, Parent Surrogate, Reformer), Job Involvement, Classroom Management/Democrat, Evaluation and feedback, Co-curricular activities and Futuristic Approach. The B.Ed. Trainees who had undergone training proved significantly superior in terms of teacher effectiveness. Significant improvement in attitude towards teaching. The materials produced were helpful in improving LSRW of trainees and students. Use of authentic materials led to genuinely increased interaction between teachers and students. Lessons were found superior as compared to conventional teacher training programme. The new material task and activities boosted up their morale and confidence. The new material generated new language functions. Self directed learners were found to be significantly more effective teachers. Learning through doing was found significantly more lasting than learning merely by listening. Presentation of oral short stories developed fluency skills, while creative short story writing led to more cognitive and emotional involvement. Presentation in seminars and debates led to improvement of interactive skills among teacher trainees. The result of pretest and posttest showed significant improvement. Developed personality and communicative skills. The lessons made the students independent user of the language. Teaching with toys brought miraculous change in the classroom and helped in creating life like situations in classroom context, conducive of language uptake. A lot of variety in teaching styles was seen in the classroom and interactive styles developed an in-depth understanding of the content as well. Communicative activities showed wonders in the class.
A Comparative Study of Knowledge of Leadership Qualities, Attitude and Functioning of the Principals of Government and Non-Government Upper Primary Schools of Agra District (Ms. Rekha Nayal, 2005, Dr. B.R. Ambedkar University, Agra) Objectives of the Study: 1. To conduct a comparative study of the knowledge of Attributes of Planning, attitude and functioning of the Principals of Government and NonGovernment Schools. 2. To conduct a comparative study of the knowledge of Attributes of Organization, attitude and functioning of the Principals of Government and Non-Government Schools. 3. To conduct a comparative study of the knowledge of Attributes of Instruction, attitude and functioning of the Principals of Government and NonGovernment Schools. 4. To conduct a comparative study of the knowledge of Attributes of Budgeting, attitude and functioning of the Principals of Government and NonGovernment Schools. 5. To conduct a comparative study of the knowledge of Attributes of Reporting, attitude and functioning of the Principals of Government and NonGovernment Schools. 6. To conduct a comparative study of the Attitude of Principals of Government and Non-Government Schools towards various units of the Society. 7. To conduct a comparative study of the knowledge of Attributes of Planning, Organization, Instruction, Budgeting, Reporting, attitude and functioning of the male and female Principals of Government and Non-Government Schools. 8. To conduct a comparative study of the Attitude of male and female Principals of Government and Non-Government Schools towards various units of the Society. Tools and Techniques: A self constructed Scale for measuring knowledge of leadership qualities of the Principals, their attitudes and functioning have been used by the Investigator. Data Analysis: Correlation and t-values have been suitably computed for constructing the tool. Findings of the Study: The study has revealed that The Planning, Organizational, Budgeting attributes knowledge, attitude and functioning of the Principals of Government Upper Primary Schools have been found higher than that of the Non- Government Schools.
No significant difference has been found in the Instructional and Reporting attributes knowledge, attitude and functioning of the Principals of Government and Non- Government Upper Primary Schools. The attitude of the Principals of Government Upper Primary Schools towards various units of the Society has been found significantly higher than that of Non-Government Schools. No significant differences have been found in the of Principals of Government and Non-Government Upper Primary Schools towards Planning, Organization, Instruction, and Budgeting, whereas, significant difference has been reported towards Reporting in favour of Government Schools as per the perceptions of Teachers. No significant difference has been found in the Planning attributes knowledge, attitude and functioning of the Male Principals of Government Upper Primary Schools and that of the non-government schools. The organizational attributes knowledge, attitude and functioning of the Male Principals of Government Upper Primary Schools have been found higher than that of the Non- Government Schools. No significant difference has been found in the Instructional attributes knowledge, attitude and functioning of the Male Principals of Government Upper Primary Schools and that of the non-government schools. The Budgeting attributes knowledge, attitude and functioning of the Male Principals of Government Upper Primary Schools have been found higher than that of the Non- Government Schools. No significant difference has been found in the Reporting attributes knowledge, attitude and functioning of the Male Principals of Government Upper Primary Schools and that of the non-government schools. No significant difference has been found in the Planning attributes knowledge, attitude and functioning of the Female Principals of Government Upper Primary Schools and that of the non-government schools. No significant difference has been found in the Budgeting attributes knowledge, attitude and functioning of the Female Principals of Government Upper Primary Schools and that of the non-government schools No significant difference has been found in the Reporting attributes knowledge, attitude and functioning of the Female Principals of Government Upper Primary Schools and that of the non-government schools. No significant difference has been found in the attitudes of the Female Principals of Government Upper Primary Schools and that of the nongovernment schools towards various units of the Society. No significant differences have been found in the of Female Principals of Government and Non-Government Upper Primary Schools towards Planning, Organization, and Instruction, , whereas, significant difference has been reported towards Budgeting and Reporting in favour of Government Schools as per the perceptions of Female Teachers.
Primary School Students Problems: A Status Survey of Gujarat (Mrs. Reshma T. Ahluwalia, 2005, Veer Narmad South Gujarat University, Surat) Specific objectives of the study: 1. To know the problems of the students studying in lower primary section of four major cities of Gujarat, namely, Ahmedabad, Rajkot, Surat and Vadodara as identified by their teachers. 2. To find out the common problems of the students of lower primary section of four major cities of Gujarat, as identified by the teachers. 3. To get information of their child and to know the problems of the students of lower primary section of four major cities of Gujarat, namely, Ahmedabad, Rajkot, Surat and Vadodara as identified by their parents. 4. To know the Academic, Physical, Social and Psychological problems of the students of the upper primary section of Ahmedabad city as perceived by them. 5. To know the Academic, Physical, Social and Psychological problems of the students of the upper primary section of Rajkot city as perceived by them. 6. To know the Academic, Physical, Social and Psychological problems of the students of the upper primary section of Surat city as perceived by them. 7. To know the Academic, Physical, Social and Psychological problems of the students of the upper primary section of Vadodara city as perceived by them. 8. To know the common Academic, Physical, Social and Psychological problems of the students of the upper primary section of four major cities of Gujarat. 9. To know the opinions of principals of different selected schools of four major cities of Gujarat, namely, Ahmedabad, Rajkot, Surat and Vadodara regarding the problems of the students. 10. To know the views of the doctors of the Surat city, regarding the health, physical and mental problems of the students of primary schools. 11. To get suggestions from the Principals to solve the problems of the Primary School students. 12. To get suggestions from the Doctors of Surat city to solve the problems of the Primary School students. 13. To provide suggestions to solve the Academic, Physical, Social and Psychological problems of the students of the primary schools of Gujarat State. Research Method: The investigator has suitably employed survey method for the study. Sample of the Study:
The samples of 2671 students, 242 parents, 192 teachers, 20 principals and 5 child specialist doctors have been drawn using appropriate sampling techniques. Tools and Techniques: All the tools were constructed by the investigator for the study, namely, questionnaire, opinionnaire, checklist. Data Analysis: The data have been analysed carefully through frequencies, % responses and chisquare. Findings of the Study: The study has arrived at quite meaningful findings. Some of the findings are as follows: Common problems of the students of the lower primary section as identified by the teachers of four major cities of Gujarat: The students have too much of workload of studies. They take active interest in other activities except studies. They are over expected by their parents. They have difficulty in expression in English. They do not get enough time to play. They have to carry heavy bags. Students are dependent on teachers. They have weak base of studies. They are weak in reading.
Common Problems of the Students of Upper Primary Section of four major cities of Gujarat The students of the upper primary section of the four major cities of Gujarat, faced the following common problems. Students are taught only by chalk and talk method. They have fear of examination. They are given too much of homework. The homework given to them is not checked regularly. They are suggested some extra books other than the government books. There are more books for a single subject. They have games period, but they are not taken out to play in games period. They have to do too much of writing work in the school. The present syllabus is a burden for them. The school bags of the students are heavy. Students have to carry water bags to school.
Students feel difficulty to carry their bags. The classrooms are not big enough. There is library in schools but students are not given books to read from the library. The sports equipments in the schools are insufficient. Students friends tease them. Their monitor punishes them frequently. Students have problems due to school timings. Their teacher does not let them go to toilet whenever they require going. They speak lie due to fear of punishment by teachers. Teachers make monitors from clever students only. Teachers come late in the class after the bell rings. The expectations of parents are more, beyond the capacity of children. Students are afraid of some of their teachers. Students are given physical punishment by teachers. Most of the teachers are partial in the class. Parents compare their children with other students. Students things are stolen from the class. Students do not get enough time to play.
Opinions of the Principals of four major cities on the problems of Primary School Students Students of primary school have to carry heavy bags to school. Teachers do not understand child Psychology, and hence do not understand the child. Students have to study more subjects, according to their age and hence they feel the burden of the syllabus. Parents are careless, hence the child has to suffer ultimately. Parents are irregular and are dependent on school teachers and tuition. Due to frequent changes of the teachers in the school, the child has to suffer. Most of the parents have no background of English. Many students have weak financial background. Students have weak base of studies. Teachers are after completing the syllabus. School timings are less. Students are having expression problem in English Language. Parents have an unnecessary craze of educating their child in English medium school. Number of students is large in a class. Mothers are found careless, they do not take the pain to see whether the child has brushed his teeth, taken bath or had breakfast before going to school. Education is exam oriented. Students have unnecessary pressure from home.
A Study of Personality and Professional Attitude of Burnout Teachers (Tripta Trivedi, Lucknow University, Lucknow) Objectives of the Study: All the 18 objectives of the study have been well enunciated, 4 under study of burnout, 7 under study of burnout and personality, and 7 under study of burnout and professional attitude. The objectives under study of burnout systematically focus on finding out the level of burnout among secondary school teachers and its comparison, gender-wise, stream-wise, and medium of instruction wise. The study of burnout and personality has attempted to assess the neuroticism and extraversion dimensions of personality of the secondary school teachers, comparison of these dimensions of high, average and low level of the burnout secondary school teachers, gender-wise, subject stream-wise and medium of instruction wise. Also, a comparison has been done of the relationship between burnout and neuroticism and extraversion dimensions of personality of different groups of secondary school teachers on the bases of gender, subject stream taught and medium of instruction. The study of burnout and professional attitude has well attempted to assess and compare the professional attitude of high, average and low level of burnout secondary school teachers gender-wise, stream-wise and medium of instruction wise. Also, the study has attempted to compare the relationship between burnout and professional attitude of the different groups of secondary school teachers made on the bases of gender, stream, and medium of instruction. Research Method: The survey method has been suitably employed for conducting the present descriptive research. The inferential quantitative approach has been duly adopted for data analysis and interpretation. Sample of the Study: The sample of 320 teachers, 160 male and 160 female has been drawn using appropriate sampling technique. The sample has been further stratified as Science and Art (80+80), which has been further differentiated medium of instruction wise Hindi and English (40+40). Tools and Techniques: The Maslach Burnout Inventory constructed by Christina Maslach and Susan Jackson, The Maudsley Personality Inventory by H.J. Eysenck ( Hindi adaptation S. Jalota and S.D. Kapoor), Professional Attitude Scale for Teachers constructed the investigator, and Personal Data Sheet for factual information related demographic aspects of teachers are study compatible.
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Data Analysis: The data were analyzed employing suitable statistical techniques, namely, frequency and percentage responses, Mean, Standard Deviation, t-test, ANOVA and Pearsons Product Moment Co-relation.
Findings of the Study: Secondary school teachers are displaying moderate burn out in emotional exhaustion and lack of personal accomplishment areas and low burn out in the depersonalization dimension. Male and female teachers as well as Hindi medium and English medium teachers were found to display similar levels of burnout. Science subject stream teachers are more depersonalized than Arts subject stream teachers, though they display similar level of burn out in emotional exhaustion and lack of personal accomplishment dimensions. Neuroticism trait of personality rises as the burn out level of secondary school teachers increases. Neuroticism trait differs in emotionally exhausted secondary school teachers belonging to high, average and low levels of burn out. This also occurs in depersonalized secondary school teachers. In case of lack of personal accomplishment dimension, the teachers of high and low burnout group and high and average burnout group show difference in their neuroticism trait. Herein the average and low burnout group this difference is not very distinct. On dividing the burnout teachers on the basis of gender, subject, stream and medium of instruction and comparing there is no marked difference in their neuroticism level On further sub-dividing these teacher groups according to different levels of burn out and comparing, it is seen that higher neuroticism is seen in male emotionally exhausted teachers than female emotionally exhausted teachers. Also Hindi medium emotionally exhausted teachers are more neurotic than English medium emotionally exhausted teachers. Hindi medium depersonalized teachers are also more neurotic than English medium depersonalized teachers. Increase in the level of burnout increases neuroticism trait in teachers. Difference in gender or medium of instruction or subject stream does not effect their relationship except in the dimension of lack of personal accomplishment of Arts stream and Science stream teachers, where it shows marked difference. Extraversion trait of personality decreases as the burnout level of secondary school teachers increases. On comparing high burnout, average burnout and low burnout level teachers with one another in each dimension of burnout almost all the comparable groups display significant difference in their extraversion trait except in average and low burnout level groups of emotionally exhausted teachers where the difference is not distinct. Also average and low burn out level teachers in lack of personal accomplishment dimension are not showing any distinct difference in their extraversion trait. Sub division of secondary school teachers as male and female or science stream and arts stream or Hindi medium and English medium groups shows no difference in their extraversion trait except that emotionally exhausted arts
stream teachers are showing higher extraversion than emotionally exhausted science stream teachers. On further sub dividing these sub groups, on the basis of their burnout levels and comparing each of them with the others similarity in extraversion is observed in all the dimensions of the burnout. In all the dimensions of the burnout, extraversion trait of personality of secondary school teachers decreases with increase in burnout level. This relationship is common in teachers divided on the basis of subject stream, medium of instruction or gender except in one case where emotionally exhausted male teachers and emotionally exhausted female teachers differ in their relationship of burnout and extraversion trait. Professional attitude is becoming less favorable as the burn out level in secondary school teachers increases. Teacher groups of high/average/low burn out levels show difference in their professional attitude except in the average and low burn out level groups in lack of personal accomplishment dimensions where the difference in professional attitude is not very distinct. Female burn out teachers have more favorable professional attitude than male burnout teachers. On further subdividing these teachers according to burnout levels, and comparing, the emotionally exhausted female teachers of different burnout levels are displaying more favorable professional attitude than their male counterparts, though in depersonalization and lack of personal accomplishment dimensions this difference is not distinct. Arts stream burnout teachers are displaying more favorable professional attitude than Science stream burnout teachers in emotional exhaustion and lack of personal accomplishment dimensions. It is found similar in both the groups in depersonalization dimension. Sub division of these teachers according to different levels of burnout and comparisons reveal no marked difference in their professional attitude. Emotionally exhausted English medium teachers have no favorable professional attitude than emotionally exhausted Hindi medium teachers. Also in the dimension of lack of personal accomplishment, English medium burnout teachers have more favorable professional attitude than Hindi medium teachers. Depersonalization has similar effect on Hindi medium as well as English medium teachers professional attitude. These teachers when further sub divided according to burn out levels and compared showed emotionally exhausted English medium teachers of different levels with more positive professional attitudes than the emotionally exhausted Hindi medium teachers of various burnout levels. In depersonalization and lack of personal accomplishment dimensions these sub groups are showing similarity in professional attitude. Increase in burnout level is associated with decrease in favorable professional attitude among secondary school teachers. Similar relationship between burnout and professional attitude is seen in teachers group on the basis of gender, subject stream and medium of instruction, except in emotionally exhausted male and female teachers, depersonalized arts and science stream
teachers, emotionally exhausted hind medium and English medium teachers and depersonalized Hindi medium and English medium teachers as these groups are showing difference in their relationship of burnout and professional attitude.
A Study of Educational Management Practices in Secondary Schools and their Implications for In-Service Training of Head Teachers: A Survey of Kitui and Machakos Districts, Kenya Jeremiah Mutuku Kalai, 2006, University of Pune Objectives of the Study 1. To find out whether significant differences existed in Secondary Schools Educational Management Practices Mean Scores in a) b) c) d) e) f) Curricular Design and Planning and School Categories; Curricular Transaction and Evaluation and School Categories; Research, Development and Extension and School Categories; Infrastructure and Learning Resources and School Categories; Students Support and Progression and School Categories; School Management and Organization and School Categories.
2. To find out whether significant differences existed in Secondary Schools Educational Management Practices Mean Scores in schools under Head Teachers exposed to Management Training and those who lacked such exposure by Kenya Education Staff Institute ( KESI) in a) b) c) d) e) f) Curricular Design and Planning Curricular Transaction and Evaluation Research, Development and Extension Infrastructure and Learning Resources Students Support and Progression School Management and Organization
Nature of the Study The Study has suitably employed the descriptive Survey method. Sample The Study has focused on 168 Secondary Schools in Machakos and Kitui districts that had candidate classes in twelfth grade (form four) for the previous three years before the research was conducted, that is, 2001 to 2003. A stratified random sample of 110 schools was drawn ( Private Schools-20, District Schools-45 and Provincial Schools-45) for the Study. Eighty-eight schools under Head Teachers exposed to management training by Kenya Education Staff Institute (KESI) and 22 schools under Head Teachers not exposed to training by the KESI were contacted for the purpose of the Study.
Tools & Techniques Self-Appraisal Report, validated through a pilot study, Teachers Service Commission Form A used to authenticate information obtained through Self-Appraisal Questionnaire, Observation of School Plant and Interaction with the students in counseling sessions were the tools & techniques used for the study. Data Analysis Techniques Employed The Statistical Package for Social Sciences (SPSS version 11.5) has been suitably used to generate frequency tables, percentage scores, Mean Scores, Test Results and case summaries as per the rating norms of the National Assessment and Accreditation Council, with some modifications. One Way ANOVA and t test were respectively used to analyze the data with respect to Objectives 1 and 2. Schools with Institutional score of >=55 were rated as satisfactory in management practices. Findings of the Study 1. There has been found a significant difference in Secondary Schools Educational Management Practices on all the six criteria based on school categories. Such differences were evident in pair wise comparison of group means among school categories. 2. Significant differences existed between Curricular Design and Planning, Curricular Transaction and Evaluation, Research, Development and Extension, Infrastructure and Learning Resources, Students Support and Progression, and School Management and Organization scores between schools under head teachers exposed to management training by the KESI and those who lacked such management training. 3. On the basis of ratings of the management practices on the six management tasks the order from highest to the lowest was found as 1) Student Support and Progression 2) Curriculum Transaction and Evaluation 3) School Organization and Management 4) Curriculum Design and Planning 5) Research, Development and Extension 6) Infrastructure and Learning Resources 4. None of the schools scored below 55% in overall rating. Two Schools (1.8%) scored 55-59, 15 schools (13.6%) scored 60-64 (C+), 34 schools scored (30.9%) scored 65-69 (C++), 21 schools ( 19.1%) scored from 70-74 (B), 26 schools (23.6%) scored 75-79 (B+), whereas, 12 schools (10.9%) scored 80-84 ( B++).
Recommendations Only a few schools have been found offering special education for the gifted students and students with hearing and sight difficulties & physical challenges. The study recommends provision for special education in all the schools by having necessary infrastructure as well as adopting the right attitude towards the students. To nurture gifted students in areas of their giftedness, the Ministry of Education, Science and Technology (Kenya) needs to appoint trained officers in Guidance and Counseling to coordinate and streamline counseling services from the school level to the national level. Head Teachers should play roles of being professional mentors as well as giving Departmental Heads the mandate to induct and guide their professional Colleagues. There should be formulation of comprehensive Quality Education Service Guidelines (QESG) for assessing the quality of educational programs on a regular basis by Ministry of Education. The assessment can adopt a SelfAppraisal Report approach, validation by a team of external assessors, preferably, practicing head teachers who are in charge of schools that are highly reputed for their high quality educational programs. It can serve as a basis for arriving at School Excellence Index (SEI). In-service training for Head Teachers should incorporate among other aspects school-based planning, financial management, dealing with giftedness among students, management of human resources, school community relations and labour legislation in relation to educational institutions. The Kenya Education Staff Institute and Universities that have Departments of Educational Administration, Planning and Curriculum Development should consider offering advanced courses in financial management and organizational behaviour and dynamics. This among other things should focus resource mobilization, entrepreneurial approaches to management of finances, Educational management, policy and legal aspects of Education.
Emerging Questions 1. How is it, that, the infrastructure and learning resources; and Research Development and Extension are relatively less emphasized in the selected schools? 2. How the secondary schools differing significantly in Educational Management Practices learn through the experiences of each other? 3. On the bases of the prevailing Educational Management Practices in the Secondary Schools how to design a suitable program for the Principals? 4. What possibly could be the factors for School Excellence Index? 5. Are the six criteria considered for assessment comprehensive enough? 6. What should be the characteristics of autonomous, creative administrators?
A Study of the System of Performance Appraisal and the Programmes for the Professional Development of English Language Teachers in the Secondary Schools in Bahrain (Mohammad Abbas Ali, 2003, University of Mumbai, Mumbai) Objectives 1. To ascertain (a) whether there exists a system of performance appraisal, and (b) whether the performance appraisal of the English teachers in the secondary schools in Bahrain has been appraised. 2. To compare the English Language Teachers in government and private secondary schools in Bahrain who report that (a) they have a system of performance appraisal and (b) the performance of English Teachers is appraised. 3. To identify the sources of appraisal of English Language Teachers in the government and private secondary schools in Bahrain. 4. To compare the sources of appraisal of English Language Teachers in the Secondary Schools in Bahrain. 5. To study the mode of performance appraisal of English Language Teachers in the secondary schools in Bahrain. 6. To compare the mode of performance appraisal of English Language Teachers in the government and private schools in Bahrain. 7. To study the follow up action taken on performance appraisal of English Language teachers in the government and private schools in Bahrain. 8. To compare the follow up action taken on performance appraisal of English Language teachers in the government and private schools in Bahrain. 9. To ascertain whether English language teachers in the secondary schools in Bahrain have undergone various programmes for their professional growth. 10. To study the nature and duration of in-service training programmes undergone by English Language Teachers in the secondary schools in Bahrain. 11. To study the nature and duration of in-service training programmes undergone by English Language Teachers in the government and private secondary schools in Bahrain. 12. To study the participation in exchange programmes by English Language teachers and senior teachers/ department heads in the secondary schools in Bahrain. 13. To compare the participation in exchange programmes by English language teachers in the government and private secondary schools in Bahrain. 14. To identify the areas in which English Language Teachers in the secondary schools in Bahrain perceive the need for further training. 15. To compare the areas in which English Language Teachers in the government and private secondary schools in Bahrain perceive the need for further training. Sample It is a descriptive census study which intended to cut across all the 41 secondary schools of Bahrain and 275 teachers. Except one school, 16 teachers and 14 principals, all
the teachers, principals, curriculum specialists and school advisors could contribute to the study. Tools and Techniques The Researcher has constructed two composite tools, one for the English teachers and the other for English language senior teachers/ department heads. The composite tools comprised of questionnaires, rating scales and checklists. Three different semi structured type interviews were prepared by the Researcher, which aimed to collect data from school principals, curriculum specialists and school advisors. Data Analysis The analysis of the data has been done both descriptive as well as inferential. Critical Ratio or t test has been employed to test the significance of difference between two means and also between the two percentages. Findings The current teacher performance appraisal system in the government as well as private secondary schools in Bahrain is not satisfactory. The data gathered by a single person through a few classroom visits has been found to be invalid and attempts have been made to over-generalize. Self- appraisal and reflections in which the teacher uses a variety of techniques, such as, diaries, journals and portfolios are not being utilized. There is an urgent need to establish effective performance appraisal system. There is no established linkage between the appraisal process and the identification of the professional development needs of teachers. There are no on-going professional development programmes which truly address needs of the teachers. The professional development programmes need to be diversified and linked to the outcome of the appraisal process. The study is based on a thesis that there is a significant relationship between Performance Appraisal of the Teachers, their Professional Development and Quality Learning of the Students. The present investigation reveals the field reality, particularly, of the English Language Teachers in the secondary schools of Bahrain. Neither the Performance Appraisal is done properly, nor are the Professional Development Programmes continuous and compatible. This is a matter of great concern.
Study of Effectiveness of Remedial Programme for Improving Disability and Achievement in Mathematics of Class VII Students (Ms. Archana Srivastava, 2004, Vikram University, Ujjain) Different Variables considered: Remedial programme developed by the investigator is independent variable, whereas, disability in mathematics as a construct of many specified factors has been considered as dependent variable. Sample of the Study: The samples of 150 and 519 students for the study have been properly drawn employing suitable sampling techniques. Tools and Techniques: Standard Progressive Matrices ( J.C. Raven), SES Scale ( S.P. Kulsreshtha), and Diagnostic Test in Mathematical Disability ( DTMD), and Achievement Test in Mathematics ( ATM), both developed by the investigator were the tools used for the study. Research Design: Pre-test Post-test Control Group Design was suitably employed for the study. The time distribution for the pre-test was SPM-30 minutes, DTMD-60 minutes, ATM-45 minutes, and SESS-30 minutes. Treatment time for both the experimental and control group was 15 to 30 days. The post-test time distribution was DTMD-60 minutes and ATM-45 minutes. Data Analysis: Percentage, t-test and ANCOVA were the statistical techniques appropriately used for the study. Findings of the Study: The study has come out with meaningful findings as follows: The Diagnostic Test in Mathematical Disability ( DTMD) was found to be reliable and valid. The percentage of Standard VII students with General Mathematical Ability and Mathematical Disability varied from school to school. The mental ability of students having mathematical disability was found higher than that of general mathematical ability. The increase in achievement in mathematics of the students with mathematical disability was found to be significantly higher than the increase in achievement in mathematics of the students with general mathematical ability after remedial treatment.
The remedial treatment reduced the mathematical disability of the students significantly. The remedial treatment increase the mathematical achievement of the experimental group significantly. The remedial treatment increased the mathematics learning abilities of the experimental group significantly. The remedial treatment was not found to have different effects on male and female students. The remedial treatment and gender were not found to have significant interactive effects on mathematical disability. As a result of the interaction effect of Mathematical Disability Remedial Treatment and Gender the girls of the experimental group were found to be significantly higher than the girls of control group on time orientation. As a result of the interaction effect of Mathematical Disability Remedial Treatment and Gender the boys of the experimental group were found to be significantly higher than the boys of control group on algebraic ability. No significant difference was found in the General and Reserved categories of students on remedial treatment on mathematical disability in the context of caste. No significant effect of Remedial programme on mathematical disability and caste was found on mathematical disability. The reserved cateogory was found to observe higher level of visual discrimination than General category on treatment through Remedial programme on mathematical disability. There was significant interactive effect of the remedial programme and SES in lowering the mathematical disability of both the middle and lower SES groups. The gain of the experimental group was found significantly higher than that of control group with respect to middle SES. The rate of gain of the lower SES group on listening-speaking co-ordination was found significantly higher than that of middle SES group on treatment through the remedial programme. The rate of gain of the lower SES group on algebraic ability was found significantly higher than that of middle SES group on treatment through the remedial programme. There was found to be a significant interactive effect of remedial programme and SES on the visual discrimination ability as well as number concept of both the middle SES and Lower SES groups, but the gain of the lower SES was comparatively more significant. The education of mother and its interaction with the remedial programme were found to have no significant effect on the mathematical disability of children, but it was found to have significant effect on the time orientation of experimental group and its mathematical achievement than that of control group. The education of father and its interaction with the remedial programme were found to have no significant effect on the mathematical disability of children.
A Study of the Impact of Continuous and Comprehensive Evaluation at Primary Level in the State of Orissa (MS. Puspanjali Pani, 2004, Utkal University, Bhubaneshwar, Orissa) Objectives of the study 1. To study the effect of Continuous and Comprehensive Evaluation (CCE) on achievement of Primary School Children in Scholastic areas, namely, Mathematics, Language and Environmental Study (Science). 2. To study the effect of Continuous and Comprehensive Evaluation (CCE) on achievement of Primary School Children in Co-Scholastic areas, namely, Regularity, Punctuality, Discipline and Cleanliness. 3. To study the relationship between Scholastic and Co-Scholastic areas of learning on achievement of Primary School Children. Research Design: Experimental designs were very well employed for the investigation. Randomized control group pre-test and post-test design for objective 1 and two groups randomized subjects post-test design for objective 2 have been suitably used. Sample of the Study: The sample for the experiment comprised of 400 class V students, 200 from Bhubaneshwar and 200 from Khurda. Further, each category has been appropriately classified randomly as Experimental and Control Groups. Tools and Techniques: Competency based test ( pre-tests), unit tests, competency based achievement test ( post-test), and five point rating scale for Co-Scholastic areas have been used. The subjects after pre-test were exposed to CCE in scholastic as well as co-scholastic areas quite systematically. At the end of the treatment, competency based tests in scholastic areas were administered as a measure of dependent variable. The final ratings with the help of five point numerical rating scale were used as a measure of the dependent variable co-scholastic areas. Data Analysis: ANCOVA (2X2), ANOVA (2X2) and Product Movement Correlation have been suitably applied for data analysis. Achievement scores on competency based tests were analyzed with the help of ANCOVA, whereas scores on co-scholastic areas were analyzed using ANOVA. The final scores were further analyzed with the help of the product movement correlation to find out the relationship, if any, between scholastic and co-scholastic abilities.
Findings of the Study: The CCE has been found to have significant effect on both the scholastic areas, namely, mathematics, language and environmental science, and coscholastic areas, namely, regularity, punctuality, discipline and cleanliness. Area (urban and rural) has been found to have no significant effect on scholastic achievement of class V children. Interaction of treatment and area has been found to have no significant effect on scholastic achievement of class V children. Area (urban and rural) has no significant effect on achievement of class V children in mathematics. Interaction of treatment and area has no significant effect on achievement of class V children in mathematics. Area (urban and rural) has no significant effect on achievement of class V children in language. Interaction of treatment and area has no significant effect on achievement of class V children in language. Area (urban and rural) has no significant effect on achievement of class V children in environmental study. Interaction of treatment and area has no significant effect on achievement of class V children in environmental study. Area (urban and rural) has no significant effect on performance of class V children with regard to regularity. Interaction of treatment and area has no significant effect on performance of class V children with regard to regularity. Area (urban and rural) has no significant effect on performance of class V children with regard to punctuality. Interaction of treatment and area has no significant effect on performance of class V children with regard to punctuality. Area (urban and rural) has no significant effect on performance of class V children with regard to discipline. Interaction of treatment and area has no significant effect on performance of class V children with regard to discipline. Area (urban and rural) has no significant effect on performance of class V children with regard to cleanliness. Interaction of treatment and area has no significant effect on performance of class V children with regard to cleanliness. Mathematics has got significant relationship with regularity, punctuality, discipline and cleanliness. Language has got significant relationship with regularity, punctuality, discipline and cleanliness. Environmental Study has got significant relationship with regularity, punctuality, discipline and cleanliness.
Evaluation of Teacher by Students Shrirang Baburao Kshirsagar, University of Pune, Pune, 2006 Objectives of the Study 1. To study the opinion of the teachers about Students Evaluation of Teacher (SET). 2. To study the opinion of the students about SET. 3. To find out the percentage of the teachers willing to accept students evaluation of teacher. 4. To find the reasons behind teachers resistance towards SET. 5. To study merits and limitations of SET. 6. To develop a Scale for Students Evaluation of The Teaching of a Teacher. 7. To study validity and reliability of the scale developed for Students Evaluation of the Teaching of a Teacher. Hypotheses 1. Majority of the Teachers show their consent for SET. 2. Majority of the teachers are of the opinion that B.Ed. students are able to evaluate their teachers. 3. Majority of the teachers are of the opinion that they should be ranked on the basis of SET. 4. Majority of the teachers are of the opinion that introduction of SET would be vexatious. 5. Majority of the teachers are of the opinion that SET would be useful in getting feedback to the teachers themselves and the college administration. 6. Majority of the teachers are afraid of the SET. 7. Majority of the Students show their consent for SET. 8. Majority of the Students are of the opinion that B.Ed. students are able to evaluate their teachers. 9. Majority of the Students are of the opinion that teachers should be ranked on the basis of SET. 10. Majority of the Students are of the opinion that introduction of SET would be vexatious to Teachers. 11. Majority of the Students are of the opinion that SET would be useful in providing feedback to the teachers and the college administration. 12. There are no significant differences in the mean percent marks of teachers in three evaluations done by students. 13. The correlation coefficient between marks of teachers in the three evaluations are significant. 14. The Evaluation of the Teaching Scale developed by the Researcher is a valid tool for Students Evaluation of Teaching of a Teacher. 15. The Evaluation of the Teaching Scale is a reliable measure of Students Evaluation of Teaching Performance of a Teacher in terms of the selected dimensions of the Scale.
Sample for the Study The samples of 94 teachers out of a total of 167 teachers teaching in the 14 affiliated Colleges of Education of Pune University during 2002-03 was drawn employing cluster sampling. Similarly, a sample of 756 students was drawn from the population of 1680 students. Apart from the above two samples four more samples were drawn as follows: 1. Sample of teachers and students for evaluation of teaching during 2002-03 in VPCOE by using initial format of the EVTG scale developed by the Researcher. For this purpose all the 16 teachers and 146 students of the VPCOE were chosen by incidental sampling method. 2. A purposive sample of 15 teachers and 20 students was selected for data collection through interviews. 3. A sample of 20 students was selected by incidental sampling from among the 300 students of VPCOE for brain storming program on evaluation of teacher by students. 4. For studying validity and reliability of the Evaluation of Teaching Scale, 37 students of the English medium division of the Tilak College of Education, Pune-30 were selected by purposive sampling. Tools Employed Questionnaires, interview schedules, Brainstorming Program, Evaluation of Teaching ( EVTG ) Scale have been employed by the investigator. R.C. Deva (RCD) Scale has been suitably selected for establishing validity and reliability of EVTG Scale. Statistical Techniques Employed The statistical techniques, namely, percentage, arithmetic mean, Karl Pearsons Product Moment Correlation, t-test, Z-test and Normality test have been appropriately employed. Procedure of the Study The procedure of the study has been systematically divided into four steps, namely, the survey through questionnaire Q1 & Q2, Interviews, Brainstorming and Development and Administration of EVTG Scale. Findings of the Study 1. Majority of the teachers have shown their consent and willingness for Students Evaluation of Teacher (SET). 2. Teachers and Students are of the opinion that B.Ed. Teachers must be evaluated by B.Ed. Students. 3. Teachers and Students are of the opinion that B.Ed. Students are able to evaluate their Teachers. 4. Teachers and Students are of the opinion that teachers should be rated and ranked through SET. 5. Students and Teachers expressed that SET would develop in Teachers an Attitude towards quality teaching.
6. Teachers have recommended SET only once, while, Students are of the view that SET should be two times in an academic year. 7. According to Students and Teachers SET would motivate the Teachers. It would also be useful to the Teachers and the College Administration to provide feedback for improvement in the system. 8. Teachers and Students both have the expression that the exercise of SET would be vexatious to the teachers. 9. Majority of the teachers are not afraid of being evaluated by students. 10. The greatest advantage of SET , according to 85.1% teachers and 90.1% students in survey, is that the teachers will get guidance for improving the quality of their teaching. 11. According to teachers and students teaching, particularly, classroom teaching is the most important aspects of teacher function to be included in SET. 12. The brainstorming program has enabled to provide additional inputs and ideas about SET. 13. The unwillingness, if any, on the part of teachers to undergo through SET is mainly because of their three concerns: a) The students may not evaluate teachers properly. b) The college administration may not take students evaluation of teacher in a right spirit. c) SET may be misused against the Teachers. 14. The major advantage of SET according to students and teachers are: a) The teachers will get guidance in improving the quality of their teaching. b) SET will develop in teachers an attitude towards quality teaching. c) SET would enable to know the areas in which a teachers performance is low. This would further facilitate the teachers and administration to take appropriate steps for improving quality of teachers work. d) SET would inculcate a spirit of commitment and dedication among teachers. e) Because of SET College administration would be more vigilant about the professional development of the teachers. 15. From the point of view of teachers the prominent limitations of SET are: a) SET will develop a feeling of superiority complex in some of the teachers; while a feeling of inferiority complex in some others. b) The College administration may not take this evaluation in the right spirit. c) The teachers would be more indulgent about the students.
d) Students will take undue advantage of SET. 16. EVTG Scale has been found a valid and reliable measure of students evaluation of teaching performance of teacher in terms of the selected dimensions of the scale.
The Study concludes that, if taken positively and constructively, SET may work as an instrument of Total Quality transformation.
An Intervention to Improve the Quality of Instruction in Environmental Science for Primary Level School Children (Archana Tomar, 1998, MSU, Baroda) Objectives 1. To prepare Intervention Programme on seven units in the subject of Environmental Science for Primary Level School Children. 2. To implement the intervention programme to study its effectiveness on Std. IV students in terms of their academic achievement. 3. To study teachers opinion about the intervention programme implemented by the investigator. 4. To study the opinion of the students of Std. IV about the intervention programme. Sample All the students of Std. IV studying Environmental Science and their teachers in one of the schools at Baroda constituted the sample for the study. Tools and Techniques Activity based intervention programme, written, oral and activity based tests and semistructured interview schedules were used for the study. Data Analysis The data were analysed through frequencies, percentage responses, mean, SD, and correlated t. Findings 1. The students of Std. IV found the intervention programme in the subject of environmental science more interesting and joyful. 2. The intervention programme could be used for developing sensitivity towards environment. 3. It could also be used for training teachers for developing and implementing such a programme for different standards. 4. Schools, Colleges, and media must make optimum efforts to sensitize people with environmental issues. 5. Habits need to be inculcated at an early age towards a healthy and beautiful environment.
Environmental Exploration
Education
through
Video-instructional
Package :
An
( Indubala U Singh, 1999, South Gujarat University, Surat) Objectives This work was taken up with the major objective of exploration into the effectiveness of a new medium of instruction . The major areas of concern had been (I) comprehension , (ii) attention and
appeal and (iii) fulfilment of objectives . The study was delimited to formal classroom situation . Research Design Since the investigation was a developmental cum
experimental in nature . The first part consisting of the development of Video-instructional Package on Environmental Pollution and
Education and the second part concerned with the experimental tryout of the package and its two components . Pre-test , post-test design was used for conducting the experiment . Sample Six experimental groups , each consisted of 40 students were secondary
formulated . In all
about 240 students of standard -IX of
schools of Gujarati medium participated in the present study . Tools and Techniques Video-instructional package consisted of video-film and learners hand book developed by the investigator was used for conducting the experiment . For evaluation of the programme a multi-faceted evaluative
approach was developed and used and a
number of
tools were developed which included (I) criterion tests , (II) attention measures , (iii) experts judgement and (iv) opinionnaire for the students .
Data Analysis For analysis and interpretation of the data both the descriptive and quantitative statistics were used . t- test , F- test and analysis of covariance were used for testing the significance of the mean differences . Attention profiles have been developed and presented to discuss attention and appeal areas of concern . Findings 1. The study has resulted in the development of a videoinstructional package on Environmental Pollution and
Education for creating environmental awareness among school going children of Gujarati medium schools . The developed instructional package consisting of a video-film of forty five minutes and a learners hand book of ten pages ( demi-
size) . The content of the package based on the environment meaning , components and types and four important
environmental pollutions such as air pollution , water pollution , soil pollution and noise pollution . The content of each
pollution was further divided into meaning -definition , causes , effect on living beings and remedial measures . 2. The developed video-instructional film was found significantly effective in teaching environmental education to the of standard -IX of Experimental Group - I belonged to students Surat -
city ( t-value : 34.66 ) The t test signifies that the developed video-instructional film was found effective in teaching the topic Environmental Pollution and Education . Thus , the
Video-instructional Film for the students has performed in the way , it was purported to , thereby manifesting its validity .
3.
Students attentively witnessing the programme ranged between 60 to 100 percent . For most of the time it ocilated around 80 percent . It could be inferred from these data that the videoinstructional film proved to be effective in motivating the
students and sustaining the attention on the part of the programme . 4. The t -value ( 1.61) signifies that the developed videoinstructional film was found equally effective in teaching the topic Environmental Pollution and Education to boys and girls. 5. The t -value (20.47) signifies that the developed hand book was found effective in teaching Learners the topic
Environmental Pollution and Education . Thus , the developed learners hand book for the school students has performed in the way , it was purported to , thereby manifesting its validity . 6. The t test signifies that the developed learners hand book was found equally effective in teaching the topic
Environmental Pollution and Education to the boys and girls of Surat-city . 7. The t test signifies that the developed package was found effective in video-instructional the topic
teaching
Environmental Pollution and Education . Thus , the developed video-instructional package for the school students was found effective in imparting knowledge related to environmental
education . 8. Students attentively witnessing the programme ranged between 60 to 100 percent . For most of the time it ocilated around 80 percent . It could be inferred from these data that the videoinstructional package proved to be effective in motivating the students and sustaining the attention on the part of the programme .
9.
The t test signifies that the developed video-instructional package was not found equally effective in teaching the topic Environmental Pollution and Education to boys and girls of standard - IX of Surat city . Boys could learn through this package better than the girls .
10.
The computed
t value
( 34.66 ), was found significant at
0.01 level . It indicates that significant improvement has been achieved after the treatment of the Video-instructional film . The t test signifies that the developed video-instructional film was found effective in teaching the topic Environmental
Pollution and Education . Thus , the Video-instructional Film for the students has performed in the way , it was purported to , thereby manifesting its validity . 11. Students attentively witnessing the programme ranged between 60 to 100 percent . For most of the time it ocilated around 80 percent . It could be inferred from these data that the video-instructional package proved to be effective in
motivating the students and sustaining the attention on the part of the programme . 12. The t value (20.47) signifies that the developed hand book was found effective in teaching Learners the topic
Environmental Pollution and Education for the students of Experimental Group - V ( Surat - rural ) . Thus , the developed learners hand book for the school students of rural area of Surat has also performed in the way , it was purported to , thereby manifesting its validity . 13. The t value (3.09) signifies that the developed learners hand book was not found equally effective in teaching the topic
Environmental Pollution and Education to boys and girls of
Experimental Group - V. It reveals that
the girls could learn
better than the boys through the learners hand book . 14. The t value (37.87) signifies that the developed video-
instructional package was found effective in teaching the topic Environmental Pollution and Education to the students of Experimental Group - VI of Surat -rural . Thus , the developed Video-instructional package was also found effective in
imparting knowledge related to Environmental pollution and education to the students of standard - IX of Gujarati medium schools belong to the rural area of Surat. 15. The t value (2.48) signifies that the developed videoinstructional package was not found equally effective in
teaching the topic Environmental Pollution and Education to boys and girls of standard - IX of Surat - rural .The result better through this the rural girls .
revealed that the rural boys could learn
video-instructional package in comparison to 16.
The achievements of learners in terms of pre-test scores obtained for the three experimental groups ( I, II & III ) for
Surat - city insignificant . 17.
before any treatment
was compared and found
The achievements of learners in terms of pre-test scores obtained for the three experimental groups ( IV , V & VI ) for
Surat - rural
before any treatment were having insignificant
differences among their means . 18. The gain scores obtained for three experimental groups of Surat - city comparison differ shows significantly that the having with mean the each gain other . Further of
score (70.9) of
Experimental group -III
treatment
Video-
instructional package was greater than the gains of other two groups . The Experimental Group -II having the treatment of
Learners Hand book was the least in terms of mean gain score (46.3). Experimental Whereas , Group - I the mean the gain score (58.7) of of
having
treatment
Video-
instructional film was better than the Learners Hand book .(46.3). 19. The gain scores obtained for three experimental groups of Surat - rural also differ significantly with each other . Further comparison shows that the mean the gain score (57.87) of of
Experimental group -VI
having
treatment
Video-
instructional package was greater than the gains of other two groups. The Experimental Group -V having the treatment of
Learners Hand book was the least in terms of mean gain score (42.65). Whereas , the mean gain score (47.82) Experimental Group - IV having the treatment of of
Video-
instructional film was better than the Learners Hand book .(42.65). Thus , the result found for the students of Surat - city and Surat -rural were similiar in terms of the effectiveness of whole package and for its two components . 20. On comparision of the gain scores of Group -I (Surat-city) with Group-IV (Surat-rural) having the same treatment of Videoinstructional film it was found that the learning environmental education through Video-instructional film in the students of
Surat - city was significantly better than the students of rural area of Surat . 21. On comparision of the gain scores of Group -II (Surat-city) with Group- V (Surat-rural) hand book , it having was the found same that treatment the of
Learners
learning was
environmental education equally beneficial for
through Learners hand book
both the groups of students of Surat -
city and the students of rural area of Surat .
22.
On comparision of the gain scores of Group -III (Surat-city) with Group- VI (Surat-rural) having the same treatment of instructional Package, it was found that the Videolearning package
environmental education
through Video-instructional
(consisted of video-instructional film & Learners hand book) was significantly better for the students of Surat - city in
comparison to the students of Surat-rural . 23. All educational experts sequence of frames found the selected theme and the very appropriate . Inspite of few
