Quality of Resource Persons of In-Service Training Programme For Elementary School Teachers: What Does Research Say?

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Volume 13. No. 2

Editor-in-Chief
Dr. Sally Blake
Chair, William F. Blois
Department of Elementary and
Secondary Education
Flagler College, USA.
EDITORIAL COMMITTEE
Dr. Singaravelu Govindarajan Professor & Head i/c, Dr. Samuel Securro Faculty,
Department of Educational Marshall University Graduate
Technology, Bharathiar University, Center, Graduate School of
Coimbatore, Tamil Nadu, India. Education and Professional
Development, South Charleston,
Dr. James Edward Osler Associate Professor, Lead faculty, USA.
Department of Research,
Leadership and Technology, Dr. Irshad Hussain Professor,
North Carolina Central University, Department of Education,
USA. The Islamia University of
Bahawalpur, Pakistan.
Dr. William Dharma Raja Professor & Head,
Department of Education, Dr. Faezeh Seyedarabi Visiting Lecturer,
Manonmaniam Sundaranar London, U.K.
University, Tirunelveli, India.
Dr. Carmencita L. Castolo Dean, Graduate School

Polytechnic University of the
Philippines, Manila, Philippines.
Abstracting / Indexing
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CONTENTS
RESEARCH PAPERS
1 EFFECT OF KOLB'S EXPERIENTIAL LEARNING STRATEGY ON ENHANCING PEDAGOGICAL SKILLS OF
PRE-SERVICE TEACHERS OF SECONDARY SCHOOL LEVEL
By Laveena Reshmad'sa, S. N. Vijayakumari
7 EFFECTS OF MULTIMEDIA INSTRUCTIONAL STRATEGY FOR ENHANCING STUDENTS' LEARNING AND

RETENTION IN MATHEMATICS
By R. Raj Kumar, G. Hema
14 ORGANIZATIONAL ROLE STRESS OF SECONDARY SCHOOL TEACHERS WITH REFERENCE TO GENDER

AND MANAGEMENT
By Sankar Prasad Mohanty
20 REASONING ABILITY AND ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS

IN TRIVANDRUM
By K. V. Rani
31 IMPROVING STUDENT TEACHERS' PERCEPTIONS ON TECHNOLOGY INTEGRATION USING A BLENDED

LEARNING PROGRAMME
By Sreekala Edannur, Maria Josephine Arokia Marie S.
EDITORIAL
Sally Blake,
Chair, William F. Blois
Department of Elementary and
Secondary Education
Flagler College, USA.
Beneath the Surface
The prevalence, evolution and influence of technology continues to be a topic of interest across countries, cultures
and generations. The continued blitzkrieg of technology development shows no indication of slowing down as this
unprecedented chapter in the history of civilization continues to be written. Technology has become associated with the
generational identities. A study from the Pew Research Center (2010) indicates a gap across generations X-Z and Boomers
ownership of electronic devices. It is generally accepted that the younger college student is the more experienced they
are with technology use and more confident they are with these tools. Ramasubbu (2017) claims that the generation gap is
most evident in the field of technology, where one of the generations is a digital native and the other, an immigrant or even
an alien, depending upon the stage of the continuum of adulthood. While it is evident the younger students have had
opportunities to explore technological devices right from their early months of birth it is not clear that this means these
generations are more competent in technology use nor that skills and experience with one platform of system can
generalize to other applications and more important how this connects to conceptual understanding of content. This
confounds the issue of what to teach and how to use technology in our educational systems.
The study from the Pew Research Center (2010) does indicate that the younger generations have a higher
percentage of electronic devices than older technology users. However, the study does not indicate any level of
competency with these devices. Ownership does not necessarily correlate with competency. It is not clear if what or any
level of technology understanding relates to conceptual understanding of content. When a student is focusing on learning
a skill while trying to learn content, the conceptual understanding cannot be neglected.
A survey of teacher education students (Blake, 2017) at a small liberal arts college in the United States indicates
that while students use social media there is a gap between comfort levels with different applications of technology. Results
indicate that while these students used their smart phones, laptops, and tablets daily, the main purpose was for social
media, gaming and searches of individual interest ( i.e. recipes, how to…, and other such searches). However, when
provided a list of multiple technology applications their use of and confidence levels were low. They did use the internet to
check out some assignment information but without discrimination of accurate or complete information. They reported
they often lost track of time when they fell into the rabbit hole of social media and internet possibilities. The students did
believe that technology influenced better communication with the faculty, increased motivation to turn in assignments and
allowed online documentation of times when assignments were delivered.
In this journal issue, there is evidence for an experiential heuristic as a support system for optimal learning and
another that discusses how blended learning can influence perceptions of technology. There is also a study on reasoning to
support academic success. It would make sense that we need to approach technology as a combination of support
systems in educational environments. A blended approach to technology use that includes an experiential heuristic would
provide a balance of discovery, application and address multiply learning modalities. The link to academic success must
include the reasoning aspect and higher order thinking for conceptual competency across all learning. It is the core of
academic success. The model would have Reasoning as the core with Experiment, Guide, Apply and Reflect all
connected. We need to determine a balance if we are to increase academic and job success with our students. Where
does the learning of how to use technology intersect or interfere with conceptual content learning?
According to the U.S. Department of Education (n.d.) technology can empower educators to become co-
EDITORIAL
learners with their students by building new experiences for deeper exploration of content. This enhanced learning
experience embodies John Dewey's (1937) notion of creating “more mature learners.” Side-by-side, students and teachers
can become engineers of collaboration, designers of learning experiences, leaders, guides, and catalysts of change (U.S.
Department of Education, n.d.). This indicates a change in our view of the teacher as a power figure, all-knowing and
directive to a partner in learning. This would also change our view of the student from a passive recipient of our knowledge
to a partner in learning. We are no longer the keepers of information to disseminate to students but information explorers.
Technology opens a whole new world of learning for both the teacher and the student with the potential for each
contributing to understanding and analysis of conceptual content.
As educators continue to investigate how to use these tools in teaching and assume students are entering
classrooms with more understanding of all technology than their teachers, we may be operating under false assumptions.
It would be absurd to intimate that we can prepare any teacher or student on each and all changing systems, electronic
devices or software. It is equally absurd to focus on one or two programs and expect our teachers and students to keep
pace with the current and future technology applications. If we provide experiential learning of technology applications,
reasoning to support discrimination of information combined with the skills of different platforms we might produce more
successful academic results. As technology increases teachers and students must also change their worldview of their roles
in the classroom. We must go beneath the surface to determine how we approach the use and teaching of technology in
our educational environments.
Blake, S. (2017). Unpublished but submitted manuscript.

Dewey, J. (1937). Experience and education. New York, NY: Simon and Schuster.
Ramasubbu, S. (2017, December 6). From gen x to y and z:Technology and the generation gap. (Blog
post). Retrieved from https://www.huffingtonpost.com/suren-ramasubbu/from-gen-x-to-y-and-z tec_b_7645410.html.
U.S. Department of Education (n.d.) Teaching with technology. Retrieved from https://tech.ed.gov/netp/teaching/
Dr. Sally Blake

Editor-in-Chief
i-manager's Journal on School Educational Technology
ABOUT THE EDITOR-IN-CHIEF

Sally Blake has worked in the field of Education for more than 30 years. She has a PhD in Curriculum and Instruction with a focus on Science and
Mathematics Education. Sally is currently a Chair at William F. Blois Department of Elementary and Secondary Education, Flagler College, USA. She
serves on the Advisory Board for Sesame Street Workshop as the academic language development expert in science education for a new project
sponsored by PNC. She is on the Review Boards for The International Journal of Technology Education and a reviewer for the Journal of Creative
Education. She was the Faculty Research Director of the Barbara K. Lipmann Early Childhood School and Research Institute. She served as the
Graduate Coordinator for the ICL Department at the University of Memphis. Sally has served on State Science Standards committees for
Elementary and Middle level instruction and won numerous awards in the field. She was the Director and Co-PI of the NSF sponsored Partnership for
Excellence in Teacher Education (PETE) and the Noyce Scholarship program at the University of Texas at El Paso. She was also a research fellow with
the NSF Center for Research on Educational Reform, a teaching fellow with the NSF Center for Effective Teaching and Learning, co-developer of
the Research Pedagogical Labs and the MAT degree in the College of Science at UTEP.
RESEARCH PAPERS
EFFECT OF KOLB'S EXPERIENTIAL LEARNING STRATEGY ON

ENHANCING PEDAGOGICAL SKILLS OF PRE-SERVICE
TEACHERS OF SECONDARY SCHOOL LEVEL
By
LAVEENA RESHMAD'SA * S. N. VIJAYAKUMARI **
* Assistant Professor & Research Scholar, St.Ann's College of Education, Mangaluru, India.
** Associate Professor, St.Ann's College of Education, Mangaluru, India.
Date Received: 23/10/2017 Date Revised: 15/12/2017 Date Accepted: 02/01/2018
ABSTRACT
This study aimed at investigating the effect of Kolb's Experiential Learning Strategy on enhancing the pedagogical skills of
pre-service teachers of secondary school level. Kolb's Experiential Learning is a method of acquiring knowledge, skills,
and experiences by creating situation to gain first hand experiences. According to Kolb optimal learning takes place
when the learner pass through a cycle of experiential learning. It focuses on the learning process of the individual by
reflecting upon the experiences provided and takes the students through the whole process in sequence. This study is an
experimental study with 2x3 factorial design. Randomly selected 40 pre-service teachers were the samples of the study.
Pedagogical skills of pre-service teachers were measured using 'Observation Cum Rating Scale' prepared by the
investigator. Data was analysed using inferential statistic ANOVA at 0.05 level of significance. The study revealed that
Kolb's experiential learning strategy is significantly effective than the conventional teaching strategy in enhancing the
pedagogical skills of pre-service teachers of secondary school level.
Keywords: Kolb's Experiential Learning, Pedagogical Skills, Pre-service Teachers.
INTRODUCTION change within their own classroom and consequences of
Teachers play an important role to bring about such actions.
transformation in educational institution. The trained and David Kolb is credited with the development of the
competent teachers at all levels of school education Experiential Learning theory. It is based on Dewey's (1938)
enrich the institutional capacity. The quality and level of work on the influence of experience on learning, Kurt
learner achievements are determined mostly by teacher Lewin's (1951) work on linking theory to practice, and
competence, sensitivity, and teacher motivation. An Piaget's (1952) work on how experience influences
effective teacher education programme is essential for cognitive development (Bryan et al., 2017). David Kolb's
qualitative improvement of overall education system. To (1984) book on experiential learning is one of the more
make student teachers competent, effective, and efficient influential works linking theory to actual practice (Lewis and
it is necessary to have teacher education programme to Williams, 1994, p. 6).
provide various learning strategies to equip them with both Experiential Learning refers to making meaning from direct
pedagogical skills and subject matter knowledge. experience. Kolb describes experiential learning as a four
Experiential learning is one such strategy in teacher part process, where learner is asked to engage themselves
education which provides hands-on experience to put in a new experience, actively reflect on that experience,
concepts and strategies into practice. Experiential conceptualize that experience, and integrate it with past
Learning helps the student teachers to develop their experiences. Furthermore, they must make decisions
professional abilities by reflecting on their efforts to create based on their created concepts (Filimowicz and Tzankova,
i-manager’s Journal on School Educational Technology, Vol. 13 l No. 2 l September - November 2017 1
RESEARCH PAPERS
2017) Williams (1990) conducted a study on 'Effects of

David Kolb's 'cycle of learning' is typically stated as four- experiential learning on knowledge acquisition, skill
stage cycle of learning, is a central principle of experiential mastery and student attitudes'. The findings indicated that
learning theory, in which 'immediate or concrete the Kolb Model of Experiential Learning had a significant
experiences' provide a basis for 'observations and effect on knowledge acquisition, skill mastery, and
reflections'. These 'observations and reflections' are attitudes toward learning experiences. Jenkins and Healey,
integrated and refined into 'abstract concepts' producing (2000) in their article 'Learning cycles and learning styles:
new implications for action which can be 'actively tested' in Kolb's Experiential Learning Theory and its application in
turn creating new experiences. Geography in Higher Education' focused on the necessity
for teachers to use a wide range of teaching methods to
Figure 1 illustrates Kolb's Experiential Learning Cycle of the
meet the student's needs. The article also presents some
four stage process of learning.
case studies of ways in which the theory can be applied in
Stage 1. Concrete Experiences
geography at university and K-12 levels. Arnold, Windy, and
In this stage, the learner experiences the immediate or Osborne (2006) in their qualitative study on Experiential
concrete experiences which provides a basis for Learning in Secondary Agricultural Education Classrooms'
observations and reflections. recognized the multiple benefits of experiential learning,
Stage 2. Reflective Observation including increased subject matter retention among
Here the learner observes and reflect on the experiences students, active engagement, use of higher order thinking
that are provided to construct a new idea. skills, and academic success. Fox (2012) conducted a
case study on Experiential Learning Model for Subject-
Stage 3. Abstract Conceptualization
Specific ICT Training in Pre-Service Teacher Education.
The learner gains new idea or modifies the existing abstract
Findings suggest that Kolb's experiential learning model
concepts for better comprehension.
provides an essential framework for subject-specific ICT
Stage 4. Active Experimentations training when the course curriculum is aligned with the
The learner test hypothesis and applies them in new pedagogical training of the teacher candidates. Cheriyan
situations. (2014) conducted a study on 'Effectiveness of Kolb's Model
1. Review of Related Literature of Experiential Learning on Achievement in Mathematics'.
Findings of the study revealed that the total achievement in
mathematics of students taught using Kolb's Experiential
Learning Model is significantly higher than that of those
taught using Activity Oriented Method. Ernst (2013)
conducted a study on 'Impact of Experiential Learning on
Cognitive Outcome in Technology and Engineering
Teacher Preparation'. Findings suggest that there was a
statistically significant cognitive achievement difference
between the sample of pre-service technology educators
who engaged in experiential learning activity and the
sample of pre-service technology educators who were not
engaged in experiential learning activity. Joshi (2015)
conducted a study on Effectiveness of Kolb's Experiential
Learning Model for 9th standard students. Findings of the
study revealed that experiential learning of boys and girls
Figure 1. Kolb's Experiential Learning Cycle (McLeod, 2010)

