Research Tracks 2016 July Issue

VOLUME III, ISSUE II, JULY 2016
ISSN 2347-4637
IMPACT FACTOR 0.711 (ISRA)
An International Indexed, Refereed & Peer Reviewed Bi-Annual Journal in Education
RESEARCH TRACKS
Associated & Indexed At
1. SJIF
2. Open Academic Journal Index
3. Scholarsteer
4. IIFS
5. UIF
6. ISRA
7. Researchgate
8. GIF
9. IIJIF
10. Eurasian Scientific Journal Index
11. SIS
12. Advanced Science Index
13. African Quality Centre for Journals
14. Infobase Index
15. Cosmos Impact Factor
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19. Oajournals
20. Cfplist
Chief Editor
Dr. T. Manichander
Executive Editor
Prof. Ganesh Pundlikrao Khandare
Yashvantrao Chavan Arts & Science Mahavidyalaya,
Mangrulpir, Washim, Maharashtra
Associate Editors
Dr. Divya C. Senan
Assistant Professor, Sree Narayana Training College,
Nedunganda, Varkala, Kerala
Dr. Manjula, H.S.
Assistant Professor, New Horizon College of
Education, Bangalore, Karnataka
P. Jawahar
Ph.D. Research Scholar, Department of Education,
Alagappa University, Karaikudi, Tamil Nadu
Co Editors
V. Ravi
Ph.D. Research Scholar, Department of Psychology,
Osmania University, Hyderabad, Telangana
Issues Published
1. Volume I | Issue I | January 2014
2. Volume I | Issue II | July 2014
3. Volume II | Issue I | January 2015
4. Volume II | Issue II | July 2015
5. Volume III | Issue I | January 2016
6. Volume III | Issue II | July 2016
Dr. G.S. Shivakumar

Assistant Professor, Kumadvathi College of
Education, Shikaripur, Shimoga, Karnataka
Editorial Board
Prof. Mita Banerjee
Vice Chancellor,
The West Bengal University of Teachers Training,
Education Planning and Administration,
Kolkata, West Bengal
Impact Factor 0.711 (ISRA)

1. Volume III | Issue I | January 2016
2. Volume III | Issue II | July 2016
Chief Patron
Shri. Subhashraoji Thakare
President, S.M.T.S.P.M. Kasola, Mangrulpir,
Washim, Maharashtra
Prof. B.K. Passi

Former UNESCO Chair, President, Global
Educational Research Association (GERA)
Patron
Shri. Chandrakant Thakare
Secretary, S.M.T.S.P.M. Kasola, Mangrulpir,
Washim, Maharashtra
Prof. M. Manivannan
Registrar, Periyar University, Salem, Tamil Nadu
Mentor
Dr. Vinod R. Bhonde
Principal, Yashvantrao Chavan Arts & Science
Mahavidyalaya, Mangrulpir, Washim, Maharasthra
www.ycjournal.net
Prof. N. Balasubramanian
Deputy Vicechancellor, Aca.-Ivdl, Dmi-St.Eugene
University, Lusaka, Zambia
RESEARCH TRACKS
ISSN 2347-4637

Prof. R.G. Kothari
Prof. Nagendra Nath Pandey
(Former Vice Chancellor, Veer Narmad South
Department of Education, M.J.P. Rohilkhand
Gujarat University, Surat, Gujarat)
University, Bareilly, Uttar Pradesh
Dean, CASE, Faculty of Education & Psychology,
The Maharaja Sayajirao University of Baroda,
Dr. G. Singaravelu
Vadodara, Gujarat
Professor & Head, Department of Education,
Bharathiar University,
Prof. P. Sivakumar
Coimbatore, Tamil Nadu
Dean, Faculty of Education, Alagappa University,
Karaikudi, Tamil Nadu
Dr. Ningamma C. Betsur
Associate Professor, Department of Studies in
Prof. Gouranga Charan Nanda
Education, University of Mysore, Mysore, Karnataka
Head, Department Of Education,
Ravenshaw University, Cuttack, Odisha
Dr. Kirti B. Sadar
Associate Professor, P.G. Department of Education,
Prof. M. Sivarathnam Reddy
Kavikulaguru Kalidas Sanskrit University, Ramtek,
Directorate of Distance Education,
Nagpur, Maharasthra
Sri Venkateswara University,
Tirupati, Andhra Pradesh
Dr. Geetha Janet Vitus
Hon. Director,
Prof. Dhananjai Yadav
Centre for Learning Disabilities and Difficulties
Department of Education, University of Allahabad,
(CLDD), Department of Education, University of
Allahabad, Uttar Pradesh
Kerala, Thycaud, Thiruvananthapuram, Kerala
Prof. Asha Pandey
Faculty of Education,
Banaras Hindu University, Varanasi, Uttar Pradesh
Prof. Jayanti Das
Department of Education,
University of Calcutta, Kolkata, West Bengal
Prof. Gitika Bagchi
Assam University, Silchar, Assam
Peer Review Board

Dr. K. Anandan
Professor & Head, Department of Education, CDE,
Bharathidasan University, Tiruchirappalli,
Tamil Nadu
Prof. Jayanta Mete
Department of Education, University of Kalyani,
Nadia, West Bengal
Prof. Haseen Taj

Bangalore University, Bangalore, Karnataka
Prof. Pravat Kumar Dhal

Head i/c, Department of Education,
Magadh University, Bodh Gaya, Bihar
Dr. P.K. Gogoi

Associate Professor & Head,
Dibrugarh University,
Dibrugarh, Assam
Dr. K. Chellamani
Associate Professor, School of Education,
Pondicherry University, Puducherry
Advisory Board
Dr. N.O. Nellaiyapen
Former Professor, Department of Education,
Annamalai University,
Annamalai Nagar, Chidambaram,
Tamil Nadu
www.ycjournal.net
Dr. Renu V. Bayaskar (Sadar)

Assistant Professor,
P.G. Department of Education, RTM Nagpur
University, Nagpur, Maharasthra
Dr. Asheesh Srivastava

Associate Professor, Department of Education,
Vinaya Bhavana, Visva Bharati,
Santiniketan, West Bengal
RESEARCH TRACKS
ISSN 2347-4637

Dr. J.R. Sonwane
Guidelines For The Authors:
Associate Professor, Department of Education,
The Authors Are Required To Follow The
M.K. Bhavnagar University,
Guidelines Given While Sending Their Manuscript
Bhavnagar, Gujarat
Typed In,
Dr. K. Thiyagu
Format: Ms-Word (97-2003)
Assistant Professor, Department of Education,
Font: Times New Roman
Central University of Kerala, Kasaragod, Kerala
Font Size: 12 Pt
Margins (All Sides): 2.5 Cm
Dr. Vimal Kishor
Spacing: 1.5
Abstarct: 250 Words
School of Professional Studies, Sikkim University,
Full Length Paper: 4 Pages of A4 Size (If Thematic
Tadong, Gangtok, Sikkim
Paper), Pages of A4 Size (If Empirical Paper)
References: APA (American Psychological Association)
1) Both Thematic And Empirical Papers Should Be
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3) Soft Copy Of Paper Mentioning The Name,
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Chief Editor
Research Tracks
www.ycjournal.net
RESEARCH TRACKS
ISSN 2347-4637

This form should be submitted with the research paper, without which, the paper will not be accepted.
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RESEARCH TRACKS
ISSN 2347-4637

INDEX
S.No.
1.
2.
3.
4.
5.
6.
7.
Author & Institute/College
Research Paper
Dr. T. Manichander
Chief Editor for Research Tracks (ISSN 2347-4637), Research
Demagogue (ISSN 2350-1081) International Journals in
Education & Co Editor for Research Nebula (ISSN 2277-8071)
International Journal in Arts, Commerce, Education & Social
Sciences
Reema Abu Shamat
M.Ed. Student, Faculty of Education,
The British University in Dubai,UAE
Solomon Arulraj David
Assistant Professor of Education, Faculty of Education,
The British University in Dubai, UAE
A. Sivakumar
Ph.D. Scholar, Department of Education, Bharathiar
University, Coimbatore, Tamil Nadu
Dr. G. Singaravelu
Professor & Head, Department of Education, Bharathiar
A. Srinivasacharlu
Assistant Professor, New Horizon College of Education,
Indiranagar, Bangalore, Karnataka
Role of Teacher in Environmental

Education
C. Meenakshi
Assistant Professor in Education, St. Justins college of
Education, Madurai, Tamil Nadu
C. Poongothai
Ph.D. Research Scholar, N.K.T. National College of Education
for Women, Triplicane, Chennai, Tamil Nadu
Dr. N. Kalai Arasi
Associate Professor, N.K.T. National College of Education for
Women, Triplicane, Chennai, Tamil Nadu
Dr. R. Rajalakshmi
Assistant Professor, Department of Value Education, TNTEU,
Chennai, Tamil Nadu
8.
Dr. Renginy, K.R.

Assistant Professor, Mahatma Gandhi University College of
Teacher Education, Vaikom, Kottayam, Kerala
9.
Sandychris Inchiparamban
M.Ed. Student (2013-14), Department of Education, University
of Mumbai, Mumbai, Maharashtra
Dr. Sudha Pingle
Assistant Professor, Department of Education, University of
Mumbai, Mumbai, Maharashtra
Sutripta Bandyopadhyay
Research Scholar, Department of Education, University of
Calcutta, Kolkata, West Bengal
Dr. Sridipa Sinha
10.
www.ycjournal.net
P.No.
Impact of an Intervention on
Environmental Educational
Awareness and Behavior on one
Middle School Students in the
UAE
A Study of Research Attitude
among Post Graduate Students of
University Departments in
Tamilnadu Agricultural University
A Study on the Effectiveness of
Instructional Package on Climate
Change With Reference To EcoFriendly Cooking Practices among
B.Ed. Student-Teachers
Awareness of Personal Hygiene
among Secondary School Students
A Study on Relationship between
Study Habits and Academic
Achievement
A Study of Investigation into Group

Behavior of Adolescence Students
and their Self Assertion
Extent of the Victimization of
Domestic Violence: Financial
Violence, Social Violence,
Intimidation and Spiritual Violence
among Adolescents at Higher
Secondary Level
Junior College Students Usage of
Social Networking Sites for their
Personal and Academic Work
RESEARCH TRACKS
Maria Montessori as a
Constructivist
ISSN 2347-4637

11.
12.
13.
14.
15.
Associate Professor, Department of Education, University of

Calcutta, Kolkata, West Bengal
Divakara Naik, K.S.
Assistant Professor, Nutana College of Education, Davanagere,
Karnataka
Dr. R. Meenakshi
Assistant Professor & Research Supervisor, Department of
Education, Madurai Kamaraj University, Madurai, Tamil Nadu
B. Mahalakshmi
Research Scholar, Department of Education, Madurai Kamaraj
University, Madurai, Tamil Nadu
Kuheli Mondal
M.Phil. Scholar, School of Education, RIE, Bhubaneswar,
Odisha
J. Rubina
Assistant Professor in Education, Stella Matutina College of
Education, Kamaraj Salai, Ashok Nagar, Chennai,
Tamil Nadu
M. Nadhiya
Ph.D. Research Scholar, Lady Willingdon IASE
16.
Sucharita Roy Chowdhury

Assistant Professor, Department of Education, Chittaranjan
College, Kolkata, West Bengal
17.
Yogesh Punia
Junior Research Fellow (UGC), Department of Education,
Kurukshetra University, Kurukshetra, Haryana
S. Srilakshmi
Ph.D. Scholar, Lady Willingdon IASE, Chennai, Tamil Nadu
18.
19.
20.
21.
22.
Team Teaching: Innovative and

Effective Teaching Method
Inquisitiveness and Assiduousness:
Essential Qualities of Researcher
Effect of Metacognitive Strategies in

Developing Writing Skills of the
Elementary School Students
Emotional Intelligence among

College Students
Emotional Intelligence of Visually
Impaired Students Attending
Special and Integrated Schools
Study on Job Satisfaction of College
Teachers with Regard to their
Designation
S. Vinoth
Ph.D. Research Scholar, School of Education, Bharathiar
Shahana, A.M.
Doctoral Research Scholar, Department of Education,
Bharathiar University, Coimbatore,Tamil Nadu
Dr. G. Singaravelu
Professor & Head, Department of Education, Bharathiar
Smitha Eapen
Assistant Professor, Mount Tabor Training College,
Pathanapuram, Kollam, Kerala
S. Selvasakthi
Ph.D. Research Scholar, Mother Teresa Womens University,
Kodaikanal, Tamil Nadu
Dr. N. Kalai Arasi
Women, Chennai, Tamil Nadu
www.ycjournal.net
RESEARCH TRACKS
Prospective of Massive Open

Online Courses in Digital India
Awareness on Menarche and Sex
Education of Adolescent Girl
Students
With Reference To Chennai and
Tiruvallur District
Role of ICT in Classroom
Instruction
Emotional Intelligence of Orphan
Students
Mechanical Aptitude of
Vocational Higher Secondary
and Higher Secondary School
Students
Social Competition and Self
Efficacy among Higher Secondary
Students
ISSN 2347-4637

23.
24.
25.
26.
M. Kalaivani
Ph.D. Scholar, Department of Education, Mother Teresa
Womens University, Kodaikanal, Tamil Nadu
Dr. V. Rajeswari
Professor & Head, Department of Education, Mother Teresa
Dr. Pallvi Pandit
Assistant Professor, Dronacharya P.G. College of Education,
Rait, Kangra, Himachal Pradesh
Dr. Pulak Chandra Devnath
Assistant Professor, Department of Education, Government
Kamalanagar College, Chawngte, Lawngtlai, Mizoram
Dr. N. Sathish Babu
Physical Director, Easa College of Engineering and
Technology, Coimbatore,Tamil Nadu
27.
Dr. Shazli Hasan Khan

Assistant Professor, MANUU, CTE, Sambhal, Uttar Pradesh
28.
S.A. Gowri
Ph.D. Research Scholar, School of Education, Tamil Nadu
Open University, Chennai, Tamil Nadu
V. Jayachandran
Research Scholar, Department of Education, Sri
Venkateswara University, Tirupati, Andhra Pradesh
R. Pankajam
Ph.D. Research Scholar, Dravidian University, Kuppam,
Andhra Pradesh
Dr. D. Vinodh Kumar
Assistant Professor, School of Education, Tamil Nadu Open
University, Chennai, Tamil Nadu
R. Parthasarathy
Research Scholar, School of Education, Pondicherry
University, Puducherry
Dr. K. Chellamani
Associate Professor, School of Education, Pondicherry
University, Puducherry
R. Revathy
Assistant Professor of Physical Science, K.M.G. College of
Education, Gudiyattam, Tamil Nadu
Dr. Sneh Bansal
Associate Professor, Chandigarh College of Education,
Landran, Mohali
29.
30.
31.
32.
33.
34.
Dr. Shivalika Sarkar

Assistant Professor, Regional Institute of Education, Shyamla
Hills, Bhopal, Madhya Pradesh
35.
Dr. M. Manjula
Assistant Professor, Krishnasamy college of Education for
Women, Manapet, Puducherry
36.
Dr. M. Mahendra Prabu

Assistant Professor, Department of Education, Alagappa
University, Karaikudi, Tamil Nadu
www.ycjournal.net
Empowering Underprivileged
Women through Government Skill
Training Programme in Kodaikanal
Five Years Plans for Elementary

Education in India
Domestic Violence from Different
Perspective
Attitude towards Sports and Games
among High School Students in
Coimbatore
Impact of Electronic Content in
Enhancing the Academic
Performance of Student Teachers of
Biological Sciences: A Study
The Future of E-Learning
Quality in Teacher Education
A Study on Achievement in Science

in terms of Learning Objectives
among Students of High Schools
Assessment of Higher Order

Thinking Skill:
An Illustrated Framework for
Primary School Teachers of Today
Inclusive Education - An Integrated
Approach
Impact of Internet and Mobile
Usage on Anxiety, Stress and
Depression among Undergraduate
and Graduate Students of Punjab
Using GIS and GPS Technology as
Teaching Tool
A Study of Achievement in
Mathematics among Matriculation
School Students
Curriculum Transaction for Quality
Teacher Education
RESEARCH TRACKS
ISSN 2347-4637

37.
Dr. C. Barathi
Assistant Professor, School of Education, Tamil Nadu Open
University, Chennai, Tamil Nadu
Information and Communication

Technology for Teaching-Learning
Process
38.
39.
40.
41.
42.
43.
44.
Dr. T.S. Reena Ruby

Assistant Professor, Department of Education, Mother Teresa
Dr. V. Rajeswari
Professor, Department of Education, Mother Teresa Womens
University, Kodaikanal, Tamil Nadu
Dr. Md. Mahmood Alam
Assistant Professor, MANUU College of Teacher Education,
Sambhal, Uttar Pradesh
Khushgeet Kaur Sandhu
Senior Research Fellow, Department of Education &
Community Service, Punjabi University, Patiala, Punjab
J.V. Persis
Assistant Professor of Physical Science, CSI Bishop Newbigin
college of Education, Mylapore, Chennai, Tamil Nadu
Dr. K. Saraladevi
Associate Professor of Physical Science, Meston College of
Education, Royapettah, Chennai, Tamil Nadu
Dr. A. Subramanian
Assistant Professor, Department of Education, University of
Madras, Chennai, Tamil Nadu
Dr. Ajay Kumar Attri
Assistant Professor, Faculty of Education, International Centre
for Distance Education and Open Learning (ICDEOL),
Himachal Pradesh University Summerhill, Shimla
Neelam Kumari
Research Scholar, Department of Education, Himachal
Pradesh University Summerhill, Shimla
S. Arockia Elizabeth Josephine
Ph.D. Scholar, Lady Willingdon IASE, Chennai, Tamil Nadu
45.
Rajni Kumari
Senior Research Fellow (UGC), Department of Education,
Kurukshetra University, Kurukshetra, Haryana
46.
R. Muthukumar
Research Scholar, Bharthiar University, Coimbatore, Tamil
Nadu
Dr. S. Arockiasamy
Principal, Gnanamani College of Education, Pachal,
Namakkal, Tamil Nadu
V. Shanmuga Sundaram
Ph.D. Research Scholar, School of Education,
Bharathiar University, Coimbatore,Tamil Nadu
Bindu, M.P.
Assistant Professor in Science Education, School of Pedagogical
Science, Dharmasala, Kannur University, Kannur, Kerala
47.
48.
49.
Dr. J. Master Arul Sekar