limitations the video-instructional package was evaluated by all the experts to be a laudable attempt in presenting
environmental education for the students of Gujarati medium . 24. The majority of the students found the package knowledgeable , innovative , systematic and interesting . Most of the students of standard -IX of Surat -city as well as of Surat-rural liked and They enjoyed were learning through Video-instructional package .
also ready to use such packages in future for
other Subjects , too . 6.3 Educational Implications of the Study The results of the present study indicates that teacher made video-instructional packages can be used effectively for creating awareness and providing information to school students. Therefore , such more attempts should be taken for some other important aspects of life as per the needs of the students . It could be used as an instructional system in both formal as well as in non - formal situation . The present study also recommends regarding the
organization of the training programmes and work shop for teachers where development of software specially for video package can be learnt and made by the teachers .
The study has also implications for administrators , principals , teachers and students for better planning process . the teaching - learning
Developing Supplementary Curricular Programme on Environmental Education For Higher Primary Schools ( Suneetha C.N., 2000, University of Mysore, Mysore) Objectives 1. To study the state of affairs of basic understandings in environmental education and attitude towards environmental issues among the students of Standard VI. 2. To develop Supplementary Curricular Programme for fostering basic understanding in environmental education and a favourable attitude towards environment expected through environmental education related to VI standard. 3. To study the effectiveness in relation to a parallel group in developing basic understandings in environmental education and favourable attitude towards environment expected through Supplementary curricular programme for environmental education. Sample In all 174 students from four schools constituted the sample for the study. Design of the Experiment A post test Parallel group design was employed for the study. Tools and Techniques Two tools, namely, Basic Understanding Test in Environmental Education, and Scale on Attitude towards Environment were constructed by the investigator. A curricular programme composed of five units, namely, biosphere, air, water, soil and energy was designed and developed by the investigator. The unit tests and evaluation sheets were also constructed by the investigator. Data Analysis The data were analysed through ANOVA, Duncans Multiple Range Test, and Stepwise Multiple Regression. Findings 1. The experimental treatments using specially designed supplementary curricular programme have been found significantly more effective in developing basic understandings in environmental education and also
developing a favourable attitude towards the environment in all the four selected schools. 2. The study has demonstrated its effectiveness in terms of multi-disciplinary approach, substantiating the Infusion Technique for teaching of environmental education.
Acquisition of Process Skills by IV Standard Pupils through an Instructional Programme in Environmental Studies (N. Ramkumar, CASE, MSU, Baroda, 2004) Objectives 1. To prepare an Instructional Programme in Environmental Studies for IV Standard Pupils. 2. To implement the prepared instructional programme in environmental studies for IV Standard pupils. 3. To identify the process skills employed by pupils during the instructional programme. 4. To study the acquisition of process skills employed by the pupils during the instructional programme. Instructional Programme This instructional Programme was prepared with respect to three topics ( Soil, Sound and water evaporation from 4th Standard, Environmental Studies Text Book of Karnataka State Government ). The instructional programme consists of the following components: Instructional material for teachers, Lesson Plans, Instructional Sheets for pupils, Teaching Strategies and assessment procedure. Research Design The data collection approaches were qualitative and were governed by Case Study Methodology. A rural primary school in Karnataka was purposively chosen as a case study school. The researcher took the role of a teacher to collect data from IV Standard pupils. The data were collected through participant observation, in-depth interviews and documentary analysis for a period of six months. These were used to prepare field notes. The data analysis consists of reading and rereading the field notes. The emergent patterns were listed in terms of interactions with pupils, teachers, and parents. The patterns were triangulated to construct the meaning on the preparation of instructional programme. In order to identify the process skills employed by pupils during the instructional programme, pupils ideas were grouped according to pupils activities across the three topics. The recurring patterns in pupils ideas were coded and categorized to construct meaning on a particular activity. The meaning that evolved for a particular activity was constructed. The meaning was compared with the process skill indicators ( Harlen, 1993) to identify process skills employed by pupils for each activity. The process skills employed by the pupils indicated ideas related to process skills. Pupils ideas were further categorized for each activity to identify the change in pupils ideas. The change in pupils ideas obtained for each activity was triangulated to
construct meaning on the acquisition of process skills through instructional programme. Findings 1. Instructional programme in environmental studies facilitated the teacher in evolving teaching strategies for enhancing teacher-pupils interactions during the acquisition of process skills. 2. During the context of scientific investigation pupils expressed autonomy in learning through interactions with teachers and with fellow peers. 3. Pupils proposed hypothesis based on certain concepts to explain the occurrence of events during the context of scientific investigation. 4. Pupils showed willingness to change ideas in the light of evidence.
Attitude towards Environment and Perception of Environmental Education among Student- Teachers and Teacher- Educators (Mrs. Anu Radha, 2005, Punjab University, Chandigarh) Objectives of the Study: All the thirteen objectives of the study have been well enunciated cutting across development and standardization of tools on perception of environmental education, and Environmental awareness, comparison of the attitudes of student teachers and teacher educators towards environment, their perceptions towards environmental education, and environmental awareness, difference in the attitude of teacher educators towards environment in relation to the location of the college and their teaching subject, difference in the attitude of student teachers towards environment in relation to their residence, gender and subject, difference in the perception of environmental education among teacher educators in relation to the location of the college and their teaching subject, difference in the perception of environmental education among student teachers in relation to their residence, gender and subject, difference in the environmental awareness of teacher educators in relation to the location of the college and their teaching subject, difference in the environmental awareness of student teachers in relation to their residence, gender and subject, correlation between attitude of student teachers towards environment and perception of environmental education, attitude towards environment and environmental awareness, and perception of environmental education and environmental awareness, and correlation between attitude of teacher educators towards environment and perception of environmental education, attitude towards environment and environmental awareness, and perception of environmental education and environmental awareness. Research Method: The descriptive survey method has been well employed for the study. Sample of the Study: Stratified random sampling technique has been appropriately used to draw a sample of 300 studentteachers and 108 teacher educators from the colleges of education in Punjab and Chandigarh. Tools and Techniques: Taj Environmental Attitude Scale (Haseen Taj, 2001), and Perception of studentteachers and teacher- educators regarding environmental education, and environmental awareness scale developed by the investigator have been used for the study. Data Analysis: Descriptive statistics, t-test, ANOVA, and Pearsons Product Moment Method of correlation have been suitably employed for data analysis.
Findings of the Study: The study has come out with quite meaningful findings as follows: Teacher-Educators possess more favourable attitude towards environment than student teachers. However, teacher- educators teaching social science, language, and science in Colleges of Education located either in urban or rural areas did not show any marked difference in their attitude towards environment. Female student teachers have been found to have higher positive attitude towards environment than male student teachers. Rural and urban student teachers were not found to differ in their attitude towards environment. Student teachers from science stream were found to have a favourable attitude towards environment followed by social science and language studentteachers. Rural male and rural female; rural and urban student teachers opting social science and science were not found to have much difference in their attitude towards environment. Similarly urban student-teachers of social science, language and science subjects and rural student teachers of social science and science were found alike in their attitude towards environment. As compared to studentteachers the teacher-educators were found to perceive environmental education more favourably. But teacher- educators teaching social science, language and science in Colleges of Education located either in urban or rural areas did not show any marked difference in their perception of environmental education. Student teachers from urban areas perceive EE more favourably than student teachers from rural areas. Similarly, urban female teachers perceive EE more favourably than rural female and urban male student teachers. Overall, female student teachers have been found to have an upper edge in their perception of EE than the male student teachers. Male and female studentteachers opting for Science or Social Science were found to perceive EE in an alike manner. Science studentteachers perceive EE more favourably than social science and language studentteachers. Female studentteachers of science, social science and language stream have been found to have same perception of EE. Female urban language student teachers as compared to female rural language student teachers have better perception of EE. Teacher- Educators have higher Environmental Awareness than StudentTeachers. However, teacher- educators teaching social science, science, and languages were not found to differ significantly on their Environmental Awareness. Male and female student teachers almost have the same environmental awareness but studentteachers residing in urban areas are more aware of their environment than rural areas. Science studentteachers have significantly more awareness of their environment than social science and language student teachers.
No significant difference was observed in environmental awareness of urban and rural studentteachers opting for social studies; urban and rural student teachers opting for science; urban social science and urban language; rural social science and rural science student teachers. Environmental awareness and perception of environmental education have significant correlation with each other. Both student teachers and teacher educators having higher EA have better perception of EE. Environmental Awareness and Attitude towards Environment have also been found significantly correlated to each other. Student teachers and teacher educators bearing high attitude towards environment have been found to have favourable perception of the Environmental Education. It is an enriching study which has answered many questions. Also the study raises many questions, such as, Is attitude towards environment inclusive of environmental awareness? How to inculcate environment ethics values? Suggest an action plan. What should be the forms and modes of Environmental Education? What is the utility of Environmental Education offered at B.Ed. level? What could be the possible roles of Colleges of Education in the context of Environment?
Effectiveness of an Instructional package in Environmental studies among students of standard VII. Sharma Sumita, 2005, CASE, MSU, Baroda The study was conducted to prepare an Instructional Package on environmental studies, to teach environmental studies with the prepared instructional package to students of Std. VII and to determine the effectiveness of the instructional package in promoting better understanding of the environment. It was a case study research involving Std.VII A of St.Xaviers High School, Gandhinagar. Pre-test, Post-test, and Structured Interview schedule were employed for the study. Single group, Pre-test treatment post-test design was employed. The instructional package was found effective in promoting a better understanding of the environment. The analysis of the responses of the students through the interview schedule revealed an increased sensitivity towards environmental concerns and a better understanding of the environment.
Development and Tryout of a Strategy for Environment in Multi-Grade teaching for class III and IV Raksha Sharma, CASE, MSU, 2004 Objectives 1. To identify administrative and pedagogical problems in Multi-Grade Teaching. 2. To develop a strategy for environment in Multi-Grade teaching. 3. To implement and study effectiveness of developed strategy with respect to a) Achievement of students b) Competency 4. To compare the achievements of the students 5. To study the reactions of the teachers regarding the workshop 6. To study the perception of teachers regarding the developed strategy on environment Sample of the Study: Cluster sampling technique was used.Out of the 25 schools of Dabhoi Taluka, 20 schools were selected randomly. And all the students of class 3 & 4 of selected schools were included in the sample. Tools used for the study: 1. 2. 3. 4. 5. 6. 7. Questionnaire for situational analysis Semi-structured interview schedule for teachers Class room observation before and after workshop Official document for situational analysis Reaction scale for the feedback of the workshop Achievement test for the effectiveness of the strategy Semi-structured interview schedule to study the perception of teachers regarding the developed strategy
Procedure of Data Collection: The data were collected in three phases, pre-intervention phase, intervention phase and post-intervention phase. Data Analysis: In the first phase, data collected through questionnaire was analyzed by computing frequency and percentage. Further, the data collected through semi-structured interview schedule and classroom observation were analyzed qualitatively which helped the
investigator in developing the input for the work-shop. In the second phase, workshop was conducted and the reaction scale was administered on the participants, which was analyzed by applying frequency, percentage and chi-square. The content analysis was done for open ended statement. The achievement test taken after the intervention was analyzed by applying mean, median, mode, percentile, standard deviation, skew ness and Kurtosis. ANOVA was computed to test the null hypothesis stating that there will be no significant difference in the achievement of the students of class 3 and class 4 with respect to the schools. Further, post ANOVA was computed. Finally, in the postintervention phase, semi-structured interview schedule and class room observation were analyzed qualitatively. Findings of the Study: Findings related to situational analysis: 100% of the schools were located in the Vasahat itself that is within one kilometer. But the teachers were either commuting from the Dabhoi villagae or Vadodara city. Out of 25 schools 68% (17) schools were belonging to Gujarat followed by 24%(6) schools were belonging to Madhya Pradesh and only 8%(2) schools belonging to Maharashtra. 48% (12) schools were running classes 1 to 5, followed by 28% (7) schools running classes 1 to 6 and 24% (6) schools running classes 1 4. AS far as the rooms in the school were concerned 40% (10) of the schools were having 2 rooms, followed by 36% (9) schools were having 3 rooms and 20% (5) of the schools were having one room and 4% (1) was having 6 rooms irrespective of number of classes. 76% (19) Majority schools were having 2 teachers followed by 16% (4) schools were having 3 teachers and 8% (2) schools were having single teachers. Total number of children in a school ranged from 10 to 150. 60% (15) schools were having drinking water facility that is hand pump/ water tap and 40% (10) schools were having either earthen pots or steel vessel. 56% (14) schools were having common toilet facility, 24% (6) schools were not having toilet facility and 20% (5) were having separate toilets for boys and girls. 100% of the Vasahat schools were having school building. 100% schools were following multi-grade teaching. 80% (20) of the schools were giving more emphasis to Gujarati and Mathematics and only 20% (5) were teaching Environment everyday. 100% schools were preparing time-table, but none of the schools were practicing. 80% (20) teachers were not teaching environment everyday. Where as the remaining 20% (5) teachers were teaching environment everyday.
80% (20) of the teachers were employing story telling and poems for teaching some content as major activities. And 20% (5) teachers were using field visits as an activity 80% (20) teachers were having in-service training on MLL and the rest 20% (5) teachers were Vidyasahayak and had not taken any in-service training. 100% teachers were not given any training related to multi-grade 100% teachers were using lecture method with recitation. 100% teachers used text books as major teaching aid. (Although they had teaching aids related to human body, charts on animals, birds, seasons, weather, map etc. but were not used.) 100% teachers were not having any training with respect to use of available teaching aids. 100% teachers pre-planned the lessons as they are supposed to prepare diary as per the rules. 100% teachers responded that there was no provision for transfer and promotion on the basis of mutual understanding among teachers the transfer is given Supervision was conducted twice or thrice in a year. Vidyasahayak gets 12 casual leaves only. But teachers who are permanent get optional leave, medical leave, and maternity leave for three months apart from 12 casual leaves. 100% of the teachers were following grade combination technique on the mutual basis 100% of the teachers responded that there is no substitute teacher when they go on leave. 100% of the teachers responded that they were not trained related to multi grade Findings related to reaction Scale: Out of the 25 teachers 76% (19) teachers strongly agreed that they were informed about the different approaches that can be applied in multi grade teaching and rest 24% (6) teachers some what agreed to the item 92% teachers strongly agreed that they understood the meaning of multi grade teaching, where as 8% teachers somewhat agreed to the same. 96% teachers strongly agreed that they understood the need for multi grade teaching where as 4% somewhat agreed. Out of the 25 teachers 92% strongly agreed that they were clear about the need for appropriate environment and atmosphere in multi grade teaching, where as 8% teachers some what agreed. 88% teachers strongly agreed that they were clear about the different skills required in multi-grade teaching where as 12% teachers some what agreed 100% of teachers somewhat agreed that they understood the students in the multi-grade teaching. 100% of the teachers strongly agreed that they were informed about how to teach about environment in multi-grade teaching.
92% teachers strongly agreed that they were informed about grouping techniques in multi grade teaching where as 8% somewhat agreed. 84% teachers strongly agreed that they were satisfied with the model lesson plan given by the resource person where as 16% teachers somewhat agreed 100% of the teachers strongly agreed that they were satisfied with the answers given by the resource person. 84% teachers strongly agreed that the timing of the training was appropriate where as 12% teachers disagreed. Respondents informed that they will face the problem in evaluation, if they are using developed strategy of compiling the competencies of 2 classes, as the exams are taken by Zilla Panchayat where they follow content. Further they requested for decentralization of evaluation system where they can use maximum use of the present training. Over all chi-square value was found to be significant with respect to all the items in the reaction scale as the teachers perceived strategy to be related to real class room situations 68% of the student scored between 30- to 39 where as 5% of the students scored between 10 to 19 Findings related to the effectiveness of Strategy: The test which was administered on students after the implementation of the strategy indicates the overall effectiveness of strategy. 77% of the students were found to have mastered the overall competencies. The item Where does the weaving of raw cotton take place?, was mastered by 53% of the students which shows that the item was found to be most difficult. Further the items Name the implement through which the water is taken out from the well?, who ploughs the land? were mastered by 97% of the students which shows that these items were found to be least difficult. Although the facilities provided to the Vasahat schools were more or less same, but still within some schools differences were found. In one of the schools the differences observed were the maximum, may be because the teachers in that school were more committed, dedicated and enthusiastic.
Exploring effectiveness of computer assisted learning material on Rhymes in different modes. ( Anshuman Das, 1998, MSU, Baroda) Objectives 1. to develop computer software on rhymes in text, graphics-text, text-music, graphics text music, and graphics-text-music- recital modes. 2. to study the effectiveness of CALM prepared in different modes for learning the Rhymes in terms of Word meaning (lexicon), Analytical understanding, Comprehensive understanding, Writing ability, Recitation ability and LSRW ability. Hypotheses 1. The adjusted mean of the achievement test score on word meaning, analytical Understanding. Comprehensive understanding, writing ability, recitation ability, and language learning of the students belonging to Text, Graphics Text, Text Music, Graphics Text Music, and GTMR modes will not differ significantly when class achievement test score in English language is considered as covariate. Sample Seven rhymes were presented in 5 different modes, namely, T, GT, TM, GTM, and GTMR to 5 different groups of students, respectively, drawn from a total of 169 students of Second Standard of Baroda High School, Baggi Khana ( 1996-97) on the basis of systematic random sampling. Each group comprised of 20 students. Tools and Techniques The investigator used two tools for the study, namely, the treatment tool and testing tool. The treatment tool was the Computer Assisted Learning Material ( CALM) on rhymes developed by the researcher in different modes. Testing tool was an achievement test developed by the investigator. Data Analysis Technique Used ANCOVA was used considering English Language class achievement test scores as covariate. Findings of the Study 1. Composite modes of presentation may not ensure higher cognitive language learning. 2. Intelligibility of a message is a function of sender, message, medium, mode, receiver, and the environment.
Implications of the study 1. It is beneficial for the learners to learn through CALM. So, CALM should be developed and used for language learning. 2. Choice of a mode of instruction should be guided by the objectives of instruction.
An Experimental Study of the Relative Effectiveness of Programmed Learning and Learning Through Audio Visual Aids with reference to certain selected topics from the syllabus of Science for Std. V to VII in Greater Bombay ( Thatte C. H., 1998, University of Mumbai, Mumbai) Objectives 1. To compare the mean achievement scores of the students of Std. V, VI, and VII studying through AV Aids method, Programmed Learning Method and Traditional method. 2. To study the effect of treatment, sex, and their interaction on achievement. Sample Eight Schools of Greater Mumbai were selected in all. Twenty four different classes were considered and the total number of students was 1381. Tools The question papers set by the investigator based on the topic were used as tools for data collection. Data Analysis Central tendencies, percentile and percentile ranks, SD, ANCOVA and t test were used for data analysis. Findings 1. AV aids method was found to be significantly more effective than the Programmed Learning Method and the Traditional method in terms of achievement at Std. V, VI, and VII. 2. Programmed Instruction Method was found to be significantly more effective than the Traditional Method in terms of achievement at Std. V, VI, and VII. 3. Programmed Learning Method and Audio Visual Method are more successful when the classes are small , at the same time they are more effective for average students. 4. Male students and female students, both, equally benefited through the AV method as well as Programmed Learning Method. No significant effect of interaction between treatment and sex was found on the achievement of students.
Developing a computer software for learning Chemistry at Standard IX. (Anjali Khirwadkar, 1999, MSU, Baroda) Objectives 1. To develop CAI package in subject of Chemistry for standard XI Science Students studying GSTB syllabus. 2. To study the effectiveness of the developed software in terms of instructional time and achievement of students. 3. To study the effect of software package on students achievement in relation to students intelligence level, motivation level, and attitude towards the package. 4. To study the attitude of the students and teachers regarding the effectiveness of the CAI package with respect to contents, presentation, examples, illustrations, graphs and figures, evaluation items, utility of software and instructions given in the instructional manual. Sample One of the English medium schools of Baroda City was taken for implementing the developed software. One section of Standard XI Science was taken and thirty students were selected randomly as sample for the experimental group and rest of the students of the section constituted the control group. Experimental Design Employed A pre-test post-test experimental and control group design was employed. Tools and Techniques The software developed by the investigator was used as treatment tool. Achievement test Constructed by the investigator was used as a testing tool. Data Analysis The data were analysed through ANOVA, ANCOVA and content analysis. Findings The developed software package was found to be effective in terms of academic achievement of the students. The students and teachers were found to have favourable opinion towards the software package. There was found an interaction effect of IQ, motivation and opinion of students on their academic achievement.
Development of Computer Assisted English Language Teaching for VIII Standard Students. ( Munther Mohammed Zyoud, 1999, CASE, MSU, Baroda) Objectives 1. To develop a computer assisted English Language Teaching Programme for Standard VIII Gujarati medium students. 2. To Study the effectiveness of the Computer Assisted English Language Teaching Programme on student achievement in terms of vocabulary, grammar and comprehension by taking pre-test scores and IQ as covariates. 3. To study the effectiveness of the Computer Assisted English Language Teaching Programme on the experimental group students achievement in vocabulary, grammar and comprehension with respect to their intelligence, motivation and attitude. 4. To study the attitude of the students towards the usefulness of the computer assisted English Language Teaching Programme. Findings The study reveals that when the computer is used to its full potential, it can help the students achieve more in learning vocabulary, grammar and comprehension to the learners with different IQ, motivation and attitude. It helps the students learn better because it provides them with a lot of freedom and responsibility to learn at their own pace. The students were found to have +ve attitude towards Computer Assisted English Language instruction.
Exploring cognitive map formed due to educational video viewing among learners.
Dibakar Sarangi (2000, CASE, MSU, Baroda) Objectives 1. To study the effects of TV Language proficiency, viewing strategy, and their interactions on the components (Concept, proposition and schema) of cognitive map in terms of corresponding map scores taking intelligence as a covariate. 2. To study the effects of television language proficiency (TLP) and viewing strategy and their interaction on cognitive map (total score) taking intelligence as a covariate. 3. To analyze the cognitive maps of the different television language groups in relation to different production variables namely, message track, message presentation form and message type. 4. To analyze the cognitive maps of learners of the treatment (VS) groups in relation to different production variables namely, message track, message presentation form and message type. 5. To analyze the learning distortions in the cognitive maps of the students in relation to viewing strategy, television proficiency and production variables namely, message track, message presentation form and message type. Population & Sample 1. Sample of ETV Programme: Six ETV programmes for class VIII, produced and telecast by the SIET, Orrisa, Bhubaneshwar were selected, namely, The Living Fossils, Composition of water, The environment, Properties of water, The Dust particles, and Thermal expansion of matter. Intact classroom groups were used as the sample groups (composition of sample students from rural and urban background was deliberately manipulated to ensure a fine dispersal of TLP) the number of students for difference ETV was different and ranged from 155170. Tools and Techniques Intelligence was measured with the Raven's standard progressive matrices and Television Language Proficiency with a standardized Television Language proficiency Test (TLPT). Cognitive map data were collected through cognitive map inventories and subsequent ratings were done with rating scale. Findings Children's learning through the ETV programmes was found to be positively influenced by their Television Language Proficiency. The Television viewing strategies, namely, Direct Viewing, Viewing with Note taking, and Advance
Organizer followed by Viewing produced similar influences on cognitive map formation among the learners. The ideal cognitive maps of the sample ETV were transacted more at the concept level than at the Proposition Level. In most cases distorted transaction of the message items was more than the meaningful transaction. Learners cognitive maps contained large amount of feeble and blurred concepts and proposition, chiefly inadequate Learning, idiosyncrasies, confusion, some amount of over-learning and marginal overgeneralization. Meaningful and distorted transaction of the concepts and propositions exhibited distractive relations with message type, message form and message track. These basic relations could be instrumental for improving educational tele-production and to make TV a more potential institutional medium. The study further sensed possibilities of relationship among cognitive mapping, the said production variables and tele-instruction strategies which need further probing. This is felt that tele-visual instructional designs in general and the process of message mediation in particular need reexamination for effective education of children.
Effectiveness of the School Broadcast Programmes of All India Radio (AIR) and Educational Television ( ETV) Programmes of Doordarshan with reference to school achievement of the learners ( Yashobanta Samal, 2000, Utkal University, Bhubaneshwar) Objective 1. 2. 3. 4. To study the achievement of Primary School Students on ETV Programmes. To study the reactions of Primary School Teachers on ETV Programmes. To study the reactions of the students on ETV programmes. To study the achievement of Primary School Students on School Broadcast Programmes. 5. To study the reactions of Primary School Teachers on School Broadcast Programmes. 6. To study the reactions of the students on School Broadcast Programmes. Sample A sample of 120 students and 20 teachers has been used for the study. Also, 20 ETV Programmes and 10 Educational Radio Programmes were selected for the study. Six tasks were constructed for the study. Tools and Techniques The achievement tests were constructed for the study. Data Analysis The data were analysed both quantitatively and qualitatively. Findings 1. Both the ETV and School Broadcast programmes have been found to have positive effect on school achievement of pupils. 2. There have been found mixed reactions of students and teachers regarding contents and presentation of the ETV and School Broadcast Programmes. 3. It is really a matter of concern that none of the schools was found utilizing the ETV and School Broadcast Programmes in an institutionalized manner.
A Study of the Effectiveness of Branching Variety of Programmed Instructional Material as Diagnostic and Remedial Tool in Chemistry for Secondary Classes in Jabalpur Division ( Jyoti Tare, 2001, Rani Durgavati University, Jabalpur) Objectives 1. To compare the achievements of the students of urban and rural areas of Jabalpur Division by the traditional method of teaching with that of studying through branching frames of programmed learning in Chemistry Subject. 2. To diagnose the weakness of the students of urban and rural areas with the help of PLM. Research Design used Experimental and Control Group Design was used for the purpose of this study. Sample 280 students were selected from different Government Higher Secondary Schools of urban and rural areas of Jabalpur Division. Tools and Techniques A branching programme was developed on Atomic Structure and Chemical Bonding and pre-test and post-test were constructed by the investigator.
Data Analysis ANOVA and t-test were used for data analysis. Findings 1. The achievement of the experimental group was found significantly greater than the achievement of the control group. 2. The achievement of the urban girls through PLM was found significantly higher than that of the urban boys. 3. No significant difference was found in the achievement of boys and girls of rural areas in the post-test on atomic structure and chemical bonding. 4. 135 boys out of 180 and 64 girls out of 99 wanted to continue the study with the PLM on both the topics. 5. The weakness of individual students were diagnosed and removed when branched frames on both the topics were administered.
A Study of Availability And Utilization of Educational Media in Secondary Schools of Thailand (Chantahiem Chamnan, South Gujarat University, Surat, 2004)
Objectives of the Study 1. To find out the available various educational media in Secondary Schools of Region- 12 of Thailand. 2. To find out the suitability of educational media as per the needs of the Secondary Schools of Region- 12 of Thailand. 3. To find out the utility of available educational media for various selected subjects in the Secondary Schools of Region- 12 of Thailand. 4. To find out the satisfaction of teachers and media in charge in the use of educational media in classroom instruction. 5. To find out the problems in the use of educational media in classroom instruction related to: i. Physical facilities ii. Technical Supporting Staff and iii. Administration in the Secondary Schools of Region- 12 of Thailand. 6. To find out the available various software as per the needs of the Secondary Schools of Region- 12 of Thailand. 7. To find out the suitability of software as per the needs of the Secondary Schools of Region- 12 of Thailand. 8. To find out the utility of software as per the needs of the Secondary Schools of Region- 12 of Thailand. 9. To find out the satisfaction of the students in the availability and use of software in teaching of the following subjects: i. Science ii. Math iii. Thai Language iv. Social Science v. English vi. Agriculture vii. Business viii. Health/Sport and ix. Computer. 10. To find out satisfaction of the teachers on the availability and use of software in teaching. 11. To find out satisfaction of the media in charge on the availability and use of software in teaching.
12. To find out the problems in the use of software in classroom instruction related to a. Physical facilities b. Technical Supporting Staff c. Administrative Systems in the Secondary Schools of Region- 12 of Thailand. 13. To compare the availability of educational media in context to the size of schools ( small, medium and large) in Region- 12 of Thailand. 14. To compare the utility of educational media in context to the size of schools ( small, medium and large) in Region- 12 of Thailand. 15. To compare the availability of software in context to the size of schools ( small, medium and large) in Region- 12 of Thailand. 16. To compare the utility of software in context to the size of schools ( small, medium and large) in Region- 12 of Thailand 17. To get the suggestions of teachers and students for making the use of Educational media more effective in improving the classroom instruction. Research Method Employed Survey method has been employed for the study. Sample for the Study Multistage random sampling technique was used for drawing the samples of 576 students, 620 teachers, 75 media-in-charge and 75 administrators. Tools Used Checklists and Questionnaires were used for the study. Data Analysis The data have been suitably analyzed through frequencies and % responses. Findings of the Study A majority of the respondents have accepted the suitability of the available media in the schools. Majority of the teachers have showed their satisfaction in the use of educational media. 50% of the sample schools were found to have physical problems, mostly related with physical facilities of the classroom and laboratory. Such schools were not having sufficient and workable equipments, software, and infrastructure.
The modern media were found to face more of problems as compared to traditional media in terms of skilled human resource. The problems related to administrative system were mostly related with the non- cooperative behaviour or due to less insight of the administrators. The problems related to supporting staff were mostly related with the proper full time appointment of the technical person. The educational media were found largely under used. The power point, CAI, and CMI were never used in their schools as responded by about 20% of the teacher sample. Suitability of available software related to Thai and English languages was perceived less as compared to other subjects. Availability of high tech media was greater in big size schools as compared to the medium and small size schools.
A Study of IGNOU Teleconferencing for Distance Learners ( Nishi Jain, 2002,MSU, Baroda) Objectives 1. To analyse the teleconferencing programmes of IGNOU subjects in terms of contents, methods, media and modes. 2. To study the effectiveness of teaching the distance learners through teleconferencing in terms of mean achievement scores. 3. To study the reactions of distance learners regarding preparation, presentation, duration, talkback, technical and non-technical problems and utility aspects of IGNOU Teleconferencing with respect to selected variables. 4. To study the views of IGNOU Personnel involved in planning, production, coordination and implementation stages of IGNOU teleconferencing programmes. 5. To study the feedback on IGNOU teleconferencing programmes with respect to views of Coordinators regarding attendance, technical and non-technical problems, motivation, participation, utility and benefits of IGNOU Teleconferencing programmes. Findings Very few participants were found attending the teleconferencing programmes. Usually the participants were found attending the programmes attentively. Participants wanting to ask questions seemed more interested in the programmes. It was found that the time allotted for the talkback session usually was not enough. Some learners having vernacular background expressed apprehension about the comprehensibility of the programmes. They felt inhibitions in discussing and asking questions. There were mixed responses regarding the effectiveness of the teleconferencing programmes. Some found these programmes very exciting and wonderful, whereas others could not utilize these programmes properly. Proper coordination is required among all the personnel involved in IGNOU Teleconferencing.
A Comparative Study of the Efficacy of Teaching Through the Traditional Method and the Multimedia Approach in the Subject of Home Science (Ms. Beena Y. Desai, 2004, South Gujarat University, Surat, India) Objectives of the study: 1. To develop a multimedia package for teaching the subject of nutrition ( Protein) to the undergraduate level students of Home Science. 2. To find out the effectiveness of the multimedia package in terms of achievement of the students. 3. To find out the effectiveness of the lecture method and practical method used in the teaching of Home Science. 4. To compare the achievement of the students learning through the multimedia approach and the traditional way of teaching. 5. To study the effect of caste on the acquisition of knowledge through traditional teaching methods and multimedia approach. 6. To study the effect of location on the acquisition of knowledge through traditional teaching methods and multimedia approach. 7. To study the effect of income on the acquisition of knowledge through traditional teaching methods and multimedia approach. 8. To study the effect of achievement at the Std. XII examination on the acquisition of knowledge through traditional teaching methods and multimedia approach. 9. To study the effect of intelligence on the acquisition of knowledge through traditional teaching methods and multimedia approach. 10. To study the opinions of students about learning through multimedia approach. Research Design: It is an experimental study which has employed experimental group and control group design. Sample of the Study: The sample of the study is constituted of 98 students of B.A. first year home science ( 2001-2002) of Smt. J.P. Shroff Arts College, Valsad. Tools and Techniques: The multimedia package constituted of transparencies, pie graph, charts, diagrams, pictures, video tape, audio tape, and slide set has been well developed by the investigator. All the tests pre-test, post-test, retention test and opinionnares have been well constructed by the investigator. The intelligence test by Dr. K.G. Desai has been suitably selected. The experiment has been conducted systematically. Data Analysis: T-test and F-test were appropriately employed for data analysis. Findings of the Study:
The mean achievement of the experimental group was found significantly higher than that of the control group. From post-test to retention test almost equal reduction in performance was found in both the groups. The study has arrived at significant findings when caste, location, income, Std. XII examination marks, and IQ of the students were considered as co-variables. The students were found to have favourable opinions towards the multimedia approach. The study has found the relative efficacy of teaching through the traditional method and the multimedia approach in the subject of Home Science, particularly, Proteins. The investigator has tried to observe the research rigor throughout. However the study raises some questions as follows: How do we differentiate amongst independent variables, co-variables and dependent variables in the context of the present study? What is the difference between co-variable and covariate? How do we differentiate multi media, multi-media and multimedia? The caste has been found to have a significant effect so far as the achievement is concerned. What are its implications? What should be done to enhance the effectiveness of the multi media package with the rural students? How can multi media approach of instruction be made compatible to the learners of different IQs? How multi media approach can be used in a setting of different covariables?
A Study of the Effectiveness of the Training Program conducted by Intel- India for Secondary School Teachers Maria Athaide ( 2005, University of Bombay, Mumbai) All the five objectives of the study under Phase A and all the eight objectives under Phase B have been well enunciated as follows: To conduct an ethnographic study in a sample of secondary schools that participated in Intels Training Program. To gain entry to a sample of the 3 categories of secondary schools ( SSC, ICSE, and CBSE) that participated in Intels Training Program Teach to the Future for the ethnographic study. To describe the computer equipment and facilities that exist in the Secondary Schools that participated in Intels Training Program Teach to the Future. To carefully observe the computer related teaching activities of the Intel trained teachers in the use of computers in the teaching of their subjects. To interview the Principals and Teachers of the schools under ethnographic study to a) Find out their satisfaction with regard to the Intel Training. b) Find out the extent of computer application in their teaching activities. c) Identify the obstacles that hindered the teachers from using the computer to teach their subjects in the school. d) To document their beliefs about the use of computer technology in teaching. Stating the variables of the quantitative study. Framing the hypotheses of the quantitative study. Construct suitable tools to elicit data from the Principals and Teachers of Secondary Schools that participated in Intels Training Program regarding a) The infrastructure (computer equipment and facilities) that exists in the Secondary Schools that participated in Intels Training. b) Their satisfaction with Intels Teach to the Future Training Program. c) Their use of computer applications in their teaching activities. d) Their beliefs about the use of computer technology in teaching. e) The obstacles that hinder the teachers from using the computer to teach their subjects in the school. To administer the constructed tools to the Principals and Teachers of the selected secondary schools. To statistically analyze the quantitative data collected through the survey. To interpret the analyzed data in the light of the hypotheses formulated in Phase A. To triangulate the findings of Phase A with those obtained in Phase B.
To list suggestions for increasing the effectiveness of the Intel Training Program in terms of the Training given to the Secondary School Teachers and its application in the use of computers in their subject teaching. The variables under study, namely, level of satisfaction of the Secondary School Teachers towards the Intels Training Program, Extent of Application of the Training Program, Types of Intels Training Program, The categories of the schools under study, Teaching Experience of the Secondary School Teachers, Accessibility to computers, Accessibility to the Internet, Aid status of the schools, Special timetable, and Teachers Commitment to the Professional use of computer technology have been well identified. The investigator has conducted ethnographic-cum-survey study. Interview, observation and questionnaires were the tools/techniques used for the study. The investigator has tried to observe the reliability of the ethnographic data through internal and external reliability techniques and triangulation, and internal, external and construct validity. The content validity and characteristics of the questionnaires were well established. For Phase- 1, six secondary schools 2 each of CBSE, ICSE and SSC were purposively selected, whereas, 30 teachers were randomly selected, 10 from each type. Disciplined abstractions were done after gathering data systematically through gaining access, mapping of research site, observations, interviews and organizing the information with respect to the ethnographic study. For phase-2, that is, survey study a total of 30 secondary schools, 10 each from the three types were selected. 300 teachers was selected, 100 from each of CBSE, ICSE and SSC. The data were analyzed through frequencies, % responses, crosstabulations, Binomial test, skewness and kurtosis. The study has come out with meaningful finding as follows: A large majority of the Principals and Teachers were found to have high level of satisfaction with respect to Intel Training to Teachers on MS Word and MS Power Point, whereas, the level of satisfaction with respect to the MS Publisher was found relatively low. SSC teachers were found to have higher level of satisfaction than that of the ICSE and CBSE. Teachers having Teaching Experience >10 years & <20 years were found to higher level of satisfaction than those having < 5years, >5 years & <10 years, and >20 years. Master Trainers were found to have Higher level of satisfaction than the Beginners. Higher the access to internet and computer at home and School higher was found the level of satisfaction. Teachers having moderate commitment were found to have higher level of satisfaction than those having high or low levels of commitment. A large majority (>=90%) of the selected Principals and Master Trainers showed a low extent of application of MS Publisher.
A majority of the Principals and Teachers observed a high extent of application (browsing) of the Internet by the teachers for information/ graphic/ maps. A majority of the Principals and Teachers observed a high extent of application of requiring technical support by the Teachers when working on the computer. CBSE teachers were found to have higher level of application of the Intels Training Program than the ICSE and SSC teachers. Teachers having Teaching Experience < 5 years were found to higher level of application of Intels Training Program than those having < 5years, >5 years & <10 years, >10 years & <20 and >20 years teaching experience. Master Trainers were found to have Higher level of Intels Training Program than the Beginners. Higher the access to internet and computer at home and School higher is the level of application of Intels Teach to the Future Program. Teachers having high commitment were found to have higher level of application of the Intels Training Program than those having low or moderate levels of commitment. Teachers having a Special Time-Table were found to have higher level of application of Intels Training Program. Both the Principals and Teachers were found to believe that computer technology is a powerful tool for helping teachers improve student learning. The strengths of the Intel Training Program were reported as follows: Motivated the Teachers and built their confidence. Was interesting and practical for most teachers. Brought innovation to classroom teaching. Introduced teachers to effective use of MS Power Point. Some teachers were motivated to buy a PC. Introduced Internet to the teachers. School premises were a convenient venue. Syllabus well suited the first timers. The Encarta Encyclopedia was found useful. Introduced Teachers to the concept of Rubrics for assessment. The weaknesses of the Intels Training Program were reported as follows: Duration was too short. Time was short for preparing Power Point Presentation. Did not include integration of curriculum. Internet knowledge and practice was very limited. Faculty did not give the novice adequate attention. Teachers were not shown model lesson plans. Did not suit teachers of Hindi. Some computer applications were left incomplete or left out. Some faculty showed lack of knowledge and skills. No follow up by Intel.
The barriers that prevent the use of computers as a teaching tool have been reported by the study as follows: Lack of time. Unavailability of computers/computer lab. Classes too large to handle in small computer labs. Not having a PC at home. Teachers overloaded with other work. Lack of skill and speed in typing. No specific period allotted for teaching with computers. Lack of technical knowledge and dependence on technician. Absence of LAN and Internet connection. Students have better knowledge and skills of computers. There is a positive association between the total satisfaction of secondary school teachers and Intels Training Program and its Total Application. The Intel Training Program was not specifically related to the curriculum of the three types of schools that were investigated in this study. It was found one of the impeding factors in the integration of technology in teaching. The Beginners course was found wanting. The study reports that the duration and content of the Beginners Course need to be revised. A good infrastructure and well equipped computer lab does not necessarily ensure successful integration and adoption of computer technology. The investigator has given some meaningful benchmarks based on the grounded theory of research to strengthen the Intel Training Program and some valuable recommendations for integration of technology at the functional level.
Effectiveness of Computer Assisted Instruction for Primary School Students: An Experimental Study (Ms. Suwanna Ruttanathummatee, 2004, South Gujarat University, Surat, India) Objectives of the study: 1. To develop Computer Assisted Instruction in the Subject of Thai language for the students of Pratom-3 and 6. 2. To know the effectiveness of Computer Assisted Instruction in the subject of Thai language developed by investigator for the students of Pratom-3. 3. To know the effectiveness of Computer Assisted Instruction in the subject of Thai language developed by investigator for the students of Pratom-6. 4. To know the effectiveness of Computer Assisted Instruction in the subject of English language developed by ONPEC for Pratom-3. 5. To know the effectiveness of Computer Assisted Instruction in the subject of English language developed by ONPEC for Pratom-6. 6. To compare the effectiveness of Computer Assisted Instruction developed by ONPEC in English language with the CAI developed by the investigator in the Thai language for Pratom-3. 7. To compare the effectiveness of Computer Assisted Instruction developed by ONPEC in English language with the CAI developed by the investigator in the Thai language for Pratom-6. 8. To get opinion of the teachers on CAI developed by the investigator for the subject of Thai language. 9. To get opinion of the teachers on CAI developed by the ONPEC for the subject of English language. 10. To get opinion of the students on CAI developed by the investigator for the subject of Thai language. 11. To get opinion of the students on CAI developed by the ONPEC for the subject of English language. Research Design: It is a developmental-cum-experimental study. Pre-test, Post-test design with replication groups was used for conducting the experiment. Two experimental groups along with eight replication groups, each consisting of 30 students were well drawn. Sample of the Study: The sampling technique employed for the study is quite appealing. In all 150 students of Pratom-3 and 150 students of Pratom-6 belonging to Buriram Province participated in the study. Tools and Techniques:
CAI programmes on 5 units for learning each language were used for conducting the experiment. Different tools for the study, namely, criterion tests and opinionnaires have been used.
Data Analysis: The data have been suitably analyzed through mean, SD and t-tests. Findings of the Study: The study has resulted in the development of CAI Programmes on selected five units of Thai language both for Pratom-3 and Pratom-6. The CAI Packages developed by the investigator on Thai language have been found effective at both the levels, that is, Pratom-3 and Pratom-6 as evident through the t-values with the students of Buriram Kindergarten with Experimental Groups 1 and 2. The CAI Packages developed by the ONPEC on English language have been found effective at both the levels, that is, Pratom-3 and Pratom-6 as evident through the t-values with the students of Buriram Kindergarten with Experimental Groups 1 and 2. The CAI Packages developed by the investigator on Thai language and ONPEC on English language have been found equally effective at both the levels in Buriram Kindergarten. The CAI Packages developed by the investigator on Thai language and by the ONPEC on English language were found significantly and equally effective with all the eight replication groups. The CAI Packages developed by the investigator on Thai language and by the ONPEC on English language received favourable opinions both by the teachers and students.
Techno-pedagogic analysis of children ETV programmes and their effectiveness in terms of achievement with and without discussion and perception of students and teachers . Darshana Chaudhari, 2005, CASE, MSU, Baroda The objectives of the study were to analyze the CETV Programmes technopedagogically, to study the effectiveness of the CETV Programmes in terms of achievement of students, to compare the achievement of students in CETV with and without discussion, to study the effectiveness of CETV programmes in terms of reaction of teachers, and to study the views of the students on the CETV Programmes. Pre-testtreatment-post-test, experimental and control group design was employed for the study. 60 students of Std.V of Shree Krishna Hindi medium school constituted the sample for the study. Also all the 5 teachers teaching Std.V were selected . 5 programmes were selected purposively out of the 15 recorded. Techno-pedagogic analysis tool, achievement test on each selected CETV Program, reaction scale, and un-structured interview were employed. Content analysis , presentation analysis, independent t test and % analysis were used for the study. The programmes were largely found effective techno-pedagogically in terms of mediagenicity, audio-visual compatibility, contiguity between text and animation and between audio and visuals, media language proficiency, use of technological aids, corresponsdence among communication elements, and view composition . All the six programmes were at knowledge level, 5 at understanding level, whereas 4 were at application level. Most of the programmes focused on receiving and responding. Three focused on valuing also. One of the 6 programmes focused on imitation ,manipulation and articulation level. There was significant difference between the mean gain scores of control and experimental group in all the 6 programmes. In 5 out of six programmes , the mean achievement of the group with discussion was found significantly higher than that of without discussion . Children and teachers were found to have positive views regarding the programs.
A study of the effectiveness of CAI in Sanskrit for std. VIII students Hiralkumar M.Barot, 2005, CASE, MSU, Baroda The study was conducted to develop CAI in Sanskrit for Std. VIII students and to study its effectiveness in terms of mean achievement of students in Sanskrit and to study the reactions of the standard VIII students regarding the effectiveness of the developed CAI package. 86 students of Std. VIII of Shree Ambe Vidyalaya, Waghodia Road, Baroda constituted the sample for the study. A single group pre-test and post-test design was employed for the study .Achievement test and reaction scale were constructed by the investigator . Flash MX, Corel Draw 11 and Front Page were used for the development of software. t value, frequencies and % responses were used for data analysis . The developed CAI in Sanskrit was found effective in teaching Sanskrit to VIII std. students. The reactions of the students towards the developed CAI in Sanskrit were found positive.