enhanced considerably after KELM Programme.
2 i-manager’s Journal on School Educational Technology, Vol. 13 l No. 2 l September - November 2017
RESEARCH PAPERS
Although numerous studies have indicated the positive good pedagogical skill promotes better classroom and
effect of Experiential learning on different variables and behaviour management.
thereby tend to facilitate learning process, there have In the present study, the pedagogical skill of pre-service
been very few quantitative studies on pedagogical skills teachers refers to the various teaching skills exhibited by the
specifically in the field of teacher education. Therefore, in pre-service teachers during teaching learning process,
the present study an attempt has been made to measure which was assessed by the teacher supervisors / teacher in
the effectiveness of Kolb's Experiential Learning on charge/teacher educator during practice in teaching
Pedagogical skills of Pre-service Teachers. using 'Observation Cum Rating Scale' prepared by the
Statement of Problem: A study on the Effectiveness of Kolb's researcher.
Experiential Learning Strategy on Pedagogical Skills of Pre- 2.3 Pre-service Teachers
service Teachers of Secondary School Levels of Mangaluru
Pre-service Teachers are the Student-teachers of
Taluk.
secondary school level pursuing two year B.Ed. Degree
2. Operational Definitions of the Study programme under Mangalore University during the year
2.1 Kolb's Experiential Learning Strategy 2015-2017.
According to Kolb, experiential learning can be defined as 3. Objective of the Study
"the process whereby knowledge is created through the · To study the effect of training strategies and levels of
transformation of experience. Knowledge results from the teaching aptitude and their interaction on
combinations of grasping and transforming experience." pedagogical skills of pre-service teachers after
Kolb's Experiential Learning is a cyclical process that partialling out the effect of pre-achievement.
focuses on the learner experiences for acquisition of
4. Hypotheses of the Study
knowledge. It is a process of planning, setting goals,
· There is significant difference in the effect of training
thinking, observation, reflection, experimentation, and
strategies and levels of teaching aptitude and their
review. The learner constructs meaning in a unique way by
interaction on pedagogical skills of pre-service
engaging themselves in cognitive, affective, and
teachers after partialling out the effect of pre-
psychomotor activities. In the present study, the Kolb's
achievement.
Experiential Learning strategy involves,
· There is significant difference in the effect of levels of
Concrete Experience - Here the learner encounters new
teaching aptitude on pedagogical skills of pre-service
experience of situation or an interpretation of existing
situation.
achievement.
Reflective Experience - Reflection of the new experience of
· Interaction of training strategies and levels of teaching
particular importance.
aptitude has significant effect on pedagogical skills of
Abstract Conceptualization - Reflection gives rise to a new
pre-service teachers after partialling out the effect of
idea, or a modification of an existing abstract concept.
pre-achievement are retained.
Active Experimentation - The learner applies them into the
5. Methodology
world around them to see what results.
The present study is an experimental study with 2x3 factorial
2.2 Pedagogical Skills
design. Population consisted of all the pre-service teachers
Pedagogical skills in education are the process by which of secondary school level of Mangaluru Taluk. The sample
teachers balance their classroom activities so that, of the study consisted of randomly selected 40 pre-service
students learn the necessary information. Pedagogical teachers Instructional material on Kolb's Experiential
practices are most effective in promoting active Learning Model was developed by the investigator as a
participation of students in learning process. Having a facilitative tool. Pedagogical skills of pre-service teachers
RESEARCH PAPERS
were measured using 'Observation Cum Rating Scale' pedagogical skills by taking pre-achievement as
prepared by the investigator. Data was analysed using Covariate.
inferential statistic ANOVA and the hypotheses were tested From Table 1, it is observed that the 'F' ratio for training
at 0.05 level of significance. strategies is 15.6 which is greater than the theoretical value
6. Analyses and Interpretation of the Objective 4.17 for degrees of freedom 1 and 33. It indicates that,
6.1 Main and Interaction Effect of Training Strategies and there is a significant difference in the development of
Levels of Teaching Aptitude on Pedagogical Skills of Pre- pedagogical skills among pre-service teachers trained in
service Teachers Experiential Learning strategies.
To study the effect of training strategies and levels of To determine which training strategy is more effective in
teaching aptitude and their interaction on pedagogical developing pedagogical skills among pre-service
skills of pre-service teachers after partialling out the effect teachers, the adjusted mean of the training strategies were
of pre-achievement, the following null hypotheses were calculated. The details are given in Table 2.
framed. From Table 2, it is observed that the adjusted mean of
Ho1: There is no significant difference in the effect of training pedagogical skills of Kolb's Experiential Learning strategy is
strategies and levels of teaching aptitude and their higher than the adjusted mean of Conventional Training
interaction on pedagogical skills of pre-service teachers Strategy. Hence, it is evident that Kolb's Experiential Training
after partialling out the effect of pre-achievement. Strategy is significantly effective than Conventional Training
Strategy in developing pedagogical skills among pre-
Ho2: There is no significant difference in the effect of levels of
service teachers.
teaching aptitude on pedagogical skills of pre-service
teachers after partialling out the effect of pre- From Table 1, the 'F' value for levels of teaching aptitude is
achievement. 0.92, which is lesser than the theoretical value of 3.32 for
degrees of freedom 2 and 33. It indicates that, there is no
Ho3: Interaction of training strategies and levels of teaching
significant difference in development of pedagogical skills
aptitude has no significant effect on pedagogical skills of
among pre-service teachers with different levels of
pre-service teachers after partialling out the effect of pre-
teaching aptitude.
achievement-are retained.
The 'F' value for interaction effect is 0.25 which is lower than
To determine which training strategy is more effective in
the theoretical value 3.32 for degrees of freedom 2 and
developing pedagogical skills among pre-service
33. So, it is evident that there is no significant difference in
teachers, the adjusted mean of the training strategies were
calculated. The details are given in Table 1. Sources S.S df MS F P Result
Since, it was 2x3 Factorial Design with covariate the Teaching 1456.59 1 1456.59 15.6 0.0004 Significant
Strategy A at 0.05
researcher used two way ANOVA with Covariate to analyse
Levels of 172.25 2 86.13 0.92 0.4085 Not significant
the data and test these hypotheses. Teaching at 0.05
Aptitude B
6.2 Analyses of Covariance of Scores Related to AxB 46.84 2 23.42 0.25 0.7803 Not significant
Pedagogical Skills at 0.05
Adjusted 3081.94 33 93.39
Error
The two factors in the analyses of the data were – Factor
A=Training Strategies and Factor B = Teaching Aptitude. Table 1. Summary of 2x3 Factorial Design ANOVA for
Pedagogical Skills by taking Pre-achievement as Covariate
Two levels of factor A were Kolb's Experiential Learning
Strategy and Conventional Training Strategy and Factor B Training Strategies Adjusted Mean SD
were above teaching aptitude, average teaching Kolb’s Experiential Strategy 103.49 1.21
Conventional Training 90.35 3.80
aptitude, and below average teaching aptitude. Table 1
presents the summary of 2x3 Factorial Design ANOVA for Table 2. Adjusted Mean and SD of Pedagogical Skills
with respect to Training Strategies
RESEARCH PAPERS
development of pedagogical skills because of interaction seminars should be organized by CTE's and DIET's for
between levels of teaching aptitude and training effective implementation of experiential learning in
strategies. their regular teaching in all the subjects.
7. Findings of the Study · Curriculum of various school subjects should be
· Kolb's Experiential Learning Strategy is effective in strengthened to give attention to learning by doing
enhancing the pedagogical skills of pre-service teachers. (hand-on-activities). Educators should ensure that both
scholastic and non-scholastic activities should give
· There is no significant difference in the effect of levels
each learner a chance to engage in various learning
of teaching aptitude on pedagogical skills of pre-service
activities so as to gain experiences.
achievement. · Hence, an effort should be made to introduce Kolb's
Experiential Learning strategy in pre-service teacher
· Interaction of training strategies and levels of teaching
education curriculum.
aptitude has no significant effect on pedagogical skills of
pre-service teachers after partialling out the effect of pre- Conclusion
achievement are retained. Experiential learning has been used in a variety of ways in all
8. Educational Significance levels of education and it has played a strong role towards
bringing work experience and ways of learning in
The findings of this study have a wide range of educational
classroom settings. Kolb's Learning Model could be used by
implications. The study revealed that the use of Kolb's
teachers to develop appropriate learning opportunities for
Experiential Learning model is effective in enhancing the
students. It is beneficial for the teachers to become
pedagogical skills of pre-service teachers. Kolb's
reflective teachers and enhances their skills and methods
Experiential Learning Model helped the student teachers
of teaching. Thus Kolb's Experiential Learning strategies help
process the experience in a better manner by reflecting
both teachers and learners to understand their areas of
upon it and thereby to develop their professional abilities.
strengths and weaknesses by giving them the opportunity
Hence, Kolb's Learning Model is useful in encouraging
to reflect upon the experiences and become more
student teachers personal involvement in their learning
capable and proficient in their respective tasks.
activities to acquire necessary skills and knowledge
required for better performance. Kolb's learning model is References
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Society for Information Technology & Teacher Education (Eds.), Experiential Learning: A New Approach (pp. 5-16).
International Conference (pp. 3614-3619). Austin, Texas: San Francisco: Jossey-Bass.
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Education (AACE), Chesapeake, VA. Psychology. Retrieved from https://www.simplypsychology.
[8]. Healey, M. & Jekins, A. (2000). Learning cycles and org/saul-mcleod.html
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[15]. Williams, A. M. G. (1990). Effects of Experiential
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Learning Model for 9th Standard Students. Shodhganga: A Student Attitudes. Purdue-e-Plus .
reservoir of Indian theses @ INFLIBNET.
ABOUT THE AUTHORS
Laveena ReshmaD'Sa is presently serving as an Assistant Professor at St. Ann's College of Education (Autonomous) Mangaluru,
Karnataka, India. She is currently pursuing her Doctoral Degree under Mangalore University under the guidance of Dr. Vijaya
Kumari S. N., Associate Professor, St. Ann's College of Education, Mangaluru, Karnataka. She has completed M.A in History, M.A in
English and M.Ed Degree and has 10 years of teaching experience. She has published research articles in peer reviewed
journals.
Dr. Vijaya Kumari S. N. is currently working as an Associate Professor and Research Guide at St.Ann's College of Education
(Autonomous), Mangalore University Karnataka having 31 years of professional experience. Dr. Vijaya Kumari's research expertise,
include, Research on Teaching, Teacher Education, Development of Instructional Materials, Science Education, Educational
Measurement and Evaluation, School Administration and Leadership, and Education for Sustainable Development. Her
publications include research articles in peer reviewed Journals and Conference proceedings, self instructional materials for
distance mode learners of M.A in Education and M.Ed., Handbook on science projects, Collate Ann's Part-II – Compilation of
M.Ed. Dissertation (Editor).
RESEARCH PAPERS
EFFECTS OF MULTIMEDIA INSTRUCTIONAL STRATEGY

FOR ENHANCING STUDENTS' LEARNING AND
RETENTION IN MATHEMATICS
By
R. RAJ KUMAR * G. HEMA **

* Research Scholar, Department of Education, Periyar University, Salem, Tamil Nadu, India.
** Assistant Professor, Department of Education, Periyar University, Salem, Tamil Nadu, India.
ABSTRACT
Information and Communication Technology (ICT) has infused in every walk of life effecting the technology fields, such
as launching satellites, managing businesses across the globe, and also enabling social networking. The technological
tools provide students in discovering, classifying, and enhancing the knowledge towards mathematical concepts and
relationships. The purpose of this study is to enhance students' learning in mathematics through teaching multimedia
instructional strategy. The study was performed over the 60 IX standard students selected randomly. 30 students
constituted the experiment group and 30 students constituted the control group. Multimedia instructional strategy were
applied to experiment group and traditional method of instruction were implemented on the control group. Before the
treatment both group were diagnosed and pretested and taught through multimedia for experimental group and
traditional method for control group. After the intervention both groups were assessed by post-test. After 20 days both
groups were tested by retention and then analysed by t-test. The results show that, experimental group students have
more retention in learning mathematics. So this is an evidence that technological devices must enhance the students
learning mathematics.
Keywords: Effect, Multimedia, Teaching, Learning, Mathematics, Retention.
INTRODUCTION use it for innovative profitable propositions. Day to day it is
We are living in a time when technology is changing flattering simpler to use devices, such as desktop, palm
almost faster than we can adapt it. The National top, iPod, etc. 21st century is characterized with the
Curriculum Framework 2005 (NCF, 2005) have opined the emergence of knowledge based society wherein ICT
importance of ICT in school education. With this plays a pivotal role. Reasoning and critical thinking skills
contextual, major paradigm shift is commanding in are necessary for innovation. Substance of these skills is
education characterised by imparting instructions, placed at school level. It is needed that reasonable ICT
collaborative learning, and multi-disciplinary problem tools and techniques should be integrated into classroom
solving and promoting critical thinking skills. Government instructions right form primary stage so as to permit
of India has announced 2020 as the decade of innovation. students develop their requisite skills. Most of the tools,
Information and Communication Technology (ICT) has techniques, and classes are available in open domain
infused in every walk of life effecting the technology fields, and accessible on web.
such as launching satellites, managing businesses across Activities learning engage the students in connecting
the globe, and also enabling social networking. The multiple representations for example graphical,
conjunction of computer, communication and content numerical, algebraic, and verbal and those that invite
technologies, known as ICT have attracted attention of students to analyze or create images, visualizations, and
academia, business, government, and communities to simulations provide wide-ranging opportunities for
RESEARCH PAPERS
mathematical investigation and sense making. Teaching level for the interest of the experimental group in their post-
that takes full advantage of what technology has to test.
proposal can encourage, foster, and support students' Noroozi, Bian, and Aghabarati (2012) conducted a study
construction of mathematical knowledge in a variety of on efficacy of multimedia teaching on learning and
ways. Technology can also advance in mathematical retention of arithmetic in autistic students. The result
communication, facilitate more efficient use of indicated that teaching via multimedia has a meaningful
mathematical resources, and raise the quality of effect on the learning and retention of the autistic student.
mathematical products and presentations.
Liu (2011) conducted a study on integrating multimedia in
In mathematics education specific technologies, include elementary mathematics to improve mathematical
computer algebra systems; dynamic geometr y learning. Findings of this study found that the participating
environments; interactive applets; handheld teacher and students scored very high on the teacher
computation, data collection, and analysis devices and evaluation rubric survey and student feedback survey,
computer based applications. These technologies respectively; the participating students scored
provide students in discovering and classifying significantly higher on the quiz at post-test and the end of
mathematical concepts and relationships. Technologies the implementation that at pre-test.
include communication and collaboration instruments
Ogochukwu (2010) studied an enhancing students'
and web-based digital media, and these instruments
interest in mathematics via multimedia presentation. The
increase students' access to information, ideas, and
result of this indicate that students prefer multimedia
interactions that can support and enhance sense
presentation to the traditional classroom instructional method.
making, which is essential to the process of captivating
2. Statement of the Problem
rights of knowledge. From a number of studies the
With computers and the internet now widely available, the
technological tools can support both the learning of
multimedia packages can provide further resource
mathematical procedures and skills as well as the
support for students involved in off-campus. People
development of advanced mathematical skills.
without numeracy skills suffered worse disadvantage in
(Gadanidis and Geiger, 2010; Kastberg and Leatham,
employment than those with poor literacy skills. Without
2005; Nelson, Christopher, and Mims, 2009; Pierce and
the basic arithmetic information human beings are not
Stacey, 2010; Roschelle et al., 2009, 2010; Suh and
able best perform in the society, so the investigator
Moyer, 2007; NCTM, 2015).
considered the problem for the present study to check the
1. Literature Review
effectiveness of teaching and learning through traditional
Shah and Khan (2015) proved students' achievement in
and multimedia approaches.
mathematics was increased due to use of multimedia
3. Need for the Study
teaching. Result of this study show that Multimedia Aided
A major advantage for using multimedia and other
Teaching is more effective than traditional one. Students'
technology in the classroom is the ability to bring in
attitude towards science interest increases more if MAT
images, sounds, and videos without leaving the
method is used as compared to traditional method of
classroom. Computer programs and internet sites can
teaching.
also give students experiences that might ordinarily be
Aloraini (2012) identified the impact of using multimedia
unsafe, such as views from climbing mountains in a
on students' academic achievement in the college of
geography lesson or a dissection of a rare animal. Usage
education at King Saud University. The findings of this study
of individual computers give students the opportunity to
show that there is no statistically significant in their pre-test
view information or materials up close. Students who
and there is statistically significant differences between
learned from materials containing both text and graphics
the experimental group and the control group at 0.05
RESEARCH PAPERS
produced 55 percent to 121 percent more accurate · There is significant difference of post-test and
solutions to problems, according to David Taylor at the retention test of learning mathematics through MIS in
University of Maryland. The use of images, with words, experimental group and control group.
diminishes the overwhelming nature of text and helps the 6. Research Design
student to manage the cognitive load, which increases
6.1 Method
retention. Specifically, graphics are found to support
The study was aimed to enhance students learning in
retention because, important elements are focused on
mathematics through teaching multimedia instructional
via placement, layout, and colour. Beginning of prior
strategy in learning mathematics, it was necessary to
knowledge is engaged quickly with visual analogy, and
compare the outcome of the study of experimental and
mental models are created easily as diagrams can
control group. So that the researcher had chosen quasi-
enhance understanding of how a concept works.
experimental method for the present study.
Additionally, learning is made easier because simulations
6.2 Sample
allow students to visualize real-life situations, and
motivation is increased as students are able to see the The study was carried out on a sample of 60 high school
relevance of skills (Seattlepi.com, n.d.). students of Salem district. The randomly selected sample
is divided into two groups, namely experimental group
4. Objectives of the Problem
and the control group. Each group consists 30 students.
· To prepare the Multimedia Instructional Package for
6.3 Tool
learning mathematics for the high school students.
In this study, the researcher used questionnaire (MCQA) for
· To find out the effectiveness of learning mathematics
diagnosis test, pre test, post test, and retention test.
through Multimedia Instructional Strategy over
existing method. Multimedia Instructional Package was prepared by the
researcher. It consist the content of number system in IX
· To compare the per formance of learning
standard Tamilnadu book. It has Audio, Audio and Video,
mathematics through MIS of the experimental group
and Image.
and the control group before the treatment.
6.4 Data Collection Procedure
· To compare the per formance of learning
mathematics through MIS of the experimental group Both groups are tested before treatment through MCQA.
and the control group after the treatment. Multimedia Instructional Strategy is taught to the
experimental group, whereas the traditional method of
· To find out the significant difference of the gain score
teaching to the control group. After treatment, both
of experimental and control group.
groups are post-tested through MCQA. From the post-test
· To find out the retention of learning mathematics
results of both groups, the effectiveness of the new
through MIS in experimental group.
treatment is determined.
5. Hypothesis of the Problem
6.5 Statistical Techniques
· There is no significant difference in the performance
This study finds out the effectiveness of Multimedia
of learning mathematics through MIS of experimental
Instructional Strategy in learning mathematics. It is
group and the control group before treatment.
important to find out whether there was any significant
· There is no significant difference in the performance
difference between the two groups. Test of significance of
of learning mathematics through MIS of experimental
difference between means and t-test were calculated for
group and the control group after treatment.
statistical analysis.
· There is no significant difference of gain score of
Gain score is calculated by below formula,
experimental and control group in learning
Gain Score = Post test - Pre test
mathematics through MIS.
RESEARCH PAPERS
7. Result and Findings reaching in mathematics.