Assistant Professor, Department of Education, Periyar
www.ycjournal.net
Achievement Motivation and

Emotional Intelligence in Assessing
the Student-Teacher Learning
Emotional Maturity across Certain

Demographic Variables
Integrating Technological
Advances in Teacher Education
The Effect of Visual Imagery on
Test Anxiety and Concentration
through the use of Multimedia
Technologies
New Trends in Education Smart

Class in E-Learning Approach
Career Maturity of Indian
Adolescents as Related to their SelfEsteem
Influence of Self-Efficacy on StressCoping Strategies among

Adolescents
Impact Assessment of Inclusive
Education Programme: Perspective
of Children with and without
Disabilities
Problems Faced By Arts and Science
College Students in Utilization of
Priceless Laptops
Emerging Trends in ICT in

Education
Awareness of Mothers on Sexuality
of Intellectually Disabled
Adolescents
Teaching Competency of B.Ed.
Female Teacher Trainees
RESEARCH TRACKS
ISSN 2347-4637

Maniammai University, Thanjavur, Tamil Nadu
50.
51.
52.
53.
54.
55.
56.
57.
M. Deivam
Ph.D. Scholar, Department of Education, Gandhigram Rural
Institute - Deemed University, Gandhigram, Dindigul, Tamil
Nadu
Dr. Gourav Mahajan
Assistant Professor, Sri Sai College of Education, Badhani,
Punjab
Dr. C. Renuga Devi
Assistant Professor, Department of Education, Mother Teresa
Women's University, Kodaikanal, Tamil Nadu
S. Perundevi
Assistant Professor, C.K. College of Education, Cuddalore,
Tamil Nadu
Dr. D. Sivakumar
Assistant Professor, C.K. College of Education, Cuddalore,
Tamil Nadu
A.P. Selvakumar
Principal, Arasan Ganesan College of Preceptors, Sivakasi,
Virudhunagar, Tamil Nadu
M. Goma
Assistant Professor in Tamil, Arasan Ganesan College of
Preceptors, Sivakasi, Virudhunagar, Tamil Nadu
Dr. Anjali Khirwadkar
Assistant Professor, Department of Education, Faculty of
Education and Psychology, The Maharaja Sayajirao University
of Baroda, Vadodara, Gujarat
Eisha
UGC Research Scholar, Department of Education, Faculty of
Education and Psychology, The Maharaja Sayajirao University
of Baroda, Vadodara, Gujarat
Dr. Geeta Pathak
Assistant Professor in Education,
Guru Ram Dass College of Education, Delhi
Dr. Ranjini Devi, S.
Assistant Professor, N.S.S. Training College,
Pandalam, Kerala
58.
59.
60.
S. Lavanya
Research Scholar, Department of Education,
Bharathiar University Coimbatore, Tamil Nadu
Dr. M. Malarvizhi
V. Ramaprabha
Senior Lecturer, DIET, Tirur, Tiruvallur, Tamil Nadu
Dr. N. Kalaiarasi
Women, Chennai, Tamil Nadu
B. Mekala
Research Scholar, Bharathiar University, Ciombatore,
Tamil Nadu
Dr. K. Vijayarani
Assistant Professor, Department of Education, SDE, Bharathiar
University, Ciombatore,Tamil Nadu
www.ycjournal.net
Effectiveness of Information and

Communication Technology of
B.Ed. Trainees Achievement in
Educational Psychology
Awareness of Parents and Teachers
about Right to Education Act
Behaviour Management for
Children with Autism Spectrum
Disorders through Adapted Physical
Education
Adjustment and Academic
Achievement of Higher Secondary
Students
A Study on Attitude of Prospective

Teachers towards Teaching
Profession
Amalgamation of Life Skills and

Education
Integrating Culture into

Mathematics Classroom Teaching:
Suggested Lesson Plan
Self Concept of Student Teachers
and Their Attitude towards
Teaching Profession
Adaptation in Language Subjects
for the Visually Impaired Children
Teacher Effectiveness of Secondary

Teachers in Tiruvallur District
A Study of Relation between Job

Satisfaction and Leadership
Behavior among Secondary School
Teachers
RESEARCH TRACKS
ISSN 2347-4637

61.
62.
63.
Dr. Meena K. Rokade

Associate Professor, Shri Shivaji College of Education,
Amravati, Maharashtra
Dr. Girija N. Srinivasalu
Professor, New Horizon College of Education,
Indiranagar, Bangalore, Karnataka
Aneeshya, P.
Assistant Professor in Natural Science, Department of Teacher
Education, Dharmasala, Kannur University,Kannur, Kerala
www.ycjournal.net
Role Of Technology In Education
A Study on Selection of
Appropriate Media to the Teaching
Learning Process of History in
Secondary Schools
Perception of Higher Secondary
School Teachers on the Impact of
Anthropogenic Global Warming on
Health
RESEARCH TRACKS
10
ISSN 2347-4637

Role of Teacher in Environmental Education
Dr. T. Manichander
Chief Editor for Research Tracks (ISSN 2347-4637), Research Demagogue (ISSN 23501081) International Journals in Education & Co Editor for Research Nebula (ISSN
2277-8071) International Journal in Arts, Commerce, Education & Social Sciences
ABSTRACT
Teachers play a predominant role in imparting knowledge and sensitizing the students and society about the
environment. They help to tackle the various environmental issues. Environmental problems have increased
tremendously because environment is being abused beyond its capacity by human beings. Issues related to
environmental problems have become a major concern for the international community particularly for
educational policy makers and curriculum developers. Environmental Education is a powerful sensitization tool
for the conservation of Environment, its biodiversity and the sustainable use of natural resources. Teachers are
the potential change agents and are capable of generating a workforce of enlightened, skilled and motivated
learners using formal and non formal channels of education. It is now even more critical than ever before for
mankind as a whole to have a clear understanding of environmental concerns and to follow sustainable
development practices. Teachers should be actively involved in the implementation of environmental education
programs. Several measures and strategies have been considered to intervene. Among these is the use of school
curriculum by teachers to impart knowledge to protect and preserve environment for sustainable development.
Then, they recognize or review the relationship between
Introduction
Environmental problems have tremendously
humans and nature. The students get knowledge and
increased at the global, regional and local levels during
skills from the teachers to solve the environmental
the last few decades because environment is being abused
problems. The teachers motivate to develop the students
beyond its capacity by human beings. Issues related to
attitudes to participate various environmental protection
environmental problems have become a major concern
programs in favor of environment. The teachers try to
for the international community particularly for
inculcate the knowledge about environment and develop
educational policy makers and curriculum developers.
positive and healthy attitude towards environment from
Several measures and strategies have been considered to
the beginning of life. There is essential need to organize
intervene. Among these is the use of school curriculum by
and conduct educational programmes focus on
the teachers to create public awareness on the need for
environmental issues, problems, attitude, towards
environmental preservation and protection.
preservation and conservation of environment.
Progress towards sustainable development is
Thus, environmental education has two essential
dependent upon a fundamental change in societies
components:
attitude to nature and the environment. To bring about
Alerting the public to the need to achieve global
this change of attitude, education is needed in moral and
sustainable development and the likely consequences
ethical philosophy. It is essential to impart and reinforce
of failing to do so.
the environment-respecting moral values in the young
Focusing the educational curricula for global
minds. Teachers play a predominant role in imparting
sustainable development by incorporating the knowknowledge and sensitizing the students and society about
how and skills and also the moral imperatives.
the environment. They help to tackle the various
Environmental Education
environmental issues. The teachers should be motivated
Education has been identified as a critical driving
and committed to the cause of realizing the goals of
force for change in the Asian and Pacific Region, and
environment education and should take initiatives in
countries and regional organizations have adopted a range
designing the program of environment education. It is
of strategies for implementing programmes in
essential that teachers should be properly trained
environmental education (Fien 1999a). The overall trends
themselves on environment concepts and skills to impart
in
environmental
education
information
and
training to learners.
communication in the region reflect the concerns of
Since environment education cuts across all
people and societies in transition.
disciplines and levels of study, it is time that education
Environmental education is now being seen as an
planners and policy framers incorporate the elements of
instrument and a process that enables participation and
environment education as a compulsory component at all
learning by people of all ages, based on two-way
levels. The teacher training curricula could be redesigned
communication rather than the old paradigm of a oneto include the environment education component in the
way flow of information, from teachers to pupils. The
theory and practical courses.
content and substance of environmental education is also
Environmental education must be encouraged
undergoing review and change. Reorienting education as
where at first student become aware of environment.
a whole towards sustainability involves the various levels
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of formal, non-formal and informal education at all levels
of society. Environmental education has developed within
the conceptual framework that emerged from the first
international conference in Tbilisi (1977) and is now seen
as education for sustainability.
Environmental education is fast emerging as one
of the most important disciplines in the United States
and in the world. Merging the ideas and philosophy of
environmentalism with the structure of formal education
systems, it strives to increase awareness of environmental
problems as well as to foster the skills and strategies for
solving those problems. Environmental issues have
traditionally fallen to the state, federal, and international
policymakers, scientists, academics, and legal scholars.
Environmental education (often referred to simply as
"EE") shifts the focus to the general population. In other
words, it seeks to empower individuals with an
understanding of environmental problems and the skills
to solve them.
Environmental education (EE) refers to organized
efforts to teach how natural environments function, and
particularly, how human beings can manage behavior and
ecosystems to live sustainably. It is a multi-disciplinary
field integrating disciplines such as biology, chemistry,
physics, ecology, earth science, atmospheric science,
mathematics, and geography. The term often implies
education within the school system, from primary to postsecondary. However, it sometimes includes all efforts to
educate the public and other audiences, including print
materials, websites, media campaigns, etc.
Environmental Education (EE) is the teaching of
individuals, and communities, in transitioning to a
society that is knowledgeable of the environment and its
associated problems, aware of the solutions to these
problems, and motivated to solve them. The United
Nations
Educational,
Scientific
and
Cultural
Organization (UNESCO) states that EE is vital in
imparting an inherent respect for nature amongst society
and in enhancing public environmental awareness.
UNESCO emphasizes the role of EE in safeguarding
future global developments of societal quality of life
(QOL), through the protection of the environment,
eradication of poverty, minimization of inequalities and
insurance of sustainable development (UNESCO, 2014a).
Environmental Education in the Curriculum
Environmental Education is interdisciplinary in
nature. It involves subject matter from the natural
sciences and the social sciences. NCERT has developed
national curricula for all stages of education, specially
emphasizing the aspects of population, land, resources,
nutrition, conservation, pollution, health and hygiene
and man in nature, of environmental education. The
introduction of environmental education programme
requires the involvement and participation of teachers,
students and administers etc. The National System of
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Education, as defined in the National Policy on

Education (1986), visualizes a national curricular
framework which contains a common core including
several elements having a direct bearing on the natural
and social environment of the pupils. The National Policy
on Education, 1986 (NPE) states that the protection of
the environment is a value which along with certain
other values must form an integral part of the curriculum
at all stages of education. The policy states: There is a
paramount need to create a consciousness of the
environment.
It must permeate all ages and all sections of
society, beginning with the child. Environmental
consciousness should inform teaching in schools and
colleges. This aspect will be integrated in the entire
educational process. There has been special emphasis on
the need to give importance to environmental education,
and this has been kept in view while designing curricula,
framing the syllabi and developing text books. The
philosophy behind the curricula is that environmental
education could be infused into the curricula especially at
the primary level.
The National Council of Educational Training
and Research (NCERT) is the apex body in the area of
developing curriculum for the formal education system.
Currently there is a national debate going on about how
to make Environmental Education (EE) not only
widespread but also effective at all levels of education.
The strategy under discussion envisages four pronged
approaches. The four elements of the strategy are:
1. Strengthening Infusion of EE
2. Teacher Training for effective EE
3. Introduction of Environment as a separate
subject
4. Use of non-formal methods of EE through the
involvement of NGOs
Environmental education has to be an activity-based
campaign. The activities should:
Be easily doable
Have steps that are easy to understand
Lead to simple conclusions
Relate to the immediate environment of the child
Encourage students to observe and explore
Give the child an experience of small parts of the
environment which could be later built into a
larger mosaic
Help in understanding relationships in nature
and between human beings and nature
The teacher is the key to the whole teachinglearning process in Environmental Education. We need
to redefine the role of teachers. A teacher's role is not that
of transferring information but of being a facilitator, a
leader and a resource person. The learning process should
be participatory so that it leaves an everlasting impression
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and is more fun for the students and teachers, rather than
being an additional burden.
The success of the above strategy will depend
upon the close synergy and partnership between the key
institutions, State Governments, NGOs as well as
educational institutions throughout the country. In
addition, the four components are closely linked and one
cannot be viewed in isolation from the other. Despite the
deteriorating status of the environment, environmental
education has so far not received adequate attention in
our academic programmes. Recognizing this, a basic
course on environment at every level in college education
has been introduced. The success of this course will
depend on the initiative and drive of the teachers and the
receptive students. Genuine endeavor is required to
minimize the gaps by intellectual and material inputs.
Role of Teacher
To get involved in the dialogue about education
systems around the world, we have to understand and
articulate the key role played by the teachers. It is no
wonder that our teachers are outstanding and are able to
glorify all the national, religious, economic, educational,
health and cultural fields in the society which give honor
to them, hence, they should be actively involved in the
implementation of environmental education programs.
Teachers can follow the ideology, values, and culture of a
nation, state and its people. Teachers are becoming
increasingly accepted as essential partners in a dynamic
education system. Teachers are often identified as
important agents of change in society. They play an
important role in improving human capacity in
environmental awareness, protection and problemsolving. Teachers require the knowledge, skills, on
environmental awareness in order to include this in their
school
programme.
The
need
towards
the
implementation of environmental awareness should be
focused in order to produce the generation that have
praiseworthy personality and appreciate the creation of
God. Besides, the appearance and the manifestation of
the educator are very important in realizing the objective
of school management to implement the element of
environmental awareness (Yahya, 2005). The teachers can
impart the following to their students in the school:
To turn off appliances, heating and air conditioning
To turn off and unplug computer and other
electronic devices
To encourage the parents and relatives to change the
light bulbs to energy efficient ones
To recycle papers or reuse bottles and plastics. Always
remember the three R's Reduce, Reuse and Recycle
waste.
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To reuse every bit of space on paper. Do not feel shy

to use paper that has been used on one side.
To join or create an eco-club
To plant trees
To choose products that is environment friendly
To walk, cycle or take a train or bus instead of the
private car or bike
To use less plastic. E.g. to carry a cloth bag when
going for shopping instead of plastic bags
To segregate domestic waste into bio-degradable and
non bio-degradable. The
Bio-degradable items like food left-overs and
vegetables and fruit wastes can be composted and
non bio-degradable items like plastic can be recycled.
To encourage family and friends to do these things
To participate in activities on environmental
awareness
Conclusion
The nature of the environmental education itself
stresses the importance of commitment from teachers to
involve him/her self and make students to involve in the
environmental related actions. Opportunities should be
provided to pre-service teachers to practice different
teaching techniques so that in real teaching situations are
able to discharge their duties efficiently in the area of
environmental education. Teacher education institutions
should embrace new teaching learning approaches like
experiential learning so that necessary skills are provided
to pre-service teachers in Environmental Education for
their professional development and quality teaching.
References
Role of Teachers in Imparting Environmental
Education for Sustainable Development by
Sukhwinder Kaur; International Educational EJournal, {Quarterly}, ISSN 2277-2456, Volume-II,
Issue-II,
Apr-May-June
2013
http://www.oiirj.org/ejournal/apr-mayjune2013/02.pdf
Hungerford, H. R., & T. L. Volk. "Changing Learner
Behavior through Environmental Education." Journal
of Environmental Education 21 (Spring 1990): 8-21.
"The Belgrade Charter." Connect: UNESCO-UNEP
Environmental Education Newsletter 1 (January
1976).
Experience Based Approach to Environmental
Education for Secondary Teacher Education by B.
Razia and Prof. Nabi Ahmad.
Environmental Education: A Tool for Change by
Usha
Srinivasan.
Retrieved
from
http://www.devalt.org/newsletter/jun02/of_1.htm.
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Impact of an Intervention on Environmental Educational Awareness and Behavior on one Middle School
Students in the UAE
Reema Abu Shamat
M.Ed. Student, Faculty of Education,
The British University in Dubai,UAE
Solomon Arulraj David
Assistant Professor of Education, Faculty of Education,
The British University in Dubai, UAE
ABSTRACT
The environmental issues have become a great concern for many nations recently. It is the vision of UAE and its
wise government to address such problems and concerns to protect the environment and to preserve the natural
resources of the country. Unfortunately environmental issues are not a subject under study in schools. This study
aims at finding the amount of awareness raised among middle school students about critical environmental
concerns after a period of classes that lasted for two weeks. The students were pre-assessed through a test about
environmental issues to measure their degree of awareness of the issue, and the next step was to provide
instruction for them in a two weeks course about the environmental critical concerns. The students were given
the test again to do it after their new knowledge, and the results of the two tests were compared. The students
were given later a survey to have insights about their opinions about the whole process of introducing
environment based course content into their school curricula. The results of the study indicate noticeable increase
in the students awareness about environmental issues after a two weeks intervention course about EE and the
students reflected that they are interested in the practical side of the course. The study concluded that EE is
essential and it should be integrated into schools curricula effectively.
Keywords:
Environmental Education, Environmental Awareness, Environmental Behaviour.
Introduction
In the UAE, His Highness Sheikh Mohammed
Bin Rashid Al Maktoum has a very clear and promising
vision. This vision seeks to have sustainable energy
available for the countrys future generations. The UAE
Government
(2015), stated
on the website
(www.vision2021.ae), The UAE Vision 2021 National
Agenda focuses on improving the quality of air,
preserving water resources, increasing the contribution of
clean energy and implementing green growth plans .One
of the key variables, that might play a role in
accomplishing this vision, is the knowledge and awareness
of the environmental issues of our future generations
(students).Environmental Education (EE), is not taught as
a mainstream subject in schools; whether governmental
or private. Therefore, the young generation may cause a
lot of damage in addition to their ecological footprint
without even noticing (Gardner & Stern, 1996).
This study tries to shed the light on the
importance of EE and how much awareness can be spread
among young minds to mend the future. Grossman &
Krueger (1994) stated that the main objective is to
provide a sustainable environment for us and for the
future generations. The purpose of the study is to
examine the amount of awareness obtained by the
students after attending a two weeks course about
environmental issues and to explore their opinions about
the overall experience. The study also tries to shed light
upon the current knowledge and information of the
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middle school students and the impact of teaching them