ICT awareness, use and need of secondary and higher secondary teachers of English Medium Schools of Vadodara city Irfan Shah, 2005, CASE, MSU, Baroda The objectives of the study were to study the ICT awareness of secondary and higher secondary teachers, to study the ICT use of secondary and higher secondary teachers, to study the ICT need of secondary and higher secondary teachers, and to study the variables related with the ICT awareness, use and need of secondary and higher secondary teachers. A scale was constructed to collect the data regarding ICT awareness, use and need of a teacher with respect to different components of ICT, like, computer, Internet, OHP, LCD Projector, Radio, TV. 12 secondary and 10 higher secondary schools were selected using stratified random sampling technique. Further 60 secondary and 50 higher secondary teachers were selected @ 5 teachers from each selected school. A total of 90 teachers out of 110 responded. Data were analyzed using frequency, percentage, mean, SD, SE of mean, t value and ANOVA wherever necessary. There was found a low degree of ICT awareness, use and need of secondary and higher secondary teachers. The variables related to ICT awareness of teachers were teaching experience, age and total salary. The variables related with the ICT use of teachers were total salary and computer training. The variable related with the ICT need of teachers was the Degree Program which they attended at the University level.
Development and Implementation of an Information Technology Based Instructional Package for English Grammar to Gujarati medium students of Standard VIII of Jamnagar City Jaykumar Rathod, 2005, CASE, MSU, Baroda The objectives of the study were to develop an IT based instructional package for teaching English Grammar to Gujarati medium students of standard VIII, to study the effectiveness of the developed IT based instructional package in terms of the achievement of the students, and to know their reactions on the developed instructional package. Pretest post-test control group design was employed for the study. The development of the IT based instructional package was done through Microsoft power point. 100 students were randomly selected from standard VIII of Smt. G.S. Mehta Municipal Girls High School, Jamnagar. These students were further divided into Experimental and Control groups. Two parallel tests were constructed by the investigator to study the achievement of the students. These two tests were constructed on the content topics simple present tense, present continuous tense, preposition- in, on, under and behind and possessive forms of has and have. Also, a five point reaction scale was constructed to study the reactions of the students on the developed package. Mean, SD, uncorrelated t value and chi square were computed for data analysis. The developed IT based instructional package was found to be effective for teaching English Grammar because there was found a significant difference in the gain mean scores of the experimental group and control group. The students were found having positive reactions towards the developed IT based instructional package.
A study of the relative effectiveness of CAI and CAIPI in learning Trigonometry by English medium students of Standard IX of Baroda City Rakesh Pardeshi, 2005, CASE, MSU, Baroda The objectives of the study were to develop the CAI and study its effectives in mono, diad and triad settings and its relative effectiveness in the three settings and through reactions of the students. All the four hypotheses of the study were formulated in the null form. The study was conducted in the three sections of Standard IX of Zenith High School, Baroda, dividing each section into two groups- experimental and control. The CAI was developed using Flash-MX, Directors and Corel Draw 11.0 along with the Internet. An achievement test was constructed for administering as pre-test and post-test. The data were analyzed through mean, SD, uncorrelated t and ANOVA. No significant difference has been found in the mean achievement scores of the groups in mono, diad and triad. No significant difference has been found in the mean achievement scores of the experimental group in mono, diad , triad and control groups, respectively. Significant difference has been found in the mean achievement scores of the experimental group in triad and control group. The students were found to have positive reactions towards the developed CAI.
Development of an IT enabled Instructional Package for Teaching English medium students of Vadodara city Yadav Kusum, 2004, CASE, MSU, Baroda The objectives of the study were to develop an IT- enabled instructional package for teaching English Grammar, to implement it and to determine its effectiveness in terms of achievement of the students and opinions of students and English Teachers. The investigator started with a null hypothesis that there will be no significant difference in the mean achievement scores of students in pre-test and post-test. A single group pre-test and post-test design was employed for the study. 20 students were randomly selected from Std. VIII of the New Era Senior Secondary School, Baroda. Pre-test, post-test and opinionnaire were used for the study. The data were analysed through t test, % scores and content analysis. There was found a significant gain in terms of students achievement through IT- enabled instructional package. It helped the students to learn kinds of sentences, namely, interrogative, assertive: affirmative, negative, imperative: orders or commands, and exclamatory. The students and teachers were found to have favourable opinion towards the developed instructional package.
Development of Multimedia Instructional System on Computer Education for B.Ed. Pupil Teachers Mr. Anil Tanaji Patil, 2006, Shivaji University, Kolhapur The problem- Development of Multimedia Instructional System on Computer Education for B.Ed. Pupil Teachers has been well identified by the investigator. The Study is based on a sound conceptual framework. The related literature has been reviewed comprehensively. All the seven objectives of the Study have been well enunciated as follows: 1. To analyze the conventional approach of teaching Computer Education. 2. To plan multimedia instructional system for Computer Education. 3. To design and construct multimedia instructional system for Computer Education. 4. To test the effectiveness of the constructed multimedia instructional system. 5. To compare the effectiveness of constructed multimedia instructional system with the conventional system of instruction. 6. To validate multimedia instructional system in terms of their effectiveness over conventional system of instruction. 7. To equip the pupil teachers and teacher-educators with reliable system to overcome the difficulties in theory course of Computer Education Instruction. All the research hypotheses and null hypotheses have been well formulated as follows: Research Hypotheses 1. The present setting of teaching of computer education in B.Ed. Colleges is unsatisfactory for better learning of the pupil-teachers. 2. An instructional system for computer education through multimedia technology can be planned, designed and constructed. 3. The male pupil-teachers and female pupil-teachers perform differently on achievement in their groups irrespective of the system used in instructing them. 4. The male pupil-teachers perform differently on achievement irrespective of the system used in instructing them. 5. The female pupil-teachers perform differently on achievement irrespective of the system used in instructing them. 6. The conventional instructional system and the developed multimedia instructional system for computer education differ in their effectiveness on the performance in achievement of the total pupil-teachers. 7. The male pupil-teachers and female pupil-teachers perform differently in retention of achievement in their groups irrespective of the system used in instructing them.
8. The male pupil- teachers perform differently in retention of achievement irrespective of the system used in instructing them. 9. The female pupil- teachers perform differently in retention of achievement irrespective of the system used in instructing them. 10. The conventional instructional system and the developed instructional system for computer education differ in their effectiveness on the performance in the retention of achievement of the total pupil-teachers. Null Hypotheses 11. There is no significant difference between the performance of the pupilteachers of control and experimental group in pre-test. 12. There is no significant difference between the performance of the pupilteachers of control and experimental group in post-test. 13. There is no significant difference between the performance of the pupilteachers from control group in pre over post-testing. 14. There is no significant difference between the performance of the pupilteachers from experimental group in pre over post-testing. 15. There is no significant difference between the gains in achievement in terms of scores in pre over post test of the pupil teachers from control and experimental group. 16. There is no significant difference between the performance of the pupilteachers from control and experimental group in retention test. The Research Procedure designed by the investigator for the study is logical. After ascertaining the needs in the context of the Computer Education, the Multimedia Instructional System was well designed and developed. Authoring software Macromedia Director 7 seems to be quite compatible for the purpose. Alpha testing was done to further develop the system through the expertise available. The pilot testing of the prototype was done through two group pre-test post-test design ( 20(12+8), & 20(12+8)). Final implementation of the Multimedia Instructional System was done on a sample of 64 pupil-teachers ( 32(20+12),32(20+12)), employing Solomon four group Experimental design. The Study has arrived at quite meaningful findings as follows: 1. The present setting of teaching of computer education in B.Ed. Colleges was found unsatisfactory. 2. It was found feasible to design, develop and implement a computer based Multimedia Instruction System for the Computer Education. 3. No significant difference was found between the performance of the pupilteachers of control and experimental group on pre-test. 4. Significant difference was found between the performance of the pupil teachers of control group and experimental group on post-test. 5. Significant difference was found between the performance of the pupil teachers of control group from pre-test to post-test.
6. There is significant difference between the performance of the pupil- teachers of experimental group from pre-test to post-test. 7. There is significant difference between the gains in achievement in terms of scores in pre-test and post-test of the pupil- teachers from pre to post test. 8. There is significant difference between the performance of the pupil-teachers from control and experimental groups in retention test.
It is an interesting and appealing Study, which has very evidently demonstrated its utility. However, the following questions can be addressed during further studies being carried out-. 1. What is the relative significance of the Standard Error of the difference between the two Means & Standard Error of the difference between the two Standard Deviations? 2. Should the focus of any investigator be central tendency or variability or both & why? 3. How do we differentiate a Prototype and fully functional Multimedia Instruction System? 4. What is the utility of Solomon Four Group Experimental Design in the context of the present study? 5. How gender has been considered as active variable in the context of the present study?
Development and Tryout of Self-Learning Materials in English subject on the unit of Active and Passive Voice for the Students of Standard-XII Mr. Gautam A. Panchal, 2006, V.N. South Gujarat University, Surat Objectives: All the 44 objectives of the study have been well enunciated as follows: 1. To compare the mean achievement scores of the students on simple tense on pretest and post-test. 2. To compare the mean achievement scores of the students on continuous tense on pre-test and post-test. 3. To compare the mean achievement scores of the students on perfect tense on pretest and post-test. 4. To compare the mean achievement scores of the students on simple modal auxiliaries on pre-test and post-test. 5. To compare the mean achievement scores of the students on perfect modal auxiliaries on pre-test and post-test. 6. To compare the mean achievement scores of the students on infinitive on pre-test and post-test. 7. To compare the mean achievement scores of the students on participle on pretest and post-test. 8. To compare the mean achievement scores of the students on causal construction on pre-test and post-test. 9. To compare the mean achievement scores of the students on imperative sentence on pre-test and post-test. 10. To compare the mean achievement scores of the students on active and passive voice on pre-test and post-test. 11. To compare the mean gain scores of experimental and control groups on simple tense. 12. To compare the mean gain scores of experimental and control groups on continuous tense. 13. To compare the mean gain scores of experimental and control groups on perfect tense. 14. To compare the mean gain scores of experimental and control groups on simple modal auxiliaries. 15. To compare the mean gain scores of experimental and control groups on perfect modal auxiliaries. 16. To compare the mean gain scores of experimental and control groups on infinitive. 17. To compare the mean gain scores of experimental and control groups on participle. 18. To compare the mean gain scores of experimental and control groups on causal construction. 19. To compare the mean gain scores of experimental and control groups on imperative sentence.
20. To compare the mean gain scores of experimental and control groups on active and passive voice. 21. To compare the mean gain scores of the students on simple tense. 22. To compare the mean gain scores of the students on continuous tense. 23. To compare the mean gain scores of the students on perfect tense. 24. To compare the mean gain scores of the students on simple modal auxiliaries. 25. To compare the mean gain scores of the students on perfect modal auxiliaries. 26. To compare the mean gain scores of the students on infinitives. 27. To compare the mean gain scores of the students on participle. 28. To compare the mean gain scores of the students on causal construction. 29. To compare the mean gain scores of the students on imperative sentence. 30. To compare the mean gain scores of the students among the experimental groups of all the four schools on active and passive voice. 31. To compare the mean scores of achievement on main criterion test at pre-test and retention test stages of the students on active and passive voice. 32. To study the influence of gender, level of IQ and their interaction on achievement in active and passive voice of the students learnt through self learning materials by considering pre-achievement scores on active and passive voice as covariate. 33. To study the influence of gender, stream and their interaction on achievement in active and passive voice of the students learnt through self learning materials by considering pre-achievement scores on active and passive voice as covariate. 34. To study the influence of gender, area and their interaction on achievement in active and passive voice of the students learnt through self learning materials by considering pre-achievement scores on active and passive voice as covariate. 35. To study the influence of level of IQ, stream and their interaction on achievement in active and passive voice of the students learnt through self learning materials by considering pre-achievement scores on active and passive voice as covariate. 36. To study the influence of level of IQ, area and their interaction on achievement in active and passive voice of the students learnt through self learning materials by considering pre-achievement scores on active and passive voice as covariate. 37. To study the influence of stream, area and their interaction on achievement in active and passive voice of the students learnt through self learning materials by considering pre-achievement scores on active and passive voice as covariate. 38. To study the influence of gender, level of IQ and their interaction on achievement in active and passive voice of the students learnt through self learning materials by considering IQ scores as covariate. 39. To study the influence of gender, stream and their interaction on achievement in active and passive voice of the students learnt through self learning materials by considering IQ scores as covariate. 40. To study the influence of gender, area and their interaction on achievement in active and passive voice of the students learnt through self learning materials by considering IQ scores as covariate. 41. To study the influence of level of IQ, stream and their interaction on achievement in active and passive voice of the students learnt through self learning materials by considering IQ scores as covariate.
42. To study the influence of level of IQ, area and their interaction on achievement in active and passive voice of the students learnt through self learning materials by considering IQ scores as covariate. 43. To study the influence of stream, area and their interaction on achievement in active and passive voice of the students learnt through self learning materials by considering IQ scores as covariate. 44. To get the opinions of the students regarding Self-Learning Materials on Active and Passive Voice. All the 43 hypotheses have been well formulated in null form. Tools Prepared: The Self-Learning Material on the topic of Active and Passive has been well developed. Research Design: Experimental Group Control Group pre-test post-test design, as well as, single group pretest post-test design have been suitably employed for the Study. Sample: A sample of 192 students has been drawn using compatible sampling techniques. Two pre-experimental groups were constituted, each having 32 students, one from Rural Area, whereas, the other one from Urban area, wherein, the sample units were duly distributed as Science Stream and General Stream, Boys and Girls. Similarly, one experimental group and one control group were constituted from urban area, whereas, another set of experimental and control groups was constituted from rural area, each having 32 students, distributed fairly stream-wise and gender-wise. Tools and techniques: Desai Verbal and Non-Verbal Group Intelligence Test, and the Sub-Criterion Tests, Main Criterion Test, and Opinionnaire constructed by the investigator were used for the Study. The characteristics of all the tools used for the study were well established. The data have been gathered systematically. Data analysis Correlated t-value, Independent t-value, ANOVA, ANCOVA, and Chi-square have been suitably used for data analysis. The Study has arrived at quite meaningful findings as follows: Students were found to have well understood Simple Tense, Continuous Tense, Perfect Tense, Simple Modal Auxiliaries, Perfect Modal Auxiliaries, Infinitive,
Participle, Causal Construction and Imperative Sentence through self learning material as evident through the pre-test and post-test status through mean achievement on respective sub-criterion tests. Students were found to have well understood Active and Passive Voice through self learning material. For both the schools of rural and urban areas, Learning through Self-Learning Material and Traditional Teaching was found almost equal on Simple Tense, Continuous Tense, Perfect Tense, Simple Modal Auxiliaries, Perfect Modal Auxiliaries and participle, as no significant difference has been reported on the mean gain scores. No significant difference was found in the mean scores on Learning on Infinitive through Self Learning Material in urban areas , whereas, it was found significant in rural areas. No significant difference was found in the mean scores on Learning on causal construction through Self Learning Material in rural areas , whereas, it was found significant in urban areas. Learning on Active and Passive Voice through Self Learning Material has been reported significantly greater in urban as well as rural areas as compared to that of control groups. There has been found a significant difference among the mean gain scores of students on Simple Tense taught through Self Learning Material in all the four selected schools. Similar has been found the status on Continuous Tense and Perfect Tense. No significant differences have been found among the mean gain scores of students on Simple Modal Auxiliaries, Perfect Modal Auxiliaries, Infinitive, Participle, Causal Construction and Imperative Sentence. No significant differences have found among the mean gain scores of students on Active and Passive Voice taught through Self Learning Materials in all the four schools. Students of the two selected schools have been found to gain significantly greater on Active and Passive Voice as evident through the retention test. The Hypothesis that There is no significant influence of gender, level of IQ and their interaction on achievement in Active and Passive Voice of the students learnt through Self-Learning Materials by considering pre-achievement in Active and Passive Voice as covariate has been rejected at .05 level. The Self-Learning Material has been found to have greater impact on the students of General Stream than that of the Science Stream. The Self-Learning Material has been found to have greater impact on the students of urban area than that of the rural area. The Hypothesis that There is no significant influence of level of IQ, stream and their interaction on achievement in Active and Passive Voice of the students learnt through Self-Learning Materials by considering pre-achievement in Active and Passive Voice as covariate has been rejected at .05 level. The Hypothesis that There is no significant influence of level of IQ, stream and their interaction on achievement in Active and Passive Voice of the students learnt through Self-Learning Materials by considering pre-achievement in Active and Passive Voice as covariate has been rejected at .05 level. The Hypothesis that There is no significant influence of level of IQ, area and their interaction on achievement in Active and Passive Voice of the students 4
learnt through Self-Learning Materials by considering pre-achievement in Active and Passive Voice as covariate has been rejected at .05 level. The self- learning material has been found to have better impact on the students of General Stream than that of the Science Stream. It has been found to have better impact on the students of urban area than that of the rural area. Gender, level of IQ and the interaction between the gender and level of IQ have been found to have no significant effect on the mean achievement of the students on Active and Passive Voice learnt through Self-Learning Materials. The self-learning material has been found to have a better impact on boys than girls. It has been found to have a better impact on the students of general stream than that of science stream. There has been found a significant interaction effect of the gender and stream on the mean scores on main criterion test at post-test stages. The self-learning material has been found to have a better impact on the students of urban area than that of the rural area. The self-learning material has been found to have a better impact on the students of average level than that of higher level. There has been found a significant effect of the interaction of level of IQ and area on the mean scores on main criterion test at post-test stages. There has been found a significant effect of the interaction of stream and area on the mean scores on main criterion test at post-test stages. The students have been found to have favourable opinion on the self-learning material.
A Study of the Relative Effectiveness of Computer Based Multimedia Learning Packages on Performance and Behavioural Outcomes of Students of Different Age Groups ( S. Jayaraman, 2006, University of Madras, Engineering Education) Objectives of the Study 1. To identify hard topics, perceived by the teachers and students of class V, VIII and XI for developing Packages. 2. To develop three multimedia packages separately each for a) Class V on the lesson Vazhvatharkaka. b) Class VIII on the lesson Mechanics. c) Class XI on the part of lesson Kinematics. 3. To study the relative effectiveness of the CBMMLP in facilitating the learning of various concepts in hard topics. 4. To study and compare the gain percentage of different age groups of Students. 5. To study the relative performance and the behaviour of the different age groups of students. Research Methodology 1) Identification of the hard subjects for class 5,8 and 11. 2) Selection of concepts for developing Computer Based Multi Media Learning Package (CBMMLP). 3) Developing the CBMMLP. 4) Alpha Testing of CBMMLP. 5) Field tryout of CBMMLP. 6) Validation of the CBMMLP. 7) Analysis of the data collected. 8) Interpretation and arriving at thesis and recommendations. Research Design The researcher has suitably employed Quasi-Experimental design using pre-test and post-test for experimental group and post-test for the control group. A demographic survey has also been used to assess the characteristics of the subjects and the comparability of the groups.
Sample for the Study The samples have been drawn employing compatible sampling technique. The samples have been drawn from Std. V, Std. VIII & Std. XI. Class V students have been selected for being most visually preferred, whereas, class VIII & class XI students have been selected for having auditory preference. The experimental groups are constituted of 104 students ( V-31,VIII-37 & XI-36), whereas, control groups are constituted of 92 students ( V-31, VIII-31 & XI-30). Variables of the Study The independent variables in this study are the three CBMMLP, whereas, the dependent variable Learning Outcomes in terms of learners performance in recall and application in specific content area facts, concepts, principles and procedures. Learners attitude (dependent variable) has been measured through the comparative satisfaction towards the CBMMLP. Tools Employed Various tools, namely, Pre and Post Achievement Tests, Three different Survey Instruments to identify the Hard topics, Students Characteristics Measure, Satisfaction Survey each one for all grades and Inventory Tool to find out the attitude towards computers have been well constructed. The characteristics of all the tools have been thoroughly established. Data Analysis Technique Used One way ANOVA has been appropriately employed for data analysis. Reconciliation techniques have also been used for data analysis. Findings of the Study 1. The CBMMLP prepared specifically for the particular concepts are significantly effective for all the age groups of students. There has been found a higher usage by higher age group students. 2. The relative effectiveness of the CBMMLP is significant for all the age groups of students who are studying class V, class VIII and class XI. The performance of the students who have learnt through CBMMLP is higher than the performance of the students who have not learnt through CBMMLP. 3. The analysis of the effect size reveals that it varies between class V, class VIII, and class XI, which is, 4.20, 2.83 and 4.72 respectively. These effect sizes are considered as large and educationally significant. 4. Higher age group students have been found to have more positive attitude towards CBMMLP than the lower age group students. 5. The higher age group students have been found more auditory preferred than the lower age group students, whereas, the lower age group students have been found more visually preferred.
6. Higher age group of students have been found satisfied more in the interaction with the CBMMLP. Also, 74.2% of class XI students were found having prior knowledge of the computer. 75% of the class V students could not express either their satisfaction or about their prior knowledge. Emerging Questions I. Is it established that lower the age higher is the preference for visual stimuli and higher is the age higher is the preference for audio stimuli? II. Assumptions are neither tested nor testable at a given point of time. Justify the assumptions of the present study. III. Can the Intervening Variables be identified and their effects estimated? If yes, then to what extent? IV. Is CBMMLP really an independent variable in the context of the present study? V. What could be the reasons for perceiving the hard topics as hard? VI. How were the Story Boards of CBMMLP for various Standards designed? VII. How were the characteristics of Achievement Tests established? VIII. What were the behavioural outcomes of students of different age groups by interacting with the CBMMLP? IX. There is an emerging view that the Technology is Mechanizing Education. What are the reflections of the investigator? X. What finally is the emerging Thesis of the Study?
Development of a Curriculum Framework on Human Rights Education for the children below fourteen years of age ( Swarnaprava Sahoo, 2002, Utkal University) Objectives The study focuses on the basic human right issues concerning the in-school children and out of school children, below the age of 14 years with reference to their locality and sex. Also, an attempt has been made to develop a curriculum framework of human rights education adapted to the children below the age of 14 years. Sample Survey Research Design was employed for Objective 1 and Case Study design for Objective 2. For objective 1 the samples for the study consist of 400 children, 200 parents, and 94 teachers drawn through quota sampling, quota sampling and incidental sampling techniques, respectively, appropriately. An individual out-of-school child, selected for the study of human rights issues, is considered as a case in this study. Six children- one each from urban slum boy, urban slum girl, rural boy, rural girl, tribal boy, and tribal girl were selected for the study. These children were selected on the bases of ease of access by the investigator. Tools The tools of qualitative research, for example, structured interviews, observations and Focus Group Discussions were used to collect data from multiple sources. Extensive field visits by the investigator helped to explore the ground realities in respect of human rights of the children. Data Analysis The data have been analyzed through frequencies, percentage responses and content analysis. Findings A majority of the school children belonging to urban and rural areas are provided with adequate nutrition, clothing and housing, whereas, a majority of the children belonging to urban slums and tribal areas are deprived of these facilities. There is no wide variation between the boys and girls studying at elementary level in their enjoyment of right to nutrition, clothing and housing. The main cause of deprivation in urban and rural areas is poverty which results from price rise and high cost of living, whereas, in urban slums and tribal areas it is poverty which results mainly from addiction of parents to country liquor. Majority of the tribal children- both boys and girls do not attend school regularly ( 61.29% boys and 68.42% girls), mainly due to the poverty of their parents. Teacher absenteeism has also been found responsible for this. The percentage of
children attending schools regularly in urban areas ( 93.33% boys and 90.91% girls) is much higher as compared to that of urban slums, rural and tribal areas. The quality of instruction at elementary school level has been largely reported to be poor resulting in dissatisfaction. A majority of the children, parents and teachers have been found to be satisfied with the educational facilities available. The support of the parents in the matter of education of their ward has been reported to be relatively poor in tribal areas. Majority of the children belonging to tribal areas are deprived of their human right to health care, mainly due to poverty. Urban school children constitute the most advantaged with regard to enjoyment of right to health care, as compared to their counterparts belonging to urban slums, rural and tribal areas. Variation in the enjoyment of right to health care, between boys and girls has been found not significant across the localities. Poverty of parents, lack of awareness among the parents, distance between home and health center and negligence of teachers have been found some of the important factors often responsible for deprivation of school children from their right to health care. Due to unhygienic conditions in slums the slum children frequently suffer from anaemia, skin diseases, and malaria fever. A majority of the tribal people prefer to consult Disari instead of doctor for all types of diseases. This has been attributed to distance of the health center from home and/or poverty. The school children of tribal areas and urban slums suffer more from economic exploitation as compared to their urban and rural counterparts. 52.83% of boys as compared to 38.83% of girls have been reported to be the victims of economic exploitation. Corporal punishment at home is a matter of concern for children belonging to urban slums. A majority of the tribal children have been reported to enjoy recreational and cultural rights more than the children in the urban area, urban slums and rural areas. In urban areas curricular pressures exerted by the parents and teachers, whereas, in rural areas and urban slums the pressures exerted by the poverty impede their recreational and cultural rights. The percentage of boys reported to enjoy this right has been found invariably higher than that of girls. Discrimination on the bases of gender, caste/tribe or socio economic status of the parents has been found to have negligible existence in tribal areas. It is however a matter of great concern in urban areas, urban slums and rural areas. Education of tribal children, including girl child is not encouraged or supported by their parents despite interest of the children to pursue. Unemployment demotivates the parents in tribal areas to send their children to school. Tribal parents have been reported to favour education of boys more as compared to girls. There is however no gender discrimination in other aspects of life. Poverty is the main factor which deprives the tribal children of most of their basic human rights. Education of girl child is not encouraged in rural areas even in upper caste Brahmin families. A curriculum framework has been well designed on human rights education for the children below the age of 14 years.
COMPARISON OF INSTRUCTIONAL STRATEGY WITH TRADITIONAL METHOD FOR TEACHING ECONOMICS TO CLASS XI STUDENTS IN TERMS OF SILECTED COGNITIVE VARIABLES ( Arya Ratanmala, 1999, DAVV, Indore ) Objectives 1.To develop an instructional strategy and study its effectiveness in terms of: (a) students performance on criterion test and comprehensive test. (b) Students reactions towards various components of the instructional strategy and instructional strategy as a whole. 2. To compare the adjusted mean overall achievement scores of the students taught through developed instructional strategy with those taught through traditional method by taking intelligence and students achievement in social science of class X as covariate, separately. 3. To compare the mean economic understanding scores of the students taught through developed instructional strategy with those taught through traditional method by taking intelligence and students achievement in social science of class X as covariate, separately. 4. To compare the adjusted mean graphical interpretation scores of the students taught through developed instructional strategy with those taught through traditional method by taking intelligence as covariate. 5. To compare the adjusted mean logical reasoning scores of students taught through developed instructional strategy with those taught through traditional method by taking intelligence 6. To compare the adjusted mean concept attainment scores of students taught through developed instructional strategy with those taught through traditional method by taking intelligence 7. To study the effect of treatment, intelligence and their interaction on achievement of students. SAMPLE: The study was conducted at two stages. I Initial try-out, and II final stage For try out study, the accidental sampling was done. 30 students of Agrawal HSS, and Kamla Nehru HSS Indore during 1995-96 session were including in sample. Secondly, the try out done specially, to study of effectiveness of lesson on CAM . 15 lessons were prepared. Concept of content were taught through the CAM. The project and home work were also designed and allotted to the students. The purpose of giving project and home works to study the feasibility of these on the basis of the problems faced and students reactions towards them. Proper modifications were done in lessons, projects and home works. Developed lessons, projects, and home works were also discussed with the experts. For final stage, the two schools selected for experimentation, namely, Malav Kanya HSS and Savitri Kala Mandir , Indore, randomly. 50 students of class XI social science group from each of the schools were included in sample. 50 students of Malav Kanya School, Indore formed Control group and 50 students og Savitri Kala Mandir School formed Experimental group. They had economics as an optional subject. The experiment was condected during the 1996-97
academic session. All students have passed Class X board examination conducted by M.P. Board. SES and family back ground was more or less equal.
TOOLS: In the study, variables like intelligence, personality and economic understanding were measured by the standardized tests. Apart from this achievement, graphical interpretation, logical reasoning, concept attainment and reaction towards each component of the instructional strategy were measured with the help of tools prepared and standardized by the investigator. FINDINGS: 1.The developed instructional strategy was found to be effective in terms of achievement of students on criterion tests, comprehensive test and reaction of the students towards various components of instructional strategy and instructional strategy as a whole. 2.the developed instructional strategy was found to be significantly superior to traditional method when the students mean overall achievement scores were adjusted with respect to intelligence. 3. The developed instructional strategy was found to be significantly superior to traditional method when the students mean overall achievement scores were adjusted with respect to the students achievement in social science of class X. 4. The developed instructional strategy was found to be significantly superior to traditional method when the students mean economic understanding scores were adjusted with respect to intelligence. 5. The developed instructional strategy was found to be significantly superior to traditional method when the students mean economic understanding scores were adjusted with respect to the students achievement in social science of class X. 6. The developed instructional strategy was found to be significantly superior to traditional method when the students mean graphical interpretation scores were adjusted with respect to intelligence. 7. The developed instructional strategy was found to be significantly superior to traditional method when the students mean logical reasoning scores were adjusted with respect to intelligence. 8. The developed instructional strategy was found to be significantly superior to traditional method when the students mean concept attainment scores were adjusted with respect to intelligence. 9.There was a significant effect on treatment on overall achievement of the students. 10.there was no significant effect of personality (extroversion-introversion) on overall achievement of the students. 11.There was no significant effect of interaction between treatment and personality on overall achievement of students. 12.There was no significant effect of intelligence on overall achievement of the students. 13. There was no significant effect of interaction between treatment and intelligence on overall achievement of the students.
A Study of the scholastic achievement of children studying at primary level in Environmental Study (Science) with special reference to MLL and development of remedial teaching strategies (Jyoti Rathore, 1999, Barakatulla University, Bhopal) Objectives 1. To compare the achievement level of boys studying at NFE Centres and FPS in rural areas in EVS-II. 2. To compare the achievement level of girls studying at NFE Centres and FPS in rural areas in EVS-II. 3. To compare the achievement level of boys studying at NFE Centres and FPS in urban areas in EVS-II. 4. To compare the achievement level of girls studying at NFE Centres and FPS in urban areas in EVS-II. 5. To compare the over all achievement of boys and girls of rural areas. 6. To compare the over all achievement of boys and girls of urban areas. 7. To compare the over all achievement of children of FPS and NFE centers of rural areas. 8. To compare the over all achievement of children of FPS and NFE centers of urban areas. 9. To compare the over all achievement of children of FPS and NFE centers. 10. To identify the level of learning of children of FPS and NFE centers and to develop the remedial teaching strategies for achieving the mastery level of learning. 11. To identify the pupils weaknesses in EVS-II. 12. To study the availability of T-L material available at the NFE centers and Formal Primary Schools. 13. To study the functionality and utility of materials available to the instructors of NFE centers and teachers of FPSs. Hypotheses Some of the hypotheses formulated are presented as follows: 1. There is no significant difference in the social and economic status of the children. 2. There is no significant difference in the teaching methods used by the instructors of NFE centers and the teachers of the Formal Primary Schools. 3. Orientation programme for the NFE instructors in content and methodology will improve the level of learning of the students. 4. Flexibility of curriculum involving more and more use of the locally available resources and field visits will help in achieving the mastery level of learning of the children.
Sample 500 FPS children, 500 NFE centres children in the city of Khandwa and the adjoining areas of Khandwa district, 100 FPS teachers, 100 NFE teachers and 10 NFE supervisors constituted the samples for the study. Tools and Techniques Scholastic Achievement Test, Reading Materials, Questionnaires were used for the study. Findings 1. Scholastic achievement of children of FPS was found better than those of NFE centers. 2. Teaching through appropriate methods of teaching and utilizing teaching learning materials in time were found as strong motivating factors for better performance of children. 3. In-service training and orientation and regular academic monitoring changed the attitude of teachers and instructors positively. 4. 53.48% children of NFE centers could achieve MLL in seven subcompetencies in EVS- II. 5. Duration of 2 Hour functioning of the NFE Centres has been found inadequate. 6. Service conditions of NFE instructors and supervisors need improvement. 7. Some new alternative modes of education Alternative Schools, Educational Gurantee Schools are coming up for Universalization of the Elementary Education.
Development of need based learning programming for pre-primary teacher education: case study approach.PhD.edu.Devi Ahilya Vishwavidyalaya ( Seema Kher, 1999, DAVV, Indore)
Objectives: 1.To study the effectiveness of developed NBLP in terms of achievement of trainees on criterion test of: a. poem composition performance test. b. Basic sketching test. c. letter writing measurement test. d. Pre-primary teaching ability. e. School official work test. 2. To study the effect of developed NBLP in terms of personality of trainees. 3.To study the effectiveness of NBLP in terms of reaction of trainees towards the NBLP. 4.To study the effect of NBLP or special cases of NBLP. Sample The sample comprised of 25 trainees of montessary teacher training program of kalavidyamandir, Rambagh, Indore. For need identification 20 school principals and 20 pri-primary teachers were also selected. Tools and Techniques For the identification of needs, studying the effectiveness of NBLP and measuring reactions tools were developed by the investigator. Teaching attitude was measured by teaching attitude scale developed by J.C.GOEL.personality assessed with maudsley personality inventory developed by Jalota and Kapoor.correlated t test, chi-square, percentage and content analysis were used to analyze the data. Findings 1 Through NBLP one can improve his/her level of performance. 2 Confidence can be enhanced through NBLP. 3 NBLP can change the attitude towards teaching profession. 4 If one is not having interest in training then NBLP may not enhance his /her performance any more, through NBLP increase the performance of person towards teaching profession. 5 The reactions of trainees towards NBLP was found favorable,inspite of positive negative and neutral effect of NBLP on achievement of trainees.
An Investigation of Effectiveness of Curricular Creativity Inputs in Physics at the Secondary School Level ( L. Hanumanthaiah, 2000, Bangalore University, Bangalore) Objectives 1. To prepare lesson plan in Physics of X Std. With curricular creative inputs. 2. To teach Physics for X Std. Over a period of time on the lines of these lesson plans. 3. To study the effectiveness of such lessons on students of X Std. On subject terms of mental abilities, sex, socio-economic studies. 4. To study the effectiveness of such lessons in regular classrooms with objectivity in terms of flexibility of time. 5. To study the reactions of students for such lessons in everyday classrooms. 6. To study the impact of such lessons on general performance of the class. 7. To study the possibility of extending such lessons in other subjects and other areas. 8. To study the change in attitude of students towards studies in general and science in particular. 9. To study the possibility of suggesting the curriculum framers and examination boards to change their pattern of thinking. 10. To inculcate the creative attitude towards life. Sample A purposive sample was chosen for the investigation. A X Std. Class of Vijaya High School, Jayanagar, Bangalore was selected. Out of a total of 89 students, 71 remained in the investigation. Of these 45 are boys and 26 are girls. Their age group was almost same as they belonged to the same class. They varied in their mental abilities and socio economic background. Tools and Techniques Creativity Test by Baqer Mehdi ( 1975), RSSB Test of Mental Ability by Sathya Murthy ( 1964), SES Scale by Kuppaswamy, Reaction Questionnaires of lesson plan for experts and Reaction Questionnaire to students constructed by the investigator were used for the study. Data Analysis The data were analysed through t-test. Findings
1. All the boys and girls taken together have responded positively to the Curriculum Creative Inputs. Their creative ability has increased considerably. 2. The CCI has no significant effect on low mental ability on figural creativity of boys and has been found to have effect on the verbal and figural creativity of high mental ability. The girls of high mental ability have fared badly on both the verbal and figural creativity. But, girls of low mental ability have done well both on verbal and figural creativity. 3. Boys high on SES, though moderate improvement is found in verbal, in figural they have not shown significant improvement. Boys of low SES have shown significant improvement and CCI has been found to have significant improvement in verbal and figural creativity. Girls of high SES have not shown much improvement. In verbal no improvement has been found whereas in figural and total there is moderate improvement in creative ability of these girls. Girls of low SES have shown good improvement in verbal creativity but no significant improvement is found on figurative creativity. 4. Boys of high and low mental abilities in prior high creative level and low creative level have not shown any significant improvement. Boys of prior average creative ability of both high and low mental ability have shown considerable improvement. Girls with high mental abilities of both prior high and average creative abilities have shown no significant improvement, whereas, girls of low mental abilities with prior average and low creative abilities have shown significant improvement.
A Study of the effectiveness of Instructional Strategies in General Science and Social Studies in Standard X of the National Open School (Mahesh Kumar Muchal, 2001, DAVV, Indore) Objectives 1. To study the relative effectiveness of different instructional strategies, namely, printed text, printed text and video lesson, and discussion in terms of achievement in General Science and Social Studies and reactions. 2. To study the effectiveness of the instructional strategies in terms of the significance of the difference among the mean scores in General Science and Social Studies considering the pre-test scores as covariate. 3. To study the effectiveness of the instructional strategies in terms of the significance of the difference among the mean scores in General Science and Social Studies considering IQ and study habits of students as covariates. 4. To study the effects of the IQ of students, Instructional Strategies and their interaction on the achievement in General Science and Social Studies. 5. To study the effects of the Study habits of students, Instructional Strategies and their interaction on the achievement in General Science and Social Studies. 6. To study the effects of the Technological Know How, Instructional Strategies and their interaction on the achievement in General Science and Social Studies. 7. To study the effects of the Gender, Instructional Strategies and their interaction on the achievement in General Science and Social Studies. Sample 60 General Science and 60 Social Studies students of the Atomic Energy Central School, No.4, Bhabha Nagar Study Centre constituted the sample for the study. These students were further divided into three groups through random sampling. Tools and Techniques Criterion Referenced Test, and Reaction Scales constructed by the investigator, Technological Know How Questionnaire( Malik, 1995), Verbal Intelligence Test (Ojha & Ray Choudhary, 1990) and Study Habit Schedule ( Mukhopadhyaya & Sansanwal, 1992) were used for the study. Data Analysis The data were analysed using ANCOVA.
Findings 1. The video lesson has been found more effective than printed lesson. Post- video instructional discussion has been found more effective than video lesson. 2. Video lesson and Post video discussion have been found more effective than only video lesson, and video lesson has been found more effective than printed lesson. 3. Learning through Printed lesson and video film has been found more effective than through printed lesson when pre-test scores were considered as covariate. 4. Learning through Printed lesson and video film has been found more effective than through printed lesson when IQ scores were considered as covariate. 5. Post video lesson discussion and talkback have been found to be equally effective. 6. The students who devote more time to the studies can enhance their achievement through printed text, video lessons and discussion. 7. The technological know how has been found to affect distance education and nonformal education differently. 8. The achievement through distance education has been found gender independent, whereas, in non-formal education it has been found gender dependent.
A Study of the effectiveness of Vocabulary Teaching Strategies on retention and use in relation to certain variables ( Mohini S. Sharma, 2002, S.P. University, Vallabh Vidyanagar) Objectives 1. To define some methods of vocabulary teaching in the subject of English at lower level. 2. To prepare vocabulary explanations, exercises, vocabulary games and communicative task to teach vocabulary from five units from class IX text book of English ( Lower level) 3. To tryout the selected techniques with the students of class IX. 4. To measure the effect of strategies on the retention and use of vocabulary. 5. To find out the effect of the treatment in relation to sex, IQ and Achievement in the previous exam. 6. To compare the degree of retention and use of vocabulary among boys and girls; high IQ and low IQ students, and among high achievers and low achievers. 7. To study the feedback of the teachers who observed the experimental group undergoing the treatment. 8. To arrive at some recommendations for the teachers of English for vocabulary teaching. Sample A sample of 200 students was drawn through purposive sampling. Out of that 100 were boys and 100 were girls. Out of 100 boys 50 were in the experimental group and 50 were in the control group. These boys were from the same school. The sample of girls was drawn in the similar way, but the two groups of girls were from different schools. Tools and Techniques IQ test, Achievement scores in the subject of English at the last year annual examination, test of retention and test of use were used for the study. Data Analysis After scoring all the test items in all the tests, that is, test of the words known, test of the words used, the scores were classified and tabulated according to the variables of the study. Pre-test and post-test scores were compared on the basis of IQ, achievement in the previous examination and gender. The scores were analysed in terms of the four strategies devised for teaching vocabulary. These were (i) translation- explanation, (ii) vocabulary exercise, (iii) vocabulary games (iv) communicative tasks. Thereafter using the t-test alpha P values were obtained to test the hypotheses. The feedback from students and teachers were analysed on frequency counts.
Findings 1. The performance of the experimental group was found better on all the tests. 2. The new strategies of teaching of vocabulary had affected boys and girls similarly in case of retention; whereas, boys performed better in using vocabulary. 3. The experimental group showed better retention as compared to the controlled one, but the subjects in the experimental group were found to have a significant loss of the known words and easy words. 4. The strategy of communicative task proved to be the most effective for retention of vocabulary. 5. IQ level interacts with retention and use of vocabulary. But the loss of vocabulary in higher IQ group was found more than that of the lower IQ group. 6. Students achievement in the previous examination did not affect their retention or use of vocabulary. 7. In the absence of treatment the high achievers in the controlled group lost significantly more words than their counterparts in the experimental group. 8. The interest and motivation level of the students in the experimental group were observes to be high by the investigator and other teacher observers.
EVOLVING SELF INSTRUCTIONAL TRAINING PACKAGE ON PERSONNEL MANAGEMENT
(OPAS INTARAWONG, 2002, South Gujarat University, Surat )
OBJECTIVES 1. To develop self-instructional training package in the form of Computer slide show in Power point on selected two topics of Personnel Management for B.Sc. students. 2. To study the effectiveness of the developed self-instructional training packages on Personnel Management for the B.Sc. students of Rajabhat Institute Rambhaibarni , Chantaburi. 3. To study the effectiveness of the developed self-instructional training packages on Personnel Management for Rambhaibarni , Rayong campus. 4. To study the effectiveness of the developed self-instructional training packages followed by discussion for the B.Sc. students of Rajabhat Institute Rambhaibarni, Chantaburi. 5. To study the effectiveness of the developed self-instructional training packages followed by discussion for Rambhaibarni, Rayong campus. 6. To study the effectiveness of the developed self-instructional training package with worksheet for the B.Sc. students of Rajabhat Institute Rambhaibarni, Chantaburi. 7. To study the effectiveness of the developed self-instructional training package with worksheet for the B.Sc. students of Rajabhat Institute Rambhaibarni, Rayong campus. 8. To compare the effectiveness of self-instructional training package-1 developed on Personnel Management and used for teaching in three different situation. the B.Sc. students of Rajabhat Institute the B.Sc. students of Rajabhat Institute
9.
To compare the effectiveness of self-instructional training package-2
developed on Personnel Management and used for teaching in three different situation. 10. To evaluate the self-instructional training package developed on Personnel Management by educational experts. 11. To get the opinions of the selected students of Chantaburi and Rayong campus regarding the developed self-instructional package on Personnel Management.
4. HYPOTHESES OF THE STUDY 1. There will be no significant difference at 0.01 level between the mean pre and post-test scores obtained after the treament of Self-instructional training package in experimental group- . 2. There will be no significant difference at 0.01 level between the mean pre and post-test scores obtained after the treament of Self-instructional training package followed by discussion in experimental group- I. 3. There will be no significant difference at 0.01 level between the mean pre and post-test scores obtained after the treament of Self-instructional training package with worksheet in experimental group- II. 4. There will be no significant difference at 0.01 level between the mean gain scores obtained on the basis of pre and post criterion tests on B.Sc. students of three Experimental groups for Package-1. 5. There will be no significant difference at 0.01 level between the mean gain scores obtained on the basis of pre and post criterion tests on B.Sc. students of three Experimental groups for Package-2. 6. There will be no significant difference at 0.01 level between the mean gain scores obtained on the basis of pre and post criterion tests on B.Sc. students of Chantaburi and Rayong campus for treatment-1. 7. There will be no significant difference at 0.01 level between the mean gain scores obtained on the basis of pre and post criterion tests on B.Sc. students of Chantaburi and Rayong campus for treatment-2.
8. There will be no significant difference at 0.01 level between the mean gain scores obtained on the basis of pre and post criterion tests on B.Sc. students of Chantaburi and Rayong campus for treatment-3. 9. There will be no significant difference at 0.01 level between the means of post test and Retention test ( taken after one month of the experiment ) scores for Experimental group-1. 10. There will be no significant difference at 0.01 level between the means of post test and Retention test ( taken after one month of the experiment ) scores for Experimental group-2. 11. There will be no significant difference at 0.01 level between the means of post test and Retention test ( taken after one month of the experiment ) scores for Experimental group-3. 12. There will be no significant difference at 0.01 level among the mean Retention test scores of three Experimental groups taken after one month of the experiment for package-1. 13. There will be no significant difference at 0.01 level among the mean Retention test scores of three Experimental groups taken after one month of the experiment for package-2. 14. There will be no favourable opinions of the majority ( 80 percent) of the trainees about the developed self-instructional training package on selected two topics of Personnel Management.
5. DESIGN OF THE STUDY For providing teaching one group Pre Test- Treatment- Post test design was followed. At first Pre test based on content was administered. After Pre-test three Treatments were given in three Experimental groups differently. Then to know the impact and effectiveness of the treatment Post test was administer and influence of treatment is evaluated through gain score analysis. Therefore, research design for present study was : SINGLE GROUP PRE TEST TREATMENT POST TEST DESIGN WITH REPLICATION
SAMPLE OF THE STUDY 180 Students studying B.Sc course in Rajabhat Institute Rambhai barni , Chanta buri and 180 students studying B.Sc. course in Rajabhat Rambhai barni , Rayong Campus formed the sample for the present study.
Tools and Techniques