7.1 Before Treatment 7.3 Comparison of Gain Score in the Experimental and
Table 1 shows the mean scores of pre-test in experimental Control Groups
group and control group. The calculated t-value 0.07 is Gain scores were obtained by calculating difference in
less than the table value 2.00. It is not significant at 0.05 the post test and pre-test scores of each student in the two
level. Therefore experimental and control groups do not groups. The gain scores were tabulated and then the
differ in their initial performance. Therefore the hypothesis mean and standard deviation were calculated. The
is accepted. It means that the two groups were more or difference between two mean scores was found out and
less of the same ability of learning mathematics through tested for significance. The result obtained is given in Table 3.
MIS before treatment. The calculated t-value is 3.10 which are greater than the
7.2 After Treatment table value 2.00. So, it is significant at 0.05 levels. This
From Table 2, it is clear that the calculated t-value 2.23 is shows that there is a significant difference between the
greater than the table value 2.00. It is significant at 0.05 mean gain score of the two groups. Since the mean gain
level. This shows that there is a significant difference scores are higher for the experimental groups, it can be
between the means of the post-test score of learning concluded that multimedia instructional strategy is more
mathematics through MIS in the experimental and control effective in teaching mathematics.
groups. Therefore the two groups differ in their 7.4 Comparison of Post Test and Retention Test Scores in
performance. The mean score shows that experimental Experimental Group
group is greater than control group, i.e. 22.87>19.57. So it From Table 4, the calculated t-value 0.12 is less than the
can be concluded that the multimedia instructional table value 2.00. It is not significant at 0.05 level. This
strategy has more effectiveness than the present shows that there is no significant difference between the
method. means score of the post-test and retention test of learning
Earlier to the present study, many researchers like mathematics through multimedia in the experimental group.
(Ghodke, 2013; Liu, 2013, Malik, 2011; Milovanović, 8. Summary
TakaĈi, Milajić, 2011) had conducted studies and proved
Past few years, multimedia learning has become very
that the performance of the students was improved
important and interesting topic in the field of teaching
through multimedia teaching techniques. The present
methodology. Researchers conducted by Mayer (Mayer,
study also supported the findings of earlier studies, i.e. the
2001, 2005) and Atkinson (Atkinson, Mayer, and Merrill,
result obtained for achievement measures indicated that
2005) resulted in establishing the basic principles of
multimedia teaching had significantly promoted
multimedia learning and design, which were confirmed in
Pre-Test No. of Samples Mean Standard Deviation t-test
Gain Score No. of Samples Mean Standard Deviation t-test
Experimental 30 19.5 0.81
0.07
Control 30 19.6 0.97
3.10
Control 30 0.0317 0.0189
Table 1. Compare the Performance of Learning Mathematics
through MIS of the Experimental Group and Control Table 3. Test of Significance of the Gain Scores in the
Group Before Treatment Experimental and Control Groups
Post Test No. of Samples Mean Standard Deviation t-test Experimental No. of Samples Mean Standard Deviation t-test
Group
2.23 Post Test 30 22.87 6.42
Control 30 19.57 4.91 0.12
Retention 30 23.23 6.51
Table 2. Compare the Performance of Learning Mathematics
through MIS of the Experimental Group and Control Table 4. Significant difference of Post-test and Retention Test in
Group After Treatment learning mathematics through MIS in Experimental Group
RESEARCH PAPERS
this research, too. Students' responses, highly than traditional direct method groups students on post-
comprehensible animations from multimedia lessons are test. Thus multimedia strategy of teaching mathematics
the best evidence that a picture is worth a thousand proved to be better than conventional method of
words. Many research works in different scientific fields, teaching.
including mathematics, have proven that multimedia The present study is focused on effectiveness of
makes learning process much easier. multimedia to enhance learning and retention on the
When taught mathematics to the IX students through high school students. The outcome of this study is that
either traditional and interactive multimedia, in both the teaching through multimedia instructional package is
cases remarkable differences were found between their more effective than traditional method of teaching. This
pre-test and post-test scores. Overall, if the authors method increases the interest of students to learn and
compare both the methods with respect to the marks multimedia method of teaching can be used effectively
achieved by them through post-test, it was evident that in improving the academic achievement of students in
students performed better on post-test in comparison to mathematics. This the authors can predict by the analysis
their pre-test marks when they were taught through of this study. In synchronization with several similar studies,
multimedia method. Also, more consistency was found results showed that this method can be effective,
between the significant difference of pre-test and post- especially for school students where they can be
test marks in case of multimedia method (Sharma, 2015). motivated by graphics and animation.
As retention (Table 4) is concerned multimedia strategy of However, this is not a proposal for replacement of
teaching is far better than conventional method of traditional education. Rather, teaching through
teaching strategy. This is probably due to the fact that multimedia can provide a very useful alternative for
teaching through multimedia is individualised and an traditional method. It also helps to reduce possible bias in
activity based learning. Moreover, in this method the the results, groups of both students will be selected
students are able to get instant feedback. In this method, randomly. Future studies should also include studying
students psychologically get reinforcement at every right some other factors, particularly possible drawbacks, of
step which is not possible in conventional method. using those educational package on students. Hence
Multimedia instructional method of teaching has the measures have to be taken by educationalist,
extra benefit for the help of students in the form of administrators to adopt this method, i.e. multimedia
animation, graphics, pictures, sound, charts, tallies etc., method of teaching to all level of schools.
which is not there in conventional method (Sharma, References
2015). When students were taught through both
[1]. Aloraini, S. (2012). The impact of using multimedia on
strategies, it was found that the acquired retention was
students' academic achievement in the college of
better in case of multimedia strategy.
education at King Saud University. Journal of Kind
Conclusion Saud University - Languages and Translation, 24(12),
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this study are quite effective for teaching mathematics. [2]. Atkinson, R. K., Mayer, R. E., & Merrill, M. M.
Out of these two methods, multimedia instructional (2005). Fostering social agency in multimedia
strategy was found to be more suitable with respect to the learning: Examining the impact of an animated
marks achieved by them. When achievement of students agent's v o i c e. Contemporary Educational
was compared on post-test taught through conventional Ps y c h o l o g y, 30(1), 117-139. DOI:
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is a significant difference found in scores of the above two
[3]. Gadanidis, G. & Geiger, V. (2010). A social
groups. Experimental group students performed better
RESEARCH PAPERS
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learning-from collaboration to performance. ZDM, 42(1), [14]. Nelson, J., Christopher, A., & Mims, C. (2009). TPACK
91-104. and web 2.0: Transformation of teaching and learning.
[4]. Ghodke, S. N. (2013). Use of ICT applications in Tech Trends, 53(5), 80-85.
teaching and learning mathematics. Applied Research [15]. Noroozi, D., Bian, A. A. Z., & Aghabarati, N. (2012).
and Development Institute Journal, 7(6), 50-58. Efficacy of multimedia teaching on learning and
[5]. Kastberg, S. & Leatham, K. (2005). Research on retention of arithmetic in autistic students. Quarterly
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for mathematics teacher education. Contemporary [16]. Ogochukwu, N. V. (2010). Enhancing students'
Issues in Technology and Teacher Education, 5(1), 25–37. interest in mathematics via multimedia presentation.
[6]. Liu, Y. (2011). Integrating Multimedia in elementary African Journal of Mathematics and Computer Science
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Information Technology & Teacher Education pedagogical opportunities provided by mathematics
International Conference 2011 (pp. 466-470). analysis software. International Journal of Computers for
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Multimedia into the Third Grade Math Curriculum to [18]. Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G.,
Improve Math Learning. Journal of Computers in Penuel, W. R., Nussbaum, M. et al. (2009). Scaffolding
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[11]. Milovanović, M., Takači, Đ., & Milajić, A. (2011).
Multimedia approach in teaching mathematics– [20]. Seattlepi.com (n.d.). Advantages & Disadvantages
example of lesson about the definite integral application of Schools using Multimedia. Retrieved from
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[12]. NCF. (2005). National Curriculum Framework 2005. aided teaching on students' academic achievement
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Teaching and Learning Mathematics-A Position of the enhancing students' achievement and retention.
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Position-Statements/Strategic-Use-of-Technology-in- [23]. Suh, J. & Moyer, P. S. (2007). Developing students'
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algebra balances. Journal of Computers in Mathematics
ABOUT THE AUTHORS
R. Raj Kumar is a Research Scholar in the Department of Education at Periyar University, Salem, Tamil Nadu, India. He obtained
Educational qualifications in M.Sc. (Maths), M.Ed., M.Phil.(Edu.), NET (Edu.). He got Rajiv Gandhi National Fellowship from Jan 2016.
His area of research is Educational Technology and Special Education and is highly interested in the area of Mathematical Learning
Disabilities (Dyscalculia). He has presented papers on 13 National Level and 9 International level Conferences/Seminars. He has
participated 17 (National) & 3 (International) at Seminars/Conferences/Workshops. He has published 5 articles in International
Journals.
Dr. Hema G. is currently working as an Assistant Professor in the Department of Education at Periyar University, Salem, Tamil Nadu,
India. She got educational qualifications in M.Sc., M.Phil. (Bot), M.Ed., M.Phil. (Edu), Ph.D., NET, M.A. (His), M.Phil. (His), and M.Sc.
(Psy). She got rich teaching experience of 20 years, as principal in reputed schools and colleges. She has published 2 books and
20 articles in National and International Journals. She has organized 6 National and International Conferences and Faculty
Development Programmes. Dr. Hema has attended and presented papers in 35 National Conferences 10 International
Conferences and acted as a resource person for 10 educational Workshops/Conferences. Her research areas of interest are
Educational Technology and Cognitive Psychology. She is a life member in AIAER. She is the editor of Maha Journal of Education,
The Kongu Regional Educational and Research Foundation, Salem. She is a Reviewer of Universal Journal of Educational
Research of Horizon Research Publishing Corporation, USA.
RESEARCH PAPERS
ORGANIZATIONAL ROLE STRESS OF SECONDARY