the importance of environment and how to avoid damage
to the environment and another aspect is to examine the
impact of that knowledge on their behavior. This comes
in accordance with the study of Hungerford & Volk
(1990) about changing learners behavior through
environmental education.
The first research question is: Should
environmental education be taught in biology classes as
part of the curriculum? In this question, the study is
trying to find out just how important it is to consider
teaching EE in school curricula. Should the future
generation even be taught the issues the world is facing in
order to change their perspectives in saving the world.
This brings us to the second research question: Does
integrating environmental issues into the curriculum
change students behavior and overall awareness towards
certain environmental aspects? This question specifically
tries to answer if the students attitudes and behaviors
towards the environmental issues after the course period
would change. Will the students knowledge increase?
Will they become more considerate? Will they really grasp
the whole idea of a safer future planet? The study is very
unique and had not been introduced before in the UAE
or the Middle East per say. With this study, we can have
an idea on how much students can in fact help in
achieving the UAE goal.
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Literature Review
EE is a unique kind of education that is
concerned with raising awareness of environmental issues
(Stapp, 1969). EE is that type of education that does not
need a classroom. It can be held anywhere from zoos,
museums, parks or any open areas. The Belgrade charter
discusses that there are certain objectives for
environmental education, which were highlighted by the
Tbilisi Conference; Awareness, Knowledge, Attitude,
Skills and Participation to help individuals develop
responsible environmental behavior (UNESCO-UNEP,
1976). Lieberman & Hoody (1998) revealed that not only
EE participated in raising student achievement, but it
was also the main reason behind reducing discipline
problems in the classroom and made the students more
enthusiastic as well as made the students prouder with
their achievements. Therefore, by integrating it to the
school curricula; we are preparing a whole new generation
or a workforce who are capable of facing the future
challenges (Pfirman, 2003).
Driessnack (2009) states that a student that cares
about nature and tries to discover it and explore it, let
alone trying to protect it will add a lot of value to the
health and the mental condition of the child. An example
of countries that already integrated the EE in its school
curriculum is Nigeria; they have introduced a subject
called Citizenship into the formal education system. In
addition, similar integration was also done in Tanzania
(Kimaryo, 2011) and the European Union (Stokes, Edge
& West, 2001). According to (McCormick, et al. 2005)
UAE has participated in the Young Masters Program
which is a program designed for young people aged 15-18
to learn about the preventive measures to protect the
environment, and this reflects the awareness of UAE
government and the desire of having a sustainable
environments for the future generations; however, the
researcher was not able to find any study that is done in
UAE before to examine the importance of EE and its
integration in school curricula.
In the UAE, research about environmental
education is still growing. However, many studies revolve
around the idea of environment protection and
sustainability. One of which is the study of (Jahamani,
2003). The focus of the study was on UAE and Jordan as
an example of developing countries that care for
sustainability and have a degree of environmental
awareness, involvement and the ability to report about
environmental issues. There was a study held in Ankara
in 2008 that showed the ecological relation between the
environmental study for students 38 males and 26
females for a total of 64 students in elementary schools
the results showed a noticeable intense effect on the
students regarding their behavior with nature, the more
information they got in their studies regarding nature and
environment the more they are affected positively in
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dealing with it. The students showed improvements in

their knowledge and behavior regarding the
environmental different changes taking place.
In addition, there was another study that is
conducted by Monroe (2003), who made use of the
literature that is based on behavioral environmental
education and chronological life experiences to note
down two important points that play a very vital rule in
gaining more responsible environmental behaviors,
marking and following a specific change of behavior, and
increasing environmental literacy educational programs.
Studies such as of Redman (2013), Guler & Afacan,
(2012), and Erdogan, (2011) showed that EE is an
essential part of schools education. The second research
question is: Does integrating environmental issues into
the curriculum change students behavior and overall
awareness towards certain environmental aspects? Carmi
(2013) Brymer & Davids (2013) noted a significant
change in the participants behaviors towards the
environment. The two questions along with their
hypothesized answer and the conclusion reached after
doing the current research study will lead the educators
and the policy makers to act and to play their important
role in adding environmental education to the
curriculum. This way they will make huge contributions
to the welfare and the protection of the environment
through raising awareness to generations of students who
will be raised with awareness and respect for the
surrounding environment. Based on the theoretical
framework of the current study, the researcher
determined to use the Hines model (1987), Palmers
model (1999), Hungerford and Volks (1990) model as
the backbone of the research to highlight the fact if the
students behavior will change into being responsible or
not.
Methodology
A private school in the capital of the UAE, Abu
Dhabi, was chosen for the study. The school has K-12
classes and is co-educational. The school has a total
number of 2500 students and was established in 1987.
The researcher chose middle school students randomly.
The researcher works as Biology teacher in that particular
school. There was an ease of access to students and
approval of management to conduct the study. Moreover,
a sample of multi-cultured students would be a good
reflection of the present situation. The students represent
the majority of generations their age in regarding to
interests and knowledge. The total sample size was 174
(92 male and 82 female), and were between the ages of
11-13 years. The researcher designed a pre-test, a post-test
and a survey. The last step after doing the post-test in this
study was to distribute a brief survey on the students to
explore their opinions and attitudes towards the whole
study. The Excel programs helped creating statistics and
percentage for each item entered. The students then were
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given an intervention of two weeks course about overall
environmental knowledge and awareness in the UAE.
Lesson plans were focused primarily and linked to the test
given (from water pollution to air pollution and farming
and energy consumption). At the end of the intervention,
the students were given a project to do to spread
awareness about the environment issues in the UAE and
the post-test was given afterwards. At the end of the
process, the students were asked to answer survey
questions to get the overall feedback and the researcher
analyzed the rest of the data.
Key Findings
In the knowledge section, the total number of
correctly answered questions before the intervention was
3 out of 7. However, it had increased to 6 out of 7 after
the intervention. Therefore, there was a significant
improvement in student overall knowledge about the
environment in general. In the UAE awareness section,
there was an overall positive improvement. Before the
intervention, none of the students answered any of the
questions about the UAE correctly. However, after the
intervention the students answered 3 out of 5 questions
correctly. The last two opinion questions showed that
students are much more aware of the problems the UAE
face as their answers have changed. This shows that by
even having a short intervention, students are able to
change in awareness and overall knowledge. In the
behavior section, the overall behavior of students towards
the environment was in fact positive. Even after a very
short period of EE, students started changing their
behavior towards some issues.
The main findings of this study state that EE is
an important element in the process of increasing
awareness and in changing the attitudes of middle school
students towards the environment. The empirical
research through the pre-test and post-test show that the
students behaviors, attitudes and awareness have
increased significantly after the two weeks intervention
course given to them by the researcher. On the other side,
the post-survey reflected that the participating students
enjoyed the experience of the course and benefited from
it a lot. It was also noted that the students were keen on
learning by doing and they mentioned in most of their
answers that they prefer to explore the practical side of
their course and interact with the environment more and
more to apply what they have learnt. In general, the
whole experience of the study was fruitful and interesting.
Discussion
Based on the results extracted from the pre-test,
the post-test and the survey, it is clear that the students
knowledge increased after the EE course and they like the
experience of the course. At the beginning of the whole
study, the students showed lack of knowledge about
environmental behavior and they were not very much
aware of the damage caused to the environment around
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them through their own behavior. One student

mentioned that we are tiny in this world and our impact
on the environment is not worth mentioning. With this
perspective, the students were not able to realize that each
individual on earth had an impact on the environment
and that through responsible environment behaviors
he/she can add more damage or can save the
environment. The students after the study are convinced
that even we are small in this universe but our actions
and deeds matter. It is true that no one can affect the
whole world and make significant changes, but at least
through our behavior we can minimize the damage
caused to the environment and safe earth to the next
generations. At the same time, many benefits are gained
for us through having a sustainable environment. The
most important part in this study was the desire of the
students to work on their own hands and explore more
topics in regards to environmental education (EE). These
findings agrees with the previous research and the
theoretical framework, Hines et al. (1986/87) revealed
that being informed about the topic and having the
knowledge of citizenship are said to be the most
important factors in driving people to act. According to
Hines et al. (1978), the students acted towards the
environment in a better way because they were more
knowledgeable and informed, that is why they acquired
responsible environment behavior. Similarly, the model
of Hungerford and Volks (1990) states that there are
variables
that
affect
individuals
responsible
environmental behaviors.
Conclusion
The study indicated that relevant interventions,
such as; special lesson plans aiming to improve
environmental awareness have desired impacts, namely
improved environmental awareness. The researcher was
also delighted to see actual change in the students
behaviors and attitude towards environmental issues
afterwards even in the classroom. Having this study done
in UAE, in the researchers opinion paves the way to
more studies in the field of environmental education and
this will go along with the vision of the country leaders
towards having a sustainable future.
References
Brymer, E. & Davids, K. (2013). Ecological dynamics
as a theoretical framework for development of
sustainable behaviours towards the environment.
Environmental Education Research, vol. 19(1), pp.
45-63.
Carmi, N. (2013). Caring about tomorrow: future
orientation,
environmental
attitudes
and
behaviors. Environmental Education Research, vol.
19(4), pp. 430-444.
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Driessnack, M. (2009). Children and NatureDeficit
Disorder. Journal for Specialists in Pediatric
Nursing, vol. 14(1), pp.73-75.
Erdogan, M. (2011). The Effects of Ecology-Based
Summer Nature Education Program on Primary
School Students' Environmental Knowledge,
Environmental
Affect
and
Responsible
Environmental
Behavior. Educational
Sciences:
Theory and Practice, vol. 11(4), pp. 2233-2237.
Gardner, G. T. & Stern, P. C. (1996). Environmental
problems and human behavior. Allyn & Bacon.
Guler, M. P. D. &Afacan, O. (2012). A study on
developing a behaviour scale towards sustainable
environmental education. Journal of Baltic Science
Education, 11(3), 224-235.
Grossman, G. M. & Krueger, A. B. (1994). Economic
growth and the environment (No. 4634). National
Bureau of Economic Research.
Hill, J. L. & Nelson. A. (2011). New technology, new
pedagogy? Employing video podcasts in learning and
teaching about exotic ecosystems. Environmental
Education Research, 17, 393-408.
Hines, J. M., Hungerford, H. R. & Tomera, A. N.
(1987). Analysis and synthesis of research on
responsible environmental behavior: A metaanalysis. The
Journal
of
environmental
Education, 18(2), 1-8.
Hungerford, H. R. & Volk, T. L. (1990). Changing
learner
behavior
through
environmental
education. The
Journal
of
Environmental
Education, 21(3), 8-21.
Jahamani, Y. F. (2003). Green accounting in
developing countries: The case of UAE and
Jordan. Managerial Finance, 29(8), 37-45.
Kimaryo, L. (2011). Integrating environmental
education in primary school education in Tanzania:
Teachers perceptions and teaching practices.
Lieberman, G. A. & Hoody, L. L. (1998). Closing the
Achievement Gap: Using the Environment as an
Integrating Context for Learning. Executive
Summary.
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McCann, E. (2011). Restoration-based education:

teach the children well. Human dimensions of
ecological restoration: integrating science, nature, and
culture. Washington: Island Press,
McCormick, K., Mhlhuser, E., Nordn, B.,
Hansson, L., Foung, C., Arnfalk, P. & Palmer, J. A.
(1998). Environmental Education in the 21st Century:
Theory, Practice, Progress and Promise. London and
New York: Routledge.
Monroe, M. C. (2003). Two avenues for encouraging
conservation behaviors. Human Ecology Review,
10(2), 113-125.
Pfirman, S. (2003). Complex environmental systems:
synthesis for earth, life, and society in the 21st
century: a 10-year outlook for the National Science
Foundation. National Science Foundation.
Redman, E. (2013). Advancing Educational Pedagogy
for Sustainability: Developing and Implementing
Programs to Transform Behaviors. International
Journal of Environmental and Science Education,
8(1), 1-34.
Stapp, W. B. (1969). The concept of environmental
education. Environmental Education, 1, 30-31.
Stokes, E., Edge, A., & West, A. (2001).
Environmental education in the educational systems
of the European Union. Final Report. Centre for
Educational Research London School of Economics
and Political Science.
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Available at: https://www.vision2021.ae/en/nationalpriority-areas/sustainable-environment-andinfrastructure
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Environmental
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analysis. Cambridge: Cambridge University Press.
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A Study of Research Attitude among Post Graduate Students of University Departments in Tamilnadu
Agricultural University
A. Sivakumar
Ph.D. Scholar, Department of Education, Bharathiar University, Coimbatore,
Tamil Nadu
Dr. G. Singaravelu
Professor & Head, Department of Education, Bharathiar University, Coimbatore,
Tamil Nadu
ABSTRACT
This study tried to find out the research attitude among post graduate students of Tamilnadu Agricultural
University. Objectives of the study were: 1) To explore the level of research attitude among the post graduate
students of Tamilnadu Agricultural University, and 2) To examine the research attitude among the post graduate
students of Tamilnadu Agricultural University. The investigator adopted survey method for the study. 147 PG
students were selected as sample for the study. Research Attitude Scale standardized by Dr. M. Suresh (2013) and
was modified by A. Sivakumar and Dr. G. Singaravelu (2016). The results showed that the level of research
attitude of post graduate student favorable. It was found that there is a significant association between research
attitude and selected independent variables among the postgraduate students of Tamilnadu Agricultural
University.
Introduction
To find out whether there is any significant difference
The Research showed that students typically tend
of the Postgraduate Students of T.A.University
to view of research-related courses with negative attitudes
towards research attitude among
and feelings (Munir et al. 2009; Papanastasiou, 2005).
A. Rural, Semi-Urban & Urban (Nativity)
One of the main problems of these negative attitudes is
B. 2 Hours, 2-4 Hours & More than 4 Hours(Usage of
that it has been found to serve as obstacles to learning
Internet (Per Day))
(Papanastasiou, 2005). Students attitude impacts how
C. Government, Private & Self-Employment (Father
they mentally approach research including all the work
Occupation)
related to that research. A positive attitude enables the
D. Illiterate, School & College (Father Education)
students to solve the problem quickly whereas; a negative
E. Government, Private/Self-Employment & House wife
attitude hampers the efforts in research. The
(Mother Occupation)
enhancement of positive attitudes toward research is one
F. Illiterate, School & College (Mother Education)
of the key components that impacts students research
G. First, Second & Third-Subsequent (Birth Order)
knowledge and activity. For this reason, investigating their
H. Studying, Yet to Start & Started (Research Position)
attitude towards research is a great stride for future
To identify the background variables which are
educational development. Hence the researcher made an
contributing to the postgraduate students
attempt to the study of research attitude among PG
towards research attitude?
students of Tamilnadu Agricultural University.
Hypotheses
Objectives
1. The level of Research attitude among Postgraduate
To find out the level of Research attitude among PG
Students.
Students.
2. There is no significant difference of the Postgraduate
Students of Tamilnadu Agricultural University
of the Postgraduate Students of Tamilnadu
towards research attitude between
Agricultural University towards research attitude
A. Male & Female (Gender)
between
B. First & Second (Year of Study)
C. Having & Not Having (Mobile Internet)
B. First & Second (Year of Study)
D. Having & Not Having (Own Computer System)
C. Having & Not Having (Mobile Internet)
E. Daily & Occasionally (Newspaper Reading)
D. Having & Not Having (Own Computer System)
F. Below 1,28,366 & Above 1,28,366 (Family
E. Daily & Occasionally (Newspaper Reading)
Income)
F. Below 1,28,366 & Above 1,28,366 (Family Income)
G. Nuclear & Joint (Types of Family)
G. Nuclear & Joint (Types of Family)
H. Below 5 & Above 5 (Number of Close Friends)
H. Below 5 & Above 5 (Number of Close Friends)
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3. There is no significant difference of the Postgraduate
towards research attitude among
B. 2 Hours, 2-4 Hours & More than 4 Hours(Usage
of Internet (Per Day))
C. Government, Private & Self-Employment (Father
Occupation)
D. Illiterate, School & College (Father Education)
E. Government, Private/Self-Employment & House
wife (Mother Occupation)
F. Illiterate, School & College (Mother Education)
G. First, Second & Third-Subsequent (Birth Order)
H. Studying, Yet to Start & Started (Research
Position)
4. The background variables do not contribute to
the postgraduate students towards research
attitude.
Method: Survey method was adopted in the study.
Sample : A purposive sample of 147 PG students
constituted from Tamilnadu Agricultural University.
Tool: Research Attitude Scale standardized by Dr. M.
Suresh (2013) and was modified by A. Sivakumar and Dr.
G. Singaravelu (2016). The scale is checked for reliability
and validity. Reliability was found to be 0.762 by
Cronbachs Alpha method and Validity was determined
using Face and Content Validity.
Analysis and Interpretation
Table 1: Mean Score of Attitude towards Research of
Tamilnadu Agricultural University
Variable
Research
Attitude
N
14
7
Mean
103.8
Mid Value (Half of the Maximum Score)

72.5
Table-1 shows that the mean score of research

attitude of postgraduate students of Tamilnadu
Agricultural University is 103.8. The mean score for
research attitude of post graduate students is greater than
the mid value (72.5) and hence the postgraduate students
of Tamilnadu Agricultural University have favorable
attitude towards research.
Table 2: Attitude towards Research& Sub-Variable Wise
S.
No.
Research
Attitude
SubVariables
Mea
n
SD
2(i)
Gender
Male
Female
10
5
42
First
87
Second
60
15.
80
9.2
3
14.
15
14
Having
11
7
30
102.
85
106.
42
101.
65
107.
10
105.
12
99
13
5
12
103.
54
108
2(ii)
2(iii
)
2(iv)
Year of
Study
Mobile
Internet
Own
Comput
er
System
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NotHaving
Having
NotHaving
13.
68
15.
79
14.
38
13.
25
ttes
t
1.7
0
Pval
ue
0.0
9
2.3
0
0.0
2
1.9
4
0.0
5
1.1
1
0.2
8
2(v
)
2(vi)
2(vii
)
2(vii
i)
Newspa
per
Reading
Family
Income
Type of
Family
Number
of Close
Friends
Daily
72
104.
33
103.
44
105
14.
56
14.
13
13.
64
Occasion
ally
Below
1,28,366
(Lakhs)
Above
1,28,366
(Lakhs)
Nuclear
75
33
99.6
3
15.
88
Joint
12
9
18
Below 5
45
Above 5
10
2
103.
93
103.
50
103.
86
103.
88
14.
51
12.
55
13.
51
14.
70
11
4
0.3
7
0.7
0
1.7
9
0.7
9
0.1
3
0.8
9
0.0
6
0.9
9
Table-2 shows that the calculated t-values of 2(i),