In the present study in order to collect data Self-instructional package in the form of slide show in power point, worksheet, criterion tests, evaluation sheet for experts and opinionnaire were developed by the investigator.
Data Analysis Significance of the difference between pre and post test scores for the experimental groups were computed by finding out t ratio for the two correlated means. Whereas the significance of the difference among gain scores obtained on the basis of pre and post criterion tests by three experimental groups were computed by analysis of variance. The opinions of the students about the self-instructional package were computed by finding out the percentage and chi-square. The whole data were analysed on computer through SPSS-package o maintain the accuracy of calculations. FINDINGS 1. The study has resulted in the development of a Self-instructional training packages on selected two topics of Personnel Management for self- learning of the B.Sc. students of Rajabhat Institue Rambhai barni . 2. campus. 3. The developed Self-instructional package with worksheet on Personnel Management was found significantly effective in learning by the B.Sc. students of Chantaburi and Rayong campus 4. The developed Self-instructional package on Personnel Management followed by discussion was found significantly effective in learning by the B.Sc. students of Chantaburi and Rayong campus. The developed Self-instructional package on Personnel Management was found significantly effective in learning by the B.Sc. students of Chantaburi and Rayong
5.
The package was qualitatively evaluated by the students with the help of an
opinionnaire. The majority of the students found the package knowledgeable, informative, systematic and interesting. Some of the students pointed out few limitations related to the quality of conversations and visuals. Majority of the students liked and enjoyed learning through self-instructional package. They were also shown their interest to use such packages in future for other subjects too. 6. All the experts under qualitative evaluation of the package found the theme and sequence of slides very appropriate. They differed on visual aspects and narration. In spite of some limitations, experts evaluated the package as an appreciable attempt.
EDUCATIONAL IMPLICATIONS OF THE STUDY Self-instructional package holds great potential for individual as well as group learning if properly and systematically developed in accordance with the needs of the learners. By such package one can learn at his own pace with immediate personalized feed back and knowledge of progress. The result of present study indicates that teacher made instructional package based on their student needs can be used effectively for teaching and providing information to the learners. Therefore , such more attempts should be taken for some other important subjects and topics as per the needs of the clients. The study has also implications for administrators , principals , teachers and students for better planning the teaching learning process.
Designing, Developing and Implementing an Educational Package for Facilitating First Transition from Home to Pre-school ( Sucheta Y. Jasrai ,2002, MSU, Baroda) Objectives 1) To study the opinions and anxieties of parents and behavior of children during transition from home to pre-school. 2) To find out expectations parent have from teachers and vice versa during this period of transition. 3) To study the transition program of various private schools of Vadodara city. 4) To prepare an Educational Transition Program (ETP) for the transition of children from home to pre-school. 5) To study the effectiveness of Educational Transition Program (ETP) conducted in school premises for teachers and parents. Research Design The present research has been divided into three phases. First phase deals with the baseline survey to understand transition process from home to pre-school, the second phase with the development of an Educational Transition Program (ETP) and third with the effectiveness of Educational Transition Program. The investigator prepared an Educational Transition Program (ETM), which includes tips for parents, teachers and the school authorities. The main aim of the ETP is to facilitate the whole process of transition from home to preschool. It focuses on (1) the parental feelings when they leave their children crying and (2) the role of a teacher during these initial days of adjustment. This ETP (in the form of video) is also inclusive of the methods parents used to prepare their children for the transition and conducted in three phases: (1) transition process from home to school (2) development of ETP and (3) effectiveness of ETP.
Findings The methodological presentation in the video will be useful to the teachers and parents to understand the transition of children from home to pre-school.
Educational Innovations in the Primary Schools of Gujarat State : A Status Survey (Ashwin Kumar D. Trivedi, 2003, South Gujarat University, Surat) Objectives 1. To study the educational innovations in the primary schools of Gujarat State. Sample All the primary schools of Gujarat State constitute the population for the study. Twenty-eight Primary Education Officers, 600 teachers drawn 300 from each of Municipal Corporation and District Panchayat organized schools and 62 BRC Coordinators constituted the samples for the study. The Investigator has used purposive sampling and cluster sampling for selecting the samples. Tools and Techniques Information Schedule, Interview Schedule and Questionnaire constructed by the investigator were used for the study. Data Analysis The data collected with respect to the different Innovative Programmes in Gujarat State, namely, Mid Day Meals, Education for the Handicapped, IPTT-ITV, Tarang Ullas, Shala Praveshotsav, Alternate Schooling, Mobile Schooling, Computer Aided Teaching, and Serva Shiksha Abhiyan have been analysed through statistical techniques, namely, Standard Error of Percentage, Critical Ratio. Average weightage has also been employed wherever required. Findings The Study has revealed the status of Educational Innovations in the Primary Schools of Gujarat State. Also, suggestions have been made for the improvement of the innovations.
An Exploratory Study of Gujarati Language Teaching in Upper Primary Schools of Baroda City ( Anjali K. Mehta, 1998, MSU, Baroda) Objectives 1. To study the clarity of objectives of teaching Gujarati on the part of teachers. 2. To study the teaching procedure followed by the teachers in teaching of Gujarati with respect to a. Various skills of teaching Gujarati. b. Various methods and techniques of teaching Gujarati. c. Use of audio visual aids. 3. To Study the problems faced by teachers in teaching Gujarati. 4. To study the achievement of students in the subject of Gujarati. 5. To study the weakness of students in the subject of Gujarati. 6. To study the common errors committed by the students in the subject of Gujarati. 7. To study the opinion of teachers about teaching of Gujarati. 8. To study the relationship between achievement score and weakness score of students of Std. V, VI, and VII. Sample 108 Gujarati medium, 14 Marathi medium, 10 Hindi medium, 5 Sindhi medium and 1 school for deaf and dumb constitute the sample for the study. 440 teachers out of 550 were selected randomly. A total of 1218 students, Std. V- 419, Std. VI- 399, and Std. VII400 were selected for the study. Experts were selected from amongst primary and secondary school teachers of Baroda and Teachers from other Educational Institutions of Baroda. Tools and Techniques Frequencies, percentage responses and content analysis were used for data analysis. Also product moment correlation and ANOVA were employed. Findings 1. Majority of the teachers were not aware of objectives of teaching Gujarati. 2. Majority of the teachers were found making efforts to develop various language skills. 3. Teaching of Gujarati is not done in the expected manner. 4. No significant difference was found in the mean achievement scores of boys and girls of Std. V and VI in the subject of Gujarati. 5. No significant difference was found in the mean achievement scores of SC, ST, SEBC and General category of students of Std. V, VI, and VII in the subject of Gujarati,
6. No significant difference was found in the mean weakness scores of boys and girls on the subject of Gujarati. 7. Mean weakness score of SEBC boys was found higher than that of SC boys of Std. V in the subject of Gujarati. 8. Majority of SC girls of Std V committed more errors in Avatran, Chinha, Purnviram, and Alpaviram in the subject of Gujarati.
A Study of the English Language Learning and its use by Professionals and NonProfessionals of Baroda City ( Hemabati Nganbam, 2000, MSU, Baroda) Objectives 1. To study the processes adopted by professionals and non-professionals for learning English Language. 2. To study the extent of utilization of English Language by the professionals and non-professionals in their day to day activities. 3. To study the reactions of the professionals and non-professionals about the relevance of English Language in their day to day activities. 4. To find out the nature of course they felt they ought to have undergone. Sample 120 respondents representing different categories of professionals and nonprofessionals without barriers of any specific linguistic community or sex constituted the sample for the study. Tools and Techniques Questionnaires, un-structured Interview Schedule and Opinionnaire were used for the study. Data Analysis The data were analyzed by computing frequencies, percentage responses, correlation and Chi-Square. Findings 1. Almost all the Professionals (P) and Non-Professionals (NP) learned English language under a tutored or formal situation. 2. Most of the P and NP had their schooling in regional languages. However, most of them had their Higher Education through English language. 3. Most of the P and NP had not attended any English improvement course. 4. Age, length of occupation, place of birth, religion, teaching of English as part of their courses and occupation have been found associated with Learning of English Language ( LEL) for P and NP. 5. Both P and NP personnel needed English very much in relation to their professions and occupations. 6. Professionals have found contributing papers and articles relating to their subjects to Journals and Newspapers but the Non-professionals are rarely found doing so.
7. English is found playing a significant role while communicating with the seniors and equals while mother tongue or Hindi is found playing a dominant role while communicating with their sub-ordinates during their working hours. 8. The use of English language by both P and NP in their every day social situation is extremely limited. English is found being used only in exceptional cases. 9. Most of the respondents were found to use a mixture of mother tongue, Hindi and English while interacting at home. 10. English has been found to have a dominant role when the P and NP carry out official correspondence. 11. The medium of instruction has been found mostly responsible for strengthening the Proficiency in English by P, while for the NP factors like medium of instruction, exposure to English through popular media like news paper, radio, TV, Movies, General Magazines, Stories, and English knowing friends has been found contributing a great deal. 12. Most of the p and NP have been found to have high abilities to understand, speak, read and write English , but a few of them face difficulties while conversing and expressing themselves in English. 13. Most of the P and NP have been found reading English News Papers while Gujarati News Papers have been found favourable to a few of them. 14. In the case of P age has been found highly associated with Relevance of English Language, Conversion in English, and use of English Language, while in the case of NP Exposure to English Language has been found highly associated with age. 15. For both the P and NP the indices of Use of English Language, Exposure to English Language, Relevance of English Language, English Reading Habits, and conversion in English have been found highly associated with sex. All these indices have not been found associated with the English Improvement courses. 16. The indices of Exposure to English language, Relevance of English language, and Conversion through English language have been found highly associated with the length of service in case of P and NP, both. 17. Religion has been found to have no association with the indices of Use of English Language, Exposure to English Language, Relevance of English Language, English Language Knowledge, English Language habits, and Conversion in English in case of both the P and NP, wheras the place of birth does have the association. 18. Qualification has been found to have no significant association with the indices of English language Proficiency. 19. The indices of Exposure to English Language, Relevance of English Language, Conversion of English Language, English Language Knowledge for the Professionals and indices of EEL, ELK, CE, REL and ERH for the Non-Professionals have been found to have high correlation.
A Comparative Study of Difficulties in English Learning faced by different categories of school students in Bhopal (Fr. P.P. Joseph, 2005, Barkatullah University, Bhopal) Objectives of the study: 1. To ascertain the difficulties in English language learning being experienced by students of Class V and VI, studying in English and Hindi medium schools of Bhopal. 2. To identify the levels of difficulties between different groups of students studying in English and Hindi medium schools and to assess variation of difficulty level among the groups. 3. To analyze, interpret and diagnose the factors influencing the level of difficulty between the school students. 4. To make an evaluation of the findings and to draw conclusions about the difficulties in English learning as perceived by the students themselves, teachers, parents and school administration. 5. To suggest viable measures for improvement of English learning among the students of the target groups. Research Method: The investigator has employed sound research methodology for the study. Sample of the Study: The samples of 800 students, 80 teachers, 20 administrators and 400 parents have been drawn from 20 randomly selected schools from all the schools in Bhopal city using suitable sampling techniques. Tools and Techniques: Scholastic Achievement Test, and Questionnaires for Students, Teachers, Administrators and Parents have been used. Medium of Education, Management of the School, Board, Gender of the students, occupation and education of parents have been considered as independent variables, whereas, Scholastic Achievement has been considered as dependent variable. The hard spots and problem areas affecting learning of English were studied systematically comparing the learning difficulties Board-wise, Medium-wise, Management-wise and Gender-wise. Data Analysis: Suitable statistical techniques, such as, Mean, SD, ANOVA have been employed for parameter-wise comparison differentiating Scholastic Achievement into Meaning, Articles, Spelling, Comprehension, Antonyms, Syntax, Transformation of sentences, Tenses, Plurals, and Writing Paragraph.
Findings of the Study: The induced method of teaching in English designed, developed and implemented by the investigator has been found effective in bringing desired changes among the students as evident through the t values. Perceptions of Students, Teachers, Administrators and Parents on difficulties in English language learning and remedial measures have been studied analytically and systematically. The Investigator may address questions, such as, follows: How do we differentiate Assumptions and Propositions? How was the internal validity of the Research observed by the investigator? Having a matrix of Lexical, Grammar, Phonetics into LSRW, which cells are relatively more difficult for English Language Learning? Which are the emerging theses of the Study?
English Language Competence of Teachers and Students Achievement in English Medium Primary Schools of Kannur District (Mr. Umer Farooque S.L.P., 2005, University of Mysore, Mysore) Objectives of the Study: 1. To measure the English Language Competence of Teachers in different School Subjects. 2. To measure the achievement levels of students of Standard IV in English, Mathematics and EVS. 3. To find out the relationship exists between English Language Competence of Teachers and Achievement of Students. 4. To find the difference based on the following background variables in terms of the English Language Competence of Teachers. a. Sex b. Type of School (Government and CBSE affiliated School) c. Experience d. Qualification and e. Medium of Study 5. To find the difference in achievement levels of students in different subjects With respect to the following variables a. Sex b. Mothers Occupation c. Fathers Occupation 6. To identify the difficulties of Teachers while transacting different School Subjects, through English as the medium of instruction. 7. To find the relationship between transaction difficulties and Language Competence of Teachers. Tools and Techniques: Achievement Tests for Std. IV Students in EVS, English and Mathematics constructed by the investigator, Language Proficiency Test developed by the CIEFL, Hyderabad to measure English Language Competence of Teachers, and Interview Schedule developed by the investigator for identifying Transactional difficulties of the Teachers were well employed. Sample of the Study: The samples of 833 students from 13 schools in Kannur district of Kerala and 108 teachers from the same schools were drawn using suitable sampling techniques. Data Analysis: Data have been analyzed using suitable statistical techniques, namely, central tendencies, skewness and kurtosis to describe the nature of distribution. T-Test,
ANOVA, and Karl Pearson Product Moment Correlation were also used to analyze the data. Findings of the Study: The Study is quite revealing. Sex wise comparison indicates that female students were found to have better learning ability than those of male students. This was found true in case of EVS, English and Mathematics. It has been found that children whose Mothers occupation is in administration/management sector were found to have higher achievement in EVS and Mathematics, whereas, children whose Mothers Occupation is business/agriculture were found to have higher achievement in English Language. The overall achievement of children whose Mothers Occupation is business/agriculture was found better than that of others. Children belonging to Group IV employees were found to have higher achievement in EVS and Mathematics and children whose Fathers Occupation is administration/management were found to have higher achievement in English, as well as, overall achievement than the other groups. Every English Medium School in Kannur district was found to function with a good number of teachers who were not found to have adequate proficiency in English Language. A majority of the available teachers in these English Medium Primary Schools were found to have no level specific specialized teacher education. The existing qualification of the Teachers were not found to help the Teachers in acquiring good English Language Proficiency. Teachers with English Language background performed higher than the teachers who completed their Education in Malayalam Medium Schools. There was felt a need of in-service programs to overcome the transactional deficiencies. There was found a significant positive correlation between Teachers English Language Proficiency and Learners Achievement. It is an interesting and appealing Study on English Language Competence of Teachers and Students Achievement in English Medium Primary Schools. The Research Rigor has been observed throughout the Study. The Scenario of the English Medium Primary Schools of Kannur District has definite Messages for Parents, Administration and Teacher Education Institutions. The English Language Proficiency of the Teachers in these schools has significant bearing on the achievement of students in various subjects, namely, Mathematics, EVS, English and overall achievement. Teacher Education for the Primary School level needs to be strengthened. The Study has definitely contributed to the Knowledge Base in the selected area, namely, English Language Proficiency of Teachers in
English Medium Primary Schools and Students Achievement. However, the Study raises many questions, such as, How to bridge the gaps in the achievement of Primary School Students in various subjects, such as, Mathematics, EVS, English and their overall achievement due to Parents Occupation? What could be the support system(s)? If there are gaps due to gender, could Education intervene? Who should be the Teachers in English Medium Primary Schools? What should be their Profiles? How to make the Primary Teacher Education compatible? A large number of English Medium Primary Schools are wanting Relevance and Quality, both? What are the solutions?
A Study of Aesthetic Values of School Students ( Manju Sinh, 1998, S.P. University, Vallabh Vidyanagar) Objectives 1. To study the relationship between aesthetic sensitivity and aesthetic reasoning of the school children. 2. To construct and validate a scale to measure the aesthetic reasoning of the students for various stimuli. 3. To study the interrelation between aesthetic sensitivity and reasoning in relation to the students personality, gender and areas to which they belong. Sample The investigator used stratified sampling to select a sample of 539 students of class IX. There were 120 boys and 150 girls from urban schools and 120 boys and 149 girls from rural schools. Tools and Techniques i. The Aesthetic Sensitivity Scale is based on Mc Phails moral taxonomy. It has 24 items, each depicting a life situation. The scale measures sensitivity in five levels: passive, dependent, aggressive, experimental and mature. The items measure responses for seven stimuli: trees, birds and animals, children, nature, women, men and things. The Aesthetic Reasoning Scale is based on Kohlbergs theory. It has 28 situational items to measure aesthetic reasoning for the same above mentioned stimuli. Passis Test of creativity is adopted and (iv) Modsleys Personality Inventory is also used.
ii.
iii.
Data Analysis The data were analysed through correlation, 2*2 factorial design, ANOVA and t-test. The item analysis was done to find out the discrimination values. Findings 1. There has been found a significant positive correlation between aesthetic sensitivity and aesthetic reasoning of the urban boys for the stimuli birds, animals, children, nature, thing and men. Such a relation existed in rural girls but only for children, things and men. Whereas, the whole showed significant positive correlation between aesthetic sensitivity and aesthetic reasoning for stimuli: trees, birds and animals, children and men.
2. The rural boys showed significant positive relationship between aesthetic sensitivity and creativity ( fluency) for only one stimulus: Nature. The whole sample showed the same relationship only for birds and animals. 3. There was found no significant relationship between aesthetic reasoning and creativity ( flexibility) for any of the seven stimuli in the groups of urban and rural boys and urban girls. All the girls showed positive correlations between these two for all the stimuli except birds and animals. 4. Positive significant correlations were found between aesthetic sensitivity and personality of urban boys only for children; and among urban girls only for things. No such relation existed between these two ( sensitivity and personality) in the groups of rural boys and girls for any of the stimuli. 5. The urban groups showed a higher sensitivity for trees as compared to rural groups. 6. The girls showed a higher sensitivity for the stimulus: men, as compared to boys.
A Study of the effectiveness of teaching learning strategy for developing critical thinking in students of Standard XI using Psychology subject as content ( Ami M. Meghani, 1999, MSU, Baroda) Objectives 1. To evolve a strategy for teaching- learning critical thinking in students of Std. XI using the subject Psychology as content. 2. To develop a tool for measuring critical thinking in students of Std. XI. 3. To find the effectiveness of the evolved strategy for teaching- learning critical thinking. Hypothesis 1. The evolved strategy for teaching- learning aimed to develop critical thinking will lead to increase in the mean scores on the post test measuring critical thinking. Sample The sample of the study comprised of English medium students of Std. XI, who had opted for Art Stream and had Psychology as one of their subjects in the academic year 1997 in Navrachana Higher Secondary School affiliated to Central Board. Tools and Techniques 1. For the content ( a few lessons from Psychology text of Std XI) to be taught had been restructured into lesson plans using techniques and methods aimed at enhancing critical thinking in students. Plus, Minus and Interesting ( PMI), Other Peoples Point of View (OPV), and Consider All Factors (CAF) are some of the techniques used from de Bono Co RT Lessons. Methods used for infusing critical thinking are case study and Socratic Questioning. 2. A tool measuring critical thinking in students (prepared by the investigator) implemented before and after intervention programmes. Data Analysis In order to find out the effectiveness of the evolved strategy for teaching learning critical thinking qualitative and quantitative analysis was done. For quantitative analysis single group t test was employed. Findings The results of the t test showed that the evolved strategy for teaching learning critical thinking had been effective in developing critical thinking in students with regard to 1. ability to think independently through logical reasoning and justification.
2. 3. 4. 5. 6. 7.
ability to evaluate arguments/beliefs/opinion using PMI technique. ability to compare and contrast analogies using CAF technique. ability to think dialectically and reflectively. ability to apply knowledge in a new situation. show improvement in questioning skill and critical reading skills. imbibe affective dimensions of critical thinking like intellectual autonomy, intellectual empathy, intellectual courage and intellectual humility.
Implication The critical thinking approach in teaching Psychology subject can facilitate the students to understand and relate to the concepts under consideration through her own analysis, evaluation and judgment.
A Study of the Discrepancy between competencies expected and competencies in practice among the primary school teachers ( Jyoti Bawane, 1999, University of Mysore, Mysore) Objectives 1. To identify the competencies expected among the primary school teachers through literature and document analysis, curriculum analysis, and teacher educators perception. 2. To identify the competencies in practice among the primary school teachers through focus group interview, and teacher self report. 3. To study the discrepancy between the competencies expected and the competencies in practice in terms of frequency analysis, priority rating towards their extent of requirement, and priority rating towards their extent of importance. Sample The three sources selected to identify the expected competencies were literature and documents, teacher education curriculum and teacher educators. The DIETs of four districts of Karnataka, namely, Mandya, Mysore, Bangalore Urban And Bangalore were chosen purposively. The staff under each selected DIET form a cluster. Tools and Techniques The procedure of task analysis was adopted to list the competencies from the two national documents- NPE ( 1986) and POA (1992) and the two teacher education curricula. The required data from the teacher educators were collected through the technique of interview. Data Analysis The analysis of discrepancy was done in terms of frequency analysis and using percentages. Whereas, to analyse the discrepancy in terms of the priority rating chisquare was used. Findings 1. There has been found a gap between the teaching competencies expected and practiced among the primary school teachers. Only 61% of the expected competencies are actually in practice. 2. The teacher education programmes have not been efficient in developing the expected competencies specially in the areas of teaching methods, guidance, remedial instruction and professional development.
3. The reason for not practicing the competencies by the teachers are mainly attributed to 1) That the teachers are less involved with their role of teaching due to their involvement in non-academic activities. 2) They do not possess the required theoretical and functional knowledge in order to practice them. 4. From the perspective of teacher education programme the absence of certain competencies amongst the teachers is due to a lack of emphasis or negligence of them during teacher training.
A Study of the Effectiveness of Transactional Analysis as a tool for Enhancing Teachers Classroom Communication ( Nyarondia Samuel Maragia, 2000, MSU, Baroda) Objectives 1. To prepare an intervention programme based on the Transactional Analysis Theory with the aim of enhancing teachers classroom communication. 2. To implement the prepared intervention programme. 3. To evaluate the effectiveness of the prepared intervention programme in terms of I. Teachers appropriate use of the various ego states while teaching or interacting with the students in the classroom. II. Dominance of the OK ego states in relation to the leadership styles of the teachers as against the Not OK ego states measured in terms of the Operating Effectiveness Quotient ( OEQ). 4. To examine the perceptions of the participating teachers regarding the applicability to Transactional Analysis in classroom teaching and in personal lives. Hypotheses Teachers pre and post intervention classroom communication will differ with regard to: 1. the appropriateness of the ego states with which they operate. 2. the operating effectiveness quotient. Sample The sample for the study comprised of four male teachers and five female teachers teaching in Secondary and Higher Secondary sections of an English Medium School in Baroda city. Their teaching experience ranged from 5 years to 17 years of service. None of the participants had any prior knowledge of transactional analysis. Tools and Techniques I. II. III. IV. V. Non- participant classroom observation, Ego State Scale, SPIRO- M Scale, Questionnaire, and Unstructured Interview.
Data Analysis: Analysis of the data obtained through
1. administration of the Ego State Scale was done through percentage analysis. 2. administration of the SPIRO-M scale was done through Ego State Style. 3. administration of the Questionnaire was done through frequencies and content analysis. 4. the unstructured interview was done through content analysis. Findings 1. Training in Transactional Analysis enables individuals to improve their interpersonal relationships. 2. Training in Transactional Analysis enables individuals: i. ii. iii. iv. To improve their patterns of communication. To replace their unhealthy patterns of communication with healthy ones. To develop and maintain a facilitative classroom climate. To identify needs of their students communicated either verbally or nonverbally.
3. Training in TA creates self awareness in individual awareness of own ego states and patterns of communication. 4.Training in TA helps classroom teacher in identifying different ways of dealing with problem students in the class.
Comparative Study of Values among students of Colleges of Education of Bombay and Aurangabad Cities ( Pathan Rauf Tattar, 2002, Dr. BAMU, Aurangabad) Objectives 1. To investigate into moral, social, secular, cultural and religious values of B.Ed. students of Bombay city. 2. To investigate into moral, social, secular, cultural and religious values of B.Ed. students of Aurangabad city. 3. To find out whether there is significant difference in the moral, social, secular, cultural and religious values of B.Ed. students of Bombay city and Aurangabad city. 4. To find out whether there is significant difference in the moral, social, secular, cultural and religious values of male and female B.Ed. students of Bombay city and Aurangabad city. 5. To examine the extent to which different factors contribute to the development of values among the students. 6. To suggest measures to develop desirable values through teaching learning process. Sample A sample of 600 students of B.Ed. was selected from the Colleges of Education Of Education of Aurangabad and Bombay. Tools and Techniques A Questionnaire constructed by Dr. K.G. Agrawal was used for the study. Data Analysis Critical Ratios were computed to study the significance of difference between the mean scores. Findings 1. The B.Ed. students of Aurangabad have been found significantly higher in terms of their mean scores on moral, secular and religious values than the B.Ed. students of Bombay.. 2. The B.Ed. students of Bombay have been found significantly higher in terms of their mean scores on social and cultural values than the B.Ed. students of Aurangabad.
A Study of Value Pattern of College Students in Relation to some Select SocioEducational Variables ( Sirazul Islam, 2002, Gauhati University, Gauhati) Objectives 1. To examine the influence of sex, religion, language and local differences on the values of college students. 2. To compare the values of college students having varying courses of studies, that is, Art, Science and Commerce. 3. To find out the effect of college education to develop modern values among the students by computing the fresher and outgoing college students. 4. To examine the influence of some select socioeducational variables on the values of college students. 5. To examine the opinion of college students on some important social issues, namely, coeducation, status of women, family planning, choice of mate and religious belief etc. 6. To analyse the values of college students. Sample Eight deficit colleges and 610 students from these colleges were selected for the study. Tools and Techniques Value Orientation Scale, Questionnaire, SES Index, Index for Media Exposure and Index for Library Use were the tools used for the study. Data Analysis Descriptive statistics such as mean, SD, and percentage were used. The comparison of the sub-groups was done by applying t-test and chi- square. Findings 1. The college students have been found to bear modern outlook in their values. 2. Difference in the value patterns of the college students in terms of gender, religion, mother tongue, locale, stream, SES, period of stay in the college, media exposure and library use have been found. 3. College students have been found different in their attitudes towards social issues of co-education, status of women, family planning, choice of mate and religious beliefs.
A Comparative Study of Values and Attitudes of School and College Teachers towards Teaching Profession (Mr. Kanwar Jasminder Pal Singh, 2004, Punjab University, Chandigarh) Objectives of the study: 1. To know whether the values and attitudes towards teaching profession of teachers are correlated with each other. 2. To compare the values of college teachers with the values of school teachers. 3. To find out whether values of male and female teachers differ. 4. To determine whether the locality ( urban/rural) of the teachers affects their values. 5. To compare the attitude of college teachers towards teaching profession with that of school teachers. 6. To find out whether the attitude towards teaching profession is gender biased. 7. To explore whether the attitude towards teaching profession is determined by the locality of the teachers.
Research Method: The institute, gender and locality have been considered as independent variables, whereas, values and attitude towards teaching profession as dependent variables in the study. Descriptive method of research has been suitably employed for the study. Sample of the Study: The sample of 480 teachers has been systematically drawn using multistage randomization technique. Tools and Techniques: Study of Values ( 1992) by Dr. R.K. Ojha and Teacher Attitude Inventory ( 1978) by Dr. S.P. Ahluwalia were the tools appropriately used for the study. Data Analysis: Suitable statistical techniques, namely, mean, median, mode, standard deviation, skewness and kurtosis were applied to examine the nature of distribution of scores of the sample. Cochran test was employed to test the homogeneity of variance in the groups. Analysis of Variance ( ANOVA), 2x2x2 factorial design was employed to study the main effects and interactional effects of these variables. To further explore the interactional effects of variables, t-test was employed wherever F-ratio was found significant. Pearsons coefficient of correlation was used to study the relationship between attitude towards teaching profession and different types of values. Findings of the Study: The study is quite revealing as follows:
There is a negative and significant correlation between theoretical value and attitude towards teaching profession. There is a positive and significant correlation between economic value and attitude towards teaching profession. There is a positive and significant correlation between aesthetic value and attitude towards teaching profession. There is a negative and significant correlation between social value and attitude towards teaching profession. There is a positive and significant correlation between political value and attitude towards teaching profession. There is a positive and significant correlation between religious value and attitude towards teaching profession. The school teachers have been found higher in the theoretical value than the college teachers. There has been found no significant difference in the theoretical value of male teachers and female teachers. The rural teachers have been found higher in the theoretical value than the urban teachers. There has been found no significant interaction between institute and gender of the teachers with respect to their theoretical value. There has been found no significant interaction between institute and locality of the teachers with respect to their theoretical value. Gender and locality of the teachers have not been found to interact significantly in determining theoretical value of the teachers. Institute, gender and locality do not interact significantly in determining theoretical value of teachers. The mean score of economic value of college teachers has been found higher than that of school teachers. The mean score of economic value of female teachers has been found higher than that of male teachers. The mean score of economic value of urban teachers has been found higher than that of rural teachers. There has been found no significant interaction between institute and gender of teachers with respect to their economic value. There has been found no significant interaction between institute and locality of teachers with respect to their economic value. Gender and locality of the teachers have been found to interact significantly in determining their economic value. Institute, gender and locality of the teachers have not been found to interact significantly in determining economic value of teachers. Similarly, the analysis and interpretation of data collected has been properly done with respect to aesthetic, social, political and religious values. There has been found no significant difference in the attitude of school and college teachers towards teaching profession.
Male teachers have been found to have higher favourable attitude towards teaching profession as compared to their counterparts. There has been found no significant difference in the attitude of urban and rural teachers towards teaching profession. There has been found significant interaction between Institute and Gender in determining the attitude of teachers towards teaching profession. There has been found no significant interaction between Institute and Locality in determining the attitude of teachers towards teaching profession. There has been found no significant interaction between Gender and Locality in determining the attitude of teachers towards teaching profession. There has been found no significant interaction between Institute, Gender and Locality in determining the attitude of teachers towards teaching profession.
A Critical Study of Secondary School Curriculum with reference to Developing Skills for Crisis Management among Students of selected English Medium High Schools of Mumbai (Mr. Sainath Pandurang Shenoy, 2005, University of Mumbai, Mumbai) Objectives of the Study 1. To identify objectives of high school curriculum. 2. To study the relation of objectives of the present high school curriculum and crisis management skills. 3. To find out various crises/problems which the student will face in life now and later on. 4. To develop a model curriculum which will be effective in training students to handle crisis in life as follows: a) b) c) d) e) Personal life Family life School life Community life National life
The various terms used in the Study have been contextually operationalized. The assumptions of the Study in the forms of reflections of the investigator are that the present school curriculum is more informative than focusing on life skills education. It does not prepare the students in managing the problems in personal life, family life, school life, community life and national life. Research Design: The study has been conducted on the Std. VIII, IX and X SSC Board English medium secondary schools, 15 from Ghatkopar and Chembur, each, drawing 100 pupils from each school. Suitable sampling techniques have been employed for drawing the samples. Sample of the Study: The accessible samples of 2457 students, 152 teachers and 168 parents respondents to the questionnaire, 93 teachers and 81 parents interview have been well justified. The samples seem to be adequate and representative for the purpose. Tools and Techniques: Questionnaires, Interviews and Observations have been used for data collection. The characteristics of all the Tools have been well established by the investigator. Findings of the Study: The Study has very well produced a scenario of the status of curriculum in Ancient Period, Medieval Period, British Period, and Post-Independence Period with reference
to Crisis Management Skills. Differentiating the life crisis in various related areas, namely, personal, family, school, community and national the investigator has identified three basic skills that the secondary school curriculum should develop among the students, namely, skills to understand the problem, skills to apply knowledge in problematic situations, and skills to act and solve the problem situations. The study has come out with quite meaningful findings as Follows: The curriculum should develop knowledge and understanding of the problems faced by the students in their personal life, family life, school life, community life and national life. The curriculum should enable the students to develop skills ( practical abilities) to solve the crises in their personal life, family life, school life, community life and national life. The curriculum should help in building good character. The curriculum should be able to inculcate good values of life in the students. The curriculum should be able to build the students courage to meet the challenging situations of life successfully. It should develop students confidence in life. Wide gaps were found by the investigator and 75% of the total sample between the objectives of the present secondary school curriculum and the crisis management skills. The skills to be developed through the secondary school curriculum to solve crisis in different walks of life have been presented analytically comprehensively as follows: Personal Life Crisis Managing Time Handling Stress Managing Health Self Defence Career Planning Family Life Crisis Preserving Family Values Handling simple household chores Managing Home Efficiently in absence of Elders Adjustment with other Members of the Family Managing simple household technical work such as electrical, plumbing School Life Crisis Adjustment with School Mates Adjustment with the present Education Requirements Understanding the classroom lessons/school subjects Participating in Group Activities Participating in Co-curricular activities
Community Life Crisis Participating in Community Functions Expressing Ideas clearly in Community Adjustment with traditions and customs Handling Community Problems Doing Community work/Social work National Life Crisis Promoting National Integration Preventing Anti-National Activities Helping during natural calamities in the country Respecting national heritage/Culture Participating in National Developmental Activities The Model Curriculum designed by the investigator cutting across Languages, History, Geography, Civics and Economics, Science, Mathematics and finally especially on Crisis Management is quite interesting, appealing, feasible, though challenging. The Study has made meaningful recommendations for framing the curriculum. The recommendations have been made for Teachers, NCERT, SCERT, CABE, Education Department, and Teacher Education at State and Central levels.
Effect of Inductive Thinking Strategy on English Language Development and Concept Formation ( Suman Dalal, 2002, KUK) Objectives 1. To study the effect of Inductive Thinking on concept formation with respect to three teaching strategies: a) Concept Formation b) Interpretation of data c) Application of principles 2. To study the effect of Inductive Thinking on Language development with respect To three teaching strategies: a) Concept Formation b) Interpretation of data c) Application of principles 3. To analyse the thinking strategies used by the learners with respect to three teaching strategies: a) Concept Formation b) Interpretation of data c) Application of principles 4. To evaluate the thinking strategies used in terms of achievement of achievement Of language development and language concept with respect to three teaching strategies: a) Concept Formation b) Interpretation of data c) Application of principles 5. To study the effect of ITM on retention with respect to three teaching strategies:
a) Concept Formation b) Interpretation of data c) Application of principles
Sample In the pilot study 50 students from class IV to VIII constituted the sample for the experimental group and another 50 students from class IV to VIII constituted the sample for the control group. In the main and retention studies there were 293 students in the experimental group and 294 in the control group. Tools and Techniques Eight tools were used in the study- for treatment according to ITM to experimental group, previous achievement, achievement after treatment, Retention of the achievement, Achievement after CFS treatment, Achievement after IDS treatment, Achievement after APS treatment, and Questions for discussion. Data Analysis The data were analysed using quantitative and qualitative analysis techniques. Findings 1. The experimental group was found superior to control group in terms of concept formation, language development and language concept, thinking strategies and retention on all the three teaching strategies.
A Comparative Study of Values, Intelligence and Academic Achievement of Students of UP, CBSE, and ICSE Board Schools Ms. Malti, 2006, the Mahatma Gandhi Kashi Vidyapith, Varanasi. The related literature has been reviewed comprehensively. All the six objectives of the study have been well enunciated as follows: 1. To compare the value patterns of students of a) UP Board and CBSE Board b) CBSE Board and ICSE Board c) UP Board and ICSE Board 2. To compare the value patterns of male and female students of a) UP Board and CBSE Board b) CBSE Board and ICSE Board c) UP Board and ICSE Board 3. To compare the intelligence of students of a) UP Board and CBSE Board b) CBSE Board and ICSE Board c) UP Board and ICSE Board 4. To compare the intelligence of male and female students of a) UP Board and CBSE Board b) CBSE Board and ICSE Board c) UP Board and ICSE Board 5. To compare the academic achievement of students of a) UP Board and CBSE Board b) CBSE Board and ICSE Board c) UP Board and ICSE Board 6. To compare the academic achievement of male and female students of a) UP Board and CBSE Board b) CBSE Board and ICSE Board c) UP Board and ICSE Board All the 12 hypotheses of the study have been well formulated in the null form.
The Study has compatibly employed descriptive survey research. Random-cumcluster sampling technique has been suitably used to draw a sample of 450 students of different schools from three Educational Boards of Varanasi City, namely, UP Board, CBSE & ICSE Board. 75 males and 75 females have been drawn Board-wise. Personal Value Questionnaire (PVQ) by Sherry & Verma, General Mental Ability Test By M.C. Joshi and, Achievement Test of Life Science constructed and standardized by the investigator have been utilized for the Study. The characteristics of the tools have been well established. Mean, Standard Deviation, and t-values have been computed for data analysis. The study has quite meaningful findings as follows: The students of UP Board Schools have been found to have higher social and knowledge values than the students of CBSE Board Schools. The students of schools of CBSE have been found to have higher aesthetic, economic, hedonistic and power values than the students of UP Board schools. The students of CBSE Schools have been found to have higher hedonistic, power and health values than the students of ICSE Board Schools. The students of ICSE Board Schools have been found to have higher religious, social, democratic, knowledge and family prestige value than the students of UP Board Schools. The students of UP Board have been found to have higher social, knowledge and health values than ICSE Board students. The students of ICSE Board have been found to have higher religious, democratic, economic and family prestige value than the students of UP Board. The male students of UP Board have been found to have higher social and knowledge values than the male students of CBSE Board. The male students of CBSE Board have been found to have higher aesthetic, economic, hedonistic and power values than the male students of UP Board. The male students of CBSE Board have been found to have higher aesthetic, hedonistic power and health values than the male students of ICSE Board. The male students of ICSE Board have been found to have higher social and democratic values than the male students of CBSE Board. The male students of UP Board have been found to have higher social, knowledge and health values than the male students of ICSE Board. The male students of ICSE Board have been found to have higher religious, democratic and economic values than the male students of the UP Board. The female students of UP Board Schools have been found to have higher social and knowledge values than the female students of CBSE Board Schools. The female students of schools of CBSE have been found to have higher aesthetic, economic, hedonistic and power values than the female students of UP Board schools. The female students of CBSE Schools have been found to have higher power values than the female students of ICSE Board Schools. The female
students of ICSE Board Schools have been found to have higher religious, social, knowledge and family prestige value than the female students of CBSE Schools. The female students of UP Board have been found to have higher social, knowledge and health values than the female ICSE Board students. The female students of ICSE Board have been found to have higher religious, economic and family prestige value than the female students of UP Board. The female students of UP Board have been found to have higher aesthetic and economic values than the male students of UP Board. The female students of CBSE Board have been found to have higher Democratic value than the male students of UP Board. The male students of CBSE Board have been found to have higher hedonistic value than the female students of CBSE Board. The female students of ICSE Board have been found to have higher family prestige value than the male students of ICSE Board. The male students of ICSE Board have been found to have higher power value than the female students of ICSE Board.
Findings related to Intelligence No significant differences in the Intelligence of students have been found, inter-Board and intra-Board, overall, inter-gender and intra-gender.
Findings related to Achievement The achievement of total students of CBSE Board has been found significantly higher than that of UP Board. No significant difference has been found in the achievement of CBSE School students and that of ICSE Board school students. The achievement of total students of ICSE Board has been found significantly higher than that of UP Board. The achievement of male students of CBSE Board has been found significantly higher than that of the male students of UP Board. No significant difference has been found in the achievement of CBSE School male students and that of ICSE Board school male students. The achievement of male students of ICSE Board has been found significantly higher than that of the male students of UP Board. The achievement of female students of CBSE Board has been found significantly higher than that of the female students of UP Board. No significant difference has been found in the achievement of CBSE School female students and that of ICSE Board school female students. The achievement of female students of ICSE Board has been found significantly higher than that of the female students of UP Board. No significant difference has been found in the achievement of students, intergender intra-Board.
It is an interesting Study, where, the investigator has focused on values, General Mental Ability and Achievement of 12th Standard students of the selected schools of CBSE, ICSE and UP. Of the ten values considered, namely, social, family prestige, democratic, economic, hedonistic, aesthetic, religious, knowledge, power and health, differences have been observed in the status of students Board-wise, Gender-wise. The students of the three Boards have been reported to be almost at the same level of GMA. The students of ICSE Board & CBSE have been found to achieve greater on the test of Life Sciences as compared to that of UP Board. The study raises many questions, such as, 1. What is the difference between Intelligence and General Mental Ability? 2. How do we discriminate the difficulty value and discrimination index of an item? 3. How is it that the students of UP Board, even while having higher knowledge value than the students of CBSE & ICSE Boards, have relatively lower achievement on the test of life science? 4. What, if the students differ on Values, intra-Board, Inter-Board, genderwise? What are the implications of the study corresponding to the differing status on values? 5. What could be the probable causes of differences in achievement of the students, inter-Board, even when they are at par with, on GMA? What could be the strategies for bridging the gaps? 6. What, finally, is the Thesis of the Study?
Development of a Self-Instructional Module to Enhance Communication Skills of College Principals Niti Chopra, CASE, MSU, 2002 Objectives 1. 2. 3. 4. To do a Role Analysis of College Principals. To identify the needs of College Principals in Communication. To develop a self-instructional module in Communication for College Principals. To administer the self-instructional module in communication to the College Principals for self-study. 5. To evaluate the usefulness of the module through self-appraisal and feedback by College Principals. Sample for the Study A sample of 50 College Principals for the Study was selected through the Probability Sampling, namely, multi-stage cluster sampling. Tools for the Study Role Analysis Schedule, Needs Assessment Schedule and Self-Instructional Module were the tools used for the study. Data Analysis: The data have been analyzed through frequencies, percentage responses and content analysis. Findings of the Study: Findings of Role Analysis: The nature, dimension, and intensity of the problems varied depending on the subjects being taught at the respective colleges and the principals has to deal with the same according to the nuances of the situation presented to them. Moreover, there were some major duties and responsibilities which created a lot of stress to college principals which they had to shoulder in their rooms as heads of institutes. Thus, the researcher discerned from her interaction with the college principals as follows: 1. inadequate staff and infrastructure to cope with the thousands of students seeking admission each year 2. Admission time pressures, including having to cope with threats, manhandling, destruction and violence by blundering students their leaders and vested interest lobbyists
3. Conducting annual elections for student representatives which usually whip up a lot of positive and negative emotions and passion on campus beginning with campaigning to the time the election results are announced. It does not end there because, and then the problems with the students union and its activities would begin. 4. Hosting cultural events activities, youth meets where thousands of students would gather and interact over a few days; and till all of it passed off peacefully, the principals remained under pressure. 5. Hosting sports events (unfortunately, sports activities are usually relegated to the back ground) which really need to be encouraged by college principals; but end up being a lot of work for which not all staff members extends necessary co-operation 6. The main concern for all principals is the peaceful passing off of examinations both internal and external. They said that almost every year they have to deal with delays in conducting examinations, sometimes, owing to strikes by students demanding postponement, cuts in syllabus, or full option in the question papers; and sometimes owing to disruptions in the academic routines owing to natural or man made calamities. Conducting examination is itself such a tedious affair from getting papers set to organizing seating arrangements, ensuring smooth circulation of question papers and answer books; maintaining vigilance at the time of the exams, collection of the same at the end of the exam; and later distribution of answer books for correction, and finally announcing results on time. In colleges, with a semester system, all of this procedure has to be conducted twice a year. 7. Inextricably woven into the fabric of all of the above, in small or big measures, was the crime element and having to handle that one of the most challenging tasks for the principals. Around the year, for different reasons, most of all for elections and examinations the college principals have to co-ordinate and arrange for security with the police. Sometimes, the criminal activities of few students get out hand, and beyond the purview of what the principals are expected to be. Thus it was often that the college principals found themselves involved with tasks which were far removed from their academic or administrative responsibilities, sometimes playing a role there would have hardly envisaged for themselves.
Findings of the Needs assessments: 1. Most of the college principals were able to convey an understanding of communication, though not all were articulate in their expression of the same. All of them did show an eagerness to know more about the different parameters of the concept of communication as delineated by the researcher. 2. The research observed that the college principal were senior, experienced and equipped enough to combat any problems they may encounter while dispensing their administrative functions and responsibilities. Almost all the principals
conveyed that whatever difficult situations did arise were more due to infrastructural constraints rather than any other factors. 3. The categorization of communication into the different functional areas in the need assessment schedule itself prompted the general (academic) lay out of the module to be prepared for college principals. This was as under i. ii. iii. iv. v. Conceptual understanding of Communication Organizational Communication Oral Communication Written Communication Use of Technology in Communication
The needs assessment survey affirmed that the preparation of a self-instructional module in communication would be definitely useful to fulfill the needs (as assessed) of the college principals to enhance their skills for the same. The assessment also paved the way for finalizing the structure and formulating specific content for inclusion in the communication module.
Development, Implementation and Evaluation of the Module: The module was developed after extensive reading and understanding of the subject areas of communication, management, organizational behaviour and educational administration. Progress check questions were included at the end of each segment, as also self-assessment exercises as necessary and appropriate to facilitate, understanding and recall. The module was divided into two sections; section 1 is dealing with the concept of communication and section 2 with organizational communication and its dynamics. After incorporating the suggestions of the experts, the module was implemented on 25 college principals. They were given the module for self-study and to send feedback. Evaluation of the module: it clearly emerged from the feedback analysis that the communication module has definitely been useful to college principals to help enhance their communication skills and competence to optimally perform at work. The module could also be of use with necessary modifications to all educational administrators, managers, leaders, academicians or any other persons genuinely interested in the same, to place communication concepts in appropriate perspective and help enhance communication skills which would enable more meaningful and satisfying work performance and output.