SCHOOL TEACHERS WITH REFERENCE TO GENDER
AND MANAGEMENT
By
SANKAR PRASAD MOHANTY

Lecturer, Department of Education, Brajrajnagar College, Brajrajnagar, Odisha, India.
ABSTRACT
Everyone talks on stress. Further, role stress in an organization is very common in the current scenario. The organization
has its own structure and goal and an individual plays important role in order to achieve the organisational goals.
Individual's unique personality and needs affects his role in any organization. The investigators conducted a study to find
out whether gender, category of teachers, and school management were the discriminating factors among the
secondary school teachers. 'Organizational Role Stress Scale' of Pareek (1993) was used for collection data. The study
revealed gender as the decimating factor in ORS. But school management and category of faculty (Science and Arts)
are not the discriminating factors.
Keywords: Organizational Role Stress, Secondary School Teachers, Gender, School Management.
INTRODUCTION Stress is the inability to cope with the pressures of a job.
Conceptual Framework Stress at the workplace is the result of rapid changes in all
aspects viz. urbanization, modernization, industrialization,
Role can be defined as a set of functions an individual
etc. (Bano et al., 2011). The research evidences
performs in response to the expectation of significant
envisaged that role stress of teachers is a common
members of social system or organization and his own
phenomenon due to role conflict, role ambiguity, role-
expectations about the position he occupies in a social
over load role isolation (Pareek, 1993) and work overload,
system. Human behavoiur in an organization is influenced
under load, role conflict, interpersonal stress, and family
and directed by several social, physical, and
life (Mishra, 1994), which are the responsible factors for
psychological factors. The most potent factors for the
creating organisational role stress among the school
arousal of stress are task and role related.
teachers.
An Organisational Role is defined by the expectations of
The investigators have reviewed several related studies as
its role senders, which includes the role occupant, the
Verma (1985) conducted a study on university teachers to
superior (or boss), the direct reports (or subordinates), the
determine the stressors. The findings were that the male
peers, and in some cases, customers, suppliers, partners,
teachers experienced more stress than female teachers.
team members, and 'process owners' (Pareek, 1993;
Ushashree (1993) collected data from special school
Bhattacharya, 2017). Role stress results from problems
teachers and general school teachers to examine role
encountered in role performance. When these problems
conflict and job stress among the teachers. The result
are confronted or resolved, the resulting role stress
revealed that teachers from special schools were having
reduces or gets eliminated. This in turn promotes
more role conflict and job stress as compared to general
enhanced well being of the role occupant and
schools. Gupta (1993) conducted a study on role conflict
enhanced performance and effectiveness at the
among teachers in relation to sex, age, and teaching
individual and organisational levels (Srivastav, 2010).
RESEARCH PAPERS
level. The findings of the study revealed that male been found, opportunities for growth and learning in the
teachers showed more role conflict than female form of training, development, challenging assignments,
teachers. More role conflict was found among the middle etc., have greater relevance.
aged teachers. Biswas and De (1993) studied the role of From the analysis of the related literatures, it is concluded
organizational climate on professional stress. The analysis that organizations play vital roles in stress management.
of data revealed that the teachers working in an open The better the organizational structure, the better is
climate experienced less composite stress, powerless, adjustment and less impact of role stress. The investigators
and social isolation than the teachers working in a realized that stress is not an unknown phenomenon to
paternal climate. Sultana (1995) investigated the level of teachers. Still a few numbers of studies have been
role stress among male and female teachers of conducted in Odisha in this area. Hence the investigators
professional and non- professional courses. The teachers made an effort to conduct a study on organisational role
from professional and non-professional courses deferred stress among secondary school teachers in relation to
significantly on role stress dimensions, viz; Inter Role gender and management. For tentative solution of the
Distance (IRD), Role Stagnation (RS), and Role Overload problem some questions arise: do the secondary school
(RO). Mishra (1994) conducted a study to compare the teachers face organisational role stress? Do the male and
levels of occupational stress and job-satisfaction among female secondary school teachers have any significant
male and female teachers of higher educational difference in organisational role stress? Does the school
institutions. Results indicated significant differences management is the intervening factor for organisational
between male and female teachers in the area of private role stress?
life, work overload, inter-personal stress. Lehal (2007)
1. Objectives of the Study
conducted a study of Organisational Role Stress and Job
· To study the level of organisational role stress
Satisfaction among executives in Punjab. The study
experienced by the secondary school teachers.
reveals that in case of ORS and JS both, the results of
· To study the gender difference on organizational role
public sector are better than private sector. Further in
stress among the secondary school teachers.
public sector, female executives are more stressful than
males. But in case of JS, in the same sector, female · To study the impact of the school management on
executives are more satisfied with their jobs (Nazneen and organisational role stress among the secondary
Bhalla, 2013). Tankha (2006) conducted a comparative school teachers.
study of role stress in government and private hospital · To study the impact of faculty (science and non-
nurses by administering organisational role stress scale by science) on the organisational role stress among the
Pareek (1993) in order to assess the level of stress. The secondary school teachers.
obtained results revealed that male nurses experienced 2. Hypotheses of the Study
significantly higher stress level as compared to females. H01: There is no significant difference between male and
Second, male nurses from private hospitals showed female secondary school teachers on organizational role
significantly higher level of stress levels than the stress.
government nurses on eight out of the ten dimensions of
H02: There is no significant difference between science
Organisational Role Stress Scale. Sharma and Devi (2011)
and arts secondary school teachers on organizational
conducted a study on Role Stress among Employees: An
role stress.
Empirical Study of Commercial Banks. In special regard to
H03: There is no significant difference between private and
the public sector banks where statistically significant
government secondar y school teachers on
differences for employee experiences of role stress in role
organizational role stress.
augmentation, self-diminution, and role fortification have
3. Delimitations of the Study
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· The study was limited to the Jajpur Block of Jajpur School Teachers
district of Odisha. The levels of organizational role stress were analyzed
· The variables, viz; gender, type of school through percentile norms. The details of the scores are
management, and faculty (Science and Arts) were presented in Table 1.
taken for the study. From Table 1, the percentile norms revealed five levels of
· The sample for the study comprised 100 secondary organisational role stress among the secondary school
school teachers. teachers. The scores below 33.40 obtained by the
4. Design of the Study teachers came under very low perceived role stress
whose number was 08; teachers having scores between
The purpose of the study was to study the organisational
33.40 to 55.25 came under low perceived ORS; the
role stress experienced by the secondary school
teachers having scores between 55.25 to 90.30 came
teachers. Gender, school management, and the
under average perceived ORS; score between 90.30 to
category of the teachers (Science and Arts) were the
122.34 came under high perceived ORS; and the teacher
variables of the study. Hence, the design of the study
having scores above 122.34 and above came under
came under descriptive research of ex-post-facto type.
very high perceived ORS whose number was 15.
4.1 Population and Sample
5.2 Organizational Role Stress (ORS) and Gender
The sample for the study was selected randomly from the
Difference
Jajpur block of Jajpur district in Odisha. While selecting the
The data were analyzed on the basis of gender wise
sample the variables, viz; Gender, Category of Teachers
variation on organizational role stress of male and female
(Science and Arts), and School Management (Private and
secondary school teachers as per Table 2.
Government) were kept in view. One hundred (N=100)
were selected for the study. The calculated 't' value 2.10 was found to be higher than
the table value 1.98 at 0.05 level of significance, hence
4.2 Tool Used
the 't' value was significant. The null hypotheses
The standardized tool 'Organizational Role Stress Scale' of
formulated under this variable (H01) “There is no significant
Pareek (1993) was used for collection data from the
difference between male and female secondary school
secondary school teachers. The scale consist of ten
teachers on organisational role stress” was rejected and it
dimensions (stress areas), viz; Self-Role Distance (SRD),
was interpreted that the gender was the discriminating
Inter-Role Distance (IRD), Role Isolation(RI), Role
factor for ORS among the secondary school teachers. It
Stagnation (RS), Role Ambiguity (RA), Role Expectation
Conflict (REC), Role Overload (RO), Role Erosion (RE), Percentile Levels of Role Stress No. of Cases Range of Scores
Resource Inadequacy (RI), and Personal Inadequacy (PI). P90 Very High 15 122.34 onwards
The scale contained 50 items (five items from each role P75 High 17 90.30 –122.34
P50 Average 42 55.25 –90.30
stress area) and each item was measured in five point
P25 Low 18 33.40 –55.25
scale (0 to 4).
P10 Very Low 08 Below 33.40
4.3 Statistical Techniques Employed
Table 1. Levels of ORS on the basis of Percentile Norms
For analysis of the data collected from the secondary
school teachers, different statistical techniques, viz; Gender N Mean SD SED t-value Remark
descriptive and inferential statistical techniques were Male Secondary 55 78.23 24.55
School Teachers
employed. 5.06 2.10 Significant
Female Secondary 45 67.58 25.72
5. Result and Discussion School Teachers
5.1 Level of Organisational Role Stress of Secondary Table 2. Significance of difference between means of Male
and Female Secondary School Teachers on ORS
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was concluded that there exists significant difference in role stress”. In order to test the hypothesis the data were
ORS among the secondary school teachers. analyzed and the obtained 't' value 0.87 was found to be
A detailed analysis was done with regard to the less than the table value 1.98 at 0.05 level of significance
dimensions of the ORS scale on the scores obtained from with df. 98 as reported in Table 4, so it was not significant
the secondary school teachers as presented in Table 3. and the null hypothesis was accepted. It was concluded
Out of ten dimensions, significant result was found in case that there did exist significant difference between means
of only one dimension, i.e., Role Expectation Conflict of the science and arts secondary school teachers.
(REC), which indicated the significance difference With regard to dimensions analysis, in case of two
between male and female secondary school teachers in dimensions i.e. Self-Role Distance (SRD) and Role
REC. The calculated 't' value 2.01 is found to be higher Stagnation (RS), the calculated 't' values 3.04 and
than the table value 1.98 at 0.05 level of significance with 2.80 respectively were found to be significant at 0.05
df.98. In case of other nine dimensions the male and level of significance with df 0.98. In case of other
female teachers did not differ significantly as the 't' value dimensions, viz; IRD, RI, REC, RA, RO, RE, RIn, and PI,
of Self-Role Distance (SRD), Inter-Role Distance (IRD), Role the calculated 't' values were found to be Not-
Isolation(RI), Role Stagnation (RS), Role Ambiguity (RA), Significant as reported in Table 5. That indicated the
Role Overload (RO), Role Erosion (RE), Resource science and arts teachers differ significantly in Self-
Inadequacy (RIn), and Personal Inadequacy (PI) found to Role Distance (SRD) and Role Stagnation (RS) under
be not-significant. It indicated a considerable influence ORS. In other dimensions the teachers' ORS is found
of time pressure on both conflicts with family members to be similarity.
and workplace outcomes for staff.
5.3 Organisational Role Stress and Faculty of Teachers Faculty of Teachers N Mean SD SED t-value Remarks
(Science and Arts) Science Teachers 50 77.34 26.23

5.57 0.87 Not Significant
Under this category, the null hypothesis (H02) was stated, Arts Teachers 50 72.50 29.41
as “There is no significant difference between Science

Table 4. Significance of Difference between Means of
and Arts secondary school teachers on organisational Science and Arts Secondary School Teachers on ORS
Dimensions Science Arts SED t-value Rem

Dimensions Male Female SED t-value Remarks Teachers Teachers -arks
Teachers Teachers (N=50) (N=50)
(N=55) (N=45)
M1 SD1 M2 SD2
M1 SD1 M2 SD2
Self-Role Distance 10.15 4.80 7.53 3.74 0.86 3.04 S
Self-Role Distance 9.75 4.27 9.28 4.83 0.92 0.51 NS (SRD)
(SRD)
Inter-Role Distance 8.28 4.36 7.87 4.65 0.90 0.46 NS
Inter-Role Distance 9.85 4.71 9.69 4.56 0.92 0.17 NS (IRD)
(IRD) Role Isolation (RI) 8.08 3.56 8.7 4.69 0.83 0.75 NS
Role Isolation (RI) 6.23 3.93 5.03 3.40 0.73 1.64 NS Role Stagnation (RS) 10.56 4.52 8.15 4.04 0.86 2.80 S
Role Stagnation (RS) 7.85 4.17 7.35 3.68 0.79 0.63 NS Role Ambiguity (RA) 6.31 3.04 6.71 3.61 0.67 0.60 NS
Role Ambiguity (RA) 10.06 4.81 8.5 3.97 0.88 1.77 NS Role Expectation 7.93 4.68 8.08 4.29 0.90 0.17 NS
Role Expectation 6.93 3.03 5.62 3.35 0.65 2.01 S Conflict (REC)
Conflict (REC) Role Overload (RO) 8.01 3.89 7.09 4.18 0.81 1.12 NS
Role Overload (RO) 8.62 4.53 7.70 4.53 0.91 1.01 NS Role Erosion (RE) 8.65 4.52 7.32 4.26 0.88 1.51 NS
Role Erosion (RE) 8.10 4.74 7.10 4.29 0.90 1.11 NS Resource Inadequacy 6.61 2.58 6.85 3.25 0.59 0.41 NS
(RIn)
Resource Inadequacy 8.75 4.71 9.84 4.57 0.93 1.17 NS
(RIn) Personal Inadequacy 6.71 2.35 6.58 3.30 0.57 0.22 NS
(PI)
Personal Inadequacy 7.15 3.55 7.35 3.44 0.70 0.28 NS
(PI) N.B:- S-Significant at 0.05 level, NS- Not Significant at 0.05 level
N.B: S-Significant at 0.05 level, NS- Not Significant at 0.05 level

Table 5. Significance of Difference between the Means of
Table 3. Significance of Difference between the Means Dimensions under ORS and Faculty of Teachers
of Dimensions under ORS and Gender (Science and Arts)
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5.4 Organisational Role Stress and School Management other nine dimensions the male and female teachers did
(Private and Government) not differ significantly as the 't' value of Self-Role Distance
Table 6 depicts about the testing of the null hypothesis (SRD), Inter-Role Distance (IRD), Role Isolation (RI), Role
(H02) that was stated as “There is no significant difference Stagnation (RS), Role Ambiguity (RA), Role Overload (RO),
between Private and Government secondary school Role Erosion (RE), Resource Inadequacy (RIn), and
teachers on organisational role stress”. In order to test the Personal Inadequacy (PI) found to be not-Significant. It
hypothesis the data were analyzed and the 't' value 0.65 was concluded that the teacher from private
was found to be less than the table value 1.98 at 0.05 level management perceive more organizational role stress
of significance with df 0.98, so it was not significant and compared to government teachers. The government
the null hypothesis was accepted. It was concluded that teachers were more secured compared to private
there did exist significant difference between means of teachers. Expectation from parents, public, and authority
Private and Government secondary school teachers on ORS. was responsible for creating more organizational stress
among the private secondary school teachers.
Table 7 depicts about the analysis pertaining to the
dimensions of the ORS scale. Out of ten dimensions, 6. Major Findings
significant result was found in case only one dimension, · There was significant difference in perceiving
i.e., Role Expectation Conflict (REC). The significant organisational role stress in male and female secondary
difference was found between private and government school teachers in general and significant difference in
secondary school teachers in REC. The calculated 't' perceiving organisational role stress in male and female
value 2.04 was found to be higher than the table value secondary school teachers in Role Expectation Conflict
1.98 at 0.05 level of significance with df 0.98. In case of (REC) in particular (t1=2.10, t2=2.01).
· There was no significant difference in perceiving ORS
School
Management N Mean SD SED t-value Remarks among the science and arts teachers in general and
Private 50 70.73 26.89 there was no significant difference in perceiving ORS in
5.54 0.65 NS*
Government 50 74.34 28.52 the dimensions in particular except two dimensions, i.e.
* NS-Not Significant
Self-Role Distance (SRD) and Role Stagnation (RS) (t=0.87).
Table 6. Significance of Difference between Means of Private
and Government Secondary School Teachers on ORS · Science and arts teachers deferred significantly in
Dimensions Private School Govt. School SED t-value Rem- Self-Role Distance (SRD) and Role Stagnation (RS) under
Teachers Teachers arks
(N=50) (N=50)
ORS. In other dimensions, the teachers' ORS is found to be
M SD M SD similar (t1= 3.04, t2=2.80).
Self-Role Distance 5.69 3.52 6.65 3.43 0.70 1.37 NS · There was no significant difference between Private
(SRD)
and Government secondary school teachers on ORS
Inter-Role Distance 8.95 4.52 7.56 4.83 0.94 1.48 NS
(IRD) (t=0.65).
Role Isolation (RI) 6.58 3.54 6.35 3.25 0.68 0.34 NS
Role Stagnation (RS) 7.25 3.58 7.12 3.33 0.69 0.19 NS · The significance difference was found between
Role Ambiguity (RA) 7.52 3.50 7.35 3.21 0.67 0.25 NS private and government secondary school teachers in
Role Expectation 6.54 3.93 8.03 3.40 0.73 2.04 S
Conflict (REC) one dimension, i.e., REC (t= 2.04).
Role Overload (RO) 7.35 4.17 7.75 3.68 0.79 0.51 NS
Conclusion
Role Erosion (RE) 5.70 3.55 6.70 3.41 0.70 1.43 NS
Resource Inadequacy 6.31 3.04 6.71 3.61 0.67 0.60 NS The present study revealed gender as the decimating
(RIn)
factor in ORS, but school management and category of
Personal Inadequacy 8.68 4.81 7.48 4.42 0.92 1.30 NS
(PI) faculty (science and arts) are not the discriminating
S- Significant, NS- Not Significant factors. Role stress is quite rampant in the organizational
Table 7. Significance of Difference between the Means of working place. The teachers from private management
Dimensions under ORS and School Management
RESEARCH PAPERS
perceive more organizational role stress compared to [6]. Mishra, K. N. (1994). Interrelationship between
government teachers. The government teachers were organizational conflict in school teacher's stress and
more secured compared to private teachers. burnout, in relation to teacher's personality at primary
Expectation from parents, public, and authority was level. Indian Educational Review, 29(3-4).
responsible for creating more organizational stress [7]. Nazneen, A. & Bhalla, P. A. (2013). Comparative Study
among the private secondar y school teachers. of Organizational Role Stress and Job Satisfaction among
Adjustment to the complicated organization has Male and Female Employees of Organized Retail Sector.
become a required quality for the employee in the International Journal of Business Management &
present scenario. Role stress cannot be detached from Research (IJBMR), 3(4), 19-28.
any organization in the present day of globalised world. In
[8]. Pareek, U. (1993). Making organizational roles
case of academic institutions, the role stress was
effective. New Delhi: NCERT
somehow less compared to non-academic
[9]. Sharma, J. & Devi, A. (2011). Role stress among
organization. Privatization has invited more role stress in
employees: An empirical study of commercial banks.
the organization; hence, we have to face it with our
Gurukul Business Review (GBR), 7(1), 53-61.
dynamic thoughts and adjustment techniques.
[10]. Srivastav, A. K. (2010). Heterogeneity of Role Stress.
References
Re s e a rc h a n d Pr a c t i c e i n H u m a n Re s o u rc e
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Management, 18(1), 16-27.
(2011). Organisational role stress: the conceptual
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framework. International Journal of Logistics Economics
organisational role stress of professionals and non
and Globalisation, 3(2-3), 102-115.
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[12]. Tankha, G. (2006). A Comparative Study of Role
Economies. IGI Global.
Stress in Government and Private Hospital Nurses. Journal
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of secondary teachers in relation to variables. Journal of
[13]. Ushasree, S. (1993). A study of sources, reactions and
Educational Research and Extension, 33, 1530163.
copying resources of school teachers to stress: An
[4]. Gupta, S. P. (1993). Role conflict among teachers and
independent study. Indian Educational Abstract, 2.
some biographical variables. Journal of Indian
[14]. Verma, J. S. (1985). A comparative study of role
Education, Vol XVIII (6) NCERT: New Delhi.
conflict of male and female educational administrators in
[5]. Lehal, R. (2007). A Study of Organisational Role Stress
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Delhi: NCERT.
ABOUT THE AUTHOR
Dr. Sankar Prasad Mohanty is working as a Lecturer in Education (SSB, Government of Odisha sponsored), Brajrajnagar College
(Affiliated to Sambalpur University, Sambalpur), Brajrajnagar, Jharsuguda, Odisha. Formerly, he was working in Ravenshaw
University, Cuttack. He is having more than 18 years of experience in teaching at higher education (UG Hons., B.Ed, PG and
M.Phil/Ph.D levels), research and extension activities. He has the credit of publishing more than forty research papers/articles in
various National and International Journals of repute; and has presented more than fifty papers in various National and
International Seminars/Conferences. He has published five edited volumes as the editor and co-editor. His editorial works carry
an unparallel academic ambience with the publication of UGC approved journal of education “Pedagogy of Learning (POL)”.
Three PhD scholars are conducting their research work under his guidance.
RESEARCH PAPERS
REASONING ABILITY AND ACADEMIC ACHIEVEMENT