2(iii), 2(iv), 2(v), 2(vi), 2(vii) and 2(viii) are 0.09, 0.05,
0.28, 0.70, 0.79, 0.89 and 0.99 are higher than the Pvalue at 0.05 level. Hence the null hypotheses 2(i), 2(iii),
2(iv), 2(v), 2(vi), 2(vii) and 2(viii) are accepted. The
calculated t-value for 2(ii) 0.02 is less than the P value at
0.05 level. Hence the null hypothesis 2(ii) is rejected.
Table 3: Attitude towards Research , Sub-Variable Wise
S.
No.
3(i)
3(i
i)
3(iii
)
3(iv
)
Researc
h
Attitude
Nativity
of the
Students
SubVariables
Mea
n
SD
Rural
2 Hours
101.
13
112.
25
101.
25
105.
34
105.
80
97.9
0
14.
29
13.
44
10.
69
13.
51
15.
09
14.
52
9.0
Usage of
Internet
(Per
Day)
8
7
3
6
2
4
8
7
3
0
3
0
3.6
5
0.0
28
2
7
1
0
2
1
8
3
6
6
9
4
2
2
7
2
7
104.
11
103.
23
18.
50
14.
15
0.5
79
0.5
6
107.
16
110.
08
103.
69
98.8
5
97.7
7
105.
44
5.3
2
14.
63
13.
38
13.
74
8.9
3
16.
65
6.4
2
0.0
02
3.0
9
0.0
4
9
3
3
9
6
6
4
2
105.
19
105.
92
104.
68
100.
74
14.
50
184
3
10.
69
14.
72
1.5
4
0.2
1
Father
Occupat
ion
Father
Educati
on
SemiUrban
Urban
2-4 Hours
More
than 4
Hours
Governm
ent
SelfEmploym
ent
Private
Illiterate
School
College
3(v)
3(vi
)
Mother
Occupat
ion
Mother
Educati
on
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Governm
ent
SelfEmploym
ent/
Private
House
wife
Illiterate
School
College
19
Pval
ue
0.0
01
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3(vi
i)
Birth
Order
First
Second
3(vi
ii)
Researc
h
Position
Third and
Subseque
nt
Studying
Yet to
Start
Started
6
9
6
0
1
8
103.
34
102.
50
110.
50
13.
15
16.
69
6.6
3
2.2
9
0.1
0
6
3
5
1
3
3
103.
38
101.
94
107.
81
13.
86
16.
37
10.
93
1.7
7
0.1
7
Table-3 shows that the calculated t-values of 3(i),

3(ii), 3(iv)and 3(v) are 0.0001, 0.028, 0.002 and 0.04 are
less than the P-value at 0.05 level. Hence the null
hypotheses 3(i), 3(ii), 3(iv) and 3(v) is rejected. The
calculated t-values of 3(iii), 3(vi), 3(vii) and 3(viii) are 0.56,
0.21, 0.10 and 0.17 are greater than the P-value at 0.05
level. Hence the null hypotheses 3(iii), 3(vi), 3(vii) and
3(viii) is accepted.
Table 4: Regression Co-efficient of Contributing
Variables for Attitude towards Research
Model
(Constant)
Father
Education
Mobile
Internet
Nativity of
the Student
Mother
Occupation
Year of Study
Unstandardized
Coefficients
B
Std.
Error
105.58
7.56
-8.17
1.57
Standardized
Coefficients
Beta
Pvalue
-.417
13.96
-5.20
0.00
0.00
-7.71
2.67
-.218
-2.89
0.004
5.71
1.51
.303
3.76
0.00
3.35
1.36
.185
2.45
0.015
5.02
2.13
.173
2.47
0.020
Step-wise regression is performed on the

background variables to find out the degree of
contribution of background variables on postgraduate
students of Attitude towards Research. In the process of
treatment of step-wise regression analysis it was found
that only five out of sixteen background variables were
contributed significantly to the postgraduate students
towards Research attitude such as Father Education,
Mobile Internet, Nativity of the Student, Mother
Occupation and Year of Study (Table-4).
Findings
1. It was found that the level of Attitude towards
Research among postgraduate students of Tamilnadu
Agricultural University is favorable.
2. There is no significant difference of Postgraduate
towards Research Attitude between
B. Having & Not Having (Mobile Internet)
C. Having & Not Having (Own Computer System)
D. Daily & Occasionally (Newspaper Reading)
E. Below 1,28,366 & Above 1,28,366 (Family Income)
F. Nuclear & Joint (Types of Family)
G. Below 5 & Above 5 (Number of Close Friends)
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3. There is a significant difference between first year and

second year Postgraduate Students of Tamilnadu
Agricultural University towards Research Attitude.
4. There is a significant difference of Postgraduate
towards Research Attitude among
B. 2 Hours, 2-4 Hours & More than 4 Hours(Usage of
Internet (Per Day))
C. Illiterate, School & College (Father Education)
D. Government, Private/Self-Employment & House wife
(Mother Occupation)
5. There is no significant difference of Postgraduate
towards Research Attitude among
A. Government, Private & Self-Employment (Father
Occupation)
B. Illiterate, School & College (Mother Education)
C. First, Second & Third-Subsequent (Birth Order)
D. Studying, Yet to Start & Started (Research Position)
6. Five out of sixteen background variables were
contributed to the postgraduate students towards
research attitude significantly. They were Father
Education, Mobile Internet, Nativity of the Student,
Mother Occupation and Year of Study.
Discussion
The result shows that the mean score of research
attitude of postgraduate students of Tamilnadu
Agricultural University is 103. The mean score for
research attitude of post graduate students is greater than
the mid value (72.5) and hence the postgraduate students
of Tamilnadu Agricultural University have favorable
attitude towards research. The findings of Suresh Kumar,
K. (2015), Syed Noor-ul-Amin (2015), Purushottam A.
Giri (2015), Naser Zamani-Miandashti (2015), Bhangare,
S. (2015), Nitya Sharma (2014), Suresh Kumar, M.
(2014), Amin Saeidinia (2011), Nahla Kahamis, R.
(2011), Shu-Ching Wang (2010) and Tarek Tawfik Amin
(2010) were also supported to the present study.
Especially
Zamani-Miandashti
(2015)
studied
Postgraduate and research students of Agricultural
specialization in Shiraz University, Iran. It reveals that
positive attitude towards research and same result
retrieved from this study.
The study found out that the attitude towards
research is significant with their Year of study, Nature of
the Study, Usage of Internet, Father Education, Mother
Occupation. It happened due to lack of knowledge,
Purushottam A. Giri (2015) revealed that Postgraduate
students have inadequate knowledge. Postgraduate
training and research facilities at the institution need to
undergo major transformation in order to encourage
meaningful research by postgraduate students. The result
of Suresh Kumar, K. (2014) and Gursewak Singh (2014)
did not agree with the present study. His results revealed
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that the rural and urban area youth did not differ in their
attitudes towards research. Syed Noor-ul-Amin (2015)
revealed that the internet users were found to have
favorable attitude towards research
The study found that independent variable of the
study namely Gender, Mobile Internet, Own Computer
System, Newspaper reading, family Income, Type of
Family, Number of Close Friends, Father Occupation,
Mother Education, Birth Order, Research Position and
Number of Close Friends are not significant with
Attitude towards research among Postgraduate students.
The findings of Mohd Abid Siddiqui (2015) and
Gursewak Singh (2014) were also supported the findings
of the present study. His findings revealed that there is no
significant difference between male and female among
attitude towards research. The findings of Suresh Kumar,
K. (2014) were also supported the findings of the present
study. His findings explored that the nuclear and joint
family youth did not differ significantly in their attitudes
towards the research. Syed Noor-ul-Amin (2015) study
explored that the computed t was found insignificant
between male and female students.
In the process of treatment of step-wise regression
analysis it was found that only five out of sixteen
background variables were contributed significantly to the
postgraduate students towards Research attitude such as
Father Education, Mobile Internet, Nativity of the
Student, Mother Occupation and Year of Study.
References
AlGhamdi, Khalid. M, Moussa, Noura. A, AlEssa,
Dana. S, Nermeen AlOthimeen, & Al-Saud, Adwa. S.
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http://dx.doi.org/10.1016/j.jsps.2013.02.006
Al-Kuwaiti, Ahmed A. (2014). Health science
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Amin Saeidinia, Morteza Fallah Karkan, Abtin
Heidarzadeh, Najmollah Taeifeh, & Nastaran
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practice of Guilan University of medical sciences
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Asher Shkedi. (1998). Teachers' attitudes towards
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Aslam, F, Qayuum, M. A, Mahmud, H, Qasim, R, &
Haque, I. U. (2004). Attitudes and practices of
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postgraduate medical trainees towards research--a

snapshot from Faisalabad. Journal Pakistan Medical
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Belgrave, Korah L, & Jules, Janice E. (2015).
Students' attitudes towards research: Applying best
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The
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Institutionalizing Best Practice in Higher Education
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Dhrubajyoti Deka, Alok Mishra, & Hrishikesh Patel.
(2015). Attitudes of Post Graduate Students towards
Research. International Human Research Journal,
3(1), 1-12. Retrieved March, 2015 from
http://www.ihrj.org.
Fariha Bibi, Hafiz Muhammad Lqbal & Nadia Majid.
(2012). Attitude of prospective teachers towards
research: Implications for teacher education in
Pakistan. Contemporary Educational Researches
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Giri, Purushottam A, Bangal, Vidyadhar B, & Phalke,
Deepak B. (2014). Knowledge, Attitude and Practices
towards Medical Research amongst the Postgraduate
Students of Pravara Institute of Medical Sciences
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Gursewak Singh & Nand Kishor Choudhary. (2015).
A Study of Attitude of M.Ed. Students towards
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?val=April_2015_1428042993__22.pdf
Hema Tejas Shah, & Purani. (2014). A Study of the
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dy_Of_The_Attitude_Of_P.G._Students_Towards_R
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Ibrahim, Nahla Khamis R, Fetyani, Dina M, & Jamil
Bashwari. (2013). Assessment of the research-oriented
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Retrieved
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http://www.ejmanager.com/mnstemps/27/271433255378.pdf?t=1465196810.
A Study on the Effectiveness of Instructional Package on Climate Change With Reference To Eco-Friendly
Cooking Practices among B.Ed. Student-Teachers
A. Srinivasacharlu
Assistant Professor, New Horizon College of Education, Indiranagar, Bangalore,
Karnataka
ABSTRACT
With the advent of climate change as a major international concern, Clean Development Mechanism (CDM)
under the United Nations Framework Convention on Climate Change (UNFCCC) has recently recognized that
the three billion people across the world still burn biomass mainly wood, charcoal, agricultural waste, and animal
dung annually in open fires or inefficient stoves for daily cooking and heating which contributes to the buildup of
a variety of greenhouse gases in the atmosphere. B.Ed. student-teachers are being the future teachers in India, can
play an important role in creating awareness about eco-friendly cooking practices among the local community
adolescent pupils (who are future citizens) as a part of overall pursuit towards addressing of climate change. This is
possible only when they themselves have the required level of eco-friendly cooking practices that involve finding
ways to cook more efficiently like using the right appliance for the job, cooking food in larger quantities and
making the most of leftovers etc. The study comes up with validated Instructional Package on Climate Change
(IPCC) to compare its effectiveness with Conventional Method of Teaching Environmental Education (CMTEE)
in increasing eco-friendly cooking practices among B.Ed. student-teachers in Bangalore. Pre-test, post-test parallel
group design was used. Climate Change Practices Scale (CCPS) which includes eco-friendly cooking practices as
one of its dimensions was used to collect data which was statistically analyzed and interpreted.
Keywords:
Eco-friendly Cooking Practices, B.Ed. Student-Teachers, IPCC, CMTEE, CCPS.
Introduction
With the advent of climate change as a major
international concern, Clean Development Mechanism
(CDM) under the United Nations Framework
Convention on Climate Change (UNFCCC) has recently
recognized that the three billion people across the world
still burn biomass mainly wood, charcoal, agricultural
waste, and animal dung annually in open fires or
inefficient stoves for daily cooking and heating which
contributes to the buildup of a variety of greenhouse gases
in the atmosphere.
Nearly four million people are estimated to die
prematurely each year due to household air pollution
from biomass burning. Exposure to household air
pollution from burning biomass fuels has been linked to
significant morbidity and mortality from acute lower
respiratory infections in children, as well as chronic
obstructive pulmonary disease and increased rates of
cardiovascular disease among women, along with other
health issues. In addition to the health burden from
smoke inhalation, burning solid fuels releases emissions
of some of the most important contributors to global
climate change: carbon dioxide, methane and other ozone
producing gases such as carbon monoxide, as well as
short-lived but very efficient sunlight-absorbing particles
like black carbon and brown carbon. Unsustainable
wood harvesting also contributes to deforestation,
reducing carbon uptake by forests. Residential solid fuel
burning accounts for 25% of global black carbon
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emissions, about 84% of which is from households in

developing countries which cause surface dimming, as
airborne black carbon intercepts sunlight.
Need and Importance of the Study
Studies show that controlling both short-lived
climate pollutants and long-lived greenhouse gases can
increase the chances of limiting global temperature rise to
below 2 C, a long-term international goal for avoiding
the most dangerous impacts of climate change.
According to a 2013 report by the Stockholm
Environment Institute, the global potential for
greenhouse gas emission reductions from improved cook
stove projects is estimated at 1 gigaton of carbon dioxide
per year.
The United Nations Environment Programme
(UNEP) has emphasized the importance of introducing
clean-burning biomass cook stoves and substituting
traditional cook stoves with those that use modern fuels
to mitigate climate change and improve air quality
simultaneously. These efficient cook stoves can reduce
fuel use by 30-60%, resulting in fewer greenhouse gas
emissions and reduction of black carbon emissions by 5090% which also can lead to reduced impacts on forests,
habitats, and biodiversity. Since the atmospheric lifetime
of black carbon is only a few days, reducing black carbon
would bring about a rapid climate response than
reductions in carbon dioxide and other long-lived
greenhouse gases alone.
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Going green in kitchen is a great place to start
making environmentally friendly changes to ones
lifestyle. From the food one buy to the way its cooked
and stored, one can save energy, reduce carbon footprint
and keep an eye on budget. It also helps to reduce smoke
inhalation with significant health benefits, as well as
reducing greenhouse gas emissions, slowing deforestation
and providing a host of social benefits.
B.Ed. student-teachers are being the future
teachers in India, can play an important role in creating
awareness about eco-friendly cooking practices among the
local community adolescent pupils (who are future
citizens) as a part of overall pursuit towards addressing of
climate change. This is possible only when they
themselves have the required level of eco-friendly cooking
practices that involve finding ways to cook more
efficiently like using the right appliance for the job,
cooking food in larger quantities and making the most of
leftovers etc. In the present study, the investigator comes
up with validated IPCC to find out its effectiveness in
increasing eco-friendly cooking practices among the B.Ed.
student-teachers studying in Bangalore city.
Objectives of the Study
To develop and validate IPCC for the B.Ed. studentteachers.
To construct and validate the CCPS for B.Ed.
student-teachers.
To compare the effectiveness of IPCC and
Conventional Method of Teaching Environmental
Education (CMTEE) in enhancing eco-friendly
cooking practices among B.Ed. student-teachers.
To investigate interaction between treatment and
locality, gender and subject with reference to ecofriendly cooking practices among B.Ed. studentteachers.
To investigate whether the B.Ed. student-teachers
sustain eco-friendly cooking practices fostered
through IPCC.
Hypotheses of the Study
1. There is no significant difference between pre-test
scores of experimental and control groups with
reference to eco-friendly cooking practices.
2. There is no significant difference in the effectiveness
of IPCC and CMTEE with reference to eco-friendly
3. There is interaction between treatment and gendersubject, locality-subject; and locality-gender with
reference to eco-friendly cooking practices among
experimental group.
4. Immediate and delayed post-test scores of
Experimental group differ significantly with reference
to eco-friendly cooking practices.
Design of the Study: In the present study, Pre-test Posttest equivalent group experimental design was followed.
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Sampling Procedure: In the present study multistage

purposive sampling technique was used to select studentteachers from two B.Ed. colleges as experimental and
control groups in Bangalore city. RSPMT was used to
obtain two matched groups (36+36) for the experimental
and control groups.
Tools
1. Ravens Standard Progressive Matrices Test (RSPMT)
2. CCPS has 10 dimensions each with 10 statements
with level of responses viz., Always (5), Frequently (4),
Sometimes (3), Rarely (2) and Very Rarely (1). The
omitted statement is given zero. The reliability
coefficient is 0.87 (split half) and 0.88 (test-retest) and
0.93 (intrinsic validity). The sixth dimension of
CCPS covers the statements on eco-friendly cooking
practices.
Treatments for Experimental and Control Groups
1. IPCC: This validated package was meant for
experimental group with duration of 40 hours. It had the
following components:
1. Orientation Session (1 Hour)
2. Printed User Guide
3. Printed SIMs
Module 1: The Background of the Climate
Change (5 Hours)
Module 2: Impacts of Climate Change (6 Hours)
Module 3: Global Fight on Climate Change (5
Hours)
Module 4: Indias Fight on Climate Change (5
Hours)
Module 5: Green Solutions for Climate Change
(5 Hours)
Module 6: Climate Change Education (4 Hours)
4. Documentaries and Discussion (3 Hours)
Glimpses of Climate Change NASA (5.48
Minutes)
Impacts of Climate Change on World (2.22
Minutes)
Climate Change Causes, Impacts and Solutions
(3.55 Minutes)
An Inconvenient Truth (1 Hour and 47 Minutes)
5. Consolidating Sessions (6 Hours)
2. CMTEE: It was meant for control group with duration
of 5 hours. It covers the topics like environment;
environmental
pollution;
meaning,
importance,
objectives and strategies for teaching environmental
education at secondary school.
Conducting of the Experiment
The control and experimental groups were pretested on eco-friendly cooking practices.
Both the experimental and control groups were
given treatment respectively through IPCC and
CMTEE with reference to eco-friendly cooking
practices.
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Immediately after the treatment, both