Theory and Practice of Education as Depicted in Sikh Gurus Bani ( Jasbir Kaur, 1998, Guru Nanak Dev University, Amritsar) Objectives 1. To study a. Metaphysical aspect of Guru Bani b. Epistemology c. Axiology: i Ethics, ii Aesthetics 2. On the basis of the metaphysical, epistemological and ethical and aesthetical Formulations to derive: 1. 2. 3. 4. 5. 6. 7. the concept or nature or meaning of education. the goals of life and aims of education. formulate the curriculum/content of education. work out the instructional paradigms or spell out the methods of instruction. Describe the essential qualities of a teacher- the concept of Guru /Teacher. To workout pupil teacher relationship. To evolve a theory of discipline a. Discipline b. Workout a set of values to be followed by pupils c. Attributes of a Guru d. Values to be displayed by a Guru Sikh Gurus Philosophy and its impact on the personality pattern of the Pupils.
8.
Research Type It is philosophical- cum- historical Research. The present study aims at abstracting the concept of theory and practice of education as depicted in the Bani of Sikh Gurus. It includes library study and the study of the related scattered information. All the related historical facts/ data were collected, selected, verified, analysed, generalized and evaluated. Thus the investigation involved metaphysical, epistemological and axiological processes. Sample The historical information about the life and Bani of Sikh Gurus whose Bani has been included in the Adi Granth, All the hymns relating Guru Nanak, Guru Angad, Guru Amar Das, Guru Arjun Dev, Guru Teg Bahadur were collected in their chronological order and analysed in the context of the problem.
Findings 1. Inhumane tendencies have rounded the modern man which has lead him to a number of social, economic, moral and psychological troubles. Man has to go down to his past with its interpretation in the context of modern era. There is a need to seek advice from the sacred books with the intention of finding solutions of the complex problems of the modern era. 2. Keeping in view the falling graph of mans character, his distorted image, materially dominated character of the society and negation oriented philosophy of education, the Banis of Sikh Gurus be analysed, interpreted and understood to rejuvinate our educational system in the context of our rich cultural heritage and social, economic, historical and spiritual mileu. 3. Universality, trinity, and perenniality of the Philosophy of Sikh Gurus lies in its Saintly Realism. 4. The prolific theme of their teachings proceeds with the living faith that the real education of life lies in the realm of self discipline which is the sublimated level of thoughtful behaviour and conduct of man. 5. Basically the Sikh Gurus were idealists and their philosophy comes under the terminology of Idealism. But their understanding about the problems and their solutions were realistic and practical. They always worked out solutions in the context of their social, cultural, ethical, moral, political and economic nature. 6. Sikhism is basically a relationship of Guru ( Teacher) and Sikh ( Shish). Thus their philosophy of life has great relevance with respect to philosophy of education. The concepts put forth by Sikh Gurus with special reference to aims of education, curriculum, pedagogy, teacher, pupil, discipline, and teacher-pupil relationship are not merely theories but involve practical wisdom. 7. One of the greatest flaws observed by the modern thinkers of education lies in its disvalue system dominating the society. The axiology of Sikh Gurus emphasizes on value oriented education., which is the main construct of individuals character. The trio of their value system is Nam Japna, Vand Chakna, and Kirt Karni. 8. The metaphysics of Sikh Gurus involves the root of reality. What is true is real and what is real is true. They suggest a honest life with complete faith in Him. Sikh Gurus being great moral and spiritual teachers, emphasized the cultivation of intellectual, aesthetic, moral and spiritual values in life. 9. In the views of Sikh Gurus , it is essential that there should be overall development of man from mental, intellectual, moral and spiritual horizon.
Educational Philosophy of Guru Arjun Dev Ji and Its Contribution to Modern Indian Education ( Gurpal Singh, 1999, Punjabi University, Patiala) Objectives 1. To study the Educational Philosophy of Guru Arjun Dev Ji. 2. To study the contribution of the Educational Philosophy of Guru Arjun Dev Ji to modern Indian Education. Research Type The study is Philosophical and Historical in nature. Methodology In the present investigation the Gurbani authenticated by Guru Arjun Dev and compiled in The Guru Granth Sahib was considered to be the primary source. The reports of the Commissions and Committees published by the Government of India from time to time for the educational purposes also found the primary sources. Most of the Encyclopedias and History textbooks were the secondary sources for the study. Findings 1. Guru Arjun Dev gave more importance to the development of spirit than intellect. He emphasized vocational efficiency, economic development social development, intellectual development, and character building along with the other aims of education to promote value system. 2. Guru Arjun Dev has given primary place to subjects like philosophy, history, ethics, moral and language. But Science comes next to the subjects of humanities. 3. The pedagogy used by Guru Arjun Dev was suitable to the situation and persons whom he conveyed his messages. He used a variety of methods, media, techniques, devices and approaches to communicate the messages. His Katha and Kirtan were very Educative. 4. The teacher of Gurus conception was a perfect personality. He advocated Guru as the pivot who can lead his disciples on the path of reality. His praise and respect for teacher found expression in the form of Guru, Satguru and Wahiguru. Rather than mere professionals the Gurus should be missionaries. 5. The discipline of Guru Jis conception has physical, mental, moral, and spiritual aspects which can be attained through values like Kirat Karna, Nam Japna and Vand Chhakna. 6. His educational thoughts are deeply rooted in Indian Tradition to acquire self realization and self manifestation. Truth, love, beauty and bliss are the four doors of the building of spiritual education.
7. Guru Arjun Dev conferred dignity of women and raised their status in the society to uproot the traditional narrow concepts of sex discrimination and to build up a strong social set up through suitable change in value system. He protested against the injustice of Vedas and Upanishads to fair sex because they considered women as Shudra. 8. He was in favour of emotional integration amongst Hindus and Muslims. He opened the worship for all through four doors of the Golden Temple. He compiled Guru Granth Sahib which contains the spiritual experiences of Sufis, Bhagats, Bhatts, and Saints who have faith in different religions, belong to the different parts of the country and belong to various castes and creeds. 9. He advocated absolute purity, absolute love, absolute honesty, and absolute unselfishness as the four pillars for the building of international understanding. 10. Guru Ji organized a very strong non-formal education programme for adults through Keertan, Katha, festivals, Gurmatta, discussions, travels, Sadh-Sangat . 11. Guru Ji advocated that evaluation is not the monopoly of the teacher alone. The children evaluate their work themselves.
A Study of the Educational Philosophy of an Epic Poem, The Mahabharata (Shri Subash Chandra Panda, 2004, Berhampur University, Berhampur, India)
The context of the study has been well introduced through an emerging need of revival of Gurukula system of education, need of implicating the ideas of Mahabharata in our education system, realizing meaning of education, meaning of philosophy and educational philosophy, Mahabharata as a social and political philosophy dealing with Dharma, Artha, Kama, and Moksha, transcendental knowledge of wisdom, need to know Sri Krishna: the creator of all creations, rising to the reality, victory of good over evil, humanism, illusive material existence, uniqueness of knowledge on the earth, self realization, quest of salvation or redemption, relevance of Dharma, and god gift professions Research Design: The investigator has adopted philosophical-cum-historical method for the study. The various learning resources utilized for the study are quite relevant and appealing. The investigator has very well studied Maharishi Vyasa, meaning and importance of Mahabharata, comprehensive scenario of Mahabharata, aims of education in the context of Mahabharata, real reality of the Cosmos, the curriculum, pedagogy, education as knowledge, self realization by meditation and Teacher: The Saviour. Findings of the Study: The study has arrived at meaningful findings presented as follows: For a self realized soul, the entire cosmos is a manifestation of God. There is nothing more purifying on this earth than knowledge. The mundane man should go through Bhagavata Gita to liberate the self from Maya. Agriculture (Plantation) is helpful for food and great deal good for the environment building. The cow protection and cattle grazing is a noble profession. Humanism is one of the important virtues of divine life. The platonic love is real love between soul to soul. Every one should perform devotional service. Cultivation of human spirit helps the self realization and god realization. One should always adopt the path of Dharma. One should always practice virtues but not vices. Every one should know that the good always wins over evil. All round development of body, mind and spirit should be emphasized. Religion, Veda, Upanishad, epic poem including the Mahabharata, Jyotish, Vyakarna, Logic should be there in our present curriculum. Games and sports should be there in the curriculum. A formal ceremony should be performed preceding the study of Veda.
Recitation of texts should be practiced. The reading of elucidatory books should be done. Teaching should help for the ready grasp of meaning. Knowledge should lead to self realization. Teaching should be done by discussion. The topics may be taught by story telling, question answer methods. Memorization may be encouraged. The teacher is the friend, philosopher and guide of the students. The teacher should be like the ancient sages, saints and seers, namely, Vyasa, Parasara, Bhisma, Drona, Parsuram and Lord Krishna. Chhatranam Adhyayaanah Tapah the students should not forget the aforesaid line in his student life. Appreciation of truth, beauty and goodness.
Educational and Psychological Implications of Shrimadbhagvatgita Ms. Sunita Singh, 2006, Dr. Rammanohar Lohiya Avadh Vishwavidyalaya, Faizabad The problem-Educational and Psychological Implications of Shrimadbhagvatgita has been well identified by the investigator. The problem is need based and based on a sound conceptual framework. All the six objectives of the study have been well enunciated as follows: 1. To do easy interpretation of the intent of some of the core shalokas of Shrimadbhagvatgita through their Religious-Spiritual themes in various present contexts. 2. To clearly derive the educational implications in the perspective of the Philosophy of Shrimadbhagvatgita. 3. To derive the Psychological elements inherent in the Shalokas of Shrimadbhagvatgita. 4. To derive the effects of Shrimadbhagvatgita on the spiritual and social thinking of Rajarammohan Roy, Maharishi Aurobindo, Vivekananda, Gandhi and Deendayal Upadhayaya. 5. To discuss the major elements of Education and mention the related shalokas of Gita and explain those. 6. To study the relevance of Knowledge and Kram_Yoga Darshan of Gita in the context of Present Indian Education. It is a Philosophical Study which is problem compatible. The study has made thorough and valid observations on Upnishdhas, Puranas and Comments on Them. A meaningful attempt has been made to study various letters and Magazines related to Bhagvatpuran and Shrimadbhagvatgita, reviews and ideas, indoctrinations and cassettes of Vidvans. Also an attempt was made to review the related TV Serials and Voices of the Saints. On the basis of integrative conciliation of their related themes an attempt has been made for omni-derivations. On the bases of thorough systematic study the investigator has arrived at fully meaningful educational and psychological implications as follows: Educational Implications 1. The status of Guru is more than that of God. A teacher with sound personality and super character is the only ideal. The teacher is a Jyot and Jyotsana which enlightens the little ones. 2. Guru Vedvyas provided Divine Power of Seight to Sanjay. It flags a message that that a teacher should provide insight to his pupils to awaken their conscience, so that, they are in a position to discriminate between Sin and Punya, Good and Evil.
3. Lord Krishna said to Arjuna Rise, conquer your enemies, and make them realize their Guruta and Responsibilities. It has educational implication that understanding their Guruta, power, delimitations and responsibilities both the Guru and Pupils should liberate themselves from illusion, disease, sufferings, ignorance and defunctness etc. 4. Kramnavadhikaraste Ma Flashu Kedachan, meaning thereby that Duty is God. We should abide by our duties and should not worry about the returns. 5. Lord Krishna told Arjuna to be the savior of Justice and Dharma. Violence is justified if it is protecting Dharma. There is a need for the children to be peace loving, courageous, jurisprudent and genius. 6. Secularity is a unique contribution of Gita. Education of Gita is completely Caste and community secular. Anyone can own Gita irrespective of caste, class, gender, culture, community, Dharma. As a result Indian Education is fully democratic and secular. It promotes national integration and international understanding. 7. The objective of Gita and Education, both, is to develop dedication in duty. 8. Gita establishes social values. Self sacrifice for the welfare of the society is highly desirable. There is a need to revolt against social evils. The social values should be inculcated in children. 9. The children should be given education of moral, spiritual and social values. They should be determined for Shubh- the Satva rather than flowing with the currents of Raj and Tma, that is spiritually controlling passions, possessions, and negative thoughts and actions. 10. Every teacher should be a Friend, Philosopher and Guide for his learners as Gita depicts through the association of Lord Krishna and Arjuna. 11. Sharirmadhyam Khalu Dhrama Sadhnam it means that this body is the temple of Dev. It needs to be protected for protection of Dharma and Karma. There should be provision for physical education. 12. Gita enchants that a Researcher for Brahma is an Intelligent Scholar free from ego. Our children should be humble, genius, self-disciplined, brave, easy living and spiritual. 13. Atamvat serva Bhutashu and vise versa is a highly touching Shiksha of Gita which needs to flow at all levels. 14. Lord Krishna focuses on building of character and purification of self through culture and cultural values. Teachers as the live examples of moral characters develop character students. 15. Bhagwan declares Bhagta Greater than him. An ideal teacher tries to find his self in his students. 16. Gnan-Yoga is the highest educational implication of Gita. Boaden your knowledge base and use it for illuminating others. Psychological Implications 1. The child should listen to her self and accordingly guided to save from sufferings.
2. Divya Drashti is the power to fore-see. The child can prepare the self accordingly to face the problems and challenges. 3. The child has the capability to know the sav, its power, limitations, strengths and weaknesses. 4. The child should be conscious of his duties, translating which the living can be organized and peaceful. 5. Through self discipline the child can realize self strength to be healthy emotionally. 6. Through the effect of high moral character the child can inpire others, guide them, and can lead a healthy moral and happy life. 7. Psychologically the child can converge all his work and efforts for the realization of his objectives and sustaining mental balance save him from stress and repression. It multiplies his capacity of adjustment. 8. He can achieve mastery in various subjects by becoming humble and intellectual and can be popular. 9. Sustaining his sensitivities to social values and self- rigid principles by becoming intellectually stronger the child can earn a high social status. 10. The child can guard his Sato-gunas and develop desirable character by abstaining from unsocial acts Tamo-gunas. 11. The child can realize the state of Dedication ( Satih-Pragya) by overpowering greed, anger, fear, stress and anxiety. 12. The child can become independent, self-confident, dedicated and unselfish. 13. Bhim is Gadadhari and Arjun is Dhanurdhar. The curricula should be corresponding to the profiles of the learners. 14. The objectives of Education and learning environment need to be designed in the light of Prigrah and Nigrah. 15. Lord Krishna lead the war not for the realization of his selfish objectives but for Public welfare. So, education should be for public welfare. 16. The Shiksha of Gita is not for Arjuna only but for all times and all generations. 17. Gita gives us a shiksha of control of senses also. One cal liberate oneself of Maya or illusion. 18. Strong determination and faith are the keys to success. Karma with Bhagti has wonderful returns. 19. Sampragyat Smadhi- concentaration of mind facilitates erducation.
Analytical Study of Value Education in GramGeeta of Respected National Saint Tukdoji Maharaj (Kumari Shobhna Purushottam Saoji, 2006, Sant Gadge Baba Amravati Vidyapeeth) Objectives of the Study: 1. To review the values reflected in the lessons of the Gramgeeta of National Saint Tukdoji Maharaj. 2. To study the values depicted in Gramgeeta . 3. To study the educational values of Gramgeeta. 4. To study the social values of Gramgeeta. 5. To study the values reflected by Gramgeeta with respect to value education. 6. To study the usefulness of values reflected in Gramgeeta. Methodology Used: The Historical Research and Survey Methods have been well employed for conducting the Study. Sample of the Study: The sample of 500 Preachers of Gramgeeta has been suitably drawn from five of the districts of Maharashtra. Also, the sample of 50 Experts has been well drawn, 10 from the each selected district for the present Study. Tools Used: A Questionnaire on the various values depicted by Gramgeeta has been constructed by the investigator. It contains 150 items, 10 on each one of the values, namely, Patriotism, Dignity of Labour, Punctuality, Sensitivity, Humbleness, Cleanliness, Respect for all religions, National Integrity, Gender Equity and Scientific Attitude. The content validity and other characteristics of the Questionnaire have been well established. Data Collection: The data have been systematically collected from the 500 Preachers through the questionnaire and from the 50 experts through Interviews. Each item on the questionnaire is on a five point rating scale, namely, Fully Agreed, Agreed, Undecided, Disagreed, Fully Disagreed.
Data Analysis:
The data have been analyzed in terms of frequencies and % responses. Also, wherever required content analysis has been done analytically. Findings of the Study: All the ten values identified by the investigator have been fully established through the findings of the Study as follows: 1. PATRIOTISM: Indian Education System and Society feel proud of the Indian History as depicted in the Gramgeeta. It inculcates love for the rural and humanity, conservation of national property, respect for great leaders, sensitivity towards our culture, identification with the Nation, Sacrifice, desire for freedom, identification with the public places, respect for the national symbols, and spontaneous salute to the National Flag. 2. DIGNITY OF LABOUR: The Gramgeeta Inculcates the values of Service Camps, Respect for the Domestic Servants, Valuing each and every work however, big or small & its kind, visiting the places of the servants, love, sympathy, co-operation, empathy with the aged, disable and needy, tree plantation, concern for the child labourers, voluntary service to public places. The message is that Humanity lies in Labour Greatly. 3. PUNCTUALITY: We should observe our routine timing, such as, exercise, food, and other work.We should have proper time management. Each one of us needs to have time table. We should actually feel sorry for our late doing. The work, whether it is personal or public ought to be done in time. We should observe punctuality in Public Prayer Time. Wasting Time is loosing opportunity. The Gramgeeta provides innumerous messages on the value of punctuality. 4. SENSITIVITY: The Gramgeeta inculcates the values of helping during naural calamities, plantation of trees, kindness towards animals, helping the organisms in problem, helping the disable and disadvantaged, identification with others in all states, happy or sad, falicitating the honoured, Organizing Literacy camps in the village, drives against blind faith, and surveys of the slums. 5. HUMBLENESS: Gramgeeta inculcates the value of respecting others. It preaches the values of good conduct, desirable behaviour and communication. 6. CLEANLINESS: Gramgeeta inculcates the value of cleanliness of the self and community. It develops aesthetic sense. 7. RESPECT FOR ALL RELIGIONS: Gramgeeta preaches the value of Secularism. 8. NATIONAL INTEGRITY: Gramgeeta inculcates the value of feeling proud of a born and being of the Nation. It inculcates the value of National Anthem, knowledge of the various States, respect for the national constitution, no discrimination on the bases of caste, creed, religion, language and province, and education as a means of national integrity.
9. GENDER EQUITY: Gramgeeta inculcates the value of gender equity, by focusing on equity of male and female, proper place for woman, girl education, drives against child marriage, organization of Programs on the bases of equity of gender, helping the women in domestic work, drives for the uplift of women, and changing the attitude of society towards women. 10. SCIENTIFIC ATTITUDE: Gramgeeta inculcates the value of establishing cause and effect relationship. It inculcates the value of Scientific Attitude. The above findings have been further established through the interviews with the experts. In fact the text of the National Saint Tukdoji Maharaj in the form of Gramgeeta is its own testimony, for example, Aggyananech Duravtey Pragati, Dhan He Gribanche Rakt, Shram Hi Gavachi Daulat, and Desh Dukhi Jnu Mazhechi Shareer. The Study has made quite meaningful suggestions for Administration, Universities, Text Book Board and Educational Institutions.
A Study of the Knowledge and Attitude of Students and Teachers and the Awareness of Parents towards Population Education in Higher Secondary School Curriculum with respect to the ongoing Efforts being made by various Organisations (Pradeep Kumar Agrawal , 2002, Rani Durgavati University, Jabalpur) Objectives 1. To study the knowledge and attitude of students of the population education in the curriculum of higher secondary schools in the context of efforts made by various institutions. 2. To study the knowledge and attitude of teachers of the population education in the curriculum of higher secondary schools in the context of efforts made by various institutions. 3. To study the awareness of parents of the population education in the curriculum of higher secondary schools in the context of efforts made by various institutions. Sample A sample of 200 students and 100 teachers, and 100 parents was selected from Jabalpur district for the present study. Tools and Techniques The Attitude Scale ( R. Subbarao, 1987), Awareness Test (B. Manjulavali, 1991), and knowledge test constructed by the Investigator were used for the present study. Data Analysis The Data were analysed through frequencies and percentage responses. Findings 1. There has been found no significant difference in the knowledge of urban boys and urban girls regarding population education, whereas, the knowledge of rural boys has been found significantly higher than that of the rural girls. The urban students have been found to have significantly higher knowledge of population education than rural students. 2. The urban male and female teachers have not been found to differ significantly on their knowledge of population education. Similar has been found the status of rural male and female teachers. The urban teachers have
been found to have significantly higher knowledge of population education than rural teachers. 3. The urban boys have been found to have significantly higher positive attitude towards population education than urban girls. No significant difference has been found in the attitude of rural boys and rural girls towards population education. The urban students have been found to have higher positive attitude towards population education than the rural students. 4. The urban male teachers and urban female teachers have not been found differing significantly on their attitudes towards population education. Similar has been the status of rural male and rural female teachers. The urban teachers have been found to have higher positive attitude towards population education than the rural teachers.
A Study of the Functional Education Component of Rural Development Project-9 (RDP-9) in four districts of Bangladesh ( Ameena Ahmed, 1999, MSU, Baroda) Objectives 1. To examine the following areas of functional education programme run by RDP-9 in terms of i. Operational strategy of functional education programme. ii. Staff capacity for programme implementation. iii. Management and monitoring of the activities of the Centres. iv. Training of personnel at different levels. v. Learning material and their relevance in the national context. vi. Teaching learning process. vii. Selection of learners. 2. To examine the ability of learners on reading, writing, numeracy and general Awareness. 3. To identify the major factors affecting the poor or satisfactory performance of the Learners. 4. To investigate into the reasons for drop out. 5. To analyse the effects of Functional Education Programme on learners in their daily life. 6. To examine the views of the functionaries regarding the Functional Education Programme. 7. To study the local peoples attitude towards the functional education programme. Sample The investigator adopted the random sampling technique for the selection of four thanas from which she selected 16 centres for the study. Out of a total 298 centres, the investigator selected 2 male centers and 2 female centers from each of the selected thanas. From each center all the learners comprised the learners sample. Eight policy level personnel of RDP-9, Shevok/Shevika involved in the teaching of the learners in these selected centers, literacy experts and members of the community were interviewed for collecting various sets of information about the programme. Tools and Techniques Interview schedules and questionnaire, Functional Education Assessment Tool, Evaluation Test, Participant Observation and unstructured interviews were used for the study. Data Analysis
The data collected through FEAT were analysed in terms of frequencies and percentage responses. Data collected through observation, interviews were analyzed qualitatively and cross checked by corroborating with the quantified data in order to evaluate the learners needs, performance, improved quality of life, and over all activities of the Functional Education Programme of the RDP-9. Moreover, most of the analysis of data has been done during the data collection period itself. Collecting information from field observations, sorting the information into categories, formulating the information into meaningful pictures and case profiles were done simultaneously and on the spot, which has rendered the information reliable and authentic. Observational data, views of literary experts regarding the Primers, curriculum, teaching learning processes were content analyzed. Findings 1. Achievement of the learners on the reading skill test was not found satisfactory. 34.4% of the learners were assessed to be good on the reading skill test. 2. The Practice in writing was not found adequate due to the limited space in the work books, inadequate black board work by the instructors, lack of elbow room and illumination in the Functional Education Centers. The learners also did not find the time and inclination to practice after the course was over. 3. Loss of income was found to be the prime reason for drop out from the Functional Education Programme because most of them had to work during the time when the classes were conducted. 4. 56.89% of the learners felt that they were no more illiterates. They were able to write their signatures. 5. The local people appreciated the FE Programmes role in eradicating illiteracy. They opined that because of the FE Programme the villagers have realized the importance of sending their children to schools. At the same time they felt that the duration of the programme was too short to be effective.
Development of teacher Education in Rajasthan Post-Indepedence, its present status and problems ( Kamlesh Banu, 2002, Dr. B.R. Ambedkar University, Agra) Objectives 1. To study the development of teacher education in Rajasthan Post-Independence. 2. To study the present status of teacher education in Rajasthan. Sample The sample for the study constituted of 933 units ( 37 Principals, 291 Lecturers, and 605 pupil teachers) drawn from 42 institutions ( B.Ed.-26, B.P.Ed.-3, DIET-7 and STC-6). Tools and Techniques A questionnaire constructed by the investigator was used for the study. Data Analysis The data were analysed through frequencies and percentage responses. Findings 1. There has been found a lack in Human Resource Planning in Teacher Education, absence of original books in Hindi, lack of text books in Hindi, inadequate laboratory facilities, gaps between teacher education and school education, and gaps between teaching theories and practice. 2. Technology and media have been found under utilized in teacher education. 3. Most of the teacher education laboratories need to be modernized. 4. The problems of buildings in teacher education institutions has been found more in case of private institutions. 5. The hostel facilities for pupil teachers have been found inadequate. 6. Most of the teacher education institutions have not been found to have adequate fields for sports. 7. Educational field trips by the teacher education institutions have been found very rare. 8. Cultural activities have been found to be rarely organized in the teacher education institutions. 9. Psychology laboratories have been found under equipped in most of the teacher education institutions. 10. Rarely there is provision for audio visual aids, particularly, computer education in the teacher education institutions. 11. The organization of practice teaching has been found far from satisfactory. 12. The library facilities have been found inadequate.
13. There have been found mismatches between the staff and subjects. 14. The problems of staff promotion, temporary appointments, professional development, inadequate grants and special leave for research have been found very severe.
Preparation of A Creativity Program for Pre-Service Teacher Trainees at Primary Level and A Study of Its Effectiveness Satish P. Pathak, CASE, MSU, 2002 Objectives of the Study: 1. To construct and standardize a creativity test for pre-service teacher trainees at primary level 2. To identify the creativity level of pre-service teacher trainees at primary level 3. To prepare a creativity program for pre-service teacher trainees at primary level 4. To study the effectiveness of creativity program with respect to a. Creativity Components b. Caste Category; and c. Academic Stream Hypotheses of the Study: 1. There will be no significant difference in the mean creativity scores of the experimental and the control group. 2. There will be no significant difference in the mean fluency scores of the experimental and the control group. 3. There will be no significant difference in the mean flexibility scores of the experimental and the control group. 4. There will be no significant difference in the mean originality scores of the experimental and the control group. 5. There will be no significant difference in the mean elaboration scores of the experimental and the control group. 6. There will not be any differential impact of the creativity program on the preservice teacher trainees of different caste categories in terms of mean creativity scores. 7. There will not be any differential impact of the creativity program on the preservice teacher trainees of different academic streams in terms of mean creativity scores. Experimental Design Employed for the Study: Pre-test, post-test, experimental and control group design has been employed for the study. Sample of the Study: An initial sample of 10 pre-service teacher trainees who were studying in the first year during 97-98 in DIET Kathlal (Dist. Kheda) was drawn for pilot administration of the tool to identify the creativity level. For final administration of the tool, the whole class of the first year primary school teacher education (1998-99) of DIET, Vadodara (40
trainees) were selected as the sample. For studying the effectiveness of the creativity program the total number of trainees studying in the first year primary school teacher education during 1999-2000 of DIETS Rajpipla (Dist. Narmada) and Santrampur (Dist. Panchmahal) were selected as the sample for the phase 2 of the study. 46 trainees of Rajpipla were treated as experimental group, whereas 43 trainees of Santrampur were treated as control group. Tools for the Study: A test of creativity to identify the creativity level of pre-service teacher trainees and a creativity program for them was developed by the investigator. The test of creativity was in both the forms verbal and non-verbal. The verbal form included three types, namely, imaginative events, novel uses of the things and similarity. The non-verbal form of the test included three types of activities, namely, picture construction, picture completion and circles and rectangles. The factorial validity of the test was established. The coefficient of correlations of the four components with total score on creativity ranged from 0.4683 to 0.6590. (Significant at 0.01 levels) Concurrent validity of the creativity test as against Mehdis (1973) test of creative thinking was found to be 0.5955 (significant at 0.01 level) The reliability of the test as calculated by the split-half method was found to be 0.5915 (significant at 0.01 levels) Development of Creativity Program: The creativity program developed by the investigator comprised of 52 activities. It was validated with the help of experts. Data Analysis Techniques Employed: ANCOVA and two way ANOVA were the statistical techniques employed for data analysis. Findings of the Study: 1. The mean effect of the treatment in terms of a creativity program on the primary school student teachers was found significant for the creativity and its components namely fluency, flexibility, originality and elaboration, respectively. 2. There was no significant difference in the mean creativity scores of the teacher trainees of different caste categories in case of the experimental group. 3. There was no significant difference in the mean creativity scores of the teacher trainees of different academic stream in case of the experimental group. 4. No interaction effect of caste category and academic stream was found on the mean creativity score of the primary school student teachers of the experimental group.
Education of Mathematics Textbooks for Standard V, VI and VII published by Gujarat Board of School Text Books (Jayshree R. Pai, 1997, MSU, Baroda) Objectives To study the academic aspects of the textbooks with reference to content, organization, presentation, language and illustrations. 2. To study the physical aspects of the textbooks with reference to typographic complexity, design, attraction, nature of material used and size. 1. To evaluate the exercises at the end of each chapter. 2. To study the opinions of teachers and students regarding the suitability of Mathematics textbook under study. 3. To Assess the textbooks on the basis of the prescribed syllabus OF Gujarat Board With respect to a) Contents and their logical sequence, b) Introduction to each chapter, c) Illustrations, and d) exercises Population and Sample 220 teachers were selected randomly out of 450 teachers teaching mathematics from Std. V to VII in 430 English medium primary schools in 19 districts of Gujarat State. Purposive samples of 100 students of each class V, VI and VII were also selected. Tools 1. Questionnaires for teachers and students of Std. V, VI, and VII. 2. Interview schedules for teachers and students of Std. V, VI and VII. 3. Content analysis sheet for Std. V, VI and VII. Analysis Data analysis was done through frequency of responses and average. Findings 1. In none of the chapters the exercises were activity centred. 2. Size, typography and printing was found to be good. 3. There were no questions on entry behaviour and expected outcome on any chapter throughout the book. 4. All the teachers were found happy with the books. 5. The book binding was found very loose. 6. The cover page was not found attractive. 7. There was no uniformity in illustrations in all the chapters. 1.
8. The contents were as per the syllabus of the Gujarat State Board of School Textbooks. Implications 1. The teacher who writes textbook should have knowledge and experience of teaching in that particular class to know the level of students of that particular age group. 2. Exercises should be enriched with adequate examples of different categories of cognitive domain. 3. Activities should be added in all the three textbooks. 4. The physical aspects of the textbooks should be improved. 5. The curriculum should be reviewed according to the needs of the learners and the teachers.
Science Curriculum and its transaction: An exploratory study in secondary schools of Baroda, Gujarat ( P.S. Umasree, 1999, MSU, Baroda) Objectives 1. Exploring the scope/significance of each objective in consideration with the nature of discipline and the scientific literacy. 2. The functionality of the objective. 3. The feasibility of each objective. 4. The teachers understanding of the objectives. Research Questions 1. What are the values, images and practices associated with the teaching and learning of the present science curriculum as can be constructed from the intended objectives of teaching science? 2. Do the teachers possess a shared understanding of the intended objectives of teaching science? 3. Do the objectives as framed, serve their functional purpose of guiding the section of curricular material and transacting the same? 4. Do the teachers find the objectives significant with reference to the disciplinary nature of science and learners requirement of science as a part of general education at the secondary level? 5. Do the teachers possess an understanding of the thrust on scientific literacy? Sample For actual classroom observation, 16 Secondary Schools in Vadodara City, covering 50 teachers and 240 classroom sessions in science for 8th 9th and 10th Standards were selected. These 50 teachers were interviewed. 120 teachers out of the 240 selected completed the questionnaire. Question papers were collected from various schools. Tools 1. 2. 3. 4. Classroom observation Semi-structured interview Questionnaire Question papers
Techniques for data analysis Frequencies and percentage responses were computed for data analysis.
Findings 1. Majority of the teachers ( 83%) indicated that the objectives of teaching science were precise. During the follow up interview on the questionnaire the teachers (17%) said that one of the objectives is to develop scientific temper but how it was to be developed had not been stated in the textbook. Statements like cultivating social, moral, ethical, aesthetic values are not clear to them. 2. The shared view among the teachers about the science curriculum interventions was the emphasis on imparting scientific knowledge and secondly students exposure to laboratory through simple experiments. About the rest of the curricular objectives, most of the teachers opined that students would acquire scientific temper and attitude if they learn science properly. 3. Most of the teachers feel that scientific literacy meant acquiring scientific knowledge. About 5-10% of them are aware that it includes developing scientif attitude, scientific temper, problem solving skills and understanding of ScienceTechnological- Societal ( STS) issues in the learner as specified in the intended objectives. 4. The teachers conveyed that the objectives of science curriculum which they consider significant are that the students should acquire scientific knowledge and giving the learner an adequate exposure to practical work.
An Effectiveness of Competency Based Inductive Thinking Model in Science to Develop Reasoning Ability of Primary School Students ( Kishorkumar K. Leuva, 2002, South Gujarat University, Surat) Objectives 1. To study the effectiveness of competency based Inductive Thinking Model in Science to develop the Reasoning Ability of Primary School Students. 2. To compare the Reasoning Ability of the children of High, Average and Low SES. Sample The equivalence of the experimental group and control group was established on the basis of achievement in Science for Standard VI, IQ, SES and Reasoning Ability. Tools and Techniques IQ test, SES test and Reasoning Ability tests have been employed for the study. All the criterion tests were constructed by the investigator. Data analysis t-test was used for data analysis. Findings 1. The mean achievement of the experimental group has been found significantly higher than the mean achievement of the control group. It establishes the effectiveness of Inductive Thinking Model in developing reasoning ability. 2. The Inductive Thinking Model has been found to develop the Reasoning Ability of the pupils of all the SES- high, average and low. 3. The retention through the Inductive Thinking Model has been found greater than through the traditional method. 4. The pupils have been found to like learning through the Inductive Thinking Model.
A Comparative Study of Formal and Non- Formal Methods of Teacher Education For Teaching English ( Kshamata Chaudhary, 2002, VMOU, Kota) Objectives 1. To identify reasons behind poor performance of students in English. 2. To find whether training of teachers in teaching of English affects and develops competence of students in English. 3. To identify merits and demerits of formal and non-formal system of teacher training agencies. 4. To suggest key areas and methods of training teachers for better teaching of English Language. Sample 12 under training English teachers of senior secondary schools, 12 trained English teachers of senior secondary schools, and 180 students were randomly selected as sample. Tools and Techniques 1. Questionnaire for teachers to analyse the teachers classroom teaching and teaching methods of teachers. 2. Questionnaire to evaluate the performance analysis of students in English Language. 3. Observation schedule to analyse the Personnel, Pedagogical and Social aspects of teachers and students. Data Analysis The data were analysed through frequencies and percentage responses. Findings 1. The students are learning English language not because of their love for this language but due to the personal and professional importance. They were not found to have favourable attitude towards English language. 2. English is taught as a second language in schools. So, the duration of exposure is hardly adequate. The students usually are hesitant to speak English and switch over to their own mother tongue. 3. The students pedagogically were not competent to use all the English language skills. Some could fluently write but were hesitant to speak, whereas, others could fluently speak but could not properly write. 4. The under training teachers were more interested in using innovative methods, whereas, the trained teachers were not motivated to use innovative method
A Study of the Status and Development of Science Education at High and Higher Secondary School Level in Nagaland since its Statehood (Mr. Khriesamhalie Pienyu, 2004, University of Nagaland, Kohima) Objectives of the study: To trace the historical development of science education at school level in Nagaland. To find the relevancy of curriculum in science education at school level. To assess the schools infrastructure and science laboratory facilities. To know the methodology of teaching and innovations in science education. To study the examination system and evaluation system of science teaching. To assess the development of science teachers in the State. To study the contributions of various agencies for the development of science education in the State. To study the problems related to the promotion of science education in the State. To suggest a program of action for implementation of science education in the State. Research Design: The present study is descriptive and survey type. Sample of the Study: A sample of 23 Higher Secondary Schools out of 33 in total, and 94 High schools out of 331 in total were selected from the 8 districts in Nagaland keeping in view the different types of management. In addition to this 3 Central High Schools in Kohima district were studied for comparison. 120 schools out of 364 schools in Nagaland and 215 science teachers constituted the samples for the study. Tools and Techniques: The data were collected with the help of questionnaire- cum- interview schedule and by referring office records from the governmental agencies. Data Analysis: The collected data have been properly analyzed in tabular forms, interpreted and discussed. The study has presented the findings very analytically, objective-wise. Findings of the Study: The study has concluded quite meaningfully as follows: Science Education as such was found of recent development in Nagaland with Late Mr. Lungalang L. the first Naga Science Graduate from Calcutta University in 1942 and Mr. Kiremwati , the first Naga Science Post- Graduate in 1957.
More than half the total number of the Science Teachers ( 57%) were of the opinion that objectives of Science Education were not clear to them and accordingly less achievement of objectives of science education. 54.5% of the science teachers were found satisfied with the present science curriculum and reported that it was relevant to the present society.whereas the remaining 45.5% found it bookish, theoretical in nature, and therefore felt the need to update by framing a dynamic, practical based science curriculum at par with the national curriculum. Duration and number of periods per day for science subject was found different in different schools varying from 1 to 6 periods in a day which gives rise to different output in science education. There was no science laboratory and infrastructure facility for science practical available in 71% of the schools in the State. The science text books used by the students were not appropriate and need to be reviewed, edited and modified according to the taste of learners and objectives of science. Many of the Science Teachers were found ignorant about innovations in science and lack in professional training and orientation courses meant for them. 79% of the Science Teachers were of the opinion that they should adopt different methods of teaching for teaching different units of Science. Majority of the science teachers (63%) felt the necessity of exposing themselves to various activities related to science like science exhibitions, science fairs, science clubs and that 70% had been encouraging students to participate in these activities. 40% of the students participated in such activities at the school level, 22% at the State level, whereas, 2% at the national level. A large majority ( 97%) of the science teachers were in favour of organizing seminars for teachers as well as students. 54% of the schools in the State were found to have no library. 46% of the schools did have a library but in a small room. The present system for evaluating the students progress in science was not satisfactory for want of science practical examination at high school level with due weightage to it and further the necessity of continuous and comprehensive evaluation as supported by 80% of science teachers. The pass percentage of HSSLC examination result of the last 5 years ranged from 56.17% to 82.80%. The status of qualified science students who have been sent for degree courses to various technical institutions outside the State of the last 7 years as per the Directorate of Higher and Technical Education Nagaland ranged from 164 to 207. There is a backlog of 71.13% untrained science teachers. On top of it , many science teachers were appointed on ad-hoc, temporary and contract basis for which they were not given opportunity to undergo professional training like B.Ed. , M.Ed. etc.; further some of them were found under-qualified for science teaching.
15% of the science teachers have been found with M.Sc. qualification, 85% with B.Sc. qualification, 25% local, 75% non-local, whereas total number of science teachers has been found 720. The status and development of science education at high and higher secondary school level in Nagaland since its Statehood has not been up to the mark. The study has suggested a meaningful action plan for improvement of the status.
A Comparative Study of the System of Technical Education in Germany and India with special reference to Maharashtra State ( Ajit Ram Rao Thete, 1999, Dr. BAMU, Aurangabad) Objectives 1. To investigate aims and objectives of technical education in Germany and to compare these with those in India. 2. To study the administrative patterns in Technical Institutions in Germany and to compare it with Indian system. 3. To study the system of technical education in Germany and India with reference to a. Admission policy. b. Courses and curricula taught. c. Technical methodology. d. Examination system. 4. To carryout intensive study of polytechnic institutes of Germany in terms of a. Curriculum development process. b. Courses and curricula taught. c. Teaching methodology. d. Examination system. e. Industry institutes interaction. 5. To study the curriculum objectives of sub-system of technical education related to the manpower in industry. 6. To find out the nature and extent of industry institute interaction in Germany and India. 7. To study the input of polytechnic education on industry and vice-versa in Germany and India. 8. To study the qualitative and quantitative aspects of technical education system in Germany and to compare these with those in India. 9. To investigate the operational aspects which maintain quality in system of Technical education at all levels in Germany. 10. To make strategic suggestions for the development in system of technical education in India in general and Maharashtra in particular. Sample The researcher selected one State from India and two States from Germany. The stratified random sampling procedure was used to select the sample from technical institutions from rural and urban areas and the institutions of various status and types. Tools and Techniques Five questionnaires were prepared by the investigator as follows:
1) 2) 3) 4) 5)
Information of the Institute. Head of organization/Directors. Interview schedule for the Industry Personnel. For faculty members. For students.
Data Analysis Percentages were used for data analysis. Findings 1) The aims and objectives of Technical Education in India and Germany are same, except emphasis on profession and professional training in objectives of technical education in Germany. 2) The vocational schools and university of applied sciences are autonomous. 3) Vocational schools in Germany adopt Statewide common curricula unlike in India which is common nationwide. Implications 1) For better utilization of human resources and other physical resources, the control on manpower should be developed. 2) The academic and training support to the institutes be provided to improve the quality of work in the industry. 3) Discipline-wise forums of technical teachers should be formed at different levels.
A Comparative Study of the Vocational Interest of the Students of IX Standard of Urdu and Marathi Medium Schools of Aurangabad City ( Rahat Sultana, 2001, Dr. BAMU, Aurangabad) Objectives 1. To study the vocational interest of Marathi and Urdu Medium students of IX Standard. 2. To compare the vocational interest of Marathi medium students with that of Urdu medium students. 3. To find out the subjects related to vocations in the present syllabus of IX Standard. 4. To suggest measures to develop vocational interest among the students. 5. To suggest different vocations to be included in the syllabus of IX Standard. Hypotheses 1. There is no significant difference between the vocational interest of Marathi and Urdu medium students. 2. There is no significant difference between the vocational interest of boys and girls. 3. There is some provision of vocational subjects in the syllabus of IX Standard. 4. Vocational guidance is given to the students in both Urdu and Marathi medium schools. Sample A total of 1000 students, 250 boys and 250 girls from Urdu medium schools and 250 boys and 250 girls from Marathi medium schools constituted the sample for the study. Tools and Techniques Vocational Interest Record standardized by Dr. S.P. Kulshrestha was used. Data Analysis Mean, SD, Critical Ratio were computed to analyze the data. Findings 1. No significant difference was found between the mean scores on the vocational interest of the Urdu and Marathi medium students. 2. The jobs related to household were preferred by most of the girls in the sample. 3. The jobs related to social and scientific fields were preferred by most of the girls in the sample.
4. There is provision of vocational education in the syllabus of IX Standard, wherein, 28 vocations have been included.
Development of Art Education Curriculum at the Secondary School Level (O.P. Parameswaran, CASE, MSU, 2001) Objectives of the Study: 1. To study the present art education system at the secondary school level with reference to a. the present day practice of art education at the secondary school level b. the present day art education curricula at the secondary school level 2. To study the needs and requirements of students in relation to art education at the secondary school level 3. To develop a curriculum for secondary school art education 4. To study the effectiveness of the developed secondary art education curriculum 5. To study the attitude of students towards the developed secondary school art education curriculum
Methods Employed: The study has employed Survey and Experimentation methods. Sample: To study the present day system of art education at secondary school level, the art education guidelines of CBSE and The Rajasthan State Board of Secondary Education (RSBSE) were content analyzed. To study the present day practice of art education at the secondary schools a sample of 68 art teachers were selected through stratified random sampling technique. To study the needs and requirements of secondary school students with respect to art education, a sample of 204 students were selected. These students were selected from the same schools that were selected for the first objective. From each school three students were selected randomly. For objective 3, eight experts were selected through purposive sampling to validate the curriculum for the art education designed by the investigator. For objective 4, the study required experimentation for one full academic year. The Birla Senior Secondary School, Pilani, Rajasthan was selected where the investigator has been working. A total of 45 students who had offered art education as a subject in 8th, 9th, and 10th classes formed the samples for the study. Out of these 45 students, a total of 15 students each belong to classes 8, 9, and 10. The fifth objective was to study the attitude of students towards the renewed art education curriculum. For constructing the attitude scale, hundred students studying art education were selected through simple random sampling. For studying attitude the students who were already selected for experiments i.e. 45 students formed the sample.
Tools: Questionnaire for the art teachers, questionnaire for the secondary school students, attitude scale for students were the tools developed by the investigator. Also the Plate Identification Test and the method of evaluation of creative art work were employed for the study. The nine important aspects of evaluation as employed in the present study are drawing, scheme or idea, originality, creativity, color organization, composition, attention to the details, chosen media and its correct use, and appreciation or criticism. Data Analysis: The data were analyzed qualitatively and quantitatively, suitably. A t-Test was employed to find out the changes taking place in the attitudes of the students from pre to post test towards the developed secondary art education curriculum. Findings of the Study: 1. The survey conducted on secondary schools in the state of Rajasthan and the analysis of the secondary school art education guide-lines of the C.B.S.E. and the R.S.B.S.E. reveal that problems are existing not only in the infrastructure facilities and other basic requirements to function art in a meaningful way but also in the present art education syllabus and its methodology of teaching. 2. Children, generally pay attention to the working process till their adolescence. Due to development of critical awareness of students at their adolescence, there is a shift of significance from here working process to the final product of their art works visible in them. Consequently they compare the forms of the figures in their work with the real form existing outside. Many of them get frustrated with the results that are achieved in their works and struggle to bring a naturalistic look to the forms and figures in their art work. Since the struggle for naturalism is a commonly felt demand of the age grout, it was identified, as one of the important psychological needs of the age group. The students of secondary level not only required qualified art teachers and appropriate guidance, fund, sufficient time for creative activities, proper infrastructure facilities, necessary art materials, to make art as an optional subject, but also appropriate methods to satisfy their psychological needs in their creative activities. The above mentioned were identified as the important needs and requirements of secondary school students. 3. The growing significance in the final product considered to be one of the important characteristics of the works of art of the students of adolescence. It is a period where they have been continuously struggling for achieving naturalism in their creative art works. The innate desire of the secondary students for naturalism was identified, as one of the important psychological needs of the age group. Equipping the students with appropriate methods to meet their
psychological needs in relation to at becomes a vital element, which enables them for a better participation in the creative art activities. In the mentioned circumstances, the development of secondary art education was carried out. Brings details and accuracy of any desired forms and figures in the works of art required study based on direct observation. Therefore providing opportunities for direct observation on the live models were decided to likely be effective to meet the psychological needs of the age group. They were found to have occupied the major portion of their images related to different aspects of human experiences. Hence the students were encouraged to observe the live models minutely from different angles and part s of the body separately and also as a whole. Apart from studying the relative proportion of the model, they were also suggested to bring out the essence and character, which they have experience with the model. They were also encouraged to make many free-hand sketches of different human figures with different character and age level. Other important conducted activities were: the study of nature with reference to different types of trees, plants, animals, birds etc.; composition, collage, applied arts, three dimensional and other constructive activities. In order to make the students familiar with the art works of great masters, a method of displaying selected plates of the master pieces of art works with brief explanation on the display board in the class room for 8 weeks was found effective. The same method had to be used due to unavailability to access individual plates for students. 4. The effectiveness of the developed secondary art education curriculum was studied in terms of the achievements of the secondary school students in their creative works of art done during the period of experimentation. The results indicate the progress achieved by the students in the creative art works and thus better participation in their art classes. it also points out that the developed curriculum should be based upon appropriate methods to meet the needs and requirements of the secondary students and the experiments conducted for one academic year was effective. 5. The students were found to have formed a positive attitude towards the developed art education curriculum.