AMONG SECONDARY SCHOOL STUDENTS
IN TRIVANDRUM
By
K. V. RANI
Assistant Professor, S.N. Training College, Nedunganda, Thiruvananthapuram, Kerala, India.
ABSTRACT
Reasoning ability is the 'problem solving skills' or 'analytical ability' or 'deductive and inductive reasoning'. Academic
achievement is the total score one achieved at school, college, or university from class, laboratory, library, or field work.
The objectives of the study were to explore the relationship between reasoning ability and academic achievement
among secondary school students in Trivandrum district. Study also evaluated the difference in the mean scores of
reasoning ability and academic achievement in terms of their background variables, such as gender, age, and type of
school. Population of the study includes all students studying in secondary schools of Trivandrum district. The sample of
the study consisted of 225 secondary school students of Trivandrum district. The tool adopted here was the Reasoning
Ability of Secondary School Students Scale developed by the investigator herself and academic achievement by the
term test conducted in the school by the state government. Statistical techniques involved here were t-test and Pearson's
Product Moment coefficient of correlation. The result of the study showed that, there was significant high positive
correlation between reasoning ability and academic achievement among secondary school students. Also male
students showed more reasoning ability and academic achievement than that of female students. With reference to
age, and type of school also there existed significant differences in reasoning ability and academic achievement.
Educators need to recognize that the age and the type of the school are also influencing the student's reasoning ability
and academic achievement of the students. Hence, it is necessary to allow the students to keep in touch with the latest
facilities free of cost. So, the instructors have to arrange various competitive programmes, scientific exhibitions, various
programs like quiz, talent test, puzzles, etc. Society allows students to access science and technology museums to
students at low cost and encourages clubs and NGOs to arrange various programmes, such as seminars, symposium,
etc., which promote the reasoning ability.
Keywords: Reasoning Ability, Academic Achievement, Arithmetic Skill, Achievement Ratio, Abstract Reasoning, Logical
Reasoning, Perception.
INTRODUCTION suitably utilizing his education to productive work. “Role of
Education in freedom India is increasing sharply and all school education has been crucial in enriching
are curious in providing education to their younger knowledge, developing skills, inculcating habits, and
generation. During the era of globalization and instilling right values among individuals and societies. It is
technological revolution, education is considered as an believed that abilities developed in the childhood play a
important one for an individual's well-being and major role in overcoming the hurdles and challenges in
opportunities for better living. Education increases the real life ahead-personal, social, or professional. It
knowledge and thereby a person can become a part of begins with driving meaning from what we learn in our
the nation to improve per capita income of a country by classrooms” (Sharma and Priyanka, 2016). Educators,
RESEARCH PAPERS
trainers, and researchers are exploring factors from a long problems systematically and tackle the problems
time to find out what contribute the quality of effectively in an organized manner.
performance of learners. If a student fails to reason a Academic Achievement
problem, he cannot attain his target to score good marks
Academic achievement has become an indicator of a
and thereby, it increases his anxiety towards examination.
child's future in the present extremely competitive world.
Hence reasoning ability plays a vital role in educational
“It is the performance of the student's accomplishment in
settings.
a subject” (Venkateswarlu et al., 2016) Education gives
Reasoning freedom in context to social mobility and transforms their
Reasoning is said to be a productive thinking process in levels of life. It offers prosperity, wealth, and position in a
solving problems both in examinations and in life. life. Academic achievement is the overall capability to
“Reasoning is the process of logical thinking and problem acquire knowledge and skills efficiently and effectively.
solving; it is the thinking in terms of logical relationships Educator's top priority is student's academic
and reaching logical conclusions” (Sorenson, 1954). per formance since it changes world globally.
“Reasoning ability is the act or process of a person who Academically excellent students are expected to
reasons and is the process of forming conclusions, change a nation occupationally and economically. It
judgments, or inferences from facts or premises, and the refers to level of success in completing or acquiring and
reasons, arguments, proofs, etc., resulting from this attaining the curriculum studies in the formal environment
process” (Random House Kernerman Webster's College of schooling. It can be defined as a measure of
Dictionary, 2010). It is the process of thinking involving knowledge gained in formal education usually indicated
inference or of solving problems by employing. by test scores, grade, grade points, average, and
Reasoning is the process of finding out solutions to a degrees. “At first achievement is assumed to include only
problem by using an organized thought process. Here, a knowledge and skills. But it includes attitudes, interests,
person utilizes his creative and critical thinking capacity to and values as aspects of achievement…. The objectives
solve a problem irrespective of whether he is in a group or of instruction always include desired attitudes, interests,
as an individual. “It is a word used to describe the mental and values and are an appropriate part of the
recognition of cause and effect relationships. It may be achievement test programme and may be thought of as
the prediction of an event from an observed cause or the an applicational in nature. So teachers should teach for
inference of a cause from an observed event” (Gray, them and parents should expect them to be taught”
2004). Reasoning is a mental process which gives (Pressey, Robinson, and Horrocks, 1958). Student's
effective problem solving techniques to overcome academic achievement depends on teaching learning
difficulties that appears to interfere in attaining of solution. nature in a class too. Academic achievement is
A student with effective reasoning can be identified measured based on formative and summative
through their use of wide range of strategies in tackling assessments “In the 19th and early 20th centuries, college
their problems, has good arithmetic skills, high self entrance was generally based on grades, essays, and
confidence, checks answers for reasonableness, and interviews”. Achievement tests are given to determine a
able to understand the problem and solve it with critical child's academic level more precisely or to help diagnose
and analytical skills. Students with these skills exhibit high learning problems” (Woolfolk, 2008). Right from the
reasoning ability and are able to attempt any type of beginning, great stress is placed on achievement at
difficulties faced by them. Reasoning helps them to secondary school level. This stage has its own organized
effectively deal with problems that they faced daily by hierarchy which is mainly based on achievement and
thinking critically and creatively. Developing reasoning of performance, because this period is a path to enter
a student enhances the student's ability to approach professional courses. There are various factors, which
RESEARCH PAPERS
influence pupil's academic achievement, viz. school new information that is relevant to the goal, the
climate, parental involvement, intelligence, learning perception of relations and the purposeful adaptation of
experiences at schools, parental occupation, their means to ends. It is a process which is characterized by
educational level, reasoning, personality, motivation, understanding or insight” (Gates et al., 1957). Therefore,
heredity, problem solving interest aptitudes, learning the author have to promote reasoning ability among
styles, and socio-economic status of the parents and students, so that they could excel in all walks of life.
many more factors. Schools should provide computer games, fascinating
Therefore, the topic of academic achievement has objects, simulation, and games of different kinds to
assumed a lot of meaning in the modern educational increase reasoning capacity of students. By improving
system. In our social setup, academic achievement is reasoning capacity of a student, he can face challenges
considered as a main standard to judge one's whole and lead a balanced life. Hence, enhancement in the
capabilities and competencies. Therefore, academic reasoning capacity of a student is acknowledged by the
achievement occupies an essential place in teaching educationalists all over the world. For the same, teachers
learning process. At present socio-economic and cultural can play an important role by adopting various strategies
context academic achievement is of paramount and techniques, which help in the development of
significance. reasoning ability. “Motivating school children to want to
learn the facts, skills, and principles now demanded in the
“Our school systems existence depends heavily upon
conventional school is a big order” (Gray, 2004). They can
assumptions about transfer of training. We assume that
help students to develop their advanced levels of
what children learn in the classroom today will facilitate
reasoning through careful range of tasks and the use of
their learning tomorrow next week. The skills and attitudes
probing questions so that students may learn problem
learned in the early years of the elementary school are
solving approaches and use the power of extra formal
fundamental to successful performance in later school
reasoning to better formulate and justify mathematical
years and in adult life….Most educators would agree that
calculations. “Reasoning is the higher form of thinking that
the usefulness of school learning is to be defined in terms
needs a well organized brain. The process of reasoning
of intellectual and aesthetic values as well as in terms of
requires two conditions-first that the person's mind should
what is immediately practical” (Hudgins, 1966). In the
have completely formed concepts and the second that
present times, everyone desires to have a high academic
he should be endowed with the power of reaching
performance. The entire system of education is centered
decisions. It is because the children lack these two
on students' academic performance. Significant
faculties that they are not able to reason. An individual
researches occur concentrating on the role of reasoning
give reasons from the past known circumstances to the
ability on pupils' performance. The results found that
present or further unknown conditions. In this manner
formal reasoning ability as a strong predictor for the
reasoning helps to reach certain conclusions concerning
achievement. It has been also studied that reasoning can
the future without anything having been achieved in
be used to predict the performance of students'
actual practice. Such an application needs some
achievement.
imagination as an essential part” (Sharma and Ram Nath,
Reasoning ability seemed to be the main predictor of
1954). School administrators may put extra efforts to
academic achievement. It enhances academic
inculcate curriculum with reasoning and skills, so that
achievement. The individual differences in reasoning
students may get opportunity to sharpen their skills. “A
ability could be explained by performance in academic
successful reason ties together several isolated
achievement. “It is a tool for problem solving and at the
experiences and re-organizes them for his solution. Pupils
same time it is a form of learning which involves the
can be helped to analyze their procedures by comparing
selection of past experience or the systematic search for
RESEARCH PAPERS
them with successful models. Training and practice in reasoning ability of students in relation to the
abstracting, analyzing, and generalizing from the general achievement. Achievement is initially linked with
to the concrete and vice versa” (Thompson, Gardner, and reasoning capacity of a student. "Achievement ratios can
DiVesta, 1959). “The teachers need to understand their give a teacher interesting information about the average
learners with a view to prepare well for facilitating learning attainment standards of his classes" (Hughes, A. G. and
of different group of learners. It is known for most teachers Hughes, E. H. 1959). A student can get sure good marks in
tend to teach in the way they were taught or in the way examination only if he possesses greater capacity to
they preferred to learn” (Sahoo and Chandra, 2015). But, if reason an application level of questions. Then we can say
a teacher develops an understanding of learning that the achievement is greater for students with good
environments and styles teachers can maximize their reasoning ability. From this, the investigator found that
potential for learning. If the reasoning ability and there was a scarcity of research in the field of this area and
achievement of an individual are better, they can fruitfully hence decided to conduct a research on reasoning
serve the society. India is a developing country and we ability in connection with academic achievement.
require such type of individuals with high reasoning Suresh (2014) conducted a study on Reasoning Ability In
capability to achieve a better position in the world. Science (RAIS) among college students and found that
1. Need and Significance of the Study gender, locality, type of college, type of management,
Reasoning ability plays a significant role in one̕ s life. It communities, father's occupation are significant in
controls not only cognitive activities, but also influences reasoning ability. Gnanadevan and Selvaraj (2013)
the total behaviour and personality. Now-a-days, for all conducted a study on Reasoning ability, Science Attitude,
important courses, the selection process is through and Academic achievement among Higher Secondary
entrance tests and screening tests. In such a situation, one Students and found that reasoning ability had an
who has good knowledge and reasoning skill can get influence on academic achievement of the students.
selected through entrance examination. It is essential in Kusuma (2009) conducted a study on Reasoning Ability
this context to study about the reasoning ability of and Academic Achievement of ashram and non-ashram
secondary school students. school children and found that reasoning ability have a
strong relation with academic achievement. Murugan
Reasoning ability has a significant role in the academic
and Thilagavathy (2014) conducted a study on Higher
achievement, since the subject is dependent mostly on
secondary student's reasoning ability and home
the abstract and logical reasoning ability of students. “The
environment and found that there was significant relation
achievement of the student depends upon his
with reasoning ability and the care given from the home.
conceptual learning and understanding of the topic". It
Also Murugarajan (2008) conducted Abstract Reasoning
further depends on number factors like child interest
ability of Commerce students studying in school and
motivation and level of aspiration of the students.
found that the abstract reasoning ability of commerce
Achievement test can be used for prognostic purposes
students were positively influenced by the problems
also. It is the measure of the marks in the examination by
associated with the subject.
the students. The whole system of education revolves
around the academic achievement of student” (Kumar The investigator referred so many journals, books;
and Virander, 2015). It measures a person's present status magazines, etc., and found that there was a scarcity of
and enables the tester to judge to what extent that person research in the connected area of Reasoning Ability and
is capable of profiting from further learning experiences” Academic achievement. Hence, the investigator
(Pressey, Robinson, and Horrocks, 1958). There were many decided and intended to conduct a study on Reasoning
research studies emphasizing the importance of problem Ability and Academic Achievement among secondary
solving ability, but limited studies were there to explain school students.
RESEARCH PAPERS
2. Statement of the Problem secondary school students with respect to gender.

The Problem is entitled as “Reasoning Ability and · To find the difference in reasoning ability of secondary
Academic Achievement among Secondary School school students with respect to age.
Students in Trivandrum ”. · To find the difference in academic achievement of
3. Definition of the Key Terms high school students with respect to age.
3.1 Reasoning Ability · To find the difference in reasoning ability of secondary
"Reasoning is productive thinking in which previous school students with respect to type of school.
experiences are reorganized, or combined in new ways to · To find the difference in academic achievement of
solve a problem" (Gates et al., 1957). secondary school students with respect to type of
“An ability to generalize or which presumes an ability on school.
the part of the subject to perceive certain relationships 5. Hypotheses of the Study
and associations between different objects and · There is no relationship between reasoning ability and
situations” (Pasricha and Prem, 1963). academic achievement among secondary school
3.2 Academic Achievement students.
"The status or level of a person's learning and his ability to · There is no significant difference in the mean scores of
apply what he has learned" (Pressey, Robinson, and reasoning ability of secondary school students with
Horrocks, 1958). respect to gender.
“Academic achievement is the performance in school in · There is no significant difference in the mean scores of
a standardized series of educational tests. The term is academic achievement of secondary school
more generally used to describe performance in the students with respect to gender.
subjects of the curriculum” (Sekar and Lawrence, 2016). · There is no significant difference in the mean scores of
In the present study, the investigator took the score of reasoning ability of secondary school students with
students in midterm marks from the examination respect to age.
conducted by the State Government. · There is no significant difference in the mean scores of
3.3 Secondary School Students academic achievement of secondary school
“A school that is intermediate in level between elementary students with respect to age.
school and college and that usually offers general, · There is no significant difference in the mean scores of
technical, vocational, or college preparatory curricula” reasoning ability of secondary school students with
(Dictionary of the English language, 2016 Retrieved from respect to type of school.
https://www.thefreedictionary.com/ secondary+school). · There is no significant difference in the mean scores of
In this study, the students who are studying in class VIII is academic achievement of secondary school
recognized as secondary school students whose age is students with respect to type of school.
12-13 years. 6. Methodology
4. Objectives of the Study 6.1 Method
· To find the relationship between reasoning ability and Survey method was adopted in the study. A survey
academic achievement among secondary school method means predetermined set of questions are given
students. to a sample to collect information about how people think
· To find the difference in reasoning ability of secondary and act.
school students with respect to gender. Here survey method is conducted for reasoning ability of
· To find the difference in academic achievement of secondary students which consists of predetermined set
RESEARCH PAPERS
of questions that is given to a representative sample. between reasoning ability and academic achievement
6.2 Population among high school student” was rejected. There was
significant high positive correlation between reasoning
Population means the entire group of people where the
ability and academic achievement among secondary
researcher wishes to conduct his research.
school students.
The population in this study consisted of the secondary
7.2 Hypotheses Testing using t-test
school students of various high schools located in
Trivandrum district. 7.2.1 Comparison of Reasoning Ability of Secondary
School Students with respect to Gender
6.3 Sample
7.2.1.1 Hypothesis 2
A sample is one that is representative of the larger
population of interest. A researcher can describe the There is no significant difference in the mean scores of
attitudes of the population from which the sample was reasoning ability of secondary school students with
drawn. respect to gender.
The samples were 225 secondary school students from The difference in the male and female students in their
Trivandrum district. In this, 120 males and 105 females reasoning ability was found using t test on a sample of 225
were selected randomly. secondary school students. The result was shown in Table 2.
6.4 Tools From Table 2, it was found that mean and standard
deviation of male students is 25.36 and 3.232,
Tools are the sources for collecting information from the
respectively. The mean and standard deviation of female
samples.
students are 23.45 and 3.456, respectively. Here the
The tool adopted here was the Reasoning Ability of
calculated t value was 4.292, which was greater than that
Secondary School Students Scale developed by the
of the table value 1.98 at level 0.05. The value t was found
investigator herself and academic achievement by the
to be significant statistically. Therefore, on the basis of the
term mid test conducted in the school by the State
results given in Table 2, Hypothesis 2, “There is no
Government.
significant difference in the mean scores of reasoning
6.5 Statistical Technique
ability of secondary school students with respect to
Statistical techniques involved here were Pearson's gender” was rejected. This means that male and female
Product Moment coefficient of correlation, t-test, and ANOVA. students showed differences in their reasoning ability.
7. Analysis and Interpretation From the mean scores, it was found that male students
7.1 Hypotheses Testing using Correlation showed more reasoning ability than that of the female
7.1.1 Relationship Between Reasoning Ability and Variable