experimental and control groups were post-tested
to know any change in eco-friendly cooking
practices.
The experimental group was administered
delayed post-test after a gap of five weeks to know
the sustainability of change occurred on ecofriendly cooking practices due to IPCC.
Statistical Analysis
Hypothesis 1: There is no significant difference between
pre-test scores of experimental and control groups with
reference to eco-friendly cooking practices.
Table 1: Comparison of Pre-test Scores of Experimental
and Control Groups with reference to Eco-friendly
Cooking Practices
Group
N Mean S.D. t-value
P value at
0.05 LoS
36
29.03
2.118
0.105
C Group
0.917
*NS
E Group 36 29.06 1.530
From Table-1, the obtained t-value 0.105 is less
than the table t-value 2.0281 and P value 0.917 is more
than table P value 0.05 level of significance with degrees
of freedom 35. So the null hypothesis is accepted. This
means that before treatment, control and experimental
groups were having almost same level of eco-friendly
cooking practices.
Hypothesis 2: There is no significant difference in the
effectiveness of IPCC and CMTEE on eco-friendly
Table 2: Comparison of Post-test Scores of Experimental
and Control Groups with reference to Eco-friendly
Cooking Practices
Group
Mean
S.D.
t-value
C Group
E Group
36
36
28.94
39.89
2.137
3.196
26.319
P value at 0.05
LoS
0.000
**S
From Table-2, the obtained t-value 26.319 is more than

the table t-value 2.0281 and P value 0.000 is less than
table P value 0.05 level of significance with degrees of
freedom 35. The mean value of post-test score of
experimental group is higher than control group. So the
null hypothesis is rejected. It proves that IPCC as a
treatment is more effective than CMTEE in increasing
the eco-friendly cooking practices among the B.Ed.
student-teachers belonging to experimental group.
Hypothesis 3 (a): There is interaction between treatment
and gendersubject with reference to eco-friendly cooking
practices among experimental group.
Table 3a(i): A two-way ANOVA of Eco-friendly Cooking
Practices in regard to interaction of treatment and
Gender-Subject
Source
df
Corrected
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Mean
Square
61.725
F
11.458
Model
Intercept
Gender
Subject
Gender *
Subject
1
1
1
1
49329.508
69.453
103.519
1.268
9157.354
12.893
19.217
0.235
0.000 **S
0.001 **S
0.000 **S
0.631 *NS
From the above Table, The obtained F value

0.235 is less than table F value 4.00 with degrees of
freedom 1 and 32. The obtained P value 0.631 is not
significant as this value is more than table P value 0.05
level of significance. It shows that IPCC has equal effect
in increasing eco-friendly cooking practices among B.Ed.
student-teachers irrespective of their gender-subject.
Table 3a(ii): Gender-Subject wise mean and significance
values of Eco-friendly Cooking Practices
Experimental
Group
Gender
Experimental
Group
Subject
Mean
df
Female
(24)
Male
(12)
Arts (11)
Science (13)
Arts (06)
Science (06)
39.182
42.385
35.833
39.833
1
32
1
32
11.346
8.911
P
value
at
0.05
LoS
0.002
**S
0.005
**S
From the above Table, the obtained F value

11.346 is more than table F value 4.00 and P value
0.002 is less than table P value 0.05 level of significance
with degrees of freedom 1 and 32. It means IPCC has
more interaction with female student-teachers belonging
to Science than Arts with reference to eco-friendly
cooking practices. In addition IPCC has more interaction
with male student-teachers belonging to Science than Arts
with reference to eco-friendly cooking practices as the
obtained F value 8.911 is more than tabled F value
4.00 and P value 0.005 is less than the tabled P value
0.05 level of significance with degrees of freedom 1 and
32. Apart from this the mean scores indicate that cutting
across Science and Arts subjects, female B.Ed. studentteachers are found to have more interaction with IPCC
than male B.Ed. student-teachers with reference to ecofriendly cooking practices.
P value at
0.05 LoS
0.000 **S
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Graph 1: A Two-Way ANOVA of Eco-Friendly Cooking
Practices among Experimental Group by the Gender-Subject and
Treatment
Hypothesis 3 (b): There is interaction between treatment
and localitysubject with reference to eco-friendly cooking
Table 3b(i): Summary table of two-way ANOVA of Ecofriendly Cooking Practices in regard to interaction of
treatment and Locality-Subject
Source
df
3
Mean
Square
65.006
Corrected
Model
Intercept
Locality
Subject
Locality *
Subject
F
12.798
P value at
0.05 LoS
0.000 **S
1
1
1
1
55560.012
50.417
110.201
24.382
10938.591
9.926
21.696
4.800
0.000 **S
0.004 **S
0.000 **S
0.036 **S
Table-3(b) reveals that the obtained F value

4.800 is more than table F value 4.00 and P value
0.036 is significant as this value is less than table P value
0.05 level of significance with degrees of freedom 1 and
32. It proves that effect of IPCC on eco-friendly cooking
practices among experimental group is not homogenous
as there is significant interaction of IPCC and locality
subject.
Table 3b(ii): Locality-Subject wise mean and significance
values of Eco-Friendly Cooking Practices
Experiment Experiment Mean df
F
P
al Group
al Group
valu
Locality
Subject
e
at
0.05
LoS
Arts (07)
37.57 1
0.10
Rural
1
2.720
9
(16)
*NS
Science (09) 39.44 3
4
2
Arts (10)
38.30 1
0.00
Urban
0
26.61
0
(20)
8
**S
Science (10) 43.50 3
0
2
From Table 3b(ii), the obtained F value 2.720 is
less than table F value 4.00 and P value 0.109 is more
of freedom 1 and 32. It shows that IPCC is equally
effective on rural student-teachers belonging to both
Science and Arts with reference to eco-friendly cooking
practices. However, IPCC has more interaction with
urban student-teachers belonging to science than Arts
with reference to eco-friendly cooking practices as the
4.00 and P value 0.000 is less than tabled P value 0.05
level of significance with degrees of freedom 1 and 32.
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Practices among Experimental Group by the Locality-Subject
and Treatment
Hypothesis 3(c): There is interaction between treatment
and localitygender with reference to eco-friendly cooking
Table 3c(i): Summary table of a two-way ANOVA of
Eco-friendly Cooking Practices by Locality-Gender and
Treatment
Source
df
Mean
Square
Corrected
Model
Intercept
Locality
Gender
Locality *
Gender
42.303
5.869
P value
at 0.05
LoS
0.003 **S
1
1
1
1
48838.849
21.264
63.830
13.491
6775.891
2.950
8.856
1.872
0.000 **S
0.096 *NS
0.006 **S
0.181 *NS
Table 3c(i) reveals that the obtained F value

1.872 is less than table F value 4.00 and P value 0.181
is not significant as this value is more than the table P
value 0.05 level of significance with degrees of freedom 1
and 32. It proves that IPCC has equal effect in increasing
eco-friendly cooking practices among B.Ed. studentteachers irrespective of their locality-gender.
Table 3c(ii): Locality-Gender wise mean and significance
values of Eco-friendly Cooking Practices
Experimental
Group
Locality
Rural
(16)
Urban
(20)
Experimental
Group
Gender
Female (10)
Male (06)
Female (14)
Male (06)
Mean
df
39.200
37.667
42.143
38.000
1
32
1
32
1.223
10.001
P value
at 0.05
LoS
0.277
*NS
0.003
**S
From Table 3c(ii), the obtained F value 1.223 is

less than table F value 4.00 and P value 0.277 is more
of freedom 1 and 32. It means that IPCC is uniformly
effective on female and male rural student-teachers with
reference to eco-friendly cooking practices. However, the
4.00 and P value 0.003 is less than tabled P value 0.05
level of significance with degrees of freedom 1 and 32. It
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means IPCC has more interaction with female studentteachers belonging to urban than male with reference to
eco-friendly cooking practices. In addition, the mean
scores of female B.Ed. student-teachers cutting across
urban and rural localities show that they has more
interaction with IPCC than male B.Ed. student-teachers
with reference to eco-friendly cooking practices.

Practices among Experimental Group by the Locality-Gender
and Treatment
Hypothesis 4: Immediate and Delayed Post-test scores of
Experimental group differ significantly with reference to
eco-friendly cooking practices.
Table 4: Comparison of Immediate and Delayed PostTest of Scores of Experimental Group With Reference
To Eco-Friendly Cooking Practices
E Group
N Mean S.D.
tP value at
value 0.05 at LoS
Immediate 36 39.89 3.196 1.435
0.160
Post-test
*NS
Delayed
36 39.94 3.189
Post-test
From Table-4, the obtained t-value .435 is less
than the table t value 2.0281 and P value 0.160 is more
of freedom 35. It proves that even after five weeks, the
eco-friendly cooking practices fostered through IPCC are
sustainable by the experimental group. Hence the package
is found to be dependable.
Major Findings
1. There is no significant difference in the pre-test scores
of experimental and control groups which indicates
that both the groups were alike in eco-friendly
cooking practices before subjected to treatment.
2. There is a significant difference in the post-test scores
of experimental and control groups which proves that
IPCC is more effective than CMTEE in enhancing
eco-friendly cooking practices among B.Ed. studentteachers.
3. IPCC has more interaction with both female and
male student-teachers belonging to Science than both
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female and male student-teachers belonging to Arts

respectively with reference to eco-friendly cooking
practices. Apart from this the mean scores indicate
that cutting across Science and Arts subjects, female
B.Ed. student-teachers are found to have more
interaction with IPCC than male B.Ed. studentteachers with reference to eco-friendly cooking
practices.
4. IPCC is equally effective on rural student-teachers
belonging to both Science and Arts with reference to
eco-friendly cooking practices. However, IPCC has
more interaction with urban student-teachers
belonging to science than Arts with reference to ecofriendly cooking practices.
5. IPCC is uniformly effective on female and male rural
student-teachers with reference to eco-friendly
cooking practices. However, IPCC has more
interaction with female student-teachers belonging to
urban than male with reference to eco-friendly
cooking practices. In addition the mean scores of
female B.Ed. student-teachers cutting across urban
and rural localities show that they have more
interaction with IPCC than male B.Ed. studentteachers with reference to eco-friendly cooking
practices.
6. Even after five weeks, the eco-friendly cooking
practices fostered through IPCC are sustainable by
the experimental group. Hence the package is found
to be dependable.
Educational Implications
1. The nexus among cooking practices, household
economics, health, forest and agricultural resource
management, and global greenhouse gas emissions is
a well established fact.
2. The results of the study show that IPCC has
superiority over the CMTEE in increasing and
sustaining eco-friendly cooking practices among B.Ed.
student-teachers in Bangalore. Hence there shall be a
provision for a specific module on eco-friendly
practices (that also covers cooking practices) as a part
of teaching of Environmental Education at Colleges
of Education.
3. As future secondary school teachers, B.Ed. studentteachers have to play a big role in educating local
community and adolescent students (who are future
citizens) about the need for eco-friendly cooking
practices.
Conclusion
The study has proved that IPCC is more effectual
than CCTEE in increasing eco-friendly cooking practices
among B.Ed. student-teachers. This calls for the proper
integration of IPCC in B.Ed. curriculum which not only
develops and increases eco-friendly cooking practices
among B.Ed. student-teachers, but also enables them to
educate local community and secondary school students
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(who are future citizens) irrespective of gender towards
practicing eco-friendly cooking. All these consolidated
efforts can help to control both short-lived climate
pollutants and long-lived greenhouse gases in the overall
pursuit towards effective addressing of climate change.
Bibliography
Down to Earth. Center for Science and Environment
(CSE), New Delhi, India (Regular Reference).
Eugene Cordero, Anne Marie Todd, and Diana
Abellera (2008). A Study on Climate Change
Education and the Ecological Footprint. Bulletin of
American Meteorological Society. 865-872.
Ravindranath M.J. (2013). Climate Change and
Education for Sustainable Development in Teacher
Education - What Do Teacher Educators and Teacher
Trainees think? Published in the abstracts of Indian
Council for Social Science Research (ICSSR). 10-18.
Srinivasacharlu A. and Dr. M.S. Talawar (2014).
Construction and Standardization of Climate
Change Practices Scale (CCPS). INIGO EDU
RESEARCH Journal. 1(2), 1-7.
The World Bank (May 2011) Household Cook
stoves, Environment, Health, and Climate Change: A
New Look at an Old Problem, The Environment
Department (Climate Change), The World Bank.
Tse Ka Ho Alan (2013). A Study on Students
perceptions on Climate Change and Engagement in
Low-Carbon Behaviours: Implications for Climate
Change Education in Hong Kong, Hong Kong,
University of Hong Kong, Faculty of Science.
http://hdl.handle.net/10722/194578.
Webliography
www.science.howstuffworks.com
www.treehugger.com
www.motherearthliving.com
www.carbonfinanceforcookstoves.org
www.unep.org
cleancookstoves.org
https://www3.epa.gov
www.aidforafrica.org
https://www.worldvision.com.au
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Awareness of Personal Hygiene among Secondary School Students
C. Meenakshi
Assistant Professor in Education, St. Justins college of Education,
Madurai, Tamil Nadu
ABSTRACT
This study was done in Madurai and Ramnad area to promote awareness on Personal Hygiene among Secondary
School Students. The investigators adopted the normative survey method for this study. The Sample consisting of
300 secondary school students from Madurai and Ramnad districts were taken. The validated tool prepared by
the investigator was used in this study. The tool consists of 62 items. The investigator used the techniques mean,
standard deviation and t-test for the analysis of data. The result indicated that the Awareness of Personal Hygiene
is not high among secondary school students and there is no significant difference between Boys and Girls
Secondary School Students in their Awareness of Personal Hygiene. But, the results show that there is significant
difference in their Awareness of Personal Hygiene among the IX and X Standard Students and graduate, school
qualified parents inwards.
that these can cause and how simple measures like
Introduction
Health is a key factor in school entry, as well as
washing hands repeatedly can help prevent (sometimes
continued participation and attainment in school. It is
fatal), diseases like typhoid, cholera, worm infestation etc.
also observed that to learn effectively children need good
from spreading. The risk of diarrhoeal infection that
health. School is the place where health education
causes one child death every 30 seconds globally can be
regarding important aspects of hygiene, environment and
reduced by 47% by the simple process of washing hands
sanitation, as well as social customs, is being imparted.
with soap. Developing good habits related to sleep cycle,
Health was defined by the World Health
nutrition and cleanliness are also likely to positively
Organization (WHO) in 1946 as: A state of complete
impact their academic performance. Adolescents also
physical, mental and social well-being, not merely the
need to know how to take care of their evolving and
absence of disease or infirmity (WHO, 1946, quoted in
changing bodies. Bathing daily, use of a proper soap,
Hubley, 1993: 33).
maintaining dental and oral hygiene, care of the eyes and
Poor health of children affects their ability to
ears, and grooming are some of the activities that
learn and therefore influences their prospects in life.
adolescents need to carry out. Both girls and boys need to
Chakravarti, M.R. (2000) from India describes his
be aware and practice hygienic measures to promote
concept of health in the following way: The fundamental
personal hygiene too. Educational institutions could
determinants of health, apart from genetic constitution,
provide guidance and counselling in their schools to help
are nutrition, environment and life style; the health of the
students with health problems.
any rural Indian society is directly linked to its value
Background of the Study
system, cultural traditions, socio-economic set up and
There are about 6.3 lakh schools in India, both
political organization. Each of these rises a profound
primary and upper primary, with 128.3 million children
influence on the health of an individual or community.
in primary schools and about 50 million in upper primary
Margaret Brumby (1997) from Australia writes as
schools. But it is also a fact that only 8% of the schools
follows: Health awareness education is dynamic in
have sanitation facilities in school premises, only 44%
nature. Therefore to be effective, it requires interaction
have water supply facilities, 19% have urinals and 8%
between the individual, the school and the community to
have lavatory facilities. For girls, barely 19% have separate
increase the abilities of people to make informed
urinals; and 4% separate lavatory facility. The
decisions affecting their personal, family and community
consequences of the given situation are obvious.
well-being, and this is reflective in the above.
Diarrhoea takes a heavy toll. Typhoid, dysentery,
gastroenteritis, hepatitis-A, intestinal worms and malaria
Need of the Study
Personal hygiene entails more than just being
continue to kill, debilitate and contribute to the high
clean. It includes the many practices that help people be,
rates of malnutrition among young children in the
and stay, healthy. Many of the health problems that
country.
adolescents face are linked to their activities and habits.
Intestinal parasites are among the most common
Adolescents are active during play, exploring the world,
infections in school-age children in developing countries.
carrying out science experiments etc, at home and in
As a result of this morbidity, they are at risk of
school. These activities bring them in contact with dirt,
detrimental effects like poor cognitive performance and
germs and chemicals. They need to be aware of the harm
physical growth. Majority of these diseases are largely
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preventable by promotion of hygienic practices among
school children through proper health education by the
teachers, who are the first contacts.
Children are nature gift and the fountain of life.
They are our future and are supremely important assets of
the nation. They are to be protected and look after. By
promoting their health we will be strengthening the
development of the family, country, nation and world. As
the school health is an important aspect of community
health and school health services are considered as
economical and powerful means of improving community
health. Therefore the investigator wants to study the
personal hygiene of secondary school students.
To find out the extent of knowledge the students
have regarding personal hygiene and their awareness
of the activities regarding personal hygiene to be
practiced regularly.
To find out the difference in awareness of personal
hygiene among secondary school students based on
gender, standard and parents qualification.
1. There is significant difference in their awareness of
personal hygiene among secondary school students
based on gender.
based on standard.
based on parents qualification.
Sample: This research is done in Madurai and Ramnad
district. In this research, the investigator has selected 300
secondary school students for the survey.
Tool: To test the hypotheses framed for the present
investigation, validated personal hygiene questionnaire
was administered to the selected secondary school
students.
Data Analysis and Interpretation
Table 1: Awareness of Personal Hygiene of Secondary
School Students
Variable
N
Theoretical
Calculated
Mean
Mean
31
28.1
Secondary School 300
Students
Result: From Table -1, it is inferred that the calculated
mean of Awareness of Personal Hygiene of Secondary
School Students is 28.1, which is lower that the
theoretical mean 31, which is the frame of reference.
Hence, the null hypothesis is accepted and the research
hypothesis is rejected. So the Awareness of Personal
Hygiene is not high among secondary school students.
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Interpretation: The table shows that the Awareness of