D.R. Goel* Chhaya Goel * Developmental Challenges in Education Universalisation of elementary education, vocationalisation of secondary education, rationalization of tertiary education, education of the disadvantaged groups, such as, Scheduled Castes, Scheduled Tribes, Socially and Educationally Backward Classes, Physically Handicapped, continuing education, education for equity and equality, education in the global perspective yet meeting the local challenges, liberal as well as technical education, traditional literacy of the reading, writing and arithmetic and the ICT literacy, modernization rooted in the most primitive culture and the archives on the CDs have been our concerns and predicaments for long. Education has also been trying to generate awakening about national issues, namely, socialism, secularism, national integration, population control, conservation and development of environment, inculcation of values- personal, social, moral, ethical, spiritual, economic, realization of Yoga, sensitivity towards cultural heritage and foresight for the future and promotion of life skills for healthy and productive living. Inspite of the regulatory functions of the apex bodies, education as a silent spectator has been observing the complex phenomena of globalisation & loss of identity, privatization & commercialization, liberalization & dilution. It is a matter of immense peace that we have more or less initiated into all the areas such as mentioned above. But the realization of the objectives stated is full of struggle. Developmental challenges are fully visible. Is there any entity not having developmental challenges? Life and living in this biosphere has become most miserable. Doctors- Patients, Teachers- Learners, Engineers- Machines, Politicians- Public, GodCreations, all are in problems. Technology is using us or we are using technology. Technology will relieve us of the disease or spread more of viruses. What desirably is the determinism of technology? Believing in techno-positivism in all walks of life the present paper deals in developmental challenges and technological determinism.
CASE, The Maharaja Sayajirao University of Baroda, Vadodara- 390002 Goel_d_r34@ rediffmail.com and goel_chhaya@ rediffmail.com
Technological Determinism Technology is the application of physical and social sciences in a systemic way. Essence of technology is all around us. Technologies are here, there and everywhere, reaching far and away; they can lower the unit per capita cost of communication; and by and large, they seem to be driving force behind both the global and knowledge based descriptors of our age. In the area of staff development, technology can provide quality training at a faster speed, at a cheaper rate, at chosen places, at convenient times and for larger masses, with untiring repetitions, and continuities. But we have to be cautious. One cannot use any medium anywhere. Inappropriate use of media can have a backlash effect. One must know the media thoroughly before using. The un-reached, the isolated and those who have been ignored for too long must be attended to on a priority bases. We should therefore choose pro-poor technologies. Here the poverty is seen as knowledge poverty. Technology seemingly tries to subjugate nature. But it should be perceived as nature friendly. There are two discrete ways of seeing things through the eyes of an artist and through the eyes of a technologist. But there is a median where the technological view and the artistic view can co-exist. Environment can be perceived both as a resource and something worth of respect. There are people in the universe who see nature as a supply of resources but there are also those who see the world as one lively beautiful life force. But it is not fair to dichotomize the traditional values and media values asHonesty and shrewdness, Loyalty to others and lookout for #1, home/family and alternate life style, absolute norms and situational ethics, work hard ethics and I deserve a living, compassion and cruelty, peace and violence, inoffensive speech and vulgarity, conformity and rebellion, personal responsibility and blame anyone and every one, politeness and insults. We believe in Techno-Positivism in all walks of life- health and hygiene, family care and human development, food and nutrition, house keeping, dress designing, conservation and development of environment, cultural heritage and social fabric, social work, economics, education, management, administration, polity, fine arts and communication. Educational technology has to cut across various sections and levels of society. Technology can cut across all age levels, infant, child, youth, adult and old. Technology can provide inputs for all levels of education and all strata of the society including house maids, labourers, migrating groups, hawkers, and support staff. Negative thinking for misuse of the strengths of technology should be avoided. Nature and Technology, Man and Machine should supplement each other. No attempts should be made to originate theories of negativity against techno-positivism. Media in Education Medium is carrier of message. Medium is not only carrier of message, it can also store, regulate and control the message. In this age of technotronics there should be added focus on media compatibility and creditability. The messages need to be distributed across different media judiciously. There are a variety of media available in schools in India,
such as, book, journal, black board, OHP, slide projector, film strip projector, film projectors, Epidiascope, Radio, T.V, Computers, LCD projectors, media projector, DVD, Internet. It has been observed that the different media are being used in education casually. Rarely attempts are made to examine message media compatibility. Largely the contents of the books, their formats, layouts and view compositions are not appealing. The relevance and quality of message communicated through electronics media is very often questionable. Technology and pedagogy seem to function in isolation. There are rare bonds in the form of techno-pedagogy. Technology and pedagogy have been working more or less in isolation. Media seem to be more mechanistic than naturalistic and even pseudonaturalistic. In the absence of technological proficiency of the academicians the field of educational media scripting is significantly wanting. The production variables are not adequately controlled. In this age of knowledge explosion and media implosion media literacy should be a must for all the teachers and learners irrespective of their levels. There is a shift from Indian pen to the computer key board, from black board presentation to power point presentation, from paper pen test to computer based test, from interpersonal instruction to mediated instruction, from teacher dependent learning to independent learning. It is a matter of great concern that though we have a media crowd but not media culture. Media are extension of man. But the question is how to realize this extension truly. We have country wide educational radio and educational T.V programmes at various levels of education. But the programmes are either under utilized or not utilized. To what such a state should be attributed? Are the needs of the learners not ascertained prior to designing and production? Are the production variables not duly considered? Are proper feed back mechanisms lacking? Is there a need to enhance the quality and relevance of the mediated programmes? We have not been in a position to maintain the antique media. Also we have not been in a position to develop skills and competencies to deal with the modern media. There are more powerful learning paradigms available now. There is a shift from linear to hypermedia learning, from instruction to construction and discovery, from teacher centred to learner centred education, from absorbing material to learning how to navigate and learn, from school to lifelong learning, from all fit in one to customized learning, from learning as a torture to learning as fun and from the teacher as transmitter to teacher as facilitator. There are various roles expected of media such as follows: 1. Enhancing linguistic abilities
Educational media have tremendous power for enhancing linguistic abilities of the users. Linguistic abilities can be developed through a variety of media, such as, Radio, TV, Computers, OHP. These can be developed both as main effects and nurturant effects. 2. Multi-grade Instruction Single teacher school and multi-grade instruction is a reality, particularly, in rural, tribal and remote areas. Educational media curricula can be so designed so as to cater to the needs of the multi-grade learners. Also media may substitute a teacher in such conditions. 3. Culture specific pedagogy Media can help trans-create cultures. Culture specific pedagogy can be designed and employed in mediating instruction. 4. Visual literacy Media are powerful tools for reproducing the view compositions. Visual support can be provided to the audio stimuli. Events, which are physically beyond reach can be visualized through media. 5. Reinforcement of cognitive learning Cognitive learning can be strengthened and enhanced through different media. Abstract concepts can be explained through animation, pictures and sounds. 6. Development of life skills Life skills such as learning to do, learning to be, learning to live together can be developed by the help of educational media through a variety of programmes. 7. Recurrent education of teachers Educational media can be utilized for the orientation and refreshment of teachers so as to keep them up to date with respect to the contents and modes of transactions. 8. Guidance and Counseling Rational education and career choices require substantial inputs of information. Adolescents need to be helped to make a smooth transition from adolescence to adulthood and the world of work and responsible citizenship. Compatible programmes may be designed through ET. 9. Education for Values Programmes on peace, tolerance, non-violence, universal brotherhood/compassion need to be developed to foster sense of unity in diversity.
10. Development of Aesthetic Sensibility ET should develop audio-video programmes on classical music, dance forms, folk songs, fables and stories, cave paintings, architecture etc. depicting the variegated forms of art and culture of India. Further ET can develop among teachers the ability of using artistic and cultural resources for education purposes. 11. Self Learning Open learning and distance education systems students need to be helped in their self learning through the communication media programmes. 12. Capacity Building There is a need of capacity building of planning and management organizations at different levels Directorate of Education, SCERTs, DIETs, and Panchyat Raj Institutions. 13. Special Education Media and ICT have lot of potential for special education. In this area the efforts made by the Department of Special Education, SNDT University, and Department of Education, Sri Padmavathi Mahila University, Tirupati are really appreciable. There is a lot yet to be done in the field of special education. 14. Health Education, Yoga Education & Environmental Education Media can contribute almost in every area. Health Education, Yoga Education and Environmental Education are the immediate needs of the Indian Society. It is immense satisfaction to put on record the efforts made by Yogi Ramdev on Health Education through the ASTHA Channel. The Centers for Environmental Education are contributing significantly in the area of Environmental Education. Media and ICT rooted in Indian Culture can contribute a lot in these areas. Criteria for assessing the quality of educational media Contents: accuracy, simplicity and level Presentation factors: formats, extent of creativity, music, pacing, style Technical aspect: set design, lighting, sound quality, picture quality, digital/analogue Overall feel of the program Media Domains and Dimensions Media may cut across many domains and dimensions such as follows: Medium and Message The communicologist Marshal Mc Luhan said that medium is message. Every message may not go with every medium. Message compatibility needs to be determined on the
basis of analysis of a medium in terms of its attributes and on the other side the content analysis of the subject matter. Such a thorough analysis may guide us regarding which message will go with which medium. Different message should be distributed across different media meticulously. Media Language Proficiency Every medium has its own language. For media production and utilization, it is presumed that there is proficiency both at the mediating level and receiving level. Radio has its own language TV has its own language, and computer has its own language. The producer and consumer, both should be proficient in the media language professionally. Media Scripting Media literacy is a prerequisite for media scripting. Academicians at times are not in a position to do proper media scripting due to inadequate techno-pedagogic competencies. Media competencies of academicians need to be enhanced through various programmes. Media and Production Variables There is a need to workout properly that which message will go on audio track, which message will go on video track, which one will go on audio-video, which message has to be explicit, and which message can be implicit? We need to work out the contiguity between the text and animation and sound and graphics. The entire view composition needs to be worked out bearing in mind all the considerations. Man Media Interaction and Intelligibility It is almost an established fact that interactive mode is very often more effective then talk back mode and talk back mode is very often more effective then one way communication. Though number of experiments have been conducted in India on educational radio and educational television. Yet the interactivity needs to be realized at the operational level. Realization of interactivity in mediated communication demands seasoned distance teachers and learners and suitable hardware system support. Media Evolution Media development should be research based. Surveys should be conducted to ascertain the media needs of the target receivers. Also, there should be suitable feed back mechanism to improve upon the programmes. Media Creditability/fidelity Adequate measures should be taken to observe the creditability of different media. Attempts should be made to utilize the expertise in the field, so that, the authenticity of the information is established. Media Integration It has been observed widely that media such as educational radio, educational TV and computers in educational are either under-utilized on not- utilized. One of the reasons for non- utilization is that these programs are not integrated into the schedules of educational institutions.
Media implosion and management Educational media are multiplying day by day. The messages pour from all the directions . At times the users find it very difficult to pick up the relevant message. There is a need to develop media utilization skills and info-savvy skills amongst the learners. MEDIA AND ICT IN EDUCATION: RETROSPECT Radio Broadcasts were started in India at Madras by the Madras Presidency Radio Club on July 31, 1924. Indian Broadcasting Company started Radio Broadcasts from Bombay in 1927. Broadcasting was then taken over by the Government of India and operated in the name of Indian State Broadcasting Service. Since July 8, 1936 it is known as All India Radio. In India regular broadcasts for school children were began at Calcutta Station of AIR from Nov. 1937.. Now more than 40 stations of AIR are producing and broadcasting these programmes, whereas, more than 30 stations of AIR are relaying these programmes. These programmes are broadcast for different school levels for students as well as teachers. In addition to these syllabus based and enrichment programmes attempts have been made to launch programmes, such as, Teach English and Learn English (TELE) in collaboration with AIR, Ahmedabad, Radio-cum-correspondence Inservice Teacher Training Programmes by AIR, Trivandrum for training the teachers in Kerala State. There have been Radio-cum-correspondence programmes for under-graduate students also. Radio has also been utilized for adult education. In 1940s and 1950s there was focus on Teaching Aids or Audio Visual Aids in India. But in 1960s and 1970s there was a boom of the Programmed Learning Material. Centre for Educational Technology (CET) was set up in the NCERT in 1974. The Satellite Instructional Television Experiment ( SITE) was conducted in India during 1975-76 in 2400 villages scattered in 20 districts over six clusters, namely, Andhra Pradesh, Karnataka, Madhya Pradesh, Orissa, Bihar and Rajasthan. This was for the first time that India experimented using a satellite for educational purpose. Television set up in India was delinked from All India Radio on April 1, 1976 and given the name Doordarshan. INSAT-1A was placed in the orbit on 10th April, 1982. For the first time in the country Colour TV transmission was started on November 17, 1982 from an experimental studio put up by the Research and Development wing of All India Radio at the Indian International Trade Fair at Pragati Maidan, New Delhi. In 1984 CET was raised to CIET by the merging of the Department of Teaching Aids and the CET. Six SIETs were set up one each in the States of Bihar, Orissa, Maharashtra, Gujarat, Andhra Pradesh and Uttar Pradesh. The ET Cells and Audio- Visual Units existing in the other States were also strengthened. At the school level CIET and the six SIETs produce ETV programmes for the Primary school students and teachers. The local terrestrial stations of Doordarshan have been producing and telecasting STV programmes for the school students and teachers in the regional areas for different school levels. The UGC sponsored Country Wide Classroom Programme for the undergraduate students has also been going on since 15 Aug. 1984 by the help of EMRCs, AVRCs and MCRC coordinated by the CEC.
As against Instructional Technology in the West, the term Educational Technology has been widely used in India. The Colleges of Education, University Departments of Education and the NCERT have been developing the areas of Educational Technology. The NEP (1986), and the POA(1992) have also highlighted the role of ET. Under the Educational Technology Project the GOI has distributed 2.5 lakh Radio-Cum-Cassette- Players and 40000 Colour TVs to schools. Under the class project a large number of schools have been provided computers. The NCERT has also been organizing training programmes for teachers on computers. The NCTE has been organizing ICT literacy camps for the teacher educators throughout India. A dedicated satellite for Education, namely, EDUSAT, has recently been launched. In 1970s and 1980s there has been added focus on evolving strategies of instruction for teaching different subjects at the school level. Also Models of Teaching were employed for Instruction to study their effectiveness. Contribution of Educational Radio Radio has its own identity and status amongst a variety of media. Radio has been serving Indian Education since 1929. It has been providing social education, school education, university education, women education. It has been serving all the sectors informal, formal and non-formal. Educational Radio is for school education right from pre primary through higher secondary both for pupils and teachers content based and enrichment type. Also, there have been special programs such as Teach English Learn English in Gujarat State, Radio cum correspondence in service teacher training programs in Kerala State, and Supportive inputs for the NAEP programs given by more than 20 stations of AIR. Also there are non formal educational broadcasts for out of school, school age children. There have been specialized inputs on language learning by CIEFL, Hydrabad. At present AIR has almost hundred percent all India coverage. But the problem is that even the quality educational programs broadcast by the AIR are either under utilized or not utilized. There is a need to rethink of the broadcast policies at the central level. There is a need of formative research at the designing and production levels. There is need of proper media culture at the receiving end. IGNOU is making available the education radio programs produced and broadcast by the radio stations abroad on a variety of subjects. Radio Mirchi at Ahmedabad, Gujarat, India is not only providing a new avenue for entertainment and fun for the citys denizens but is also giving a fillip to radio as a medium. Taste Radio Mirchi on a Philips FM Radio, says the catch line of the advertisement of Philips India. Radio Mirchi is broadcasting programmes from 6 am to 12 pm daily. Number of attepts have been made to study the organization and effectiveness of the Educational Radio Programmes. Four studies on School Broadcasts conducted by the CIET of NCERT, New Delhi at Jaipur, Jalgaon, Delhi and three districts of Tamilnadu have brought out a rather dismal picture in this respect. The studies amply showed that merely beaming the School Broadcasts or keeping radio sets is not a gurantee in itself
that children would benefit from them. Monitoring of utilization and continued effort to meet the needs of audience is equally important. Sudame and Goel (1978-79) studied the school broadcasts for primary schools in Andhra Pradesh and found that the School Broadcast Programmes are well utilized. Biswal (1980) has studied the utilization of School Broadcast Programmes in the State of Orissa. The study reveals that inspite of the availability of radio receivers in a large majority of schools the school broadcast programmes are under utilized. Goel (1982) studied 21 radio stations spread over all the States except Orissa and Nagaland for the production and transmission of the School Broadcast Programmes and 49 Secondary Schools in Haryana and 51 Primary Schools in Andhra Pradesh for their utilization. Soni (1985) studied the School Broadcasts in the Schools of Indore city. None of the schools was found utilizing the school broadcast programmes. Sudame and Goel ( 1988) conducted a study of School Broadcasts in Baroda district. The School Broadcast Programmes were found to have hardly any place in teaching in secondary schools. There are more of challenges with respect to management of radio as an educational medium. Can off air time of AIR be utilized for educational radio conferencing by different stations of AIR? Can educational radio be integrated in the regular schedules of educational and vocational counseling? Could radio be more meticulously used for non formal and distance education and by open universities. Economic feasibility of Radio Conferencing is more than that of teleconferencing. There is a need of replacing face to face conferencing by mediated conferencing for sharing the information there is a need to realize Global Radio network. Contribution of ETV India has a reasonably expanded TV network. Education Television programmes are beamed from pre-primary education to university and continuing education. There is school television through terrestrial stations. Also children ETV programs telecast through TV Satellite. There are countrywide classroom programmes for under graduate students throughout the year sponsored by the UGC. There is IGNOU ETV for certificate, diploma and degree students. DD Gyan Darshan is an exclusive channel for education round the clock for different levels. In the race of private television network for a bigger chunk of viewers Door Darshan has launched a new 24 hour satellite channel D D Bharti on January 26,2002. Phasing out DD News the new channel has three windows Childrens Programming, art, culture and heritage, and health and fitness. Number of talkback and interactive experiments have been conducted in India, such as, ISRO UGC National Talkback Experiment (1991), Indo US Sub commission Project Classroom 2000+ (1993), CEC ISRO UGC IGNOU Teleconference (1994), NOS DECU ISRO Talkback Experiment (1996), NCERT Tele SOPT Experiment (1996). Also government of India in collaboration with UNESCO and International Telecommunication Union ITU has initiated a pilot project entitled In-service Primary Teachers Training on application of Interactive Television (IPT - ITU) to pre test the use of ITV in teacher training. NCERT is the nodal agency for implementation of this project. Though IGNOU has been concluding two way Audio and one way Video teleconferencing for distance learners, but largely there is a need to move from laboratory
level to operational level. TV has immense potential for two way interactive information communication. But, how to realize it? Can AVRCs and EMRCs share some of the responsibility of local educational inputs along with country wide classroom? Could ETV programmes be integrated in the schedules of educational institutions? Could SIETs play more active roles? Could more of the open distance education courses be offered with sizeable coverage through TV. Our open as well as conventional universities are still largely dependent upon the print medium. How to distribute the contents judiciously on different media? TV should link the open and conventional universities. In 1990s number of studies have been conducted on Effectiveness of ETV at different levels in simulated interactive and talkback modes ( Sahoo, N. ( 1994), Sarangi, D.(1992) & Singh, B.B. (1991)). Goel and Jaiswal (1992) conducted a study on ISROUGC National Talkback Experiment in India. Goel ( 1993) conducted a study on the Indo-US sub commission project classroom 2000+. Goel, Biswal, Joseph and Das (1995) conducted a study New Communication/ Information Technologies: A course taught through teleconference. Goel ( 1996) conducted a study on NOS-DECU-ISRO Talkback Experiment, which was conducted to orient the teachers of Gujarat in open schooling system. Goel, D.R. & Vasthava R. ( 1992) conducted a study on comparative effectiveness of Piagetian Teaching Model through Live Demonstration, Direct Video and Interactive mode. The mean achievement through live demonstration, mediated demonstration and mediated interactive demonstration on PTM were not found significantly different. Goel, C. and Joseph, J. ( 1996) conducted a study on the effectiveness of ETV programmes with and without note taking. Viewing ETV programmes with note-taking was found more effective than viewing ETV programmes without note taking in three programmes out of five. Goel, D.R. & Sarangi, D. ( 1998) synthesized 100 ETV Research Studies to explore the dimensions in which studies have been conducted. The classificatory analysis of these studies revealed six dimensions of ETV research, namely, Impact/Effectiveness of ETV media and modes, Production, Distribution and Utilisation of ETV, Trait-Treatment Interaction, Audience Analysis and Research, Information Sequence and Organisation and nature and method of telelearning. Mohanty Jagannath ( 1998) compiled 91 studies in Educational Broadcasting ( TV & Radio). These studies cut across many areas, namely, production, organization and utilization of Educational Broadcasts, pedagogic analysis, evaluative studies, impact studies, studies on media and modes, simulated talkback and interactive studies, and real talkback and interactive studies. Computers in Education The introduction of CLASS ( Computer Literacy And Studies in Schools) project in July 1984 has brought a new culture in School Education. To facilitate the application of computers in education, the School of Education, Devi Ahilya University, Indore introduced Computer Education as an optional area at B.Ed. level and M.Ed. level during 1987 and 1990, respectively. The Department of Education, Kurukshetra University, Kurukshetra introduced M.Tech. ( ET). The Department of Education, The M.S. University of Baroda, Baroda has also introduced Computer Education at B.Ed. and M.Ed. levels. The Department of Education, DAVV, Indore introduced two degree
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programmes, namely, B.C.Ed. and M.C.Ed. in the years 1989 and 1992, respectively. Now a sizeable number of institutions across India have introduced Computer Education as an optional area in Teacher Education. Progressively some of the Departments of Education have introduced ICT in Education as a compulsory course at B.Ed. level. Number of studies have been conducted in the area of Computer Education. Number of studies have been conducted on developing Computer Aided Instructional material and to study their effectiveness ( Prabhakar (1989, 1995), Himani(1990), Mahapatara ( 1991), Adhikari ( 1992)). Mishra (1993) developed computer software for selection of teacher trainees. Goel and Sanjay (1991) conducted a study- Development of Computer Based Question Bank Software for selection into Computer Education. Mohanty (1989) and Jawade (1990) synthesised studies in the areas of creativity and ET, respectively, and worked out their educational implications. Beryah ( 1995) conducted a study on designing, developing and implementing Computer Based Learning Resources Management System. Biswal ( 1994) conducted a study on development of Computer Based Time-Space-Personnel Management System for Educational Institutions. Mahajan ( 1994) conducted his doctoral study on automation of Diploma in Computer Education. Goel and Joseph ( 1994) conducted a computer aided study on training thinking. Goel, Joseph and Pandit (1994) conducted a computer based study on evaluating affect attributes of University students. Goel, Joseph and Shinde( 1994) conducted a study on Development of computer software for assessing Research Aptitude of Education Students. Educational Technology: Some Attempts Development of Mediated Instructional Material: Some attempts have been made in India on the development of mediated instructional material in the form of Audio Cassettes, Video Films, Computer Assisted Learning Material, Educational Radio Programmes, Educational TV programmes, and Web Bases Instructional Material. Mobile ET labs for the education of the disadvantaged: Some attempts are being made through mobile labs for the education of the disadvantaged groups. The number of such labs should be increased for the education of the rural areas, tribal areas and frequently migrating children. Development of software for the EDUSAT: Some of the organizations and individuals are involved in the development of software for a variety of programmes to be communicated through EDUSAT. Massive involvement is required of all the sectors for the development of relevant and quality software. Bridging the gaps between Teaching Styles and Learning Styles through Technology: Some attempts are being made for identification of the gaps between teaching styles and learning styles and bridging these gaps through technology. Developing Approaches for Information Gathering and coping up with Information Overload: Some attempts are being made for developing information gathering approaches and coping up with information overload, particularly, through Internet.
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Development of Technology Based Management Systems: Attempts have been made for the development of Learning Resources Management System, Time Space Personnel Management System, Laboratory Management System. There are Management Information System Series available right from admissions, through instruction, evaluation, payroll, and certification. Synthesizing Educational Research Through Technology: Some attempts have been made for synthesizing educational researches through technology cutting across various areas. Wider coverage through radio satellite, TV satellite, and Computer Satellite linkages: Many attempts have been made for the wider deployment of a variety of media through satellite so as to have maximum possible educational coverage. ET: Resource Approach, Tutoring Approach, Critiquing Approach and Tool Box Approach: ET is being used for providing learning resources through a variety of media and modes of transaction. There are tutoring systems available in various fields in the form of expert systems. Progressively there is a move from managing information to creative production and construction. Educational Data Base Management Systems: Attempts are being made in India to produce profiles of educational institutions in the form of their infrastructure, staff, students, programmes, and performance. Particularly in the professional institutions data bases are being maintained with respect to the status of their alumni so as to establish communication with them. ET and Structuring vs Supporting Teacher Behaviour: Educational Technology has provided a lot of freedom and independence to the Scholars. Rather than conducting guidance the teachers have started delegating guidance through Educational Technology.
ICT in Education: Changes and Challenges Messages are as important as media. What flows through wires and ether is equally important. How to ascertain the needs of the users and produce compatible quality substance is a big challenge. The place of formative research in software designing and distribution needs to be thoroughly explored. Simultaneously it is an age of media implosion. Different forms and levels of ICT are coexisting in the globe. ICT labs are originating and expanding very fast. The globe is turning from formal to informal, analog to digital, local and standalone to world-wide. There is a move from no-computer to know-computer, from c++ to c#, from BASIC to Visual BASIC, from JAVA to Network Technologies. There is a shift from face to face communication to electronic communication, from circular communication to direct communication, from general channels to dedicated channels. At the same time we are turning from primary to secondary, real to virtual. The world has become an open system with many varied TV satellite channels available. We can be on the WWW any moment. We can rely life time on telephone services, cable network and internet. Satyam, Wilnet, Icenet, HCL Infinet, and BSNL etc. have made us more mobile. DD Gyan Darshan and DD Gyan Vani are round the clock dedicated educational channels. There are virtual teachers, virtual
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learners and virtual classrooms. There are many changes and many challenges. The present paper includes some of the changes and challenges in ICT in Education. The Brain and the Universe The capabilities of the brain are immense. The brain of the child is developed enough for receiving the basics of ICT. It is estimated that the average brain with its ten billion individual nerve cells can make interconnections that total 10 with 800 zeros following it. Compare this number with the number of atoms in the universe which is estimated to be 10 with 100 zeros after it (Tony Buzan, Use both sides of your brain, New York: Dutton, 1974). The fact that brain is having more interconnections than the number of atoms in the universe can astonish any educator. The best of our educational programs are unable to use full capacities of our brain. What is the lesson for us? Emergence of India as a super software power Right from infancy we Indians face and solve problems more than any one else. So, we are in a position to generate most efficient and economic algorithms and programmes. Every third person in Silicon Valley is an Indian. A large number of Indian engineers chemical, mechanical, civil, electronics have turned into Information and Communication Technologists. It is because of global need. How to strike a balance among individuals objectives, institutional objectives, national objectives and global objectives? Wide gaps between ICT and Education About 10% of the Colleges in India have Internet facility. About 5% of the Universities in India have Internet facility. Rarely the universities and colleges are interconnected. The schools and colleges of education do not have adequate ICT facilities. In the outer world there is a move from primitive and print media to modern electronic and multi-media. Our schools and colleges are still compromising with chalk and talk. Computers, computer labs, ICT labs, media are more for exhibition than for education. Why? It is because there is very little convergence of perspectives of school education, teacher education, state governments and central government. Rarely the ASCs have inputs of ICT for orienting and refreshing higher education teachers. Though computer science is offered as school subject and there is a need to have media aided instruction but rarely teacher education has made provision for training teachers. Though UGC has approved actual position of lecturers in computer education in the 9th five year plan but there is no concurrence from state governments. Whose concern is education? Should education be on Centre List, or State List or Concurrent List? Should education be public? Should education be private? Should education be public and private both? Which level and which type of education should be on which list?
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Integrating ICT in Education: Some Issues There are many emerging issues that necessitate integration of ICT in Education, such as, Technological, Process, Pedagogical, Ethical and Economical. The technological issues are in connection with the telephone network, power supply, machines, maintenance, technical support and networking etc. The process issues focus on the drafter of policy, driving force, programme formulation, time frame, resources and, models of dissemination. The pedagogical issues emerge out of special needs, gender, language, curriculum, literacy, role of learner, teacher, law maker, policy maker, local community, parents, intellectual property, public domain, propaganda, blasphemes, and pornography. There are economical issues emerging out of global domination and educational market. ICT: Encouraging Scenario The ICT has entered in our lives in a big way and we are responding to these trends. The UNESCO has established international institute of technologies in education at Moscow. It has started looking at the various aspects of ICT policies, education training and development. Related to Asia-Pacific regions the regional office of UNESCO, Bangkok is encouraging development of ICTs in education at different levels. The 10th Five Year Plan envisages intranet and internet connectivity for college and university teachers under UGC net, computers and internet literacy for teachers and administrators and special support activities for SC/ST minorities, women and disadvantaged groups in computers, communication and information and bio-technology studies. The government at the centre and the state governments of India have entered in the area of IT ICT in education in a big way. The ministries, UGC, Open education, NCTE, NCERT, NIEPA, School boards and other organizations are supporting ICT in different forms and levels. ICT: Management The ICT oriented societies will require new management for creating environment leading to all round development of cyber society. The question is what could be the possible roles of Governments and others for speedy development of ICT in Educational systems. What can the central government do to develop professional institutions, curriculum, programs, courses, support material and general awareness? How can the state governments play their roles in harmony with that of the Central Government? How can policies be developed? How can suitable budgets be allocated? What about the creation of infra structure? How would the private sector respond to the general development of introducing ICT in Education? What would be the policy for e-learning, e-schools, e-commerce and e-governance? How do we link the man power planning inside and outside our country? The educational institutions have to provide facilities of logistics. The instructional system has to be reorganized. The issues of hardware software and teacher training need to be taken into consideration for the ongoing development of ICT.
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How can the government use new tools of communication for administration and staff development in education? How can the old tools like F2F Conferences, mobile teams, publications, missions and staff development programs be replaced with the new tools like e-conferences, discussion groups, chats, interactive groups, virtual meetings and so on? Exact stage of introducing ICT in Education It has been observed that infants of even four months can classify. A three year old child with the help of his dad has been reported to create his own web page www.microsoftkid.com His father claims that the child can use several Microsoft products, such as, Microsoft Office 2000, Front Page 2000, and Internet Explorer. He really enjoys working on the computer. In one of the seminars the senior vice president of NIIT quoted an experiment conducted by NIIT in the year 1999. It was found that the slum children learnt internet browsing by unsupervised self efforts. He further researched into this learning feat and discovered that the children played a few proactive tricks. Apart from trial and error, these learners had identified a local boy of that very slum who was working as a peon in an office when all the computers where installed. This peon boy became the grand teacher of the slum learners who were learning browsing on a computer installed by NIIT. The researcher asserted as a result of this experience that young children can learn new things through their own efforts and further they have the capacity to teach what they have learnt to their elders including teachers. This experiment has turned down the status that the young learners can become teachers of teachers. It has created a new environment of self reliance. The traditions and overwhelming number of children belonging to the mainstream compel us to ignore the handicapped people in the educational system. The IT is also lukewarm towards them. The following evidence should caution us. Stephen Hawking could talk about the universe with the whole world and write his book The Brief History of Time. This was possible only because he could overcome his physical handicap due to the availability of new technologies and his extraordinary skill to use voice synthesizer. He is handicapped. It is his right foot alone that is functional. He came to India to give a series of lectures. So ICT should be introduced in the educational system at the earliest possible. Even informatics could be introduced as a subject. Using the Internet to enhance Curriculum and Instruction Internet generally motivates and assists those students who may not be successful otherwise. The interactive nature of the internet entices and creates tremendous interest in leaving. Limited-English students really benefit from the internet multimedia approach to presenting information. The added dimension of responding through Email to a live
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audience on the internet also creates relevance for students by linking them to the real world. Using the internet as a tool with curriculum and instruction begins with the net working plan at our schools. Networking is a sharing of resources via our school wiring ; students are linked to the internet through a simple phone line, and installed ISDN, or DSL (digital service line) connected to a LAN. Keys to using Internet with Curriculum To start the research process, students must first be taught the basic skills to use the internet with curriculum. The first skull to teach students is to locate a web-site of URL (Uniform Resource Locator). Second, students will need to learn how to navigate within that web-site address. The last of these skills to teach students is how to work with a search engine. Organizing Research Information from the Internet Down Loading Text and Picture Within the browser (Netscape/Explorer) there are copy and paste functions under the edit menu, what is copied from the internet can be pasted into a page of notes in a word processing programme such as MS Word. Using Email After the students are fairly accomplished at note taking lead them to Email. Each class can have an Email Address. Creating Students Web Pages Next the students need to know how to create web pages through HTML (Hyper Text Markup Language) co-ordinate Internet used with Curriculum Concepts; Because the information on Internet is vast, focusing the curriculum around concepts will help to narrow the volume of information searched. When the curriculum is not focused, the internet may become edutainment rather then a companion tool for curriculum. Allowing students to explore the internet unsupervised can open the door to inappropriate sites even with blocking software. The students should be trained on process skills namely Asking, Accessing, Analysis, Applying and Assessing. Each one is having essential skills, pre-requisites skills, Techniques skills, Equipment needs and Review skills. Imperatives of web based instruction
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Web pages are documents of World Wide Web and are written in HTML (Hypertext Markup Language). For what purpose you are making the site and the user who will visit your site are prime important factor. Considering this a site should be developed. The topic should be clear and in brief. Avoid too much of text and spelling mistakes. Use simple words which will make the page readable. Entire pages should be user friendly. Point to point information and links should be introduced. Navigation between the pages and links are very important in web designing. Insert animation and make your pages/site a professional and simple look. Their should be consistency in all pages. After designing target a web for a specific browser like Microsoft internet explorer or Netscape Navigator. Security is must for any site after launching any site on the web. Web Based Instruction (WBI) is recognized as a three stage process in practice. First stage is visualized as source level server side processing, second as transmission of the WBI deliverables and third as user level client side processing. Most important component of WBI would depend upon development of high quality deliverables. Any WBI needs to satisfy the pedagogic instructional and content related needs; technological hardware and software needs, and ergonomic socio-psychological and physical needs. ICT: Designing, development, production and application It has been observed that there is a wide gap between hardware and software. Though the hardware networks are relatively better developed but they are wanting compatible software. Very intensive training is required for media scripting and production. As far as the production variables are concerned they need to be duly manipulated and moderated, such as, whether the message should be on audio-track, video track, audio-video track? Whether it should be implicit or explicit? What should be the density of nave messages, new and simple messages and new and technical messages in a programme. The programmes need to be mediated through suitable modes, such as, text, text cum graphics, text cum graphics cum music, as per the objectives of the programmes and the demands of viewers. Also the mode of interaction direct, interim of talkback needs to be decided very carefully. Also there should be spatial and temporal contiguity of the messages, i.e. narration and animation, should be properly integrated. The messages need to be distributed judiciously across different media. Also there is need to inculcate various principles of mediated learning. In this age of ICT every medium has its utility. Mediating messages requires a lot of formative research. As far as effectiveness of the mediated instruction is concerned there is a need to work out suitable feedback mechanism. Media Implosion and Media Choice
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Knowledge explosion has forced media implosion to the extent that there is a problem of media fidelity and media choice. It has become a necessity to store the information in the condensed from. There is a move from primitive media to modern media. But the rate of media acculturation is not in the tune with the changing media. There is a move from sound film to video films to CDs, print media to electronic media, from static phones to cordless phones to mobile phones, LAN to Internet. Media language proficiency is the growing concern. B-cam is available to capture near natural views. Web-cam and TV-Satellite channels are facilitating two ways audio and two way video communications. There is a move from OHP projection to LCD projection to DVD. Graphics Workstation is providing non linear editing. But the problem is that education has not been in a position to integrate these changes at the rate envisaged. Libraries should be no more a house of merely books and journals but a house of media. Media rather than guest visitors should be regular features of the educational institutions. All the universities and affiliated colleges should have networking. Psycho social Dimensions of ICT ICT need to be dealt with very scientifically and carefully. Too much of media addiction is unhygienic and harmful. ICT can contribute to psycho social development if it is used meticulously. One can dialogue with the distant people through networks within no time as per needs. So there is a shift from local society to global society. It is a well known fact that very often team mind is better than individual mind. Countrywide classroom programs and World Wide Web are contributing to the enhancement of human psyche. Children/students will use their visual senses after going through sites. Their concepts will be cleared which will help in enhancing the learning ability. They will become more creative and can grasp the new technology in easier way. There are inbuilt locks on the internet to prevent the adolescents to have access to pornography. If the parents are aware of these locks then they can control their children to scan the undesirable sites. But the difficulty of the present day is that the younger generations are more advanced in information technology than the older generations. At times the ignorance of the parents comes in the way of controlling their children. If a child goes on interacting with the different media indiscriminately then at times it may result into psycho social traumas and even Physical health problems. With the advent of ICT and mediated messages men has started living more with the virtual reality than with real world. Human beings are becoming socially unsocial. ICT has shattered the society to the extent that the man has to create artificial society. Integrating ICT in Teacher Education Very often such questions are raised that whether teacher education through distance education is a boon or bane? Can media in education substitute teachers of work
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as alternate to teachers. In this age of virtual classrooms what is the place of face to face instruction? If media substitutes man, whose responsibility will be the desired learning? In this age of media crowd how about the sensitivity to the basic culture of the receivers? With the media implosion there is an emerging question of media choice. How about the fidelity of the media and the control of the receiver? ICTs demand more of sensitivity on the part of both, the designers and producers on one side and the receiver on the other side. How to establish the effects of the media? There has been a notion that the affect attributes cannot be developed through interpersonal communication. It seems to be more of a misnomer. Man has started sharing feelings more with the media. We have started identifying more with the virtual reality than the real objects. There is a need of properly integrating the ICT in Teacher Education. Media without messages are empty. Integration of ICT in Teacher Education is a challenging task because mediated communication demands more of perfection on the part of teacher educators. We the teacher educators need to move from pedagogues to techno pedagogues. Techno-pedagogic competencies in teachers Each Teacher needs to be proficient in the areas of technical competencies required for chats, web sites, databases, audio and video links, electronic conferencing, email, picture publishing, word processing and numerical processing. Also the teachinglearning needs to be organized very carefully, such as, through virtual learning environment, net dialogue, radio, television and computers. Also there is a need to differential independent learning, inductive learning, and team learning. Technical competencies, teaching learning organization and principles of learning need to be properly integrated. Resource approach to tutoring to critiquing to tool box approach The teacher should be resourceful to facilitate teaching-learning through suitable approaches, such as, the resource approach, tutoring approach, evaluation approach and tool box approach. Table below presents a comprehensive scenario of all four approaches.
Functions of an educational multi media genre S. No. 1. 2. 3. Approach Resource Tutoring Critiquing Input Vague ideas, questions problem specifications, eventually case data Students choice of topic Students suggestions of solutions Output Information, Answer to questions Learning material about topic including proper exercises Critique of the students proposals
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4.
Tool Box
Specification of building blocks
Multi-media material to be used by students.
The generic tools can be used for word processing and publishing, free hand and geometry drawings, collecting and organizing data, analyzing and managing information, presenting and displaying information, modeling and stimulating ideas, communicating in text and graphics, constructing sounds and images, creating mechanized and electronic devices. Such a suite of generic tools enables students to access, extend, transform and share ideas. The emanating question is what is the relative role of all the four approaches? How to move from a resource to a tutor to a critique and finally to a tool box? Can ICT make a learner independent of teacher? Virtual instruction has many demands such as estimating the level of learners, differential inputs, high level of expertise, and much flexibility and at the same time added responsibility and accountability on the part of the learner. Media Crowd to media literacy to Information Technology Literacy In this age of media implosion, the very often emerging question is that of proper media choice. There are various challenges and issues emerging with respect to the use of various media. For example, TV in India has been used more for entertainment and information than education. The ETV programmes have been wanting in terms of message type, form, track, modality, and contiguity. It has not yet got the status of a master medium. Teachers at large have not been trained in ETV scripting, presentation and utilization. The consumers have been extremely poor in television language proficiency. ETV designing, development, production and implementation lack formative research. Similarly, computer in education has not been satisfactorily utilized. Computer literate teachers very often do not have pedagogic skills and vice versa. Largely computers are being used in Educational Institutions for text editing than for Educational Management, Instruction and Evaluation. Teachers feel diffident in using computer as a medium for education. Similar is the state with respect to other media and multi-media. There is a need to move from general literacy, i. e. Reading, Writing, Arithmetic to media literacy, to information technology literacy. A newer area is the knowledge and skills needed to decode and understand messages delivered by means of electronic media like TV, film and video. Media literacy covers the ability to access, analyze, produce and evaluate information through a variety of these media. Included in media literacy is the ability to get hold of equipment, know how to operate it, gather information and understand the strength and limitations of the messages. This requires the ability to position each element within a message as a whole, to understand the relative weightage of each element within the message and judge the worth of the parts and the whole. Structuring Vs Supportive Teacher Behaviour
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From conducting guidance, the teachers should move to persuading guidance to participating guidance to delegating guidance. As the student grows, the teachers structuring and support is reduced. ICT can facilitate this modernization from conducting guidance to delegating guidance. ICT Programmes in Teacher Education Information and Communication Technology is one of the recent developments of the twentieth century in India. It is an effective tool for assimilating processing and disseminating information. Government of India took sincere view of it and its application was initiated in 1998. The government envisaged that the computer and internet facilities will be made available to every school by the year 2003. NCTE has developed CDs on ICT, Jeevan Vigyan, Teacher as Transformer, New Education for New India. ICT Literacy Camps are going on throughout India for the Teacher Educators. Progressively it will be mandatory on the part of Teacher Education Institutions to offer ICT in Education as a core course. The CASE has been offering Information and Communication Technologies in Education as a two credit core course in B. Ed since the year 2002 2003. Net working of Educational Institutions in India There is a dire need of networking and internetting different educational institutions in India. There should be complete net working of UGC, universities and colleges. Similarly there should be networking of NCTE and teacher education institutions departments of education, colleges of education, IASEs, CTEs, NTTs, PTCs. AICTE needs to inter connected with the institutions of technical education - Engineering Colleges, Polytechnics, ITIs , TTTIs and IITs. Similarly Bar Council should be connected with the institutions of Law. NCERT needs to be interconnected with the schools at all levels Pre primary, Primary, Secondary and Higher Secondary. The Central and State governments, MHRD, UGC, ICSSR, ICMR, NCTE, AICTE, NCERT, NIEPA, etc. need to be interconnected with each other and the related units. Also all the institutions need to be on the World Wide Web. To realize the objectives envisaged above there should be willingness, motivation, resources, and media literacy. ICT as a system demands many system design considerations. The manual systems need to be converted to the automated systems very considerably and carefully. Along with this is the task of system security, maintenance and developments. More sophisticated and automated are the systems, more and more the vigilance and control are required.
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ICT in Education: Research and Development Application of various sciences for designing, developing and communicating information needs to have a sound research base. ICT demands intensive formative research. It is evident through the researches that the two way communication is more effective than one way communication. The latest technologies permit two way audio and two way video communication. It is an established fact that intelligibility of a message is a function of the source, message, medium, mode and the environment. For establishing desired effects one has to be sensitive to the relationship amongst all these elements of communication. A large number of studies have already established the effectiveness of educational radio, educational television and educational computers. Web based instruction is coming up very fast. There is a need to study the effectiveness of WBI. There is need to integrate these media adequately in education. ICT can be used for management, instruction and evaluation. There is a need to conduct studies in all these areas and then move from laboratory level to the field level. The vision of the educational administrators of networking education at all levels has not yet been realized more so through ICT. There is a need to explore why? Every progressive generation is more evolved than every preceding generation. Simultaneously the future is projecting more of complexities. So there is need to explore the possibilities of introducing informatics in school education right from the early stages. Instruction through various media should be an integral part of education right from pre primary education through higher education. So there is a need to develop adequate infrastructure both man and material as well as media culture. There are many lessons through operational blackboard in India with respect to integration, training and maintenance. Teacher Education institutions have been found to focus on micro teaching skills. Along with the micro teaching skills there is need to identify ICT skills such as to use the internet in the most effective way the teachers and students need to familiarize themselves with the skills of browsing, searching, communication, integration and creation. Media production and utilization requires media language proficiency. To design web based instruction one needs to have adequate knowledge of HTML, DHTML, Flash, Dream Weaver, Front Page, Java and Network Technologies. Also there is a need to carry out Techno Pedagogic analysis of the programs communicated through educational media. There is a need to explore cognitive maps formed due to educational media interaction amongst learners. In this age or WWW and media implosion there are frequent possibilities of deviation of learners to irrelevant sites. How can the teachers/parents supervise the activities of the children while they are using the internet and the other mass media. How to lock the unwanted sites? Most sophisticated technologies demand higher level of competencies and commands. For the formation of desirable cognitive maps it is essential that the learner be saved from irrelevant material
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or objectionable sites. Studies need to be conducted on cognitive maps formed due to video learning, tele learning and internet learning. Sarangi, Dibakar (2000) conducted a study Exploring Cognitive Map formed due to Educational Video viewing among learners. It was found that the childrens learning of the ETV programs is positively influenced by their television language proficiency. In most cases distorted transaction of the message item was more than the meaningful transaction. Learners cognitive maps contained large amount of feeble and blurred concepts and propositions, chiefly inadequate learning, idiosyncrasies, confusions, some amount of over learning and marginal over generalization. ICT in Education: Some efforts The University of Goa has established an intranet with 25 of its affiliated colleges on experimental basis to realize one way video and two way audio communication through TV Satellite network, computer network, email, fax and STD for administration, management, instruction and evaluation (2001). IGNOU has been providing support to its various certificate, diploma and degree programs with two way communication through extended C Band. Laxmibai National Institute of Physical Education, Gwalior (a deemed university) has full networking of campus administrative block, academic departments, fields, libraries, laboratories and residence. The M. S. University of Baroda has undertaken a project to have intranet and internet facility in the entire university networking university administration and all the other departments. The School of Education, DAVV, Indore has initiated a project on computer literacy for rural communities. A mobile van with computer goes to the rural areas for computer literacy. Also the interested and motivated learners come periodically to the school of education for hand on experiences on the computers to learn MS Office etc. the School of Education has also been offering Bachelor of Computer Education (B. C. Ed.) and Master of Computer Education (M. C. Ed.) Programs. The Institute of Advanced Studies in Education, Rohilkhand University, Bareilly, has well developed video studio, multi media lab and computer laboratory. The National Open School, New Delhi has initiated a project at the experimental level for on demand examination. The INTEL has been organizing Intel Teach to the Future programmes Countrywide for training pre-service and in-service teachers. But the over all scenario with respect to ICT in Education is far from satisfactory. It seems more than the question of cost and material resources, it is a question of attitude
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and management. There is a need to increase the information efficiency of the educational institutions through ICT. Media and ICT in Education: Some Possibilities Computer Aided Admissions: Computer aided admissions should be done in various programmes. The relative prediction of different variables can be studied. Then different computer based tests can be constructed and administered on the candidates on line. For professional programmes for teacher education, viz., NTT, PTC, and B.Ed. computer based tests on teaching aptitude, teaching attitude, general language ability, general mental ability, social sensitivity, subject expertise may be administered. Computer Based Time-Space-Personnel Management Systems: Computer based time-space-personnel management systems may be designed, developed and implemented for educational organization. Every administrator needs to be trained on that. Computer Assisted Learning Material and CAI: Computer Assisted Learning Material needs to be developed on various computer-genic topics. This material can be utilized for individualized instruction. Teachers can make use of the computer software through LCD projectors and media projectors. Mass Media in Education: The effectiveness of mass media, such as, radio, television and Internet in education is established. There is a need to integrate ER, ETV and Internet in education at all levels of education. All these programmes should be relevant, observe quality and properly managed. EDUSAT Programmes: A full dedicated Educational Satellite has already been launched to cater to the educational needs in different areas and at different levels. An initial analysis of the space segment indicates requirements of 72 channels, additional 8 channels for further expansion over 10 years and 14 transponders. The ground segment requires a server and studio at State level, Receive Only Terminal (ROT) at all primary and upper primary schools and interactive terminals at all DIETs, BRCs, secondary and Senior Secondary Schools, all colleges and universities, and at all Gram-Panchayats for non-formal education. The ground facilities are steadily increasing and improving. Where educational software is concerned the first and foremost issue is that of adequacy. Ideally a full time channel warrants at the rate of 3 programmes per hour, 72 programmes per day or 26280 programmes per year. Even with three repeat broadcasts and for 18 hours of broadcasting per day , we will need about 6570 programmes per day. For that we need to upgrade and upscale the in-house programme production capabilities and develop a network of specialist production agencies for outsourcing. Mechanisms should be worked out for effective use of EDUSAT for education, communication and development. Teacher Education on ET: Courses, namely, Educational Technology and ICT in Education should be offered as core courses at the different levels of teacher education. There could be Teacher Education certificate and degree programmes specially devoted to these areas with extended duration. Also, refresher courses
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should be conducted on ET. Digital lesson Planning and Implementation should be promoted in all the teacher education institutions. Computer Based Learning Resources Management Systems: Computer based learning resources management systems should be utilized by the educational institutions. Learning Resources in various media forms, such as, floppies, CDs, Video films should be available in all the libraries. Libraries need to be progressively converted into digital libraries in which materials for scholarship and learning are assembled and made accessible for varied users. The public libraries can provide technical outreach to those students who have no access to it. Also, the different libraries should be networked for wider utilization. Networking of Educational Institutions: Attempts should be made for networking of schools and teacher education institution through intranets and Internet to facilitate inter-communication. Computer Based Evaluation: Computer based question banks and tests should be created and utilized by all the educational institutions. Also, there should be provision for on-line and on-demand examination. Development of techno-pedagogic skills: Mediated instruction demands technopedagogic skills. There should be adequate integration of micro teaching skills, media skills and info-savvy skills. Every pedagogue interested in antique or modern media needs to know and apply principles of varied media. Also, they should be info-fluent in using skills of asking, accessing, analyzing, applying and assessing. In addition to the knowledge of national ethos in the form of philosophy, culture and social fabric and psychology of human development, particularly, psychology of learning including motivation, learning disability and measurement of learning they need to have mastery of subject matter and proficiency in its transmission through skills of presentation, communication and management. Mediated Instruction Evaluation: Rather than at isolated concept level mediated instruction should be evaluated at prepositional level and schematic level. Along with intended effects, nurturant effects should also be examined. Along with right learning wrong learning should also be examined. Attempts should be made for cognitive map assessment developed through mediated instruction. Technology Based Guidance and Counseling Labs: Every educational institution should have technology based guidance and counseling labs. Diagnosis may be done by the help of machines and remediation can be done by the help of manual clinical sessions. Technology can definitely contribute in areas, such as, educational and vocational guidance, training thinking, assessment and development of affect attributes.
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Educational Process Outsourcing : Studies may be conducted on on-line tutoring and educational instruction through Internet. Interactive tele-counseling packages should be developed. A variety of online courses may be offered. Identification of and training on Techno-Pedagogic Skills: There should be programmes to develop ICT literacy and Techno-Pedagogic competencies of teacher educators and teachers.There is an immediate need of identification of Techno-Pedagogic Skills and training the pupil teachers on these skills at various levels of teacher education. ICT for the disadvantaged: The application of ICT for the disadvantaged requires a very high level of government support and efforts by the NGOs. Community Technology Centres should be developed at the local level. The ICT industry main user of skills and expertise of highly qualified personnel should contribute funds and offer free connectivity to educational institutions. Development of various directories: Directory of educational software in India and abroad may be developed. Directory of Teacher Educators, Teachers and Scholars in Education may be developed. Directory of e-Journals in education may be developed. Studies on ICT and Media in Education: Web pages may be developed for teaching various subjects. CDs may be developed as web resource on various subjects. Studies may be conducted on web based learning and its effectiveness. A studies may be conducted on graphics skills in education. Networking of Social Science Research Institutions and Information Centres: Networking of Social Science Research Institutions in SAARC region may be realized. Nodal Centres could be developed in Social Science teaching institutions for interaction in SAARC countries. A study may be conducted on exchange programmes in SAARC countries.There may be networking of NASSICs in India. Studies on media challenges in education: With the media implosion there is added aggression in children. Sensitivity to the basic values is challenged. In the absence of adequate development the children, even the adults at times pickup the worst from the global culture. Consumerism is on the increase. The consumers have changed their life styles and tastes as per the wish, will and tastes of the producers. There is interaction amongst East, West, North, South and the Middle. Every evening we have addiction to the TV serials in the company of our off springs. Every day we sink and float on the World Wide Web, in the name of surfing and swimming in the cyber cafes. In such a flux who will organize the World Trade? There is an immediate need of conducting innumerous studies on how the modern media are affecting us and work out their implications.
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Need to initiate and appreciate Innovative Programmes on Media and ICT in Education Indian market is full of media heaps. CDs are sold on lorries and footpaths on a variety of areas and themes. Some have media problem, others have software problem. Rarely the substance is compatible. Newspapers have modernized more than any other medium. We are proud having launched EDUSAT successfully on September 20, 2004. No doubt we are excelling in the space segment, but round the clock systematic efforts are required for preparing the ground segment. We have added focus on human right education and value education. But, will the ultra modernization of media let us sustain our sensitivities to the basic values and culture. There is a need to develop media culture in this media crowd. How to ascertain the relevance and quality of media? Right from KG to PG we need to be media sensitive. Inspite of all efforts by different agencies there is dissatisfaction with respect to media in education. Programmes, namely, Bachelor of Computer Education ( B.C.Ed.) and Master of Computer Education ( M.C.Ed.) offered by the DAVV, Indore, ICT in Education as a core course offered at B.Ed. level and Computer Education as a Special Area offered at M.Ed. level by the MSU, Baroda, Master in Educational Technology ( Computer Application) offered by the SNDT, Mumbai, B.Ed. (ET) offered by the AEC Teachers Training College, Pachmari (MP), ICT in Education as a core course offered by Jammu University, Jammu at M.A.(Education) level, and ICT in ELT offered by the H.M. Patel Institute of English Training and Research at B.Ed. level have demonstrated their strength.
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MEDIA AND ICT IN EDUCATION: RESEARCH REVIEW EFFECTIVENESS OF COMPUTER ASSISTED LEARNING MATERIAL Anshuman Das (1998) explored the effectiveness of computer assisted learning material on Rhymes in different modes. The study was conducted to develop computer software on rhymes in text, graphics-text, text-music, graphics text music, and graphics-textmusic- recital modes and to study the effectiveness of CALM prepared in different modes for learning the Rhymes in terms of Word meaning (lexicon), Analytical understanding, Comprehensive understanding, Writing ability, Recitation ability and LSRW ability. The second standard pupils of Baroda high schools (1996-1997) constituted the sample for the study. The study found that composite modes of presentation may not ensure higher cognitive language learning, further, intelligibility of a message is a function of sender, message, medium, mode, receiver, and the environment. Anjali Khirwadkar ( 1999) developed a CAI package in subject of Chemistry for standard XI Science Students studying GSTB syllabus and studied the effectiveness of the developed software in terms of instructional time and achievement of students. Also, she studied the effect of software package on students achievement in relation to students intelligence level, motivation level, and attitude towards the package and the attitude of the students and teachers regarding the effectiveness of the CAI package with respect to contents, presentation, examples, illustrations, graphs and figures, evaluation items, utility of software and instructions given in the instructional manual. The developed software package was found to be effective in terms of academic achievement of the students. The students and teachers were found to have favourable opinion towards the software package. There was found an interaction effect of IQ, motivation and opinion of students on their academic achievement. Munther Mohammed Zyoud ( 1999) conducted a study on Development of Computer Assisted English Language Teaching for VIII Standard Students. The study reveals that when the computer is used to its full potential, it can help the students achieve more in learning vocabulary, grammar and comprehension to the learners with different IQ, motivation and attitude. It helps the students learn better because it provides them with a lot of freedom and responsibility to learn at their own pace. The students were found to have +ve attitude towards Computer Assisted English Language instruction. Shital Yadav (2000) conducted a Study of the effectiveness of the computer software for students of standard I. There has been found a significant gain in terms of mean achievement on the software on Alphabets and Animals. Most of the students were found to have positive reactions towards the software. Teachers welcomed the media integrated approach towards learning. Goel,D.R., Tomar, A., Khirwadkar, A., Das, A. and Joshi, P. ( 2000) conducted a project- Implementing CAI in Schools: An Experience. The project was conducted to study the effectiveness of CAI ( Satellite, Solar System & Magnet ( VIII), Pollution,
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Electricity, Thermal Conductivity, and Bio-gas ( IX), Organic Chemistry, Optics, Periodic Table and Chemical Bonding ( XI) ) in terms of achievement of the students. Also an attempt was made to train teachers in the use of CAI on optics, thermal conductivity, periodic table and chemical bonding, solar system, electricity, magnetism, accountancy, photosynthesis, geometry, Rhymes, English, cell division and balgeet. It was found that of the packages implemented through control group- experimental group design the value of t was not significant, whereas, for the packages implemented through single group pre-test post-test experimental group design the value of t was significant. The students and teachers were found to have favourable reactions towards the CAI. Rupesh Patel (2001) conducted a study- Learning through CALM in relation to selected production variables and contiguity. The study was conducted to analyze CALM in relation to production variables and contiguity, to study the effectiveness of CALM in terms of mean achievement of students and to study the learning through various message items in relation to production variables and contiguity. 30 students of standard VIII (2000-2001) of Shreyas Vidyalaya, Manjalpur, Baroda were selected for the study. There has been found significant gain through interaction with CALM on solar system and Magnet. The status of CALM in terms of production variables and contiguity in terms of achievement has been found quite high except on a few teaching points where there was need to improve upon graphics mode of presentation, spatial contiguity of text and animation, and temporal contiguity of animation and narration. Sanjna ( 2001) conducted a comparative study of the effectiveness of CAI and CMI on Pupils achievement in Science, their self concept and study involvement. Both CAI and CMI were found to be contributing significantly towards the achievement of pupils in science, in developing their self concept and in increasing their study involvement. A study of effectiveness of computer science instruction at class VIII level in Valsad city, (Permar Suresh R., 2002) focused on the availability of infrastructure for computer science instruction in the selected schools of Valsad city with respect to medium and gender. Also an attempt was made to study the reactions of teachers and students towards computer science instruction. The mean achievement of rural students on computer science practical has been found significantly higher than the mean achievement of urban students. The Gujarati medium students have been found to score higher than the English medium students on computer science theory and total. The mail students have been found to achieve higher on computer science practical than the female students. A Study of Development and Effectiveness of Computer Assisted Learning Material for Class IX Students ( Snehal Macwana, 2004) focused on the development of Computer Assisted Learning Material (CALM) on optics for Standard IX Gujarati medium students and to find out its effectiveness in terms of the achievement of students and Reactions of the students and teachers. The study employed experimental and control group design. Standard IX Students of Kalrav School, Halol (Section A:40 and Section B:40), and their