Variables N r
Academic Achievement Interpretation
Reasoning Ability and

7.1.1.1 Hypothesis 1 225 0.728 High correlation
Academic Achievement
There is no relationship between reasoning ability and Table 1. Data and Results of Correlation: Relationship between
academic achievement among secondary school Reasoning Ability and Academic Achievement of
Secondary School Students
students.
Table 1 indicates the relation between Reasoning ability Level of
Variable Groups N M SD t-test
Significance
and Academic achievement obtained on a sample of
Reasoning Male 105 25.36 3.232
225 students was found to be 0.728. This indicated that at ability
Female 120 23.45 3.456
4.292 S
0.05 level of significance there existed significant high Table value at 0.05 level is 1.98
correlation between the two variables. Therefore, on the Table 2. Data and Results of t-Test: Comparison of Reasoning
Ability of Secondary School Students with respect to Gender
basis of Table 1, the Hypothesis 1 “There is no relationship
RESEARCH PAPERS
students. secondary school students. The result is shown in Table 4.

7.2.2 Comparison of Academic Achievement of The F value presented in Table 4 revealed that there
Secondary School Students with respect to Gender existed no significant difference among three groups of
7.2.2.1 Hypothesis 3 13, 14, and 15 age group in secondary school students
for their reasoning ability. Since the calculated F value
There is no significant difference in the mean scores of
(3.760) was greater than the table value (3.05) for 2,222
academic achievement of secondary school students
degrees of freedom at 0.05 level significance. On the
with respect to gender.
basis of the results given in Table 4, Hypothesis 4, “There is
The difference in the male and female students in their
no significant difference in the mean scores of reasoning
academic achievement was found using t test on a
ability of secondary school students with respect to age”
sample of 225 secondary school students. The result was
was rejected. This means that there existed significant
shown in Table 3.
difference in reasoning ability of secondary school
Table 3 showed that mean and standard deviation of
students with respect to age.
male students was 335.26 and 16.86, respectively. The
7.3.2 Comparison of Academic Achievement of
mean and standard deviation of female students is
Secondary School Students with respect to Age
330.35 and 15.56, respectively. Here, the calculated t
value was 2.258, which was greater than that of the table
value 1.98 at level 0.05. The value t was found to be There is no significant difference in the mean scores of
significant statistically. Therefore, on the basis of the results academic achievement of secondary school students
given in Table 3, Hypothesis 3, "There is no significant with respect to age.
difference in the mean scores of academic The significant difference among 13, 14, and 15 age
achievement of secondary school students with respect group in their academic achievement were found using
to gender" was rejected. From the mean value, it was ANOVA on a sample of 225 secondary school students.
showed that male students showed more academic The result was shown in Table 5.
achievement than that of the female students. The F value presented in Table 5 revealed that there
7.3 Hypotheses Testing using “ANOVA” existed significant difference among three groups 13, 14,
7.3.1 Comparison of Reasoning Ability of Secondary and 15 age group of secondary school students for their
School Students with respect to Age academic achievement. Since the calculated F value
(3.246) was greater than that of the table value 3.05 for 2,
222 degrees of freedom at 0.05 level significance on the
There is no significant difference in the mean scores of
basis of the results given in Table 5, Hypothesis 5, “There is
reasoning ability of secondary school students with
no significant differences in the mean scores of
respect to age.
achievement of secondary school students with respect
The significant difference among secondary school
to age'' was rejected. This means that there existed
students whose ages 13, 14, and 15 in their reasoning
significant difference in academic achievement of
ability were found using ANOVA on a sample of 225
Level of
Level of Source SS df MS F Significance
Groups N M SD t-test
Significance
Between 486.35 2 243.175
Male 105 335.26 16.86 Groups 3.760 S
2.258 S
Female 120 330.35 15.56 Within 14356.61 222 64.669
Groups
Table value at 0.05 level is 1.98
Table 3. Data and Results of t -Test: Comparison of Academic
Table 4. Data and Results of ANOVA: Comparison of Reasoning
Achievement of Secondary School Students with respect
Ability of Secondary School Students with respect to Age
to Gender
RESEARCH PAPERS
with respect to type of school.

Level of
Source SS df MS F Significance The significant difference among government, aided,
Between 4625.23 2 2312.615 and private in their academic achievement were found
Groups 3.246 S
Within 158126.3 222 712.28 using ANOVA on a sample of 225 secondary school
Groups
students. The result was shown in Table 7.
Table 5. Data and Results of ANOVA: Comparison of Academic The F value presented in Table 7 revealed that there
Achievement of Secondary School Students with respect to Age existed significant difference among three groups,
secondary school students with respect to age.
namely government, aided, and private Schools of
7.3.3 Comparison of Reasoning Ability of Secondary students for their achievement. Since the calculated F
School Students with respect to Type of School value (3.311) was greater than that of the table value 3.05
7.3.3.1 Hypothesis 6 for 2,222 degrees of freedom at 0.05 level significance
There is no significant difference in the mean scores of on the basis of the results given in Table 7, Hypothesis 7,
reasoning ability of secondary school students with “There is no significant difference in the mean scores of
respect to type of school. academic achievement of secondary school students
The significant difference among government, aided, with respect to type of school” was rejected. This means
and private in their reasoning ability were found using that there existed significant difference in academic
ANOVA on a sample of 225 secondary school students. achievement in secondary school students with respect
The result was shown in Table 6. to type of school.
The F value presented in Table 6 revealed that there 8. Findings and Discussions of the Study
existed significant difference among three groups, 8.1 Finding based on Correlation
namely government, aided, and private of their From Table 1, it was found that the calculated r (0.728)
reasoning ability. Since the calculated F value (4.930) was value showed that there was significant high positive
greater than that of the table value 3.05 for 2,222 degrees correlation between reasoning ability and academic
of freedom at 0.05 level significance. On the basis of the achievement among secondary school students.
results given in Table 6, Hypothesis 6 "There is no significant 8.2 Findings based on t-test
differences in the mean scores of reasoning ability of
From Table 2, it was found that mean and standard
secondary school students with respect to type of school”
deviation of male students are 25.36 and 3.232,
was rejected. This means that there existed significant
respectively. The mean and standard deviation of female
difference in reasoning ability of secondary school
students are 23.45 and 3.456, respectively. Here the
students with respect to type of school.
calculated t value was 4.292, which was greater than that
7.3.4 Comparison of Academic Achievement of of the table value 1.98 at level 0.05. The value t was found
Secondary School Students with respect to Type of School to be significant statistically. Therefore, on the basis of the
7.3.4.1 Hypothesis 7 results given in Table 2, Hypothesis 2, “There is no
There is no significant difference in the mean scores of significant difference in the mean scores of reasoning
academic achievement of secondary school students Level of
Source SS df MS F Significance
Level of
Source SS df MS F Significance Between 4663.65 2 2331.82
Groups 3.311 S
Between 562.33 2 281.165 Within 156348.2 222 704.27
Groups 4.930 S Groups
Within 12658.65 222 57.021 Table value at 0.05 level is 3.05
Groups
Table 7. Data and Results of ANOVA: Comparison of Academic
Achievement of Secondary School Students with
Table 6. Data and Results of ANOVA: Comparison of Reasoning respect to Type of School
Ability of Secondary School Students with respect to Type of School
RESEARCH PAPERS
ability of secondary school students with respect to significant difference in academic achievement of
gender” was rejected. This means that male and female secondary school students with respect to age.
students showed differences in their reasoning ability. The F value presented in Table 6 revealed that there
From the mean scores, it was found that male students existed significant difference among three groups
showed more reasoning ability than that of the female namely government, aided, and private secondary
students. school students of their reasoning ability. Since the
Table 3 showed that mean and standard deviation of calculated F value (4.930) was greater than that of the
male students was 335.26 and 16.86, respectively. The table value 3.05 for 2, 222 degrees of freedom at 0.05
mean and standard deviation of female students is level significance. On the basis of the results given in the
330.35 and 15.56, respectively. Here the calculated t Table 6, Hypothesis-6, "There is no significant differences in
value was 2.258, which was greater than that of the table the mean scores of reasoning ability of secondary school
value 1.98 at level 0.05. The value t was found to be students with respect to type of school” was rejected. This
significant statistically. Therefore, on the basis of the results means that there existed significant difference in
given in Table 3, Hypothesis 3, "There is no significant reasoning ability of secondary school students with
difference in the mean scores of academic respect to type of school.
achievement of secondary school students with respect The F value presented in Table 7 revealed that there
to gender" was rejected. From the mean value, it was existed no significant difference among three groups
showed that male students showed more academic namely government, aided, and private of secondary
achievement than that of the female students. school students for their achievement. Since the
8.3 Findings based on ANOVA calculated F value (3.311) was greater than that of the
The F value presented in Table 4 revealed that there table value 3.05 for 2, 222 degrees of freedom at 0.05
existed significant difference among three groups of 13, level significance on the basis of the results given in Table
14, and 15 age groups in secondary school students for 7, Hypothesis 7, “There is no significant difference in the
their reasoning ability. Since the calculated F value mean scores of academic achievement of secondary
(3.760) was greater than the table value (3.05) for 2,222 school students with respect to type of school” was
degrees of freedom at 0.05 level significance. On the rejected. This means that there existed significant
basis of the results given in Table 4, Hypothesis 4, “There is difference in academic achievement in secondary
no significant difference in the mean scores of reasoning school students with respect to type of school.
ability of secondary school students with respect to age” Conclusions of the Study
was rejected. This means that there existed significant From the study, it was found that there was significant high
difference in reasoning ability of secondary school positive correlation between reasoning ability and
students with respect to age. academic achievement among secondary school
The F value presented in Table 5 revealed that there students. Hence, in order to get training to score high
existed significant difference among three groups 13, 14, marks in academic achievement, a student must get
and 15 age groups of secondary school students for their training to raise their capacity for reasoning. Also it is found
academic achievement. Since the calculated F value from the study that male students showed more
(3.246) was greater than that of the table value 3.05 for 2, reasoning ability and academic achievement than that
222 degrees of freedom at 0.05 level significance on the of the female students. This may be due to the exposure of
basis of the results given in Table 5, Hypothesis 5, “There is male students to more problematic situations than that of
no significant differences in the mean scores of girls. Educators must keep in mind that they have to give
achievement of secondary school students with respect extra exercises in order to overcome the gender
to age'' was rejected. This means that there existed differences in reasoning ability and academic
RESEARCH PAPERS
achievement. With reference to age and type of school Delimitation of the Study
also there existed significant differences in reasoning The present study has following delimitations.
ability and academic achievement. Educators need to
· The study is restricted to secondary school students.
recognize that the age and the type of the school are also
· The study is restricted to Kerala state only.
influencing the students reasoning ability and academic
· The sample has been limited to 225 students.
achievement of the students and suitable measures have
to be adopted in order to raise the productivity of References
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Implications of the Study language, fifth Edition. Copyright 2016. Harcourt
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To the Teachers
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· Instructors must arouse the interest of the students by
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higher secondary students. Journal of Educational
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· Positive reinforcement should be given to students if
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[5]. Hughes, A. G. & Hughes, E. H. (1959). Learning and
· Students should be given opportunities to do hands
Teaching: An Introduction to Psychology and Education
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[6]. Gates, I., Jersild, J., McConnell. T. R., & Challman, R.
To the School Authorities
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· Allow the students to keep in touch with the latest
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[7]. Kumar & Virander. (2015). A study of Academic
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Psychological Research, 5(2), 229-231.
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· Incentives should be provided to the talents.
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should be open for students at low cost. secondary students Reasoning Ability and Home
· Encourage mass media to publish education related environment. Research and Reflections on Education,
news and others. 12(4), 11.
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between learning styles and academic achievement of [20]. Thompson, G. G., Gardner, E. F., & DiVesta, F. J.
CBSE board intermediate students. Indian Journal of (1959). Educational Psychology (pp. 300-301). New York:
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ABOUT THE AUTHOR
Dr. Rani K.V. is currently working as an Assistant Professor (Guest) in B.Ed. Department of S.N. Training College, Nedunganda since
June 2017. Her qualifications are M.Sc. (Chemistry), M.A. (Sociology), M.A.(Philosophy), B.Ed, M.Ed, M.Phil, and Ph.D (Education), N.E.T.
(Education), PGDY and CIG. Dr. Rani has worked as Associate Professor in M.E.T. College of Education, Chembagaramanputhur. During
her career, she had supervised thesis works, assisted in publishing the abstract works of M.Ed students and handled various subjects.
Thereby, having an experience of 12 years in handling students from primary to masters level.
RESEARCH PAPERS
IMPROVING STUDENT TEACHERS' PERCEPTIONS ON