Personal Hygiene is not high for Secondary School
Students. It may be due to lack of knowledge about
personal hygiene and its importance.
School Students based on Gender
Variabl
Sub
N Mea SD
tLevel of
e
Variabl
n
valu Significan
e
e
ce
Boys
15
28
6.9 1.26
Not
Gende
0
5
Significant
r
Girls
15
0
29.0
4
7.3
5
Result: From Table-2, the obtained t-value 1.26 is lower

than the table value 1.96 at 0.05 level of significant.
Hence, the null hypothesis is accepted and research
hypothesis is rejected. It shows that there is no significant
difference between boys and girls secondary school
students in their awareness of personal hygiene.
Interpretation: According to Table, the analysis shows
there is no significant difference between Boys and Girls
Secondary School Students in their Awareness of
Personal Hygiene.
So the gender difference has no
influence on awareness of personal hygiene.
School Students based on Standard (IX & X)
Variabl
Sub
N Mea SD
tLevel of
e
Variab
n
valu Significan
le
e
ce
IX
18 25.5 6.0 10.4 Significan
Standar
1
0
1
4
t
d
X
11 33.1 6.3
9
2
0
Result: From the above table is inferred that the
calculated t-value 10.44 is greater than the table value
1.96 at 0.05 level of significant. Hence, the null
hypothesis is rejected and research hypothesis is accepted.
It shows that there is significant difference between the IX
and X Standard Students in their Awareness of Personal
Hygiene.
Interpretation: The table shows that there is significant
difference between the IX and X Standard Students in
their Awareness of Personal Hygiene. X standard students
have more knowledge on health and hygiene and also
they may think on their term end examination.
School Students based on Parents Qualification
Variable
Sub
N Mea SD
tLevel of
Variab
n
val Significa
le
ue
nce
Parents School 17 26.8 47.6 5.0 Significa
6
2
3
2
nt
qualificat
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ion
Gradu
ate
12
4
30.8
1
44.6
5
Result: From the above table is inferred that the

calculated t-value 5.02 is greater than the table value 1.96
at 0.05 level of significant. Hence, the null hypothesis is
rejected and research hypothesis is accepted. It shows
that there is significant difference among Secondary
School Students in their Awareness of Personal Hygiene
based on their parents qualification.
Interpretation: The table shows that there is significant
difference among Secondary School Students in their
Awareness of Personal Hygiene based on their parents
qualification. Graduate parents children have more
awareness than the children of school level education
attained parents. The result may be due to their extra
knowledge on health and personal hygiene.
To develop higher level of personal hygiene
awareness, the teachers should take more effort to
develop the personal hygiene awareness of their
pupils, so that it will improve the hygiene
development of students.
To develop personal hygiene awareness among the
students, the teacher should motivate the students by
providing health related lectures, film shows, debates
and observing certain significant days for disease.
Awareness of personal hygiene is essential for private
medical practitioners and workers and volunteers in
non-governmental health organizations in both rural
and urban areas.
Special programme for health and hygiene awareness
among adolescent group may be organized in schools.
Educational institutions could provide guidance and
counseling in their schools to help students with
health problems.
Know all the diseases and defects obstructing health
and cure them. Students realize the necessity of
having good health.
Inculcate health habits among children. Enable the
students to understand the education value of
sanitation, cleanliness and healthy living.
Conclusion
The child is like the clay that can be moulded
and shaped in a desirable way to attain healthy habits and
attitudes. Health programmes cannot be implemented
without the help of a school. The effort taken in school
regarding health has a direct bearing on the community
and whatever happens in it will have its effect on the
school. This is because the students discuss with their
parents, friends and relatives whatever they learn about
health in school. In this way, health knowledge can be
multiplied through schools, parents and community and
enable the students physically, mentally and emotionally.
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References
John W. Best & James V. Khan. Research in
Education (2nd ed.).New Delhi: Prentice Hall of
India Pvt. Ltd.
Hiremath, R.S. (2009). A text book on health
and physical education. Vidyanidhi Prakashana.
www.elsevier.com/locate/healthplace
http://www.tandfonline.com/loi/cije20
http://infection.thelancet.com
www.sciencedirect.com
www.inflibnet.com
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A Study on Relationship between Study Habits and Academic Achievement
C. Poongothai
Ph.D. Research Scholar, N.K.T. National College of Education for Women,
Triplicane, Chennai, Tamil Nadu
Dr. N. Kalai Arasi
Associate Professor, N.K.T. National College of Education for Women, Triplicane,
Chennai, Tamil Nadu
ABSTRACT
School achievement may be affected by various factors like Emotional intelligence, study habits, school climate,
home environment and self confidence of pupil, different aspects of their personality, socio economic status, etc.
Normative Survey method was adopted in the present study. Two hundred eleventh standard students of
Thiruvallur District were used as a sample for the study. Study Habit Questionnaire by H. Kanchana (1986) used
to measure the study habits of the higher secondary students. The findings reveal that boys are better than the
girls, Government aided school students are better than government students, rural students are better than
urban students in both study habits and academic achievement. There is positive and significant relationship
between the study habits and academic achievement.
Introduction
Education is an essential human virtue. Human
becomes human through education. Education is
bringing out the best already in human. It is a lifelong
process. Education fashions and models him/her for
society. Education is the key factor for the growth of the
country. The development of a country relies mostly on
the level of education among the people. Without
education human race would have remained but as
another animal race.
An achievement is all an obtaining for a exertion
or an accomplishment of an effort. Achievement is thus
an attainment, a proficiency gained or an ability required.
In the field of education an achievement is the amount of
knowledge or skills that a child has learnt in a particular
field or subject which is referred as Academic
achievement. It is an exposition of his present level of
performance. Quality of performance has become the key
factor for personal progress. Parents desire that their
children climb the ladder of performance to as high a
level as possible. In school, great emphasis is laid on
achievement right from the beginning of formal
education. So, lot of time and effort of the schools are
used for helping students to achieve better in scholastic
endeavors.
What factors promote achievement in students?
How far do the different factors contribute towards
academic achievement? School achievement may be
affected by various factors like Emotional intelligence,
study habits, school climate, home environment and self
confidence of pupil towards school, different aspects of
their personality, socio economic status, etc. The desire of
success is derived from individuals study habits. Hence, it
is a high time and important to study on study habits
enhance the academic achievement of the students.
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Academic Achievement
Academic achievement is the amount of
knowledge derived from learning. The child gains
knowledge by instructions he/she receives at school and is
organized around a set of core activities in which a
teacher assigns tasks to pupils and evaluates and compares
the quality of their work. The school provides a wide
variety of achievement experiences than does the family.
According to Levy (1942), academic performance is based
on the number of factors, such as childrens attitudes,
interest, personality characteristics and social class in
addition to learning.
The concept of achievement has several
references. It usually denotes activity and mastery, making
an impact on the environment and competing against
some standard of excellence. The potential of any one for
full academic achievement is hardly ever realised due to
many factors one of the major factor is study habits which
is the important cause for educational backwardness.
Attempts are made to remove obstacles to higher
attainments by improving the quality of instruction,
instructional materials, educational environments, and so
on. Thus, high achievers will have good Study Habits and
consequently good Academic Achievement.
Study Habits
According to Swami Vivekananda (1900)
education is for life-building, man-making, characterbuilding, assimilation of ideas, exposition of completed
individuality and enkindling the urge of spirituality
inherent in every mind. Study Habit is an individual
ability. Some children like to read alone, some want to
read in a group. Some children read aloud and some read
silently. There is no strict yardstick to measure the type of
Study Habits. It may be inherited or acquired. The child
can formulate its own Study Habits by itself. Children
begin life as successful learners. They are born with
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incredible eagerness and ability to learn. There is a
Swahili proverb that says, The greatest good we can do
for others is not just to share our riches with them, but to
reveal their riches to themselves and as Dorothy Corkill
Briggs (1968) says, When children know uniqueness is
respected, they are more likely to put theirs to use.
It is better to develop study habits in adolescent
school students. It is the proper time and age to cultivate
study habits. At this age students are quite matured. They
are able to know what is good and what is bad. They can
avoid bad things and invite good things with the help of
teachers. Generally it is assumed that there exists a
positive relation between Study Habits and Academic
Achievement among students. This assumption can be
true only if it can be established through a scientific
treatment. Study Habit is a factor, which has its own
weightage in establishment of the children in the field of
education, which differs from individual to individual.
Research Questions
Are there any significant differences between/among
demographic variables namely, gender, type of
management, region and stream of the study in study
habits of higher secondary school students?
Are there any significant differences between/among
demographic variables namely, gender, type of
management, region and stream of the study in
academic achievements of higher secondary school
students?
Is there any significant relationship between study
habits and academic achievement?
Methodology: Normative Survey method was adopted in
the present study. 100 XI standard students of
Thiruvallur District were used as a sample for the study.
Study Habits Questionnaire by H. Kanchana (1986) was
used to measure the study habits of the higher secondary
students.
Analysis of Data
Table 1: Significant Difference in the Study Habits with
respect to Demographic Variables
Demograph
ic Variables
Gender
Items
Girls
Boys
Type of
Manageme
nt
Region
Governme
nt
Gov.
Aided
Urban
Rural
Stream of
the Study
Science
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5
0
5
0
5
0
5
0
5
0
5
0
7
8
Study Habits
Mean
SD
133.5
4
143.7
2
130.5
2
140.2
7
134.2
1
144.0
1
137.2
3
17.8
2
13.0
8
16.7
9
12.6
2
17.9
8
14.0
1
15.5
9
F/tvalu
e
Level of
Significan
ce
3.25
6
0.002**
S
3.23
1
0.002**
S
3.72
8
0.003**
S
1.68
6
NS
Arts
Science
Commerce
Arts
Commerce
1
1
7
8
1
1
1
1
1
1
145.9
1
137.2
3
141.2
7
145.9
1
141.2
7
18.6
8
15.5
9
18.7
4
18.6
8
18.7
4
0.78
5
NS
0.58
1
NS
It is evident from the above table that boys are

better than the girls, government aided school students
are better than government students, rural students are
better than urban students whereas, science, arts and
commerce group students are found to be similar in their
study habits.
Table 2: Significant difference in the Academic
Achievement with respect to Demographic Variables
Demograp
hic
Variables
Items
Academic
Achievement
Mean
SD
F/tvalu
e
Level of
Significan
ce
Gender
Girls
5
0
5
0
5
0
5
0
5
0
5
0
7
8
1
1
7
8
1
1
1
1
1
1
575.4
4
715.1
8
552.1
2
703.0
2
589.2
3
798.0
6
660.3
8
660.6
4
660.3
8
523.0
9
660.6
4
523.0
9
104.7
4
133.9
7
103.8
4
131.4
8
106.1
4
135.1
2
139.9
1
134.8
9
139.9
1
55.98
5.81
0
0.001**
S
5.76
9
0.001**
S
5.92
8
0.001**
S
0.00
6
NS
3.20
5
0.002**
S
134.8
9
55.98
3.12
3
0.005**
S
Boys
Type of
Manageme
nt
Region
Governme
nt
Gov.
Aided
Urban
Rural
Stream of
the Study
Science
Arts
Science
Commerc
e
Arts
Commerc
e
It is evident from the above table that boys are

better than the girls, government aided school students
are better than government students, rural students are
better than urban students, arts students are better than
science group followed by commerce group students in
their academic achievement.
Table 3: Correlation between the Study Habits and
Academic Achievement of the Higher Secondary
Students
Variables
Study Habits
Study Habits
Academic Achievement
1
X
RESEARCH TRACKS
Academic
Achievement
0.398**
1
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It is evident from the above table that study
Habits and Academic Achievement is significantly and
positively correlated with each other.
Students should develop their own study habits
irrespective of the stream of the study, type of
school and region.
Parents should interact with the school teachers
often for the betterment of their wards.
Measures should be adopted by the teachers such
as special coaching classes, organizing lectures of
eminent resource persons to enhance the study
habits of the students. It will help the teachers to
modify their teaching styles and pattern of
imparting knowledge to the students.
The students should be encouraged to use library
books and magazines to develop good study
habits.
The students should be given guidance and
counseling with regard to study habits so that
they shall identify their strengths and weakness in
the learning strategies and
become more
conscious about better study habits.
Conclusion
From the present study, the investigator could
derive the conclusions that study habits are important
factors for the achievement of the students. If there exists
any planned form of study habits and if followed, it will
definitely much helpful in planning and executing the
plans in life. Student, teachers and parents are working
hard throughout the year for the academic achievement
and can also respond to this challenge by working to
improve direct interventions such as teaching study skills
and involving students in attaining the success in
academic achievement and by increasing the involvement
of parents in the educational process.
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References
Kamalamani, K. (2001). A Study of the Profiles
of High and Low Achievers at Higher Secondary
Level in Coimbatore District. Ph.D. Thesis,
Bharathiar University, Coimbatore.
Khurshid, F., Tanveer, A., & Qasmir, Farah N.
(2012). Relationship between study habits and
academic achievement among hostel living and
day scholars. British Journal of Humanities and
Social Sciences, 3 (2), 115-123.
Nuthana, P. G. & Yenagi, G. V. (2009).
Influence of study habits, self-concept on
academic achievement of boys and girls.
Karnataka Journal of Agricultural Sciences, 22
(5), 1135-1138.
Pannerselvam (2000). Study of higher secondary
students achievement in science and study
habits. Indian Educational Abstract, 4.
Premalakshmi (2012), Study Habits and
Academic Achievement of Higher Secondary
Students. Scholarly Research Journal for
Interdisciplinary Studies, 1(3), 551-565.
Sud, A. & Sujata. (2006). Academic performance
in relation to self-handicapping, test anxiety and
study habits of high school children. Psychology
of Education, 51(4), 304-309.
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A Study of Investigation into Group Behavior of Adolescence Students and their Self Assertion
Dr. R. Rajalakshmi
Assistant Professor, Department of Value Education,
TNTEU, Chennai, Tamil Nadu
ABSTRACT
The investigator intended to study the group Behavior of Adolescence Student and their Self Assertion. For the
present study, the normative survey method was used. The investigator constructed a tool on Group behavior and
Self assertion and collected data from 300 samples of Higher Secondary School Students in Tiruchirapalli District.
The collected data were put into the following statistical analysis: Percentage analysis, Differential analysis and
Correlation analysis. The objective of the study is to find out the level of Adolescent Group Behavior and Self
assertion of Higher Secondary School Students. The results of the study reveal that the level of Adolescent Group
Behavior and Self assertion of higher secondary school students is low. The result also shows that there is a
negative relationship (r=-0.079) between Self assertion and Group Behavior of Higher secondary school students.
This shows that the teachers place greater value on cooperation and self-control skills as compared to assertion
skills. However, little scientific attention has been given to the complex interactions between higher secondary
school students and the school environment
Group Behavior, Self Assertion, Higher Secondary School Students, Teachers.
Keywords:
Introduction
One of the main factors, neglected in the
educational procedures, with which students are
encountered, is inability to express emotions and selfassertion. Generally speaking, self-assertion refers to an
individuals ability to express and defend his/her ideas,
interests and feelings in a worthy matter and without
anxiety. A person, who has self-assertion takes
responsibility for his/her own behaviors and choices, has
sufficient self-esteem and positive thoughts and attitudes
towards himself/herself and others, and his/her behavior
is frank and honest with himself/herself and others.
Adolescent peers were under nearly identical pressures to
conform and since they have always identified with one
another, a stage of adult responsibility was more easily
achieved. Thus, the adolescents continuously and
progressively isolated as a member 0/a group, as a result
he has been socialized out of the family and into the
group and society before he can establish acceptable
standards of adult behavior.
Need for the Study
Assertive behaviors are convergence to and
correlated with positive self-concept, self-esteem, mastery,
self-efficacy, and self-confidence and non-assertive
behaviors are preventive and avoidant and are highly
correlated with fears, phobias, social anxiety and a variety
of internal aggression. Groups of a large number of
people in a given area may act simultaneously to achieve a
goal that differs from what individuals would do acting
alone. The investigator has taken this topic to know the
group behavior of adolescence Higher Secondary School
Students and their Self Assertion. This gives the measure
the behavior of adolescence higher secondary school
student and their self assertion.
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Objectives
To find out the Self assertion of higher secondary
school students.
To find out the Adolescent Group Behavior of
Higher secondary school students
To find out the relationship between Self assertion
and Group Behavior of Higher secondary school
students.
Hypotheses
1. The level of self assertion of higher secondary school
students is average.
2. The level of group behavior of higher secondary
school students is average.
3. There is a positive relationship between self assertion
and group behavior of higher secondary school
students.
Methodology: The investigator followed the normative
survey method. The investigator constructed a tool on
Self assertion and Group behavior. The reliability of the
tool is 0.791 and 0.71which reveals that the tools are
reliable enough for data collection.
Sample: The investigator randomly selected 6 schools.
From each school the investigator has taken about 45-50
students. They were selected through Purposive Sampling
technique. The 300 XI Standard Students forms the
sample of the present study.
Hypotheses Testing
Hypothesis 1: The level of the Self assertion of Higher
Secondary School Students is average.
Table 1: Level of the Self assertion of Higher Secondary
School Students
Self Assertion
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Total
Low
N
Average
%
34
High
N
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300
144
48
43
14
113
38
From the Table-1, it is inferred that 48%ofhigher

secondary students falls under low category, 14% falls
under average category and38% falls under high category
in their level of Self assertion. Hence the hypothesis that
the level of Self assertion of higher secondary school
students is average is not accepted.
Hypothesis 2: the level of the group behavior of higher
secondary school students is average.
Table 2: Level of Group behavior of Higher Secondary
School Students
Group
Behavior
Total
300
Low
Average
High
150
50
143
48
From the Table-2, it is inferred that 50% of