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teachers constituted the sample for the study. The CALM was found effective in terms of achievement and reactions. Helaiya Sheetal (2004) conducted a study- Development and Implementation of CAI Package for Teaching Statistics to B.Ed. Students.A CAI package was developed through Visual BASIC by the investigator on Teaching Statistics. 16 B.Ed. Students of the Department of Education, MSU, Baroda having Computer Education specialization constituted the sample for the study. Pre-test, treatment, post-test single group preexperimental design was used for the study. The treatment was found quite effective as evident through the mean gain scores and favourable reactions. A study Effectiveness of CAI in Biology at Secondary School Level ( S.Sivraj Pandian, 2004) reveals that the CAI students demonstrated significantly higher achievement gains in biology. The variables self-esteem, attitude towards Biology and computer were influenced by the CAI. In contrast the attitude of students towards school could not be influenced. Suwanna Ruttanathummatee (2004) conducted a study Effectiveness of Computer Assisted Instruction for Primary School Students: An Experimental Study. It is a developmental-cum-experimental study. Pre-test, Post-test design with replication groups was used for conducting the experiment. Two experimental groups along with eight replication groups, each consisting of 30 students were drawn. In all 150 students of Pratom-3 and 150 students of Pratom-6 belonging to Buriram Province participated in the study. CAI programmes on 5 units for learning each language were used for conducting the experiment. The characteristics of the different tools used for the study, namely, criterion tests and opinionnaires have been well established. The data have been suitably analyzed through mean, SD and t-tests. The study has resulted in the development of CAI Programmes on selected five units of Thai language both for Pratom-3 and Pratom6.The CAI Packages developed by the investigator on Thai language have been found effective at both the levels, that is, Pratom-3 and Pratom-6 as evident through the t-values with the students of Buriram Kindergarten with Experimental Groups 1 and 2.The CAI Packages developed by the ONPEC on English language have been found effective at both the levels, that is, Pratom-3 and Pratom-6 as evident through the t-values with the students of Buriram Kindergarten with Experimental Groups 1 and 2.The CAI Packages developed by the investigator on Thai language and ONPEC on English language have been found equally effective at both the levels in Buriram Kindergarten.The CAI Packages developed by the investigator on Thai language and by the ONPEC on English language were found significantly and equally effective with all the eight replication groups.The CAI Packages developed by the investigator on Thai language and by the ONPEC on English language received favourable opinions both by the teachers and students. Replication and the repeated demonstration of the effectiveness of the CAI developed by the investigator is one of the salient features of the study. Yadav Kusum ( April, 2004) conducted a study Development of an IT enabled Instructional Package for Teaching English medium students of Vadodara city. The objectives of the study were to develop an IT- enabled instructional package for teaching
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English Grammar, to implement it and to determine its effectiveness in terms of achievement of the students and opinions of students and English Teachers. The investigator started with a null hypothesis that there will be no significant difference in the mean achievement scores of students in pre-test and post-test. A single group pre-test and post-test design was employed for the study. 20 students were randomly selected from Std. VIII of the New Era Senior Secondary School, Baroda. Pre-test, post-test and opinionnaire were used for the study. The data were analysed through t test, % scores and content analysis. There was found a significant gain in terms of students achievement through IT- enabled instructional package. It helped the students to learn kinds of sentences, namely, interrogative, assertive: affirmative, negative, imperative: orders or commands, and exclamatory. The students and teachers were found to have favourable opinion towards the developed instructional package. Sharma Sumita (2005) conducted a study Effectiveness of an Instructional package in Environmental studies among students of standard VII. The study was conducted to prepare an Instructional Package on environmental studies, to teach environmental studies with the prepared instructional package to students of Std. VII and to determine the effectiveness of the instructional package in promoting better understanding of the environment. It was a case study research involving Std.VII A of St.Xaviers High School, Gandhinagar. Pre-test, Post-test , and Structured Interview schedule were employed for the study. Single group, Pre-test treatment post-test design was employed. The instructional package was found effective in promoting a better understanding of the environment. The analysis of the responses of the students through the interview schedule revealed an increased sensitivity towards environmental concerns and a better understanding of the environment. Hiralkumar M.Barot (April 2005) conducted A study of the effectiveness of CAI in Sanskrit for std. VIII students. The study was conducted to develop CAI in Sanskrit for Std. VIII students and to study its effectiveness in terms of mean achievement of students in Sanskrit and to study the reactions of the standard VIII students regarding the effectiveness of the developed CAI package. 86 students of Std. VIII of Shree Ambe Vidyalaya, Waghodia Road, Baroda constituted the sample for the study. A single group pre-test and post-test design was employed for the study .Achievement test and reaction scale were constructed by the investigator . Flash MX, Corel Draw 11 and Front Page were used for the development of software. t value, frequencies and % responses were used for data analysis . The developed CAI in Sanskrit was found effective in teaching Sanskrit to VIII std. students. The reactions of the students towards the developed CAI in Sanskrit were found positive. Irfan Shah ( 2005) conducted a study- ICT awareness, use and need of secondary and higher secondary teachers of English Medium Schools of Vadodara city. The objectives of the study were to study the ICT awareness of secondary and higher secondary teachers, to study the ICT use of secondary and higher secondary teachers, to study the ICT need of secondary and higher secondary teachers, and to study the variables related with the ICT awareness, use and need of secondary and higher secondary teachers. A scale was constructed to collect the data regarding ICT awareness, use and need of a
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teacher with respect to different components of ICT, like, computer, Internet, OHP, LCD Projector, Radio, TV. 12 secondary and 10 higher secondary schools were selected using stratified random sampling technique. Further 60 secondary and 50 higher secondary teachers were selected @ 5 teachers from each selected school. A total of 90 teachers out of 110 responded. Data were analyzed using frequency, percentage, mean, SD, SE of mean, t value and ANOVA wherever necessary. There was found a low degree of ICT awareness, use and need of secondary and higher secondary teachers. The variables related to ICT awareness of teachers were teaching experience, age and total salary. The variables related with the ICT use of teachers were total salary and computer training. The variable related with the ICT need of teachers was the Degree Program which they attended at the University level. Rakesh Pardeshi ( 2005) conducted A study of the relative effectiveness of CAI and CAIPI in learning Trigonometry by English medium students of Standard IX of Baroda City. The objectives of the study were to develop the CAI and study its effectives in mono, diad and triad settings and its relative effectiveness in the three settings and through reactions of the students. All the four hypotheses of the study were formulated in the null form. The study was conducted in the three sections of Standard IX of Zenith High School, Baroda, dividing each section into two groups- experimental and control. The CAI was developed using Flash-MX, Directors and Corel Draw 11.0 along with the Internet. An achievement test was constructed for administering as pre-test and post-test. The data were analyzed through mean, SD, uncorrelated t and ANOVA. No significant difference has been found in the mean achievement scores of the groups in mono, diad and triad. No significant difference has been found in the mean achievement scores of the experimental group in mono, diad , triad and control groups, respectively. Significant difference has been found in the mean achievement scores of the experimental group in triad and control group. The students were found to have positive reactions towards the developed CAI. Jaykumar Rathod ( 2005) conducted a study Development and Implementation of an Information Technology Based Instructional Package for English Grammar to Gujarati medium students of Standard VIII of Jamnagar City. The objectives of the study were to develop an IT based instructional package for teaching English Grammar to Gujarati medium students of standard VIII, to study the effectiveness of the developed IT based instructional package in terms of the achievement of the students, and to know their reactions on the developed instructional package. Pre-test post-test control group design was employed for the study. The development of the IT based instructional package was done through Microsoft power point. 100 students were randomly selected from standard VIII of Smt. G.S. Mehta Municipal Girls High School, Jamnagar. These students were further divided into Experimental and Control groups. Two parallel tests were constructed by the investigator to study the achievement of the students. These two tests were constructed on the content topics simple present tense, present continuous tense, preposition- in, on, under and behind and possessive forms of has and have. Also, a five point reaction scale was constructed to study the reactions of the students on the developed package. Mean, SD, uncorrelated t value and chi square were computed for data analysis. The developed IT based instructional package was found to be effective for
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teaching English Grammar because there was found a significant difference in the gain mean scores of the experimental group and control group. The students were found having positive reactions towards the developed IT based instructional package. EFFECTIVENESS OF ETV Geeta Kewalramani (2000) conducted a study on Instructional and feedback use of television. Teaching by teacher, teaching through television, teaching through television after traditional teaching were considered as independent variables. Scholastic achievement in school subjects (Home Science, Biology and Music) was considered as dependent variable. Intelligence, school subjects, and instructional climate were considered as moderator variables, whereas, age, grade, sex, SES, previous academic achievement extra coaching, television programmes viewing were considered as control variables. 450 female students studying in XI class constituted the sample for the study. A significant effect of instructions through television was observed on the various school subjects in comparison to the traditional method of teaching. For different educational stream courses ( Science, Art, and Fine Art) there was a different effect of instructions through television. The feedback effect of instructions through television was found highly significant for all the courses. Intelligence was found to play a significant role in relation to the instructional use of television. Goel D.R., Das A. and Joshi P. ( 2000) conducted a study Implementation of Children ETV in University Experimental School. The objectives of the study were to analyse ETV Programmes with respect to pedagogy and quality of programme, to study the reactions of students towards viewing ETV programmes and to study the factors impeding the implementation of ETV. The ETV programmes telecasted by the Gujarat Institute of Educational Technology from 10.2.2000 to 22.2.2000 were selected for the study. A Standard from the Univesity Experimental School for a particular programme was selected depending upon their suitability to the content telecast on that specific day. All the students of that class were selected for the intervention of that day. 10 students of that class were selected randomly for unstructured interviews and discussions. The tools used for the study were observation schedules, unstructured interviews and discussions. Data obtained through watching the video cassettes, observations and discussions with students were analysed through content analysis technique. The students enjoyed watching the ETV Programmes. Learning took place by viewing the ETV programmes. The students learnt seriously from the content based programmes, whereas, they enjoyed poems and dramas from recreation point of view. The students felt that they would like to have ETV programmes in their time table. There was a lack of infrastructural facility for viewing the ETV programmes in the school. The quality of the ETV Programmes needs to be enhanced. The ETV programmes should not be abruptly cut off to accommodate other programmes at the end. A study ( K. Sudhakar Reddy, 2001) on the impact of ETV programmes on scholastic achievement of the primary school children in AP on 21 Experimental ( TV Schools) and 21 Control Schools ( Non-TV Schools) representing three regions, namely, Telangasna, Coastal Andhra and Rayalaseema, representing one district from each,
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namely, Nalgonda, Krishna and Kurnool reveals that regular and continuous exposure to the ETV programmes has a positive influence on the scholastic achievement of the primary school students. The study suggests that the participation and involvement of local teachers in production of ETV programmes should be encouraged. A study of learning through ETV programs in relation to selected production variables ( Nitesh R. Thaker, 2001) was conducted to analyze the ETV programs in terms of production variables and to find out the effectiveness of selected ETV programs in terms of mean achievement of students. There has been found significant gain through viewing the ETV programs. All the messages were found mediagenic. There has been found a scope for enhancing the number of new and technical items. 67% of the items have found to be implicit where as the remaining 33% were found explicit. A critical study of importance and usefulness of TV Educational Programme in the field of Education ( Chhaya Pandey, 2002) reveals that proper programmes are not being telecast for young generation related to their practical life. The time of ETV programmes is not well suitable to the students. ETV programmes are not helpful for job satisfaction. ETV programmes have been found helpful in national integration and religious cooperation. Darshana Chaudhari (April 2005) conducted a study Techno-pedagogic analysis of children ETV programmes and their effectiveness in terms of achievement with and without discussion and perception of students and teachers . The objectives of the study were to analyze the CETV Programmes techno-pedagogically, to study the effectiveness of the CETV Programmes in terms of achievement of students, to compare the achievement of students in CETV with and without discussion, to study the effectiveness of CETV programmes in terms of reaction of teachers, and to study the views of the students on the CETV Programmes. Pre-test-treatment-post-test, experimental and control group design was employed for the study. 60 students of Std.V of Shree Krishna Hindi medium school constituted the sample for the study. Also all the 5 teachers teaching Std.V were selected . 5 programmes were selected purposively out of the 15 recorded. Techno-pedagogic analysis tool, achievement test on each selected CETV Program, reaction scale, and un-structured interview were employed. Content analysis , presentation analysis, independent t test and % analysis were used for the study. The programmes were largely found effective techno-pedagogically in terms of mediagenicity, audio-visual compatibility, contiguity between text and animation and between audio and visuals, media language proficiency, use of technological aids, corresponsdence among communication elements, and view composition . All the six programmes were at knowledge level, 5 at understanding level, whereas 4 were at application level. Most of the programmes focused on receiving and responding. Three focused on valuing also. One of the 6 programmes focused on imitation ,manipulation and articulation level. There was significant difference between the mean gain scores of control and experimental group in all the 6 programmes. In 5 out of six programmes , the mean achievement of the group with discussion was found significantly higher than that of without discussion . Children and teachers were found to have positive views regarding the programs.
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EFFECTIVENESS OF EDUCATIONAL VIDEO Environmental Education through Video-instructional Package : An Exploration ( Indubala U Singh, 1999) was a developmental cum experimental study . The first part consisting of the development of Video-instructional Package on Environmental Pollution and Education and the second part concerned with the experimental try-out of the package and its two components . Pre-test , post-test design was used for conducting the experiment . Six experimental groups , each consisted of 40 students were formulated . In all about 240 students of standard -IX of secondary schools of Gujarati medium participated in the present study . Videoinstructional package consisted of video-film and learners hand book developed by the investigator was used for conducting the experiment . For evaluation of the programme a multi-faceted approach was developed and used and a number of evaluative tools were developed which included (I) criterion tests , (II) attention measures , (iii) experts judgement and (iv) opinionnaire for the students .For analysis and interpretation of the data both the descriptive and quantitative statistics were used . t- test , F- test and analysis of covariance were used for testing the significance of the mean differences . Attention profiles have been developed and presented to discuss attention and appeal areas of concern . The results of the present study indicate that teacher made video-instructional packages can be used effectively for creating awareness and providing information to school students. Therefore , such more attempts should be made for some other important aspects of life as per the needs of the students . The present study also recommends regarding the organization of the training programmes and work shop for teachers where development of software specially for video package can be learnt by the teachers . Dibakar Sarangi (2000) conducted a study-Exploring cognitive map formed due to educational video viewing among learners to study the effects of TV Language proficiency, viewing strategy, and their interactions on the components (Concept, proposition and schema) of cognitive map in terms of corresponding map scores taking intelligence as a covariate, to study the effects of television language proficiency (TLP) and viewing strategy and their interaction on cognitive map (total score) taking intelligence as a covariate, to analyze the cognitive maps of the different television language groups in relation to different production variables namely, message track, message presentation form and message type, to analyze the cognitive maps of learners of the treatment (VS) groups in relation to different production variables namely, message track, message presentation form and message type, and To analyze the learning distortions in the cognitive maps of the students in relation to viewing strategy, television proficiency and production variables namely, message track, message presentation form and message type. Six ETV programmes for class VIII, produced and telecast by the SIET, Orrisa, Bhubaneshwar were selected, namely, The Living Fossils, Composition of water, The environment, Properties of water, The Dust particles, and Thermal expansion of matter. Intact classroom groups were used as the sample groups (composition of sample students from rural and urban background was deliberately manipulated to ensure a fine dispersal of TLP) the number of students for difference ETV was different and
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ranged from 155-170. Intelligence was measured with the Raven's standard progressive matrices and Television Language Proficiency with a standardized Television Language proficiency Test (TLPT). Cognitive map data were collected through cognitive map inventories and subsequent ratings were done with rating scale. Children's learning through the ETV programmes was found to be positively influenced by their Television Language Proficiency. The Television viewing strategies, namely, Direct Viewing, Viewing with Note taking, and Advance Organizer followed by Viewing produced similar influences on cognitive map formation among the learners. The ideal cognitive maps of the sample ETV were transacted more at the concept level than at the Proposition Level. In most cases distorted transaction of the message items was more than the meaningful transaction. Learners cognitive maps contained large amount of feeble and blurred concepts and proposition, chiefly inadequate Learning, idiosyncrasies, confusion, some amount of over-learning and marginal overgeneralization. Meaningful and distorted transaction of the concepts and propositions exhibited distractive relations with message type, message form and message track. These basic relations could be instrumental for improving educational tele-production and to make TV a more potential instructional medium. The study further sensed possibilities of relationship among cognitive mapping, the said production variables and tele-instruction strategies which need further probing. This is felt that tele-visual instructional designs in general and the process of message mediation in particular need reexamination for effective education of children. Sucheta Y. Jasrai(2001) conducted a study- Designing, Developing and Implementing an Educational Package for Facilitating First Transition from Home to Pre-school. The study was conducted to study the opinions and anxieties of parents and behavior of children during transition from home to pre-school, to find out expectations parent have from teachers and vice versa during this period of transition, to study the transition program of various private schools of Vadodara city, to prepare an Educational Transition Program (ETP) for the transition of children from home to pre-school, and to study the effectiveness of Educational Transition Program (ETP) conducted in school premises for teachers and parents. The study was divided into three phases. First phase deals with the baseline survey to understand transition process from home to pre-school, the second phase with the development of an Educational Transition Program (ETP) and third with the effectiveness of Educational Transition Program. The investigator prepared an Educational Transition Program (ETM), which includes tips for parents, teachers and the school authorities. The main aim of the ETP is to facilitate the whole process of transition from home to preschool. It focuses on (1) the parental feelings when they leave their children crying and (2) the role of a teacher during these initial days of adjustment. This ETP (in the form of video) is also inclusive of the methods parents used to prepare their children for the transition and conducted in three phases: (1) transition process from home to school (2) development of ETP and (3) effectiveness of ETP. The investigator took meticulous care for the development of the program. This is a unique output of the study. The content coverage and its methodological presentation in the video will be useful to the teachers and parents to understand the transition of children from home to pre-school.
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A Study of the Effectiveness of Instructional Strategies in General Science and Social Studies in Standard X of the National Open School ( Mahesh Kumar Muchal, 2001) reveals that the video lesson has been found more effective than printed lesson. Postvideo instructional discussion has been found more effective than video lesson. Video lesson and post-video discussion have been found more effective than only video lesson, and video lesson has been found more effective than printed lesson. Learning through printed lesson and video film has been found more effective than through printed lesson when pre-test scores were considered as covariate. Learning through printed lesson and video film has been found more effective than through printed lesson when IQ scores were considered as covariate. Post-video lesson discussion and talkback have been found to be equally effective. The students who devote more time to the studies can enhance their achievement through printed text, video lessons and discussion. The technological know how has been found to affect distance education and non-formal education differently. The achievement through distance education has been found gender independent, whereas, in non-formal education it has been found gender dependent. An exploration in the teaching of science for standard VIII on the unit of agriculture through a video instruction programmes was conducted by Vallabh J. Vekaria ( 2002). The researcher developed video instructional programme and constructed a test, and an opinionnaire for the students and an opinionnaire for the teachers. The video instructional programme developed by the researcher was found to be effective in the urban as well as rural areas of Saurashtra, Central Gujarat and South Gujarat. The video constructional programme was found equally effective on rural and urban areas of entire Gujarat. The effectiveness of the programme was found directly proportional to the level of achievement in all the three areas. The students and teachers were found to have positive reactions towards the video instruction programme. EFFECTIVENESS OF AUDIOCONFERENCING & TELECONFERENCING An Experiment with off timing of AIR, namely, Audio-conferencing for Primary School Teachers was conducted by Rajendra Pal ( CIET, 2001). The focus of the study was to assess the feasibility, workability and effectiveness of audio-conferencing in the area of teacher education by using off timings of AIR. The two way audio communication method was adopted to conduct the experiment in which teachers were given telephone facility at one end and at the other end the live broadcast from the All India Radio was available. Teachers were also linked with AIR station through FAX facility available nearby. The experiment was conducted on three days. Also each day was divided into three sessions, namely, the problem session, the solution session and the discussion session. The sample included two hundred teachers on eleven teachers centers selected from four tehsils of Indore district. Besides this, 22 facilitators including 11 from the DIET Faculty and 11 Head Teachers/Principals of the schools where the teacher centers were fixed. The study reveals that the off timings of local AIR stations can be utilized for local educational purposes especially in teacher education. Local Resources, both, human and material can be utilized in education through proper co-ordination.
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A Study of IGNOU Teleconferencing for Distance Learners was conducted by Nishi Jain ( 2002) to analyse the teleconferencing programmes of IGNOU subjects in terms of contents, methods, media and modes, to study the effectiveness of teaching the distance learners through teleconferencing in terms of mean achievement scores, to study the reactions of distance learners regarding preparation, presentation, duration, talkback, technical and non-technical problems and utility aspects of IGNOU Teleconferencing with respect to selected variables, to study the views of IGNOU Personnel involved in planning, production, co-ordination and implementation stages of IGNOU teleconferencing programmes and to study the feedback on IGNOU teleconferencing programmes with respect to views of Coordinators regarding attendance, technical and non-technical problems, motivation, participation, utility and benefits of IGNOU Teleconferencing programmes. Very few participants were found attending the teleconferencing programmes. Usually the participants were found attending the programmes attentively. Participants wanting to ask questions seemed more interested in the programmes. It was found that the time allotted for the talkback session usually was not enough. Some learners having vernacular background expressed apprehension about the comprehensibility of the programmes. They felt inhibitions in discussing and asking questions. There were mixed responses regarding the effectiveness of the teleconferencing programmes. Some found these programmes very exciting and wonderful, whereas others could not utilize these programmes properly. Proper coordination is required among all the personnel involved in IGNOU Teleconferencing. UTILISATION OF LEARNING RESOURCES AT STUDY CENTRES OF IGNOU A Research Project Effective Utilization of Learning Resources at Study Centres of IGNOU , sponsored by the IGNOU, New Delhi was conducted by Bhardwaj, M.K., Kumar Anil & Kulshrestha ( 2001). The project was conducted to study the extent of utilization of services of Human Resources as well as Material Resources available at Study Centres of IGNOU, to find out the factors responsible for ineffective utilization of these learning resources and the remedial measures for effective utilization of various learning resources. All the regular study centers of IGNOU of MP for management programme were included as sample. 210 students from the above Study Centres responded to the questionnaire. Questionnaire and Structured Interview were used for the study. The study reveals that the utilization of learning resources is not satisfactory. The counseling facilities are not being utilized to its optimum level. At some Study Centers, Counselors for specialized courses like MS-26, 27, 45, 46 etc. are either not available or not properly identified. Assignments are not serving the main purpose of becoming as teaching tool because either evaluated assignments are not reaching students in time or meaningful tutor comments are not written by the Counselors. Audio/Video Cassettes and Library Books are not being utilized to the extent as expected. Extent of utlisation of the teleconferencing facility is almost nil. Analysis Hierarchy Process ( AHP) Approach of Multiple Criteria Decision Theory ( MCDT) has been suggested to calculate single index of Study Centre performance which is a performance indicator of functioning of a Study Centre. Some of the remedial measures for effective utilization of learning resources at Study Centres, such as, dispatch of counseling schedule in advance, orientation of
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academic counselors, treating assignment as teaching tool, use of teleconferencing at all Study Centres, making library facilities more attractive have been suggested by the study. Kumar, S. ( 2002) conducted a Project- Problems faced by the students of Indira Gandhi National Open University in Ahmedabad Region. The objectives of the project were to study the problems of students in IGNOU related to admissions, instructional materials, assignments, counseling sessions and evaluation communication. The sample of the study consisted of 240 students, 170, 62 and 8 from Baroda, Ahmedabad and Vallabh Vidyanagar Study Centres, respectively, from 21 different courses. The Regional Director, two Assistant Regional Directors, three Coordinators and one Assistant Coordinator also constituted the sample for the study. Questionnaire and Unstructured Interview were the tools used for the study. The main problems as identified by the study are delayed receipt of study materials, delay in the declaration of the results, not serving their purpose assignments, weak communication system and degrading counseling. The quality of study materials was considered to be very good. The admission system also appeared to be good. But, both require refinement. Finally the study has made some recommendations that the distribution of study materials may be partially decentralized. Study material may be given to the students along with the admission card. Study material may be revised and made up-to-date. In computer courses it is urgently needed. The study material may be developed in the form of A-V cassettes also. The student strength at one study center in no case should go beyond 1500. The strength of students for professional course may be 100 or less. Counseling may be started little early to provide them more time. Counseling facility may also be provided on phone and through fax. The extended contact programs may be organized mostly at the Regional Centers or on those study centers where there is facility for teleconferencing. Minimum 2 telephones should be there in the room where contact program is being conducted. On line submission of assignments may be permitted and comments may also be fed into the computer. IGNOU may provide facility for on demand evaluation. It may be started in a phased manner, initially for the programs like CIC, CFN, CNCC etc. Tests may be computerized. Regional centers could be the avenues for walk in examination. INTERNET/WWW IN EDUCATION A Study of utilization of the Internet in Educational Research ( Joshi Priya, 1999) was conducted to find out the extent to which researchers in education utilize the Internet and the factors affecting the utilization of Internet in Educational Research. Also an attempt was made to study the effectiveness of an orientation programme to facilitate the use of Internet in educational research. The participants were found enthusiastic to learn the use of Internet. The Manual developed by the investigator is quite useful. A Study of the Approaches Adopted by the M.Ed. Students for Information Gathering on the World Wide Web and their utility for the M.Ed. Programme was conducted by Dhodi Nayana U.( 2004). An attempt was made by the investigator to study the approaches adopted by the M.Ed. students for information gathering on the 39
WWW in terms of technological aptitude, competencies required for finding suitable research materials and information overload coping strategies. Also the investigator studied the utility of the approaches adopted for the M.Ed. core courses, special areas, seminars and dissertations. Sample for the study was constituted of all the M.Ed. students of the M.S. University of Baroda of the year 2003-2004. A five point scale for measuring technological aptitude, approaches for finding suitable research materials and information overload coping strategies developed by Pilgrim ( 1999) was employed. Also Focused Group Discussion was used. The data were analysed through frequencies, percentage responses, chi-square and content analysis. It has been encouraging to find that most of the M.Ed. students were having adequate technological aptitude. However, they have not been utilizing the learning resources available on the Internet through appropriate approaches for searching the required information. None of them was found info-fluent. There was felt a need of developing Info-savvy skills , namely, asking, accessing, analyzing, applying and assessing in the M.Ed. students. Such objectives could be realized by offering ICT literacy programmes. Perception of B.Ed. Students Towards ICT in Education Course Rathod Girish M. ( 2002) conducted a study- Perception of B.Ed. Students towards Information and Communication Technologies in Education- a complulsory course proposed to be offered in B.Ed. at The M.S. University of Baroda. The sample for the study was constituted of all the B.Ed. students (2001-2002) of the MSU. A questionnaire was constructed by the investigator for the purpose. 12% of the students were found to have their own computers. 53% of the students were found to have Internet awareness. 95 % of the students responded that ICT in Education is needed at B.Ed. level as a compulsory course. All the sample students have responded that ICT literacy camps should be organized for the teacher educators. Further they think that every method master should have adequate competencies with respect to the integration of ICT. A majority ( 88%) of the students think that ICT in Education as a compulsory course should have an umbrella approach wherein each pupil teacher should have workable knowledge of different languages, software packages and network technologies. ICT IN EDUCATION: A CHALLENGING EXPERIENCE
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Goel D.R., Das Anshuman and Shelat, Prerana ( 2003) conducted a study- ICT in Education- a Challenging Experience. The study was conducted to study the perception of B.Ed. students towards the course ICT in Education, a compulsory course at B.Ed. level. Also an attempt was made to study the development of ICT skills in the learners through ICT in Education course, to study the significance of difference amongst the mean achievement scores of the trainees stream-wise, medium-wise and gender-wise. The central tendency and variability of the achievement of B.Ed. students on ICT in Education course were also studied. All the 180 students of B.Ed. ( 2002-2003) of the M.S. University of Baroda constituted the sample for the study. A questionnaire was constructed for data collection. The study has reported stream-wise, medium-wise and gender-wise significant differences in the mean achievement scores. The experience of institutionalization of ICT in Education as a compulsory course at the B.Ed. level ( 20022003) in the M.S. University of Baroda has been quite encouraging but challenging. For strengthening the course there is a need of upgrading the course curricula and enhance the modes of transaction in the class as well as laboratory levels. It is desirable to enhance the course credits. Accordingly the infra-structural facilities need to be developed. Inspite of all the impeding factors, such as, limited staff, inadequate laboratory with maintenance problems, sizable class and limited audio visual and electronic supportive facilities, inadequate technological culture, climate and attitude the course could realize its objectives reasonably, satisfactorily. IMPACT EVALUATION STUDY OF THE CENTRALLY SPONSORED EDUCATIONAL TECHNOLOGY SCHEME OF GOI An impact evaluation study of the centrally sponsored Educational Technology Scheme of GOI ( CIET of NCERT, 2003) was conducted to study the effect of media programmes on learners achievement in curricular ( language, mathematics and environmental studies) and non- curricular areas ( general awareness on contemporary issues, acquisition of life related skills and inculcation of values), to obtain opinions of the students, teachers, headmasters, parents and community members towards usefulness of educational programmes made available through broadcast and non-broadcast modes and to make suggestions for revamping of the scheme in the light of the findings of the study. A cluster of 20 schools from each of the Andhra Pradesh, Maharashtra, Orissa, Rajasthan and Uttar Pradesh States was selected for the study. Out of these 10 schools in each State constituted the group of the experimental schools and other 10 formed the control group. Further 40-45 children of classes 3rd and 5th of primary stage of each of the
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selected schools were drawn for the study. Subjects of language, mathematics, social studeies, and science were selected for curricular areas and general awareness, life skills and inculcation of values were selected for the non-curricular areas. Opinions of headmasters, teachers, parents, and community members of the selected schools were sought on different issues. Achievement tests, observation schedule, and questionnaires/interview schedules were used for the study. In Andhra Pradesh the ETV programmes were telecast from Doordarshan Kendra, Hyderabad, whereas, in Maharashtra, Orissa, Rajasthan and UP these were telecast from DDKs at Mumbai, Bhubaneshwar, Jaipur and Lucknow. The audio programmes were usually available in cassette mode and played back on Radio-Cum-Cassette Players. The findings of the study indicate that students of classes 3rd and 5th in the States of Maharashrtra, Rajasthan and Uttar Pradesh who were exposed to educational media programmes and accompanying pre and post telecast /playback activities gained much higher than those who did not get this benefit. The positive attitude of the teacher also seems to have influenced this outcome. In respect of non-curricular aspects also gains are significantly in favour of the experimental group for the States of Maharashtra and Rajasthan where theses tests were conducted. It can therefore be inferred that the support of educational media programmes helped children do much better, establishing its impact on their learning achievement. The schools in Andhra Pradesh however seem to have defied the trend. It presented mixed findings. Children from class 3rd experimental schools from this State have shown significantly higher gains than control group of schools in mathematics and social studies but not in language and science. Insignificant gains in these subjects and science are reported for class 5th children also. Lower performance in non-curricular aspects could be due to lower number of programmes for intervention. Or their not been able to convey intended messages. The trend from the three States ( Maharashtra, Rajasthan and Uttar Pradesh) clearly indicates that a planned intervention through educational media programmes is helpful in strengthening the achievement of the children. The study has reported variations in the conduct of pre-telecast activities, elements of good media programmes, namely, music, humour, demonstrations, visit to outside places and also conduct of posttelecast activities from State to State. These need to be included appropriately for better effects. It was nonetheless observed that in one of the States, radio programmes were not used at all. Further media programmes are not included as regular activity and provision was not made for them in the timetable in many of the schools. Three out of the four States have less than 50 percent schools which had appointed custodian teachers. The deficiencies in this regard need to be addressed. Percentage of teachers using Colour TVs and Radio-cum-Cassette-Players varied markedly from State to State. There is a need to integrate media programmes in school process. There has been found acceptance of the role of educational media programmes by the teachers and parents in improving learners achievement both for subject related and general awareness contents. The study however points out that with systematic inputs impact of media programmes can be improved considerably.
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Inamdar Sunanda & Patwardhan Anita ( 2004) conducted a study- The status and functioning of RCCP and CTV Sets in the Maharashtra State Under the Educational Technology Scheme. The survey was undertaken with a view to understanding the status of RCCP and CTV sets in Maharashtra under centrally sponsored New Educational Technology Scheme and also to know which educational audio and video programmes are listened to or viewed. Opinions of Headmasters and Block Education Officers were sought and considered in this respect. The two tools used to collect data were a questionnaire for Headmasters and an interview schedule for the BEOs. The samples selected were purposive in nature, which represented rural, hilly, adivasi and semi-urban areas. In all 5340 copies of a questionnaire were distributed in 356 blocks in 33 districts in the State, of which, 4897 questionnaires were received back. However, due to some of the in-completed copies of the questionnaire 4848 questionnaires were considered. As regards interview, 295 BEOs responded. 73.43% RCCP sets and 76.52% TV sets are used in the schools. One of the main reasons for not utilizing TV sets is the irregular supply of the electricity. Out of 4848 RCCP sets, 3121 ( 64.31%) are kept in cupboard, and as regards CTV, 3872 sets (79.86%) are kept in the wooden cabin for safe keeping. Out of 4848, 3546 (73.14%) RCCP sets, and 3650 ( 75.29%) CTV sets are in working order. It is also observed that due to fluctuating voltage, some of the sets are damaged and a few of the sets are beyond repairs. The students view the programmes with pleasure and concentration. They can understand mathematical/scientific concepts/experiments shown on TV. Technical quality of the programmes is satisfactory, however, in some parts of the State , transmission is not good. The BEOs have not received any instruction from any authority to check about the condition of RCCP/TV sets nor their use in the classrooms etc. until this study was undertaken. According to them a register is necessary to be maintained in the schools to record the number of programmes viewed and pre and post activities conducted. The study has made quite meaningful recommendations for the schools, school authorities, DIETS, SIET, Directorate of Education and the MHRD, such as, the Zila Parishad Primary Schools should delegate the responsibility of up-keep and maintenance of RCCP and TV sets to a particular Teacher. There should be provision for TV lessons in the classroom timetable. The schools should send a regular feedback to the SIET regarding utility and quality of TV programmes. Heads of the Central Primary Schools ( Kendrapramukhs) and BEOs should monitor the use of RCCP and STV sets. Under the guidance of SIET and SCERT the DIETS should conduct workshops for aspiring scriptwriters. The DIETs should design a component in terms of curriculum for inservice training addressing the appropriate use of RCCP/TV sets in day to day teaching- learning for sustained impact on students. The SIET should send a schedule of the programmes to the schools well in advance for their optimum utilization. Quality of the Educational Programmes needs to be further improved. The SIET should produce and distribute audio/video cassettes and CDs based on the ETV programmes as well learning material to be used at the convenience of the teachers and learners. The SIET should have ultramodern studios, equipment and expertise to produce technically high quality programmes. The SIET should have collaboration with other media institutions to produce quality programmes and share the know-how of latest techniques. The good offices of the Director of Education may issue directives for Eos, BEOs, Kendrapramukhs and teachers to optimize the use of CTV and RCCP sets. It is necessary
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to set up a separate educational channel to overcome the present problem of suitability of time for telecast to schools and many other problems. EDUSAT may fulfill some of the requirements in this respect. Effectiveness of Simulation and Play A study on Effectiveness of Simulation and Play method as a teaching method in teaching Economics at +2 level ( Kartar Singh, 2000) found that the mean achievement score of the experimental group was significantly higher than that of the control group. The students were found liking the simulation method. This survey was undertaken with a view to understanding the status of RCCP and CTV sets in Maharashtra under centrally sponsored New Educational Technology scheme and also to know which educational audio and video programmes are listened to or viewed. Opinions of headmasters and block education officers were sought and considered in this respect. The two tools used to collect the data were a questionnaire for headmasters and an interview schedule for the BEOs. The sample selected was purposive in nature, which represented rural, hilly, adivasi, and semi-urban areas. In all 5340 copies of a questionnaire were distributed in 356 blocks in 33 districts in the State, of which 4897 questionnaires were received back. However, due to some of the in-completed copies of the questionnaire Role of News Paper in Child Education A Study of the views of Communication Media Experts and Educationists in the context of Role of News Paper in Child Education (Sadhana Devesh, 2002) reveals that the Child Education and News Papers are significantly inter-related. Scientific Creativity of Pupils in Different Medium of Instruction Schools A comparative study of Scientific creativity in the Pupils of VIII standard of different media schools of Aurangabad ( Shaikh Imran, 2002) reveal that the students learning in English medium schools situated in posh locality were found superior on scientific creativity than the students learning in Marathi Medium and Urdu Medium schools situated in posh as well as slum areas. The students of Marathi medium schools situated in posh locality were found superior in scientific creativity than the students of Urdu medium schools situated in posh locality as well as slum areas. Effectiveness of Models of Teaching Product and Process of Intellectual Development A Comparative Study of Piaget and Bruner on the Performance of the Students between 11+ and 13+ years, was conducted by Ravindra Kumar Poonia (1999). The objectives of the study were to determine the status of thought at various levels of intellectual development, namely, concrete, transitional, and formal ( Piaget) and iconic and symbolic ( Bruner) using a suitable test among certain groups of adolescent pupils matched on intelligence, age, grade, socioeconomic status, culture and sex, to ascertain the impact of Piagets theory on concept formation, reasoning and intellectual development, to ascertain the impact of Bruners theory on concept formation, reasoning and intellectual development, to compare the impact of product and process in intellectual development on concept formation and reasoning, to find out the relationship of intelligence, socio- economic status, grade, age,
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culture and sex on intellectual development, and to point out educational implication, if any.The sample was selected by matched grouping method from four Kendriya Vidyalaya of Udaipur district. In all 384 students were selected. Ravens Progressive Matrices, SES Scale by Bhardwaj, Gupta and Chauhan, and a self made tool consisting of twelve problems, four each for product model, process model and transfer study were used. ANOVA, t-test, Pearson Product Moment Correlation and Chi- square were used for data analysis. The experimental group of boys and girls, class VI and VIII, age 11+ and 13+, urban and rural shows gain in the post-test scores in product type tasks as well as process type tasks whereas the control group does not show any gain. In product type tasks , the boys gained better than girls in urban samples and girls gained better in rural sample in class VI and VIII, age 11+ and 13+ , whereas in process type tasks, boys and girls gained equally in class VI, and boys gained better than girls in class VIII, both in urban and rural sample. In product type tasks , the urban boys gained better than rural boys in class VI and VIII, age 11+ and 13+, and rural girls gained better than urban girls in class VI, age 13+, but both the rural and urban girls gained equally in class VIII, age 13+, whereas, in process type tasks, the rural boys gained better than urban boys in class VI and VIII, age 11+ and 13+, but rural girls gained better than urban girls in class VI, age 11+, and urban girls gained better than rural girls in class VIII, age 13+. The boys and girls, class VIII, age 13+, urban and rural , experimental group for product as well as for process type tasks gained better than the boys and girls, class VI, age 11+. In product type tasks the boys and the girls class VI, 11+ urban and rural experimental group gained maximum in task on conservation of volume, and the boys and girls, class VIII, 13+ , urban and rural experimental group gained maximum on task of exclusion of variables, whereas, in process type tasks, all the boys and girls , class VI and VIII, 11+ and 13+ , urban and rural , experimental group gained maximum in task on conservation of volume. The study presents very analytically a comparative study of Piaget and Bruner on the performance of the students between 11+ and 13+ years with respect to the product and process of intellectual development. Effectiveness of PLM A Study of the effectiveness of Branching Variety of Programmed Instruction Material as Diagnostic and Remedial tool in Chemistry for Secondary Classes in Jabalpur Division ( Jyoti Tare, 2001) reveals that the achievement of the experimental group was found significantly greater than the achievement of the control group. The achievement of the urban girls through PLM was found significantly higher than that of the urban boys. No significant difference was found in the achievement of boys and girls of rural areas in the post-test on atomic structure and chemical bonding. 135 boys out of 180 and 64 girls out of 99 wanted to continue the study with the PLM on both the topics. The weakness of individual students were diagnosed and removed when branched frames on both the topics were administered. Status of Computers in Education A study of prospects and applicability of computer in Education in the Secondary Schools of Eastern UP (Deepak Kumar Shah, 2001) reveals that 24% of the secondary
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schools have computer facilities. Majority of the schools have supplementary time-table and indicated two periods for theory and three periods for practical per week. Most of the schools have software, namely, BASIC, WS, DBASE, and MS Office. Most of the schools have installed COMPAQ computers. No financial support is provided by the government for maintenance of the computers. Course stream ( Science/Non-Science), gender, family pattern, inhabitation and marital status have not been identified as determinants of the nature and extent of the opinion of teachers with respect to the prospects and applicability of computer in education in the secondary schools. Katyar Pramod Chandra (2002) conducted a study on the status of Computer Education in the schools of Gwalior. The study was conducted on 30 schools from Lashkar, Gwalior and Murar, ten schools at each of the primary, secondary, and higher secondary levels. Largely no compatible curricula and competent teachers were found at the primary level with respect to computers in education. At secondary school level no computer education was found to be offered in the Government schools, whereas, it was offered in 8% of the private schools. But the students find this subject very boring, being not implemented properly. Five of the government schools were found offering computer education at the Higher Secondary level under Vocational Education Program organized by the Bhoj Open University. Radio in Education Availability of Radio Sets with Primary Parishadiya Rural Teachers and their Radio Listening Habits ( P.K. Sahoo & D.Yadav, 2002) , a study sponsored by SIEMAT reveals that it is a matter of concern that in this age of technology a large segment of teachers ( 35 to 41%) did not possess minimum media facility like Radio and TV sets which reveals a poor status of primary school teachers access to media and technology facilities in rural areas. In all 41% of the total teacher population listened to the radio programmes. A large majority of the teachers expressed positive reactions towards the Educational Broadcast Programmes. With respect to the clarity of subject matter taught, a large majority of the teachers ( 56 to 73%) of the sample districts possessed competencies at a negligible level. In the case of competency concerning paying attention to children with special needs, in one of the districts, a large majority (86%) of the teachers were found to be least competent, whereas, a majority of their counterparts (65%) of the other district possessed the competency to an average extent. Educational Media in Secondary Schools of Thailand A Study of Availability And Utilization of Educational Media in Secondary Schools of Thailand was conducted by Chamnan Chantahiem (2004). The study has raised as many as 20 relevant Research Questions. Survey method has been employed for the study. Multistage random sampling technique was used for drawing the samples of 576 students, 620 teachers, 75 media-in-charge and 75 administrators. The samples drawn seem to be adequate and representative. The characteristics of the tools used for the study, namely, checklists and Questionnaires have been well established. The data have been suitably analyzed through frequencies and % responses. The study is quite
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revealing. A majority of the respondents have accepted the suitability of the available media in the schools. Majority of the teachers have showed their satisfaction in the use of educational media. 50% of the sample schools were found to have physical problems, mostly related with physical facilities of the classroom and laboratory. Such schools were not having sufficient and workable equipments, software, and infrastructure. The modern media were found to face more of problems as compared to traditional media in terms of skilled human resource. The problems related to administrative system were mostly related with the non- cooperative behaviour or due to less insight of the administrators. The problems related to supporting staff were mostly related with the proper full time appointment of the technical person. The educational media were found largely under used. The power point, CAI, and CMI were never used in their schools as responded by about 20% of the teacher sample. Suitability of available software related to Thai and English languages was perceived less as compared to other subjects. Availability of high tech media was greater in big size schools as compared to the medium and small size schools. Efficacy of Teaching Through Traditional Method and Multimedia Approach A Comparative Study of the Efficacy of Teaching Through the Traditional Method and the Multimedia Approach in the Subject of Home Science was conducted by Beena Y. Desai (2004). It is an experimental study which has employed experimental group and control group design. The sample of the study is constituted of 98 students of B.A. first year home science ( 2001-2002) of Smt. J.P. Shroff Arts College, Valsad. The multimedia package constituted of transparencies, pie graph, charts, diagrams, pictures, video tape, audio tape, and slide set was developed by the investigator. All the tests pretest, post-test, retention test and opinionnares were constructed by the investigator. The intelligence test by Dr. K.G. Desai was usedy. T-test and F-test were employed for data analysis. The mean achievement of the experimental group was found significantly higher than that of the control group. From post-test to retention test almost equal reduction in performance was found in both the groups. The study has arrived at significant findings when caste, location, income, Std. XII examination marks, and IQ of the students were considered as co-variables. The students were found to have favourable opinions towards the multimedia approach. The study has found the relative efficacy of teaching through the traditional method and the multimedia approach in the subject of Home Science, particularly, Proteins. Bridging the gaps amongst Teaching Styles and Learning Styles Through Technology Shailendra Rathod (2004) conducted a study on Identification of the gaps between the teaching styles of the teachers and the learning styles of the students at secondary level and exploring the possibilities of bridging these gaps through technology. The focus of the study has been to bridge the gaps between the teaching styles of the teachers and the learning styles of the learners through technology. One of the two VIII Standard Sections of Kalrav School, Halol, Panchmahal, Gujarat, India constituted of 40 students and their teachers constituted the samples for the study. The data were gathered
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through Learning Style Inventory available on www.howtolearn.com ,and observation schedule constructed by the investigator. 34% of the students were found to differ significantly in their learning styles. Except Mathematics Teacher, other teachers differed among their teaching styles. In Mathematics 36%, in Science 46%, in English 48% and in Social Studies 86% students differed in their learning styles with respect to the teaching styles of their teachers. The teaching styles of all the teachers differed significantly. The average learning styles of the whole class did not differ significantly with respect to their Mathematics, Science and English teachers teaching style, whereas, a significant difference was found with respect to the teaching style of Social Studies Teacher. Teachers were rarely found using the kinesthetic teaching style. The study finally demonstrates the utility of various media, namely, computer, multimedia, Projecting and non-projecting media to address the needs of a variety of teachers and learners. Maria Athaide ( 2005) conducted- A Study of the Effectiveness of the Training Program conducted by Intel- India for Secondary School Teachers. All the five objectives of the study under Phase A and all the eight objectives under Phase B have been well enunciated as follows: To conduct an ethnographic study in a sample of secondary schools that participated in Intels Training Program. To gain entry to a sample of the 3 categories of secondary schools ( SSC, ICSE, and CBSE) that participated in Intels Training Program Teach to the Future for the ethnographic study. To describe the computer equipment and facilities that exist in the Secondary Schools that participated in Intels Training Program Teach to the Future. To carefully observe the computer related teaching activities of the Intel trained teachers in the use of computers in the teaching of their subjects. To interview the Principals and Teachers of the schools under ethnographic study to a) Find out their satisfaction with regard to the Intel Training. b) Find out the extent of computer application in their teaching activities. c) Identify the obstacles that hindered the teachers from using the computer to teach their subjects in the school. d) To document their beliefs about the use of computer technology in teaching. Stating the variables of the quantitative study. Framing the hypotheses of the quantitative study. Construct suitable tools to elicit data from the Principals and Teachers of Secondary Schools that participated in Intels Training Program regarding a) The infrastructure (computer equipment and facilities) that exists in the Secondary Schools that participated in Intels Training. b) Their satisfaction with Intels Teach to the Future Training Program. c) Their use of computer applications in their teaching activities. d) Their beliefs about the use of computer technology in teaching.
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e) The obstacles that hinder the teachers from using the computer to teach their subjects in the school. To administer the constructed tools to the Principals and Teachers of the selected secondary schools. To statistically analyze the quantitative data collected through the survey. To interpret the analyzed data in the light of the hypotheses formulated in Phase A. To triangulate the findings of Phase A with those obtained in Phase B. To list suggestions for increasing the effectiveness of the Intel Training Program in terms of the Training given to the Secondary School Teachers and its application in the use of computers in their subject teaching. The variables under study, namely, level of satisfaction of the Secondary School Teachers towards the Intels Training Program, Extent of Application of the Training Program, Types of Intels Training Program, The categories of the schools under study, Teaching Experience of the Secondary School Teachers, Accessibility to computers, Accessibility to the Internet, Aid status of the schools, Special timetable, and Teachers Commitment to the Professional use of computer technology have been well identified. The investigator has conducted ethnographic-cum-survey study. Interview, observation and questionnaires were the tools/techniques used for the study. The investigator has tried to observe the reliability of the ethnographic data through internal and external reliability techniques and triangulation, and internal, external and construct validity. The content validity and characteristics of the questionnaires were well established. For Phase- 1, six secondary schools 2 each of CBSE, ICSE and SSC were purposively selected, whereas, 30 teachers were randomly selected, 10 from each type. Disciplined abstractions were done after gathering data systematically through gaining access, mapping of research site, observations, interviews and organizing the information with respect to the ethnographic study. For phase-2, that is, survey study a total of 30 secondary schools, 10 each from the three types were selected. 300 teachers was selected, 100 from each of CBSE, ICSE and SSC. The data were analyzed through frequencies, % responses, crosstabulations, Binomial test, skewness and kurtosis. The study has come out with meaningful finding as follows: A large majority of the Principals and Teachers were found to have high level of satisfaction with respect to Intel Training to Teachers on MS Word and MS Power Point, whereas, the level of satisfaction with respect to the MS Publisher was found relatively low. SSC teachers were found to have higher level of satisfaction than that of the ICSE and CBSE. Teachers having Teaching Experience >10 years & <20 years were found to higher level of satisfaction than those having < 5years, >5 years & <10 years, and >20 years. Master Trainers were found to have Higher level of satisfaction than the Beginners.
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Higher the access to internet and computer at home and School higher was found the level of satisfaction. Teachers having moderate commitment were found to have higher level of satisfaction than those having high or low levels of commitment. A large majority (>=90%) of the selected Principals and Master Trainers showed a low extent of application of MS Publisher. A majority of the Principals and Teachers observed a high extent of application (browsing) of the Internet by the teachers for information/ graphic/ maps. A majority of the Principals and Teachers observed a high extent of application of requiring technical support by the Teachers when working on the computer. CBSE teachers were found to have higher level of application of the Intels Training Program than the ICSE and SSC teachers. Teachers having Teaching Experience < 5 years were found to higher level of application of Intels Training Program than those having >5 years & <10 years, >10 years & <20 and >20 years teaching experience. Master Trainers were found to have Higher level of Intels Training Program than the Beginners. Higher the access to internet and computer at home and School higher is the level of application of Intels Teach to the Future Program. Teachers having high commitment were found to have higher level of application of the Intels Training Program than those having low or moderate levels of commitment. Teachers having a Special Time-Table were found to have higher level of application of Intels Training Program. Both the Principals and Teachers were found to believe that computer technology is a powerful tool for helping teachers improve student learning. The strengths of the Intel Training Program were reported as follows: Motivated the Teachers and built their confidence. Was interesting and practical for most teachers. Brought innovation to classroom teaching. Introduced teachers to effective use of MS Power Point. Some teachers were motivated to buy a PC. Introduced Internet to the teachers. School premises were a convenient venue. Syllabus well suited the first timers. The Encarta Encyclopedia was found useful. Introduced Teachers to the concept of Rubrics for assessment. The weaknesses of the Intels Training Program were reported as follows: Duration was too short. Time was short for preparing Power Point Presentation. Did not include integration of curriculum. Internet knowledge and practice was very limited. Faculty did not give the novice adequate attention. Teachers were not shown model lesson plans. Did not suit teachers of Hindi.
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Some computer applications were left incomplete or left out. Some faculty showed lack of knowledge and skills. No follow up by Intel. The barriers that prevent the use of computers as a teaching tool have been reported by the study as follows: Lack of time. Unavailability of computers/computer lab. Classes too large to handle in small computer labs. Not having a PC at home. Teachers overloaded with other work. Lack of skill and speed in typing. No specific period allotted for teaching with computers. Lack of technical knowledge and dependence on technician. Absence of LAN and Internet connection. Students have better knowledge and skills of computers. There is a positive association between the total satisfaction of secondary school teachers and Intels Training Program and its Total Application. The Intel Training Program was not specifically related to the curriculum of the three types of schools that were investigated in this study. It was found one of the impeding factors in the integration of technology in teaching. The Beginners course was found wanting. The study reports that the duration and content of the Beginners Course need to be revised. A good infrastructure and well equipped computer lab does not necessarily ensure successful integration and adoption of computer technology. The investigator has given some meaningful benchmarks based on the grounded theory of research to strengthen the Intel Training Program and some valuable recommendations for integration of technology at the functional level. Concluding Remarks Effectiveness of Computer Assisted Instruction and Learning The studies abstracted establish the effectiveness of CALM from Primary School level through Higher Secondary level and Teacher Education on a variety of subjects, such as, Hindi, English, Physics, Chemistry, Mathematics, Accountancy. The review of the studies on CALM reveals that there is a significant gain through interaction with the CALM in terms of achievement scores of the students. The students, teachers and parents have been found to have positive reactions and opinions towards the CALM and CAI. The relative effectiveness of instruction through CALM has been studied in terms of many variables, namely, modes of instruction- text, graphics, music, recitation, animation and their combination, habitat- rural and urban, cognitive variables- IQ and motivation, production variables and contiguity, self concept and study involvement, theory and practical, media of instruction, self esteem, attitude towards subject and attitude towards technology. It can be inferred through almost all these studies that computer is an effective medium for instruction. The question is that of designing, developing and 51
implementing the Computer Assisted Learning Material. There is a need of integrating computer as a medium of instruction in education. Effectiveness of ETV and Video Instructional Material The studies conducted on ETV are mostly evaluative studies in terms of achievement of the viewers. The studies have been conducted at various levels on different subjects. All these studies establish the effectiveness of ETV for instruction. The students and the teachers have been found to have positive attitude towards the ETV programmes. Looking at the over all scenario of ETV since inception in India, largely the interactive mode of communication has been found to be more effective than talkback mode, whereas, the talkback mode of communication has been found more effective than direct mode. There has been found significant gain through viewing the ETV Programmes. Some of the studies reveal that no significant difference has been found in the mean cognitive achievement scores through ETV and conventional teaching. So, ETV can be credibly used to realize some of the educational objectives. Similarly, the studies conducted on educational video viewing reveal that educational video programmes, if well produced are highly effective for various purposes, such as, facilitating first transition of children from home to pre-school, achievement on a specific subject through video instruction, and developing proper attitude towards technology. Childrens learning through the video viewing programmes has been found to be positively influenced by their Media Language Proficiency. Various strategies could be fruitfully employed for educational video viewing. Attempts should be made to reduce the distorted transaction of message items and enhance the meaningful transactions. The producers need to be sensitive to message type, message form and message track. The production variables and tele-instructional strategies need further probing. Effectiveness of Audio-conferencing and Tele-conferencing in Education There are rare attempts on audio-conferencing for Primary School Teachers. These studies have demonstrated that the off timings of the local AIR stations can be utilized for educational purposes. There is a need of audio-conferencing at local level throughout India to address to problems of education at different levels. Similarly, more studies are required in the area of teleconferencing for distance learners. There is a need to strengthen IGNOU Teleconferencing for distance learners. Number of projects conducted in India through two way audio and one way video communication reveal their effectiveness. But there is a need to move from the laboratory level to the operational level. INTERNET/WWW in Education The Internet is very widely used these days. But rarely the users have info savvy skills of asking, accessing, analyzing, analyzing and assessing. There is a need of developing technological attitude and media culture. The Internet should be used to enhance
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curriculum and instruction. The teachers and learners need to be oriented with respect to information gathering approaches on the WWW. Also, there is a need to strengthen the Educational Process Outsourcing through Internet. Implementation/Effectiveness of a Variety of Media in Education The scenario of different media and ICT in education is far from satisfactory. There is media crowd but no media culture. Largely there are problems of compatible curricula, trained manpower and infra-structural facilities. There is a need of implementing media in education. Media, ICT and Educational Technology should address to the developmental challenges. Also there is a need of evolving and implementing technopedagogic skills. Rather than status surveys, now there is a need of more of cohort studies addressing to the different target groups. Need of Studies on Theoretical Foundations of Techno-Pedagogy: There has been added focus on assessment and evaluation studies in the areas of media in education. There is a need of conducting many studies on theoretical foundations of technopedagogy so as to guide the script writers and producers on media/digital lesson designing and production in tune with the profiles of the target receivers.
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Devesh Sadhana (2002), A Study of the views of Communication Media Experts and Educationists in the context of Role of News Papers in Child Education, a Ph.D. Thesis, DAVV, Indore. Dhodi Nayana U.(2004), A Study of the Approaches Adopted by the M.Ed. Students for Information Gathering on the World Wide Web and their utility for the M.Ed. Programme. Goel, D.R. (2000), Educational Media in India, Bharatiya Kala Prakashan, New Delhi. Goel, D.R., Das, A. & Shelat, P. ( 2003), ICT in Education: A Challenging Experience, A project report under UGC SAP, CASE, The M.S. University of Baroda, Vadodara. Goel D.R., Tomar A., Khirwadkar,A., Das, A. and Joshi, P.(2000), Implementing CAI in Schools: An Experience, a project report, CASE, The M.S. University of Baroda, Baroda. Goel D.R., Das A., and Joshi P.(2000), Implementation of Children ETV in University Experimental School, a project report, CASE, The M.S. University of Baroda, Baroda. Helaiya Sheetal (2004), Development and Implementation of CAI Package for Teaching Statistics to B.Ed. Students Hiralkumar M.Barot (2005), A study of the effectiveness of CAI in Sanskrit for std. VIII students, M.Ed. dissertation, CASE, The M.S. University of Baroda, Vadodara. Inamdar Sunanda & Patwardhan Anita ( 2004), The status and functioning of RCCP and CTV Sets in the Maharashtra State Under the Educational Technology Scheme, a Research Project, SIET, Pune & Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune. Irfan Shah ( 2005), ICT awareness, use and need of secondary and higher secondary teachers of English Medium Schools of Vadodara city, M.Ed. Dissertation, CASE, MSU, Baroda. Indubala U Singh(1999), Environmental Education through Package : An Exploration, South Gujarat University, Surat Video-Instructional
Jain Nishi (2002), A Study of IGNOU Teleconferencing for Distance Learners, Ph.D. Thesis, MSU, Baroda. Jasrai Y. Sucheta (2002), Designing, Developing and Implementing an Educational Package for Facilitating First Transition from Home to Pre-school, Ph.D. Thesis, MSU, Baroda. 54
Jaykumar Rathod ( 2005), Development and Implementation of an Information Technology Based Instructional Package for English Grammar to Gujarati medium students of Standard VIII of Jamnagar City, M.Ed. dissertation, CASE, MSU, Baroda. Joshi Priya (1999), A Study of utilization of the Internet in Educational Research, M.Ed. Dissertation, CASE, The M.S. University of Baroda, Vadodara. Katiyar Pramod Chandra (2002), Ststus of Computer Education in the Schools of Gwalior, a Ph.D. Thesis, Jiwaji University, Gwalior. Kewalramani Geeta (2000), Instructional and Feedback use of Television, a Ph.D. Thesis, Dayabagh Educational Institute, Deemed University, Dayalbagh, Agra. Khirwadkar Anjali ( 1999), Developing a computer software for learning Chemistry at Standard IX, a Ph.D. Thesis, The M.S. University of Baroda, Vadodara. Kumar, S. ( 2002), Problems faced by the students of Indira Gandhi National Open University in Ahmedabad Region, a Project Report, CASE, The M.S. University of Baroda, Vadodara. Kumari Archana (2000), A Study of the impact of Computer Education on the Scientific Attitude of Students, Ph.D. Thesis, Lucknow University, Lucknow. Maria Athaide ( 2005), A Study of the Effectiveness of the Training Program conducted by Intel- India for Secondary School Teachers, a thesis submitted for Ph.D. in Education, University of Mumbai, Mumbai. Mohanty J. (Edited Volumes 1&2, 1998), Studies in Educational Broadcasting ( Television & Radio), Deep and Deep Publications, New Delhi. Muchal Mahesh Kumar (2001), A Study of the effectiveness of instructional strategies in General Science and Social Studies in Standard X of the National Open School, a Ph.D. Thesis, DAVV, Indore. Pal Rajendra (2001), Audio-conferencing for Primary School Teachers- An Experiment with off timings of AIR, CIET of NCERT, New Delhi. Patel Rupesh ( 2001), Learning through CALM in relation to selected production variables and contiguity, M.Ed. Dissertation, CASE, The M.S. University of Baroda, Baroda . Permar Suresh R.(2002), A study of effectiveness of computer science instruction at class VIII level in Valsad City, M.Ed. Dissertation, CASE, The M.S. University of Baroda, Baroda . Macwana Snehal ( 2004), A Study of Development and Effectiveness of
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Computer Assisted Learning Material for Class IX Students, M.Ed. dissertation, CASE, MSU, Baroda. Pandey Chhaya (2002), A critical study of importance and usefulness of TV Educational Programme in the field of Education, Sapurnanand Sanskrit University, Varanasi. Pandian S. Sivraj (2004), Effectiveness of Computer Assisted Instruction in Biology at Secondary School Level, a Ph.D. Study, University of Delhi, Delhi. Poonia, Ravindra Kumar (1999), Product and Process of Intellectual Development A Comparative Study of Piaget and Bruner on the Performance of the Students between 11+ and 13+ years, a Ph.D. Study, M.L. Sukhadia University, Udaipur. Rakesh Pardeshi ( 2005), A study of the relative effectiveness of CAI and CAIPI in learning Trigonometry by English medium students of Standard IX of Baroda City, M.Ed. Dissertation, CASE, MSU, Baroda. Rathod Girish M. ( 2002), Perception of B.Ed. Students towards Information and Communication Technologies in Education- a complulsory course proposed to be offered in B.Ed. at The M.S. University of Baroda, M.Ed. dissertation, CASE, MSU, Baroda. Rathod Shailendra ( 2004), Identification of the gaps between the teaching styles of the teachers and the learning styles of the students at secondary level and exploring the possibilities of bridging these gaps through technology, M.Ed. dissertation, MSU, Baroda. Reddy Sudhakar K. (2001), A Study of the impact of ETV Programmes on scholastic achievement among the primary school children in A.P., Ph.D. Thesis, Osmania University, Hyderabad. Sahoo, P.K. & Yadav, D. (2002), Availability of Radio Sets with Primary Parishadiya Rural Teachers and Their Radio Listening Habits, SIEMAT sponsored Research Project, Allahabad University, Allahabad. Sanjna (2001), A comparative study of the effectiveness of CAI and CMI on Pupils Achievement in Science, their self concept and study involvement, A Ph.D. Thesis, M.D. university, Rohtak. Sarangi Dibakar (2000), Exploring cognitive map formed due to educational video viewing among learners, Ph.D. Thesis, MSU, Baroda Shah Deepak Kumar ( 2001), Prospects and Applicability of Computer in Education in the Secondary Schools of Eastern UP, a Ph.D. Study, BHU, Varanasi.
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Shaikh Imran (2002), A Comparative Study of Scientific Creativity in the Pupils of VIII Standard of different Media Schools of Aurangabad, a Ph.D. Thesis, Dr. Babasaheb Ambedkar Marathwada Universty, Aurangabad. Sharma Sumita (2005) Effectiveness of an Instructional package in Environmental studies among students of standard VII, M.Ed. Dissertation, CASE, The M.S. University of Baroda, Baroda . Singh Kartar (2000), Effectiveness of Simulation and Play Method as a Teaching Method in Teaching Economics at +2 level, a Ph.D. Thesis, University of Delhi, Delhi. Suwanna Ruttanathummatee (2004),Effectiveness of Computer Assisted Instruction for Primary School Students: An Experimental Study, A Ph.D. Thesis, South Gujarat University, Surat. Thaker Nitesh R. ( 2001), A study of learning through ETV programs in relation to selected production variables, M.Ed. Dissertation, CASE, The M.S. University of Baroda, Baroda. Upadhyaya Anil Kumar ( 1999), A Comparative Study of Effectiveness of Computer Assisted Instruction and Traditional Method in Teaching Physics, M.J.P. Rohilkhand University, Bareilly. Vekaria Vallabh J.(2002), An exploration in the teaching of Science for Standard VIII on the unit of Agriculture through a Video Instruction programme, Ph.D. Thesis, South Gujarat University, Surat. Yadav Kusum (2004), Development of an IT enabled Instructional Package for Teaching English medium students of Vadodara city, M.Ed. Dissertation, CASE, The M.S. University of Baroda, Baroda . Yadav Shital (2000), A Study of the effectiveness of the computer software for students of standard I, M.Ed. Dissertation, CASE, The M.S. University of Baroda, Baroda . Zyoud Mohammed Munther( 1999), Development of Computer Assisted English Language Teaching for VIII Standard Students, Ph.D. Thesis, MSU, Baroda.
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Research Abstracts of the Studies conducted