TECHNOLOGY INTEGRATION USING A BLENDED
LEARNING PROGRAMME
By
SREEKALA EDANNUR * MARIA JOSEPHINE AROKIA MARIE S. **

* Assistant Professor, School of Education, Pondicherry University, India.
** Assistant Professor, Department of Education, IGNTU, Amarkantak (MP), India.
ABSTRACT
This study examined student teachers' perceptions about Technology Integration (Blended Learning in this study) before
and after their exposure to a Blended Learning Experimental Programme designed for the study for eight weeks.
EDMODO (an open access Learning Management System) was used as the teaching learning platform for the
implementation of Blended Learning Programme. Data were collected from 29 student teachers from a college of
teacher education located in Puducherry state of India. The scale for assessing their perception was constructed and
validated. The overall results indicated that student teachers changed their perceptions of Blended Learning in terms of
their general perception, interactivity in classroom, knowledge creation, content knowledge, technology benefits, and
overall satisfaction, positively, after undergoing the experiment. The factor perceptions of technology benefit turned out
to be the predictor of the overall satisfaction of respondents on Technology Integration. From these results, the authors
recommend that stakeholders of education work closely with teachers to address their perceptions about using
technology in classrooms and then helping them to change it positively so as to improve quality of teaching and learning
process. Student teachers need to be trained to integrate technology in teaching. Improving their perception is the first
step towards it. The teacher education administration may provide personal support and resources required for such a
change. This study also offers recommendations for involving teacher educators in educational software designing for
strengthening the pedagogical components in such programmes keeping the teacher perceptions and expectations
in mind, not focusing solely on the technology benefits as the results of the study shows.
Keywords: Technology Integration, Blended Learning, Student Teachers' Perception, Interactivity, Knowledge Creation.
INTRODUCTION these changes to the younger generation. It is the
The unprecedented growth in new technologies that can teachers who can conveniently be the vehicles for such a
be used in teaching and learning has brought remarkable transfer, since their reach to the students is the highest.
changes in the quality of teaching and learning in recent Thus, it becomes very important that the student teachers
years. As the teacher plays the major role in the are trained to be the change setters for improving the
management of learning in classrooms, efforts should be quality of education provided. National Policy on
taken for equipping teachers to use these new Education (1986) stated that “the status of the teachers
technologies in classrooms. Developing trends in the reflects the social cultural ethos of a society it is said that
society and education are interrelated. These trends no people can raise above the level of its teacher”
decide what a child should learn, how to learn, and who therefore the strength of an educational system mostly
will set the trends. It becomes imperative for education as depends on the quality of its teachers. Teachers are
a social system to bring about these changes and transfer nurtured in the teacher education institutions. Therefore,
RESEARCH PAPERS
teacher education programmes provided in these Programme was then exposed to an intact class of 29
institutions should be tailored to enable the new teachers student teachers as the experimental group. The
to use new trends in education. Blended learning perception was again assessed as a post-test after the
programme used in this study is such a new trend in programme.
education. Blended Learning is defined as a hybrid of 1. Literature Review
classroom and online learning without the complete loss
Humbert and Vignare (2005) share the results of a case
of face-to-face contact. This learning approach is flexible
study research of the first year of pilot to introduce
and integrates innovative and technological advances
blended learning to the Rochester Institute of Technology.
of online learning with active participation of students in
The results are positive. Students seem to like blended
conventional learning environment.
learning and believe faculty are offering more
While it is important to develop teacher education instructional strategies and resources using blended
programs that practices new technologies in the field of learning. Students also view positively the increased and
education to meet the needs and expectation of the improved student to student communication.
digital learners, it is also important to have trained
Akkoyunlu and Soylu (2008) examined students' views on
teachers to use these technologies. Though funding,
blended learning environment. This study was conducted
equipment, lack of time, and knowledge are known
on 64 students who belong to computer education and
obstacles to successful technology integration (Hardy,
instructional technology and found that students enjoyed
1998; Lam, 2000; Simonsen and Dick, 1997), a critical
taking part in the blended learning environment. It also
component in meeting teachers' technology needs is
reveals that students' achievement levels and the
responding to teachers' perceptions or beliefs toward
frequency of their participation in online learning forum
using technologies in teaching. Teachers' perception on
affected their views about blended learning environment.
the effectiveness of blending technology in regular
The study reveals that the dimension of face-to-face
classrooms may thus bring an impact on its use and in turn
interaction had the highest score and the results
improve the effectiveness of learning. In fact, teachers'
demonstrated the importance of interaction and
beliefs are essential in considering how a teacher
communication for the success of online learning. The
teaches, thinks, and learns (Richardson, 1996).
respondents revealed that they perceive blended
Understanding and improving upon teachers'
learning as highly satisfying.
perceptions towards use of technology in teaching plays
Ertmer, Gopalakrishnan, and Ross (2001) conducted a
an essential role in successful technology integration in
case-study research designed to revisit the question, how
teaching and learning.
do the pedagogical beliefs and classroom technology
This paper focuses on understanding the perceptions of
practices of teachers, recognized for their technology
student teachers towards Blended Learning Programme
uses, align? Twelve K-12 classroom teachers were
and studying the improvement made on their
purposefully selected based on their award-winning
perceptions by using a Blended Learning Programme as
technology practices, supported by evidence from
an experiment. The Blended Learning Programme in this
personal and/or classroom websites. Follow-up interviews
study is designed by integrating both face-to-face and
were conducted to examine the correspondence
online teaching learning techniques. The perceptions of
between teachers' classroom practices and their
student teachers on technology integration in classrooms
pedagogical beliefs. Results suggest close alignment;
using blending methods were assessed using a
that is student-centred beliefs undergirded student-
questionnaire over the components: general perception,
centred practices (authenticity, student choice,
interactivity, knowledge creation, technology benefit,
collaboration). Moreover, teachers with student-centred
content, and overall satisfaction. Blended Learning
beliefs tended to enact student-centred curricula despite
RESEARCH PAPERS
technological, administrative, or assessment barriers. secondary school teachers rarely used computers in their
Sreekala, Marie, and Arulthirumurugan (2015) conducted teaching. The results of the study indicate that individual
a study on understanding the perceptions of master teachers' resistance was related to their beliefs
students of education on using Blended Learning method concerning math teaching and learning and the existing
in teaching. This study proposed a paradigm shift by pedagogies, including their views on examinations,
adopting blended learning approach by using facebook concerns about time constraints and preferences for
as the online learning platform and discussed different particular text resources. It was also found that teachers
ways of blending online learning with face-to-face with transmission/absorption images of teaching and
instruction in higher education institutions. The results of learning and teacher centered, content-focused
the study showed that students exhibited positive pedagogy had a restricted image of the potential of
perception after using blended learning method. computers in mathematics teaching and learning. By
contrast, one teacher with images of teaching consistent
Sugar, Crawley, and Fine (2004) examined teachers'
with social constructivist learning theory and a learner-
beliefs about technology adoption as a reasoned,
focused pedagogy had a broader image of the potential
deliberate, intentional decision-making process, as
of computers in mathematics teaching. These findings
reflected in Ajzen's (1985) Theory of Planned Behavior.
have implications for professional development related
Qualitative and quantitative data were collected from
to the integrated use of computers in mathematics
teachers. Overall results indicated that technology
teaching.
adoption decisions were influenced by teachers'
individual attitudes towards technology adoption, which Levin and Wadmany (2006) conducted an exploratory,
were formed from specific underlying personal beliefs longitudinal study that analyzes and interprets the
about the consequences of adoption. External support evolution of teachers' beliefs regarding learning,
from key persons and contextual resources (e.g., funding) teaching, and technology, and their instructional
were insignificant factors affecting teachers' technology practices, in the context of integrating technology-based
adoption decisions. They recommend that school information-rich tasks in six 4th–6th grade classrooms. The
administrators work closely with teachers to address their study used multiple research tools, inter views,
beliefs and concerns about technology adoption and questionnaires, and observations, focusing on both
provide an influential level of personal support and teachers' beliefs and classroom practices. The findings
resources. reveal that following multi-year experiences in
technology-based classrooms, teachers' educational
Qasem and Viswanathappa (2016) conducted a study to
beliefs had changed quite substantively, demonstrating
analyse in-service science teachers' perceptions towards
multiple views rather than pure beliefs. The study argues
integrating ICT in instructional design by training them
that teachers' beliefs form a mosaic of complementary
using the blended learning approach. The study was
visions, even conflicting ones. It also shows that it is easier
conducted on a sample of 60 science teachers of
to change classroom practices than educational beliefs.
secondary schools in Yemen. A questionnaire was used to
understand the in-service teachers' perceptions towards Ertmer, Ottenbreit-Leftwich, and York (2006) conducted a
integrating ICT in instructional design, which included 25 study among 25 winners of state wide technology teacher
items. The findings show that, there was a significant awards in order to identify factors that enabled teachers
difference in teacher perceptions towards integrating ICT, to overcome internal and external barriers in teaching
especially in the group who were trained through the and still be exemplary technology-using teachers who
blended learning approach. achieve meaningful technology use in learner-centred,
constructive environments. In addition, they also explored
Norton, McRobbie, and Cooper (2000) investigated the
teachers' perceptions of the relative value of both intrinsic
reasons why in spite of availability of technology, the
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and extrinsic factors that were perceived to play key roles There are not many studies available on the perception of
in their success. The findings of this study highlight the teachers on technology integration based on their actual
factors and methods that exemplary technology-using classroom experiences. This study seeks to fill this gap.
teachers perceive, have enabled them to overcome 3. Significance of Blended Teaching Learning Methods
barriers to meaningful technology use.
Students in present day classrooms are interested and
2. Discussion on the Literature Review well equipped to interact and learn anytime and
The studies reviewed in the above section indicate that anywhere because of the availability of internet and
the teachers and students believe that technology computer mediated educational tools. Blended Learning
integrated teaching can be much more effective than Programmes thus increase the options for greater quality
the traditional teaching. In the study of Akkoyunlu and and quantity of human interaction in a learning
Soylu (2008) students perceived high satisfaction on the environment. It integrates both conventional method of
Blended Learning Programme they were exposed to. A teaching and technologies which support social
critical component in meeting teachers' technology interactions. A community of learners can interact at
needs according to the studies reviewed is responding to anytime and anywhere because of the benefits that
teachers' beliefs toward technologies. In fact, teachers' computer-mediated educational tools provide. Thus,
beliefs are essential in considering how a teacher teaching can be shifted from teacher centred method to
teaches, thinks, and learns (Richardson, 1996). Teachers' student centered method which provides an integration
technology perceptions depend largely on their thinking of technologies and interactions, resulting in a socially
about teaching. Resistance to adopting new supported and constructive learning experience. This, an
technologies stem from teachers' existing teaching essential goal of teacher education, could be attained
beliefs (Norton, McRobbie, and Cooper, 2000). For when students think critically, reflect, and analyze their
technology adoption to be successful, teachers must be own learning process. This in turn ensure maximum
willing to change their role in the classroom (Hardy, 1998). learning benefits. The Blended Teaching Learning
When technology is used as a tool, the teacher becomes methodology designed in this study in order to shift the
a facilitator and students take on a proactive role in teacher perceptions provide space for such an
learning (Sugar, Crawley, and Fine, 2004). Ertmer, innovation in teacher education practices.
Gopalakrishnan, and Ross (2001) interestingly noted in 4. Stating the Present Study
their study that the strongest barriers preventing teachers
The present study aims to examine the perceptions of
from using technology were their existing attitudes and
student teachers towards blended learning programme
beliefs toward technology, as well as their current levels of
before and after exposing them to the designed
knowledge and skills. Successful integration of technology
experiment. The study also intended to understand, if they
into teaching depends on transforming teachers' belief
could improve their perceptions after the exposure to the
and philosophy concurrently (Windschitl and Sahl, 2002).
designed experiment. The perception was thus assessed
Thus, it can be concluded from the review that
twice, before, and after the experiment. The purpose of
understanding teachers' perception and readiness
the initial assessment of perception was to understand
toward blending technology with face to face learning
their attitude towards integrating technology in education
play an essential role in successful technology
with no training. The student teachers were then exposed
integration. It is thus vital to work on the perceptions of
to the designed blended learning programme. The
student teachers before training them to use Blended
assessment was again made after the experiment.
Learning methods of teaching and learning.
5. Methodology
Nevertheless, most of the studies reviewed have relied
5.1 Assessing Perception of Blended Learning
upon surveys and on self-reported data from teachers.
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The students were asked to rate their perception by using selected as the experimental group rather than random
a 5-point Likert Scale (Strongly disagree-1, Disagree- 2, assignment for the participants, since assigning
Neutral- 3, Agree -4, Strongly agree - 5). Students participants randomly to the groups would have disturbed
perception about their learning experience through the routine class schedule.
blended learning programme is assessed through various 6. Objectives of the Study
factors like general perception, interactivity, knowledge
· To study the perception of student teachers towards
creation, content used, technology benefit, and overall
Blended Learning Programme before and after
satisfaction. Interactivity refers to students' perception of
implementation of Blended Learning Programme
their social interaction, belongingness, and group
with respect to the dimensions: General Perception,
dynamics during blended learning programme. Students'
Interactivity, Knowledge Creation, Content,
perception of their learning activity during Blended
Technology Benefit, and Overall Satisfaction.
Learning programme is referred as knowledge creation in
· To find out the predictors of the overall satisfaction of
learning environment. Students' perception towards the
student teachers on blending technologies.
meaningful integration of technology in conventional
7. Hypotheses Tested in the Study
classroom is referred as technology benefit in blended
learning programme and their satisfaction towards the There will be a significant difference in the pre-test and
program is termed as overall satisfaction. post-test scores of student teachers in experimental
group in their perception about Blended Learning
5.2 Teaching Learning Platform
Programme in terms of following dimensions.
EDMODO (an open access learning management
i) General
system) was used as the teaching learning platform for the
implementation of blended learning programme. It is a ii) Interactivity
free and safe platform for teachers and students to iii) Knowledge Creation
connect and work together. This platform enables iv) Content
teacher to conveniently blend different learning activities v) Technology Benefit
using constructivist practices. Teacher and students can
vi) Satisfaction
continue their discussions, respond to the posts frequently,
8. Descriptive Analysis
update information on assignments and events, create
online quizzes, and receive award badges for their The mean and standard deviation scores of the
performance and progress. This medium is interactive, respondents on all the dimensions of perceptions of
teacher, and students can leave comments, ask technology integration both over the pre-test and the
questions, and find out information upload and download post-test are presented in Table 1.
photos and videos related to the content. The traditional The mean values presented in Table 1 shows an increase
teaching methods were also integrated on this platform. in the perception levels of student teachers from pre-test
5.3 Sample to post -test after an exposure to the experiment.
An intact class of 29 student teachers of a college of 8.1 Wilcoxon Signed Rank Test of Variable Perception for
education in Puducherry state of India formed the sample Experimental Group
size for this study. Purposive sampling technique was The Wilcoxon Signed Rank Test is a non-parametric test
employed in selecting the college of teacher education. used to find the significance of difference between pre-
5.4 Design of the Experiment test and post-test scores for experimental group students.
In this test the scores obtained from two groups are
The quasi experimental approach is used for designing
ranked. Two different rank scores are obtained in this test
the blended learning experiment. An Intact group was
and they are negative score differences and positive
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participated in the experiment is positive, which means for

Test Type Dimensions N Mean SD
all of them levels of perception raised from pre-tests to
Pre-test General 29 48.89 19.85
post test and as the p value indicates this increase is
Interactivity 29 48.21 17.27
Knowledge Creation 29 41.25 13.51 significant.
Content 29 46.55 16.82 The test statistic T (lowest of two types of ranks) =0, p<0.05.
Technology Benefit 29 46.35 13.47
The test statistic Z is 4.703 and its associated p-value is
Satisfaction 29 51.57 15.33
0.000 which is less than (0.05). Therefore the null
General 29 53.89 18.48
Interactivity 29 55.83 16.7 hypothesis is rejected. Hence, it can be concluded that
Post-test Knowledge Creation 29 57.78 17.24 the experimental group has remarkable improvement in
Content 29 50.83 14.69 the perception scores in the post-test. The scores of pre-
Technology Benefit 29 57.29 14.67
test and post-test of experimental group are shown
Satisfaction 29 52.31 16.24
diagrammatically in radar chart in Figure 1.
Table 1. Descriptive Statistics for Perception Scores of
Experimental Groups The scores of pre-test and posttest of experimental group
score differences. The test statistic 't' is the smaller of two are shown diagrammatically in radar chart. The scores are
sums and the difference scores of 0 are rejected since a marked from 0 to 250 starting from the central point to
rank cannot be assigned. outer line of the web. The number of students are
distributed from 1 to 29 around the circle. From the
9. Statistical Analysis
graphical representation, it is found that posttest scores of
9.1 Hypothesis 1
perception are high when compared to pre-test scores.
The following hypothesis was formulated to find the
A box plot graphical representation is presented in Figure
significant difference between pretest and posttest
2 in order to compare the perception scores of pre-test
perception scores of experimental group.
and post-test of experimental group.
H1: There will be a significant difference in the pretest and
Box plot graphical representation is used to compare the
posttest scores of student teachers in experimental group
perception scores of pretest and posttest of experimental
in their perception about Blended Learning Programme.
group. It diagrammatically indicates there is a significant
The null hypothesis states that there is no significance difference between the perception scores of pretest and
difference between pretest and post test scores of posttest scores of experimental group at 0.00 level. This
experimental group in their perception towards blended result indicates that experimental group student's
learning programme. The hypothesis is tested and the perception towards blended learning programme is high
results are presented in Table 2. in the post test.
The results of the Wilcoxon Signed Rank Test for perception H2: There will be a significant mean difference in the
scores in experimental group can be summarised as: The
levels of perception for all the 29 respondents
Mean Sum
Test Group Rank N Z Value Sig p
Rank Rank
Posttest– Experimental Negative 0a 0 0