higher secondary students falls under low category, 2.0%
of falls under average category and 48% falls under high
category in their level of group behavior. Hence the
hypothesis that the level of group behavior of higher
secondary school students is average is not accepted.
Hypothesis 3: There is a positive relationship between
self assertion and group behavior of higher secondary
school students.
Table 3: Relationship between Self -Assertion and
Adolescent Group Behavior of Higher Secondary
School Students
Variable
N Calculated r Remarks
value
300
-0.079
Self Assertion Vs
NS*
Group Behavior
From Table-3, the calculated correlation coefficient value (r) is -0.079 shows that there is a negative
relationship between Self -Assertion and Adolescent
Group Behavior of Higher secondary school students and
is not significant at 0.05 level. Hence the hypothesis that
there is a positive relationship between self assertion and
group behavior of higher secondary school students is not
accepted.
Findings
1. As a small percentage of higher secondary school
students (14%) falls under average category and their
level of Self assertion is stated to be low.
2. As a small percentage of higher secondary school
students (2%) falls under average category and their
level of group behavior is stated to be low.
3. There is a negative relationship (r=-0.079) between
self assertion and group behavior of higher secondary
school students.
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Interpretation
From the percentage analysis, it is found out that
the Higher Secondary School Students have low level of
self assertion and group behavior. This may due the fact
of higher secondary school students do not much aware
their self assertion and group behavior. This shows the
lack of the supporting system to the higher secondary
school students. However, little scientific attention has
been given to the complex interactions between higher
secondary students and the school environment.
Implications of the Study
1. The government should order to the all types of
schools should motivate the students by giving group
exercises.
2. Parents and school should motivate the students and
make them aware by involving them in social welfare
activities.
Conclusion
Adolescent
problem
behavior, including
substance use, school misconduct and delinquency, is a
national concern. Implicit in the concept of school is the
recognition that students who develop positive social
bonds with their school are more likely to perform well
academically, and refrain from misconduct and other
antisocial behavior. However, little scientific attention has
been given to the complex interactions between higher
secondary students and the school environment.
Multimodal school-based group is effective for adolescents
with Internet addiction, particularly in improving
emotional state and regulation ability, behavioral and selfmanagement style.
References
Bahman Allahyari & Hossein Jenaabadi. (2015). The
Role of Assertiveness and Self-Assertion in Female
High School Students Emotional Self-Regulation.
Retrieved from http://www.scirp.org/journal/ce and
http://dx.doi.org/10.4236/ce.2015.614163
on
5.3.2016.
Bearden, W.O. & Etzel, M.J. (1982) Reference group
influence on product and brand purchase decisions,
Journal of Consumer Research, Vol. 9, pp.83194.
Gerald Holton (4 December 2004). "Robert K.
Merton - Biographical Memoirs". Proceedings of the
American Philosophical Society148 (4): 506517.
Jex, Steve & Britt, Thomas (2008). Organizational
Psychology: A Scientist-Practitioner Approach
(Second ed.). Hoboken, New Jersey: John Wiley &
Sons, Inc. pp. 341365.
Schacter, Daniel L (2009). Psychology. Catherine
Woods. p. 511. ISBN: 978-1-4292-3719-2.
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Extent of the Victimization of Domestic Violence: Financial Violence, Social Violence, Intimidation and Spiritual
Violence among Adolescents at Higher Secondary Level
Dr. Renginy, K.R.
Assistant Professor, Mahatma Gandhi University College of Teacher Education,
Vaikom, Kottayam, Kerala
ABSTRACT
Children are often described as the 'forgotten victims' of domestic abuse. Evidence suggests that witnessing
violence can have serious negative impacts on the development of children. The present study attempts to find the
extent of victimization of domestic violence: financial violence, social violence, intimidation, and spiritual
violence among adolescents at higher secondary level in Kerala. Normative survey method is adopted. Stratified
random sampling technique was used. The results indicate that the difference between the frequencies of the five
categories of students response is statistically significant. The study also reveals that majority of the students are
very low victims of financial violence, social violence, intimidation and spiritual violence.
Keywords:
Financial Violence, Social Violence, Intimidation, Spiritual Violence.
Introduction
Joint and extended family system was slowly
replaced by the nuclear system; the family members
started facing many social, behavioral and intellectual
problems. People are more likely to migrate in their life
times than ever before, now have smaller and more
dispersed families. This causes the breakdown of the
traditional ties that bound and support families
throughout the ages. In some cases strained environment
and domestic violence creates a lot of problems to the
family circle and a negative impact on the development of
the children. Domestic Violence (sometimes referred to as
domestic abuse or spousal abuse) occurs when a family
member, partner or ex-partner attempts to physically or
psychologically dominate another. Domestic violence is a
pattern of assaultive and/or coercive behaviors, including
physical, sexual, verbal, and psychological attacks as well
as economic coercion that adults or adolescents use
against their intimate partners (Ganley,1995).
Domestic violence occurs in all cultures; people
of all races, ethnicities, religions, sexes, educational level
and classes can be perpetrators of domestic violence.
Domestic violence is perpetrated by both men and
women, occurring in both same-sex and opposite-sex
relationships. The reactions of children who witness
violence by one parent against another may include
emotional, social, cognitive, physical and behavioral
maladjustment problems (Jaffe, Wolfe & Wilson, 1990).
In recent years, increased attention has been
focused on children who may be affected by violence in
the home, either as victims or as witnesses to domestic
violence. Research shows that even when children are not
direct targets of violence in the home, they can be harmed
by witnessing its occurrence, (Schechter and Edelson,
1999).
If care takers and teachers provide these students
with sympathetic care, there can be full and wholesome
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development of the personality which in turn will help

them to maintain positive moods and maintain better
interpersonal relations. They should be equipped with
environmental faculties that will enable them to develop
their potentialities, to achieve positive mood states, social
intelligence and study involvement. There should be an
affectionate and peaceful environment in the schools and
educational institution so that the child may develop
properly and develop positive regards in all aspects.It
helps the teacher as well as parents to plan activities and
experience for children and to take proper care of
children by developing understanding of them and thus
fulfilling their needs.
In the present study domestic violence is
considered as the nature and frequency of parental
violence experienced by the adolescent students at Higher
Secondary Level. The nature of such violence includes
financial violence, social violence, intimidation, and
spiritual violence.
Financial violence includes preventing a partner
from getting or keeping a job; withholding money and or
information about family finances. Social violence is a
systematic isolation from family and friends, instigating
and controlling relocations to a place where the victim
has no social circle or employment opportunities.
Intimidation Creating fear with looks and gestures;
smashing objects; yelling; destroying property; abusing
pets; showing weapons or brandishing objects that can be
used as weapons. Using religious or spiritual beliefs to
manipulate someone, preventing the partner from
practicing their religious or spiritual beliefs, ridiculing the
other persons religious or spiritual beliefs, forcing the
children to be reared in a faith that the partner has not
agreed to.
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Objectives
To identify the extent of the victimization of financial
violence among adolescents at higher secondary level.
To identify the extent of the victimization of social
violence among adolescents at higher secondary level
with respect to various dimensions.
To identify the extent of the victimization of
intimidation among adolescents at higher secondary
level.
To identify the extent of the victimization of spiritual
violence among adolescents at higher secondary level
with respect to various dimensions.
Hypotheses
1. The extent of the victimization of financial violence
among adolescent students at higher secondary level
is not evenly distributed.
2. The extent of the victimization of social violence
3. The extent of the victimization of intimidation
4. The extent of the victimization of spiritual violence
Methodology
Normative survey method is adopted for the
study. The present study has been envisaged on a sample
of 3006 higher secondary adolescent students from 18
higher secondary schools of Ernakulum, Kottayam,
Thrissur and Idukki districts. Stratified random sampling
technique was used for selecting sample from the
population.
Tool: Domestic Violence Scale developed and
standardized by the investigator.
Analysis and Interpretation of Data
Extent of victimization of financial violence,
social violence, intimidation, and spiritual violence of
adolescent students at higher secondary level were found
out by classifying them in to five groups namely very low,
low, moderate, high and very high based on their scores
in the domestic violence scale. The frequency of different
categories of responses of adolescent students for each
item in the domestic violence scale was computed and
chi-square test was applied.
Data Analysis
Table 1: Chi-square table for the significance of
difference of the range of scores of adolescent students
at Higher Secondary level with respect to the level of
victimization of financial violence
S.
Level
N
Percentage Chi-square
No.
Very Low
968
32.20
743.10**
1
Low
749
24.90
2
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Moderate
616
20.50
High
612
20.40
Very High
62
2.10
Total
3006
100
**Significant at 0.01 level
The calculated value of chi-square is 743.10 is
much higher than the table value at 0.01 level of
significance. So there is a significant difference between
the observed frequencies of the scores of financial
violence of adolescent students at higher secondary level
for the whole sample. The table reveals that among
adolescent Higher Secondary students 2.10% are victims
of very high financial violence, 20.40% have high
financial violence, 20.50% have moderate, 24.90% have
low financial violence and 32.20% have very low financial
violence.
victimization of social violence for total wise
S.
Level
N
No.
Very Low
1193
39.70
1353.00**
1
Low
931
31.00
2
Moderate
357
11.90
3
High
443
14.70
4
Very High
82
2.70
5
Total
3006
100
the observed frequencies of the scores of social violence of
adolescent students at higher secondary level for the
whole sample. The table reveals that among adolescent
Higher Secondary students 2.70% are victims of very high
social violence, 14.70% have high social violence, 11.90%
have moderate, 31.00% have low social violence and
39.70% have very low social violence.
victimization of intimidation for total wise
S.
Level
N
No.
Very Low
1611
53.60
2289.00**
1
Low
611
20.30
2
Moderate
316
10.50
3
High
182
6.10
4
Very High
286
9.50
5
Total
3006
100
3
4
5
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the observed frequencies of the scores of intimidation of
adolescent students at higher secondary level for the
intimidation, 6.10% have high intimidation, 10.50%
have moderate, 20.30% have low intimidation and
53.60% have very low intimidation.
victimization of spiritual violence
S.
Level
N
No.
Very Low
1155
38.40
1074.00**
1
Low
812
27.00
2
Moderate
534
17.80
3
High
406
13.50
4
Very High
99
3.30
5
Total
3006
100
the observed frequencies of the scores of spiritual violence
of adolescent students at higher secondary level for the
spiritual violence, 13.50 % have high spiritual violence,
17.80% have moderate, 27.00% have low spiritual
violence and 38.40 per cent have very low spiritual
violence.
Major Findings
1. There is a significant difference between the observed
frequencies of the scores of financial violence of
adolescent students at higher secondary level.
frequencies of the scores of social violence of
frequencies of the scores of intimidation of
frequencies of the scores of spiritual violence of
5. Majority of the students are very low victims of
financial violence, social violence, intimidation and
spiritual violence and very few adolescents victimizing
very high level of financial violence, social violence,
intimidation and spiritual violence.
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The best way to counteract the effects of witnessing

abuse is early intervention. Intervention programs for
older primary school children who are at a stage in
their cognitive development to confront the issues of
violence in their own families and built into existing
personal safety programs is cardinal for them.
Children between the ages of 8 and 12 are at a stage
when intervention could be successful before the
impact of violent role modeling has become
entrenched in their behavioral and social learning
processes.
Counseling in the school by professionals or school
counselors is beneficial for the children who witness
domestic violence.
Experiment with various types of counseling, play
therapy, peer support groups, anger management
classes and safety programs is helpful for them kids to
protect themselves from dangerous situations.
Suggestions for Further Research
A study of this kind can be conducted among the
students at primary and secondary level.
The study can be extended to other areas like child
abuse, child maltreatment and child involvement in
violence.
The present study was confined to four districts of
Kerala. It can be extended to other districts of Kerala
to arrive at more reliable and precise result.
Case studies can be conducted in relation with
domestic violence and behavioral problems of
children. It is necessary to develop a counseling
package for victims of domestic violence.
References
Carlson, B. E. (2000). Children exposed to intimate
partner violence: Research findings and implications
for intervention. Trauma, Violence, and Abuse, 1(4),
321-340.
Ganley, A. L. (1995). Improving the health care
response to domestic violence: a resource manual for
health care providers, U.S. Department of Health
and Human Services, Sierra Health Foundation.
Jaffe, P. G., Wolfe, D. A., & Wilson, S. K. (1990).
Children of Battered Women. Newbury Park, CA:
Sage.
Schechter, S., & Edleson, J. L. (1999). Effective
Intervention in Domestic Violence & Child
Maltreatment Cases: Guidelines for Policy and
Practice.
Retrieved
from
www.ncjrs.gov/App/Publications/abstract.aspx?ID=243
645.Downloaded on February 27, 2008.
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Junior College Students Usage of Social Networking Sites for their Personal and Academic Work
Sandychris Inchiparamban
M.Ed. Student (2013-14), Department of Education, University of Mumbai, Mumbai,
Maharashtra
Dr. Sudha Pingle
Assistant Professor, Department of Education, University of Mumbai, Mumbai,
Maharashtra
ABSTRACT
The world indeed is a small place. This goes perfectly with the fact that communication today has brought people
very close. One way of communication is the use of social networking sites. Statistics indicate that it is the youth
who use these sites to a great extent. The present study aims to study the use of social networking sites among
junior college students for their personal and academic work and compare the use of these sites on the basis of
gender. The sample was selected using random sampling techniques. The sample included 202 males and 278
females studying in junior colleges in Greater Mumbai. The tool used for this study was a questionnaire
constructed to measure the use of social networking sites for personal and academic work and the data obtained
was subjected to statistical analysis (descriptive analysis and t-test). Findings suggest that male students used social
networking sites more than female students for both personal and academic work. Further, findings also indicate
that Facebook and YouTube were the most preferred social networking sites for personal work while Google and
Wikipedia were preferred for academic work. An important finding was the increasing use of the mobile
messaging application, WhatsApp, for both personal and academic work
Introduction
A look at the number of users gives an idea of the
popularity of social networking sites among people all
over the world. What is striking about this is that the
users of these websites are the young, productive
generation, mostly college-going youth.
The reasons that the youth of today resort to
social networking could be numerous. Apart from getting
connected, it is also possible that young students use
these sites for academic purposes as well. Posting queries,
looking up relevant videos, searching or posting
information has been enabled, thanks to these sites.
Considering that the focus today has shifted from
the conventional, formal set up of a school or university
to non-formal education, social networking sites are
gaining more and more importance. These sites make it
possible for a student to possibly acquire notes, solve
his/her doubts, complete and post assignments, reply to
queries and do many more things in addition to getting
connected to a whole lot of people having varied interests
and likes.
Thus, social networking, apart from making our
youth social is also in a way helping them with their
personal and academic work.
Need of the Study
An increasing trend seen today is the use of social
networking sites not only for socializing with one another
but to do a whole lot of other tasks. These tasks could
include anything from using social networking sites for
academic purposes, planning informal gatherings, sending
festive wishes and to a great extent even finding
relationships online.
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In the present context, there is a growing

dependence on social networking sites among the youth.
Studying the ways in which the youth, especially the
adolescents, use social networking sites will give an insight
into understanding if social networking sites do indeed
have an impact on the lives of the youth and if it is a
positive or a negative impact. This needs to be studied
and therefore, the present study focuses on the use of
social networking sites by the youth.
The present study helped in understanding how
social networking sites can be used for academic
purposes. There are some who prefer to learn in solitude
or those who are independent learners. There are those
who would prefer not to attend college but study from a
place which they find comfortable like their own homes.
Therefore, the outcome of this study could help in
knowing if social networking sites can indeed be used for
academic purposes and in which ways.
The focus of this study is to compare the use of
social networking sites for personal and academic work
on the basis of gender. It is generally assumed that males
are more technology-savvy as compared to females. Also,
when it may come to the use of technology including
social networking sites, females may have certain
restrictions on their use for unhealthy reasons such as
fake profiles, threats, and problems such as these.
Therefore, this study helped to understand if this really is
the scenario, whether a difference in the use of social
networking sites between males and females exists or not.
Another focus of this study was to know whether both
male and female students use social networking sites
more for personal or academic work.
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Operational Definitions
Use of Social Networking Sites for Personal Work:
This is defined as the use of social networking
sites such as Facebook, Orkut, Hi5, Netlog, MySpace,
Flickr, LinkedIn, YouTube, Twitter, Tumblr and any
other websites by students for their private work such as:
displaying personal information
putting up a status
chatting and messaging
playing games
reading general literature
watching videos and listening to music
searching for people
uploading photos and videos
downloading various types of media
sending wishes
finding useful information
creating and being part of interest groups and
promoting hobbies
following a celebrity
looking for jobs or a relationship
buying things online
Use of Social Networking Sites for Academic Work:
This is defined as the use of social networking
sites such as Facebook, Orkut, Hi5, Netlog, MySpace,
Flickr, LinkedIn, YouTube, Twitter, Tumblr and any
other websites by students for their private work such as:
looking up and posting assignments
acquiring academic information
discussions on academic topics
watching educational videos/movies
checking grades on assignment
passing on notes
being part of academic circles/groups
collecting academic data and filling out educational
surveys
taking a quiz/test
posting queries
participating in conferences
looking for latest developments in an area of study
accessing online libraries
downloading study materials
promoting college events/activities
To study junior college students usage of social
networking sites for their personal and academic
work based on gender.
To compare junior college students usage of social
networking sites based on gender in the following
variables:
a. Personal Work
b. Academic Work
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1. There is no significant difference between junior
college students usage of social networking sites
based on gender in the following variables:
a. Personal Work
b. Academic Work
Methodology
The present research study is a descriptive
research study, under which the causal comparative
method was used. This study compares the use of social
networking sites for personal and academic work among
junior college students on the basis of their gender.
Sampling Technique and Sample
For the present study, the probability sampling
technique was used under which simple random sampling
method was used. The sample for the present study
consists of 202 male students and 278 female students
studying in junior colleges located in Greater Mumbai.
Data Analysis: The data was analyzed using descriptive
statistics and the t-test.
Findings and Interpretations
a. There is a significant difference between junior
college students usage of social networking sites for
their personal work based on gender (t Stat = 6.93; P =
0.00; P < 0.05).
This finding can be supported by the responses
obtained from students for the items in the tool designed
to understand the use of social networking sites for
personal work. The results obtained for the use of social
networking sites to display personal information revealed
that it was the male students who used these sites more
often than the female students to display personal
information such as name, date of birth, etc. The
students preferred to use Facebook to display such
information followed by Twitter. Such a finding can be
attributed to the fact that Facebook is quite popular
among the youth, it is easily accessible and helps one to
remain connected to their friends and family around the
world. A reason why Twitter would be preferred is that it
allows the users to follow anyone and also be followed by
others.
In the same way, responses obtained for the use
of social networking sites for varied activities such as
listening to music, surfing, finding hobby related
information and even seeking jobs again saw more
responses from the male students as compared to the
female students. Again, Facebook was found to be the
most preferred site for this purpose probably because
through Facebook, which is the most popular social
networking site, one gets to remain connected to people,
which, in turn, helps in acquiring more information
related to hobbies, interests, jobs, etc. It was also seen that
students preferred to use YouTube for listening to music
mainly because YouTube allows users to listen to music of
their choice and view videos of the same.
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Similarly, responses obtained to check the use of
social networking sites as a medium of being connected,
revealed that male students use social networking sites,
mostly Facebook, to remain connected more than the
female students. An important finding here was the
increasing use of the mobile messaging application,
WhatsApp, among students. The reasons why Facebook is
a clear favorite is evident from the fact that it has easy
access, free membership and a host of features such as
chat and messaging, thereby, catering to the need of
being connected. The relatively new application,
WhatsApp, proves to be a great alternative for sending
free text messages and helps one to remain connected
with others. WhatsApp also allows the sharing of photos,
videos and audio files as well as creating groups of people.
Results also show that the male students used the
social networking sites more often than the female
students. Once again, the most preferred social
networking sites were found to be Facebook and
YouTube followed by the mobile messaging application,
WhatsApp. The reason that these websites and
application are being used so often could be because they
are easily available at the click of a mouse and as the trend
goes today, they are even available on mobile phones.
Several researches conducted on social
networking sites also point out to the increased use of
these sites. Though no research has been conducted on
the differential use of social networking sites by males and
females in India, research conducted by Manjunatha, S.
(2013) indicates that the use of social networking sites
among Indian college students has significantly increased.
Also, Press Trust of India (2013) reported that Indias
youth prefer communicating through social networks and
stated that 75% of students cited social reasons such as
chatting and connecting with friends as the main reason
to access the Internet.
Madden, M., Lenhart, A., Cortesi, S., Gasser, U.,
Duggan, M., Smith, A., and Beaton, M. (2013), through
their research, revealed that the youth are sharing more
and more personal information on their profiles than in
the past. Also, Subrahmanyam, K. and Greenfield, P.
(2008), through their study, have shown that adolescents
are using online communication tools to reinforce
existing relationships, both with friends and romantic
partners.
A research conducted by Gzin, S. and Koak, Y.
(2011) revealed that significant differences were found
between genders in the usage purposes of social networks
indicating that males used social media, Facebook, to
make new contacts while females used the same social
media to maintain existing relationships.
This difference in the use of social networking
sites among males and females can be substantiated by
the fact that, even though, males and females are
considered to be at par with each other today, there still
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exists differences, which extend even to the use of