Investigator ID Archana Kumari, 2000, Lucknow University, Lucknow

Mrs. Swalehakhatoon Sagir, 2005, Pathan,University of Pune, Pune

Investigator ID Eisha Kannadi, 1998, MSU, Baroda

Manoranjan Panda, 1998, Utkal University, Bhubaneshwar

Bimal Kumar Kapoor, 2001, Kota Open University, Kota

B.S. Ramachandra Rao, 2001, MSU, Baroda

A Study of Educational Institutions in Aurangabad District Managed by Maratha Community

Ashalata Gangadharrao Pathrikar, 2002, Dr. BAMU, Aurangabad

file:///D|/research%20abstracts/section2.htm (1 of 2)1/3/2007 9:14:30 PM

Study of Political Socialization of the University Students in Haryana

Mr. Sukhvinder Singh, 2005,

file:///D|/research%20abstracts/section2.htm (2 of 2)1/3/2007 9:14:30 PM

Investigator ID M. P. Gupta, 1997, Kota Open University, Kota

Jaishree Das, 1998, DAVV, Indore

Sunita Dewan, 1999, MSU, Baroda

file:///D|/research%20abstracts/section_4.htm (1 of 4)1/3/2007 9:14:32 PM

Jantima Pattararungsri, 2002, South Gujarat University, Surat

SAM RAN TONGPAENG, 2002, DAVV, Indore

Shaikh Imran, 2002, Dr. BAMU, Aurangabad)

Ms. Sucharita Parida, 2003, Utkal University, Bhubaneshwar

file:///D|/research%20abstracts/section_4.htm (2 of 4)1/3/2007 9:14:32 PM

Mrs. Gayatri Mohanty, 2004, Utkal University, Bhubaneswar, Orissa)

Nibedita Nayak, 2005, Utkal University, Bhubaneshwar

Ms. Ravneet, 2005, Kurukshetra University, Kurukshetra

Mr. Sandeep Sawhney, 2005, Kurukshetra University, Kurukshetra

file:///D|/research%20abstracts/section_4.htm (3 of 4)1/3/2007 9:14:32 PM

Eve Justina Romould, 2006CASE, MSU, Baroda

Annapurna Prusty, Utkal University, Bhubaneswar, Orissa, 2006

file:///D|/research%20abstracts/section_4.htm (4 of 4)1/3/2007 9:14:32 PM

file:///D|/research%20abstracts/section_5.htm (1 of 3)1/3/2007 9:14:32 PM

Kowit SRUANGATAMAI, 2002, South gujarat university, Surat

Rakesh Kumar Giri, 2003, Lucknow University, Lucknow

file:///D|/research%20abstracts/section_5.htm (2 of 3)1/3/2007 9:14:32 PM

file:///D|/research%20abstracts/section_5.htm (3 of 3)1/3/2007 9:14:32 PM

Section 6 Educational Evaluation

Investigator ID Mohammad Abbas Ali, 2003, University of Mumbai, Mumbai

file:///D|/research%20abstracts/section_6.htm (1 of 2)1/3/2007 9:14:33 PM

file:///D|/research%20abstracts/section_6.htm (2 of 2)1/3/2007 9:14:33 PM

N. Ramkumar, 2004, CASE, MSU, Baroda

Effectiveness of an Instructional package in Environmental studies among students of standard VII

Sharma Sumita, 2005, CASE, MSU, Baroda7

file:///D|/research%20abstracts/section_7.htm (1 of 2)1/3/2007 9:14:33 PM

file:///D|/research%20abstracts/section_7.htm (2 of 2)1/3/2007 9:14:33 PM

Thatte C. H., 1998, University of Mumbai, Mumbai

Dibakar Sarangi, 2000, CASE, MSU, Baroda

file:///D|/research%20abstracts/section_8.htm (1 of 4)1/3/2007 9:14:34 PM

Yashobanta Samal, 2000, Utkal University, Bhubaneshwar

Nishi Jain, 2002,MSU, Baroda

Ms. Beena Y. Desai, 2004, South Gujarat University, Surat, India

Maria Athaide, 2004, University of Bombay, Mumbai

file:///D|/research%20abstracts/section_8.htm (2 of 4)1/3/2007 9:14:34 PM

Irfan Shah, CASE, 2005, MSU, Baroda

Jaykumar Rathod, 2005, CASE, MSU, Baroda

file:///D|/research%20abstracts/section_8.htm (3 of 4)1/3/2007 9:14:34 PM

file:///D|/research%20abstracts/section_8.htm (4 of 4)1/3/2007 9:14:34 PM

Arya Ratanmala, 1999, DAVV, Indore

Jyoti Rathore, 1999, Barakatulla University, Bhopal

file:///D|/research%20abstracts/section_10.htm (1 of 2)1/3/2007 9:14:35 PM

OPAS INTARAWONG, 2002, South Gujarat University, Surat

Sucheta Y. Jasrai ,2002, MSU, Baroda

Educational Innovations in the Primary Schools of Gujarat State : A Status Survey

Ashwin Kumar D. Trivedi, 2003, South Gujarat University, Surat