Pretest Group Ranks
Positive 29b 15 435 4.7 0.00
Ranks
Ties 0c
Total 29
a. Posttest <Pretest b. Posttest >Pretest c. Posttest = Pretest
Table 2. Results of Perception Scores in Pretest and Posttest of Figure 1. Radar chart of Pre-test and Post-test Perception
Experimental Group Scores of Experimental Group
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Experimental
Mean Sum
Group (Posttest Rank N
Rank Rank
–Pretest)
General Negative Ranks 5a 7.60 38.00

Positive Ranks 24b 16.54 397.00
Ties 0c
Total 29
Interactivity Negative Ranks 4d 3.75 15.00
Positive Ranks 24e 16.29 391.00
Ties 1f
Total 29
Knowledge Negative Ranks 2g 6.50 13.00

creation Positive Ranks 22h 13.05 287.00
Ties 5i
Figure 2. Box Plot of Pre-test and Post-test Perception Scores Total 29
of Experimental Group Content Negative Ranks 0j .00 .00
pretest and posttest scores of student teachers in Positive Ranks 28k 14.50 406.00
experimental group in their perception about Blended Ties 1l
Total 29
Learning Programme in terms of following dimensions.
Technology Negative Ranks 2m 1.50 3.00
i) General perception Benefit Positive Ranks 27n 16.00 432.00
Ties 0o
ii) Interactivity Total 29
iii) Knowledge Creation Overall Negative Ranks 1p 1.50 1.50

Satisfaction Positive Ranks 28q 15.48 433.50
iv) Content Ties 0r
Total 29
v) Technology Benefit
vi) Satisfaction Table 3. Pre-test and Post-test Perception Scores of
Experimental Group
The hypothesis is tested and the results of pretest and had their interactivity level decreased. There is also one
posttest perception scores of experimental group are tie, a respondent who did not show any significant
calculated and presented in Table 3. improvement after the experiment. The test statistic T=
The results of the Wilcoxon Signed Rank Test for perception 3.75, p<0.05. The test statistic Z is 4.28 and its associated
scores in experimental group separately for each p-value is 0.000 which is less than (0.05). The levels of
dimension indicates a mixed result. The results can be knowledge creation for 22 respondents participated in
summarised as: The levels of general perception for 24 the experiment is positive, and there were 2 respondents
respondents participated in the experiment is positive, who had their level of knowledge creation decreased.
which means for all of them levels of perception raised There are also 5 ties, the designed programme has thus to
from pre-tests to post test and as the p value in Table 3 be relooked into since 5 people did not perceive that a
indicates, this increase is significant. It can also be noted technology integration could improve knowledge
that there were 5 respondents who had their general creation in them. The test statistic T= 6.50, p<0.05. The
perception level decreased. The test statistic T=7.6, test statistic Z is 3.91 and its associated p-value is 0.000
p<0.05. The test statistic Z is 3.88 and its associated p- which is less than (0.05). In the case of perception in terms
value is 0.000 which is less than (0.05). Therefore the null of content 28 respondents believed that blended
hypothesis is rejected. Hence, it can be concluded that learning method can improve content knowledge in
the experimental group has remarkable improvement in students. There was none with a negative score, and there
their general perception scores in the post-test. The levels was one tie. The test statistic T= 0, p<0.05. The test statistic
of interactivity for 24 respondents participated in the Z is 4.65 and its associated p-value is 0.000 which is less
experiment is positive, and there were 4 respondents who than (0.05). In the case of perception in terms of
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technology benefit 27 respondents believed that

blended learning method will help them using more
technology in classroom. There were still 2 respondents
who stopped believing this after the experiment. The test
statistic T= 1.5, p<0.05. The test statistic Z is 4.62 and its
associated p-value is 0.000 which is less than (0.05).
Finally, 28 respondents reported an overall satisfaction
over blended learning method. There was again one
respondent who had a negative score. The test statistic T=
1.5, p<0.05. The test statistic Z is 4.62 and its associated p- Figure 3. Graphical Representation of Experimental Group
value is 0.000 which is less than (0.05). significant at p<.001. From this, the authors can
The Test statistics results of Perception scores of conclude that the regression model results in significantly
Experimental group is presented in Table 4. better prediction of the dependant variable.
The test statistic (Z) values are (3.887), (4.286), (3.918), The beta coefficient values of the predictor variables with
(4.625), (4.642), and (4.673) with respect to dimensions the t values and the corresponding significance values
general, interactivity, knowledge creation, course are presented in Table 6.
content, technology benefit, and overall satisfaction and Dependent Variable: Overall Satisfaction
associated probability value for each dimension is less The observed significance value (.000, less than .05)
than (0.05). Hence, there is a statistical evidence that the shows that, there is only one predictor in this model. The
scores of the students for various dimensions are results reflect a genuine effect over this predictor. The
effectively improved in the post test as compared to the variable technology benefits solely predicts the
pre-test significantly. Therefore the null hypothesis is perception of an overall satisfaction of Blended Learning
rejected. significantly. The B value is found 0.735, this means for
A Graphical representation of the perceptions scores of every unit increase in the predictor variable (if the
experimental group is presented in Figure 3. perception of technology benefit is increased by 1), then
9.2 Factors Predicting the Perception of an Overall
Model Sum of df Mean F Sig.
Satisfaction of using Blended Learning Squares Square
Linear Regression was employed in order to understand 1 Regression 4267.226 5 853.44 64.067 .000
the predictive capacity of independent variables on the 2 Residual 626.094 47 13.321

perception of an overall satisfaction of using Blended Total 4893.321 52
Learning. The results from regression are presented in
Table 5. ANOVA
Table 5.
B Std.Error Beta t Sig
Dependent Variable: Overall Satisfaction
1(Constant) -5.653 2.297 -2.461 .018
The F value as shown in the table below is 64.067, which is
Test Statistics Z Sig.p General Perception .189 .199 .118 .949 .347
General 3.88 0.00 Interactivity .091 .173 .062 .523 .603

Interactivity 4.28 0.00
Knowledge Creation 3.91 0.00 Knowledge Creation .201 .181 .112 1.110 .273
Content 4.65 0.00

Content .277 .165 .196 1.678 .100
Technology Benefit 4.62 0.00
Satisfaction 4.73 0.00 Technology Benefit .735 .136 .519 5.385 .000
Table 4. Test statistics of Perception Scores of Experimental Group Table 6. Coefficients
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the model predicts that the perception of the student at and at the same time they can be trained to use as
teachers on the overall satisfaction of technology much as technology as possible, if it enhances the
integration will raise by .735 times. A regression model to learning outcomes and thus the quality if teaching.
explain the significant scores of all the predictors of overall Teachers typically encounter a variety of barriers (i.e.,
satisfaction on blended learning is presented in Figure 4. time, resources) that make the integration of technology
10. Limitations and Suggestions for Future Research difficult (Ertmer et al., 1999). Teachers normally come
across a variety of barriers, on a daily basis, even then,
This study was conducted on a small sample of 29
there are many teachers who utilise the facilities available
students drawn from a teacher education college in
in their working places for better creating a better learning
Puducherry. If the study was conducted on a wider
environment. Based on past researches, it is also found
sample taking the sample from other colleges and
that their beliefs and perceptions on a technology has a
regions as well, it would have given generalizable results
great impact on their technology integration. Levin and
and the scope for comparing the results with that of other
Wadmany (2006) in a study demonstrates that spending
regions also. Future research should draw from a larger
three years in a technology rich learning environment
sample, in order to increase the generalizability of the
produces substantive change in teachers' educational
results. The scale of perception used in this study can be
beliefs and classroom practices. The findings of the
standardised using factorial analysis to understand the
present study on improving teacher perceptions support
loading of different items to factors. As shown by the
the view that teachers' beliefs can be changed (Fullan,
results, there seem to be discrepancies in few items (eg,
1991; Leung, Watters, and Ginns, 2005; Tillema, 1995),
knowledge creation where there were ties and negative
even though they are often thought of as permanent and
scores). In addition, a qualitative study would have
difficult to alter (Pajares, 1992). This study also
provided a better understanding of the results.
demonstrates that perception of technology is an
11. Discussion and Implications
individual process, unique to each teacher. It indicates
Based on the literature, for many teachers, technology
that teachers respond differently to similar technology
integration is still a distant goal, many of them are not
innovations related to blended learning as shown in the
comfortable with using technology and many others
ties in the results of analysis. This probably implies that the
have a very strong perception that technology is not
diversified experiences of teachers need to be cared for
required for teaching. Blended Learning methodology is
and that it is difficult to meaningfully change their
thus planned as an innovative teaching where teachers
perceptions about teaching and learning processes. The
can still do a lot of traditional teaching that they are good
finding of this study is a clear indication that if teachers
perceive technology as useful for their teaching and
student learning they can overcome all other internal and
external barriers of teaching. By just possessing a
computer system and an internet connection they could
make their classes much more active and participating
than their normal traditional classroom.
One major implication of this study is the realisation that
the importance of coexistence of contrasting views of
learning and teaching when it comes to use of
technology. Individual teachers differ in their perceptions
of technology use for teaching. The authors may not
regard such differences as awkward reactions of few
Figure 4. Regression Model of Perception of Satisfaction
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teachers, but view them as complementary. This study be believing that technology cannot help in knowledge
was undertaken with an understanding that mere use of creation and content knowledge. There were
technology oriented learning tasks is not enough to respondents who had negative ranks in the perception
ensure successful integration of technology into dimensions of interactivity and knowledge creation
teaching. We need to understand and bring a change components though they were very few. Though there is
upon the perceptions of teachers who ultimately an important role that teachers' internal beliefs or
determine how technologies are utilized in the classroom. perceptions play in use of technology, it should also be
Teachers should move from viewing technology as a supported by important extrinsic factors like professional
technical tool to seeing it as an important teaching development, technology support, awareness building,
technique that can empower the student, teachers, and and training that enable future teachers to put their
the learning environment. It should also be noted from the learning into practice. Helping teachers to positively
study that we need not simply rely on teachers' explicit shape their personal perceptions about the benefits of
expressions of perceptions, these may be just their blended learning should be a major component of
feelings of insecurity on use of technology or difficulty to preservice education. Furthermore, the results of this study
shed long-held beliefs. There can also be other ways of highlight important ways in which administrators can
understanding what teachers perceive, like classroom support their teachers' efforts of blending technology with
observation. Teacher's actual classroom practices traditional teaching by training them and proving
cannot be predicted from a teacher's expressed beliefs technology support. The authors have future plans to
about learning and teaching (Levin and Wadmany, collaborate with teacher training centres to develop
2006). Finally, blended learning programme will only be specific technology integration programmes and assist
successful whenever it is based on a pedagogical them in the design of blended learning programs for their
concept. The blended learning programme designed for teachers.
this study improved the student teachers' perception References
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ABOUT THE AUTHORS
Dr. Sreekala Edannur is currently a visiting scholar in Cambridge University and is an Alexander von Humboldt faculty researcher in
Freie University, Berlin. Originally she is on the Faculty of School of Education, Pondicherry University India. She has acquired a
Ph.D. Degree from Regional Institute of Education (RIE- NCERT), Mysuru and possesses fifteen years of post-graduate teaching
and research supervising experience in Central Universities of India. She has published books on Education and Social Mobility
and Academic Motivation. She has also published several articles and research papers in National and International Journals.
She specializes in the area of Inequalities in Educational Attainment and Blended Learning Methods of Teaching using Learning
Management Systems (LMS). She has been a trainer for the use of LMS in classroom teaching. She is an awardee of Innovative
Teaching (Blended Learning) by NCERT, New Delhi.
Maria Josephine Arokia Marie is currently working as an Assistant Professor in the Department of Education at Indira Gandhi
National Taibal University in Amarkantak, India.
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Quality of Resource Persons of In-Service Training Programme For Elementary School Teachers: What Does Research Say?

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Quality of Resource Persons of In-Service Training Programme For Elementary School Teachers: What Does Research Say?

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ISSN-0973-2217

Volume 13. No. 2

Journal on School Educational Technology

About the Journal

Why Publish with us

Format for Citing Papers

Journal on School Educational Technology

Dr. Carmencita L. Castolo Dean, Graduate School

Journal on School Educational Technology

Registered Office Editorial Office

3/343,Hill view, 13-B, Popular Building,

7 EFFECTS OF MULTIMEDIA INSTRUCTIONAL STRATEGY FOR ENHANCING STUDENTS' LEARNING AND

14 ORGANIZATIONAL ROLE STRESS OF SECONDARY SCHOOL TEACHERS WITH REFERENCE TO GENDER

20 REASONING ABILITY AND ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS

31 IMPROVING STUDENT TEACHERS' PERCEPTIONS ON TECHNOLOGY INTEGRATION USING A BLENDED

Beneath the Surface

Blake, S. (2017). Unpublished but submitted manuscript.

Dr. Sally Blake

ABOUT THE EDITOR-IN-CHIEF

EFFECT OF KOLB'S EXPERIENTIAL LEARNING STRATEGY ON

Date Received: 23/10/2017 Date Revised: 15/12/2017 Date Accepted: 02/01/2018

2017) Williams (1990) conducted a study on 'Effects of

Figure 1. Kolb's Experiential Learning Cycle (McLeod, 2010)

ABOUT THE AUTHORS

EFFECTS OF MULTIMEDIA INSTRUCTIONAL STRATEGY

R. RAJ KUMAR * G. HEMA **

Date Received: 29/10/2017 Date Revised: 10/12/2017 Date Accepted: 02/01/2018

7. Result and Findings reaching in mathematics.

perspective on technology enhanced mathematical Teaching-and-Learning-Mathematics/

ABOUT THE AUTHORS

ORGANIZATIONAL ROLE STRESS OF SECONDARY

SANKAR PRASAD MOHANTY

Date Received: 16/11/2017 Date Revised: 11/12/2017 Date Accepted: 02/01/2018

(Science and Arts) Science Teachers 50 77.34 26.23

as “There is no significant difference between Science

Dimensions Science Arts SED t-value Rem

N.B: S-Significant at 0.05 level, NS- Not Significant at 0.05 level

ABOUT THE AUTHOR

REASONING ABILITY AND ACADEMIC ACHIEVEMENT

Date Received: 21/11/2017 Date Revised: 09/12/2017 Date Accepted: 02/01/2018

2. Statement of the Problem secondary school students with respect to gender.

7.1.1 Relationship Between Reasoning Ability and Variable

Reasoning Ability and

students. secondary school students. The result is shown in Table 4.

with respect to type of school.

The result was shown in Table 6. to type of school.

[11]. Pasricha & Prem. (1963). Educational Psychology 42(1), 66-84.

ABOUT THE AUTHOR

IMPROVING STUDENT TEACHERS' PERCEPTIONS ON

SREEKALA EDANNUR * MARIA JOSEPHINE AROKIA MARIE S. **

Date Received: 30/11/2017 Date Revised: 09/12/2017 Date Accepted: 02/01/2018

participated in the experiment is positive, which means for

Posttest– Experimental Negative 0a 0 0

General Negative Ranks 5a 7.60 38.00

Knowledge Negative Ranks 2g 6.50 13.00

iii) Knowledge Creation Overall Negative Ranks 1p 1.50 1.50

technology benefit 27 respondents believed that

the predictive capacity of independent variables on the 2 Residual 626.094 47 13.321

General 3.88 0.00 Interactivity .091 .173 .062 .523 .603

Content 4.65 0.00

Table 4. Test statistics of Perception Scores of Experimental Group Table 6. Coefficients

ABOUT THE AUTHORS

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