technology. This could be because males, by nature, are
considered to be technology-savvy and use the computer
and the Internet to a larger extent. Even if there is no
computer at home, males are free to go to a cyber caf at
any time of the day for their work. On the contrary, there
may be certain restrictions on a female such as staying
indoors, house work, or even studying, limiting the access
of the females to the computer and especially social
networking sites.
A deeper reason to this could be the role that has
come to be ascribed to the two genders. In the Indian
context, a male has the freedom to use technology, be it a
phone or a computer and he will not be questioned
regarding his activities on these media. However, females,
even though they have the freedom to use a phone or the
computer, may be checked upon more often so as to
verify the kind of activity they indulge in. Females would
also be expected to remain indoors because of fear of
being treated in the wrong manner, therefore, limiting
the use of cyber cafs by females.
b. There is a significant difference between junior
college students usage of social networking sites for
their academic work based on gender (t Stat = 7.25; P =
0.00; P < 0.05).
Generally, it was observed from the responses
obtained for the sets of items constructed for the use of
social networking sites for academic work, that the male
students used the social networking sites for academic
purposes more than the girls.
The responses to the items in the tool indicate
that males are more active users of social networking sites,
especially Facebook and Twitter, with regards to activities
such as posting changes in time table or information
about college events. The reason for the increased use of
Facebook and Twitter could be that these websites cater
to many people and thus, posting information on these
sites helps to pass on information to several people at one
go. WhatsApp was also being used to a large extent to
pass on such information probably because of its easy use
through mobile phones.
Results also revealed that it was the male students
who were more actively using social networking sites than
the female students for conducting actual academic work
such as reading academic literature, gathering
information for research and downloading study matter.
A very important finding here was the use of Google and
Wikipedia for these purposes. These two websites were
mainly preferred for academic work by students since
these search engines probably help students acquire any
and vast amount of information related to their
academics.
An important finding related to understanding
the use of social networking sites by students for being
part of academic circles and the activity therein received
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negative responses, indicating that students do not
majorly belong to academic circles on social networking
sites. This can be attributed to the fact that social
networking sites are not being used for academic
purposes to a large extent in educational institutions.
These websites are still being used mostly for personal
work.
Similarly, poor results were also obtained when it
came to using social networking sites for other academicrelated activities such as checking graded assignments
online, looking for jobs, looking up educational
institutions, opportunities to study abroad, etc. This only
corroborates the finding above that educational
institutions are not using social networking sites for
academics and the youth are using social networking sites
majorly for personal work.
Research studies also support the use of social
networking sites for academic purposes. However, a
finding by Karimi, L. and Khodabandelou, R. (2012),
through their research study, indicates that there is no
significant difference between male and female samples in
the academic use of Facebook. This finding is, therefore,
in contrast to the finding of the present research study
that there is a significant difference between males and
females in the use of social networking sites for academic
work.
The finding of the present research study can be
supported by the fact that even today, in the Indian
society; the academic growth of the females is being
ignored as compared to males. Additionally, girls are less
technology-savvy as compared to boys.
This finding may also be attributed to the fact
that girls, even though, expected to have an email ID, may
not be allowed to be part of social media. Cases of privacy
infringement, stalking and online prank-playing may also
be reasons why girls prefer not to be a part of social media
or are rather not allowed to be a part of the same by their
guardians.
Discussion
The findings of the study point to the fact that
social networking sites are being used, for both personal
and academic work, more by the male students as
compared to the female students.
The reasons that can be attributed in this case could be:
Males are more technology-savvy than females.
There are many restrictions on a female such as
staying indoors, house work, or even studying,
limiting the access of the females to the computer
and especially social networking sites.
In the Indian context, a male probably has more
freedom than a female even in the use of
technology due to cultural differences and
societal values.
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Cases of privacy infringement, stalking and

online prank-playing may be reasons why girls
prefer not to be a part of social media or are
rather not allowed to be a part of the same by
their guardians.
Findings also indicate that the social networking
sites Facebook and YouTube were the most preferred for
personal work among the youth for the following reasons:
The ease of communication
Exciting virtual world
Features such as chat, messaging, putting up a
status, games, music, etc.
Being connected to people around the world
Another important finding was the preference for
Google and Wikipedia for academic work. The reasons
why these sites were preferred over others could be:
Availability of ample information related to any
field of study
Easy access
Another significant finding was the increasing
use of the relatively new mobile messaging application,
WhatsApp, by students for both personal and academic
work. WhatsApp was found to be a favorite among the
students for the following probable reasons:
Free messaging
Support for video, audio and picture messages
Easy access
Recommendations
Based on the findings of the present study, the
researchers have the following recommendations to make:
1. To reach global standards, it becomes imperative
that social networking sites be adopted for
academic purposes.
2. Facebook, being the most preferred social
networking site among the youth, can be used
more and more for academic purposes rather
than just for personal work.
3. The female students should be encouraged to at
least use social networking sites for academic
purposes in the college.
4. Students, who prefer independent study, may
benefit through the use of social networking sites
for their studies. This may take care of the
differential use of social networking sites between
male and female students.
5. Study groups can also be created on the social
networking sites to enable students to discuss
their doubts or post their queries, either to each
other or to their teachers encouraging
collaborative learning.
6. Since, students today are technologically
advanced, it also becomes imperative on the part
of teachers to become technology-savvy. They
must know how to operate a computer, its basics,
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and the use of the Internet including the use of
social networking sites.
7. It is quite possible that students may express a lot
about their emotional states on social media. By
being connected to a teacher, this will help the
teacher in providing the right kind of guidance to
the students.
8. It also becomes important on the part of the
teachers to guide parents to understand the
increasing use of the social networking sites in
academics and thereby, encourage them to allow
their wards, especially the girls, to be a part of
these sites.
Conclusion
It was seen that, based on the study, there was an
obvious difference in the use of social networking sites
between male and female students for their personal and
academic work. However, in this technological world, it
becomes imperative that anyone, whether male or female,
must get technologically active and that may also include
being part of social networking sites, so that one may not
feel left out.
References
Academic work. Retrieved September 22, 2013 from
thesaurus.com/browse/academic%20work
Boyd, D.M. and Ellison, N.B. (2007). Social
networking sites: Definition, history, and scholarship.
Journal of Computer-Mediated Communication.
13(1).
Compact Oxford Reference Dictionary
Gzin, S. and Koak, Y. (2011). Gender differences
in using social networks. The Turkish Online Journal
of Educational Technology. 10(2). Retrieved February
27,
2014
http://www.tojet.net/articles/v10i2/10214.pdf
Inchiparamban, S. (2014). A comparative study of
junior college students usage of social networking
sites for their personal and academic work.
(Unpublished Dissertation). University of Mumbai
Janssen, C. (n.d.). Social Networking Sites (SNS).
Retrieved
September
19,
2013
from
http://www.techopedia.com/definition/4956/socialnetworking-site-sns
Karimi, L. and Khodabandelou, R. (2012).
Perspective of Iranian University students about
academic use of social networking sites: A study of
Facebook. International Journal of Academic
Research in Progressive Education and Development.
2(3) (pp. 113 123)
Madden, M., Lenhart, A., Cortesi, S., Gasser, U.,
Duggan, M., Smith, A., and Beaton, M. (2013).
Teens, social media, and privacy. PewResearch
Center. Retrieved October 11, 2013 from
www.ycjournal.net
http://www.pewinternet.org/~/media/Files/Reports
/2013/PIP_TeensSocialMediaandPrivacy.pdf
Manjunatha, S. (2013). The usage of social
networking sites among the college students in India.
International Research Journal of Social Sciences.
2(5) (pp. 15 21). Retrieved October 16, 2013 from
http://www.isca.in/IJSS/Archive/v2/i5/3.ISCAIRJSS-2013-065.pdf
Press Trust of India (2013, June, 17). Indias youth
prefer communicating through social networks.
Retrieved
October
13,
2013
from
http://gadgets.ndtv.com/socialnetworking/news/indias-youth-prefercommunicating-through-social-networks-report380453
Shinde, S. B. (1987). A comparative study of social
and emotional adjustment of junior college students
coming from co-educational and single sex schools,
University of Mumbai
Social networking site. Retrieved September 19, 2013
from
www.webopedia.com/TERM/S/social_networking_si
te.html
Subrahmanyam, K. & Greenfield, P. (2008). Online
communication and adolescent relationships.
Retrieved October 19, 2013 from ERIC database.
(EJ795861).
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Maria Montessori as a Constructivist
Sutripta Bandyopadhyay
Research Scholar, Department of Education, University of Calcutta, Kolkata,
West Bengal
Dr. Sridipa Sinha
Associate Professor, Department of Education, University of Calcutta, Kolkata,
West Bengal
ABSTRACT
Constructivism is a concept which has captured increased interest and coverage by educationist of the world.
Constructivist perspectives have important implications for contemporary teaching and learning. Constructivism
holds that the aim of education should include the development of problem solving and higher order thinking
skills which are essential tools in later life and form an important part of students knowledge construct. Maria
Montessori was an educator who cried for an alternative form of classroom for children. She propounded the
Montessori Method which has been accepted as the most popular educational method for pre-primary students.
This paper seeks to find out the commonalities between the educational thoughts of Maria Montessori and
Constructivism.
What is Constructivism?
Constructivism is a major rethinking of the
teaching process that has made learning process in the
modern world more activity oriented and learner centric.
Constructivism is a theory used to explain how people
know what they know. The basic idea is that problem
solving is at the heart of learning, thinking and
development. As people solve problems and discover the
consequences of their actions through reflecting on past
and immediate experiences, they construct their own
understanding. Learning is thus an active process that
requires a change in the learner. People only deeply
understand what they have constructed.
The Verb to construct is derived from the Latin
word Construere which means to arrange or to give
structure. Ongoing structuring (organising) processes are
the conceptual heart of constructivism. Constructivism is
a theory about knowledge and learning; it describes what
knowing is and how one comes to know (Fosnot, 1996).
A basic assumption is that children learn when they are
in control of their learning and know that they are in
control, (Green & Gredler, 2002). Constructivists are
observers in a way observing reality being formed in daily
life or in science. Some of the approaches on this
particular issue can be found below: (Jones & BraderAraje, 2002).
"It is assumed that learners have to construct
their own knowledge individually and collectively. Each
learner has a tool kit of concepts and skills with which he
or she must construct knowledge to solve problems
presented by the environment. The role of the
community other learners and teacher is to provide the
setting, pose the challenges, and offer the support that
will encourage mathematical construction" (Davis, Maher,
Noddings, 1990 p.3).
"Constructivism is not a theory about teachingit
is a theory about knowledge and learning the theory
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defines knowledge as temporary, developmental, socially

and culturally mediated, and thus, non-objective" (Brooks
& Brooks, 1993 p.7).
"The central principles of this approach are that
learners can only make sense of new situations in terms of
their existing understanding. Learning involves an active
process in which learners construct meaning by linking
new ideas with their existing knowledge" (Naylor &
Keogh, 1999, p. 93).
"Constructivists of different persuasion (hold a)
commitment to the idea that the development of
understanding requires active engagement on the part of
the learner" (Jenkins, 2000, p.601). One of the common
threads of constructivism that runs across all these
definitions is the idea that development of understanding
requires the learner to actively engage in meaning-making.
Constructivist assumes that learners construct
their own knowledge on the basis of interaction with
their environment. Constructivism focuses on knowledge
construction, and not on knowledge reproduction. Our
view of the external world differs from others because of
our unique set of experiences.
The psychological roots of constructivism begun
with the development work of Jean Piaget (1896- 1980)
who developed a theory that compared the development
of the mind to evolutionary biological development and
highlighted the adaptive function of cognition. For Piaget
the development of human intellect proceeds through
adaption and organization. Adaption is a process of
assimilation and accommodation where external events
are assimilated into existing understanding but unfamiliar
events which do not fit with existing knowledge, are
accommodated into the mind there by changing its
organization.
The Russian psychologist Lev Vygotskys (18961934) relevance to constructivism derives from his
theories about language, thought and their mediation by
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society. Vygotsky held the position that the child
gradually internalizes external and social activities
including communication with more competent others.
Vygotsky suggested that learning environments should
involve guided interactions that permit children reflect on
inconsistency and to change their conceptions through
communication.
So Piaget contributed the idea of transformation
in learning and development. Vygotsky contributed the
idea of transformation in learning and development
which were integrally tied to communicative interactions
with others.
The basic pedagogical features of constructivism are:
Knowledge is subjective, contextual, relative and
changeable.
Learners not only construct knowledge but also
construct the acquiring and applying knowledge.
Teacher facilitates the environment so that the
students can construct their own knowledge.
Learning is an active and interactive process to solve
meaningful problems.
Maria Montessori as Constructivist
Maria Montessori, the first woman to study
medicine in Italy, is best known today for the educational
program The Montessori Method. Today thousands of
schools worldwide are employing it that bears her name.
She developed the program through her work with
children afflicted with various health disorders
(Montessori, 1912). The success of her interactive
curriculum led her to question the traditional classroom
model of students. Montessoris educational vision
challenged this model, emphasizing instead Maria
Montessoris educational ideas following common traits
with constructivism stresses that knowledge constructions
do not always corresponds with reality, but a certain inner
teacher leads a child who learns from experience. She also
believed that a child needs not to be interrupted in his
discoveries.
Now let us see the main constructivist features in the
Montessori Method
Self-Direction - The educational process of the
Montessori Method is based on self-direction. In this
environment specially trained teachers accompany the
child in a careful and respectful manner. Every child has
sensitivity for a particular learning content at different
sensitive phases. A crucial aspect of Montessori pedagogy
is independent work. The child chooses what he wants to
do as well as how long and with whom he wants to work.
In being able to freely decide, a child develops the
discipline that exist within. Her pedagogy also encourages
creative problem solving skills. It encourages individual
creativity when solving problems, teaches independence
and supports the development of self-control.
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Teacher as Facilitator - The teacher in Montessori

Method assume the role of a facilitator. The children are
now working as if I didnt exist.(Montessori 1995) The
teacher is not the authority in the classroom. The teacher
is responsible for preparing the material and establishing
relation between the children and their environment.
The task of the teacher is to make the child the centre of
learning. The Montessori teacher consciously removes
herself/himself from the centre of the room, students
are given the power to exercise their interests and engage
in learning activities that meet their interests. The great
sign of success for a teacher is to be able to say, The
children are now working as if I didnt exist (Montessori,
1995, p.283). The decentralization of education removes
the teacher privileged role of a teacher within a classroom
and is compatible with the idea that the teacher is not an
absolute authority on the course material. Instead,
authority is shared so that students may engage and
critique the education they are undertaking (Montessori,
1912, p.104-105).
Structured Environment - Montessori recommended for
an alternative model of classroom that emphasizes upon
opportunities for student movement and interaction in a
structured environment that supports childrens natural
curiosity. The environment is prepared with selfcorrecting materials for work, not play. The Montessori
Method seeks to support the child in organization, thus
pretend play and opportunities to learn creatively from
errors are less likely to be seen in a Montessori classroom.
Piaget, often called the father of constructivism, and
Montessori both agreed that children learn from errors,
yet the set-up in which errors may occur is controlled
differently in the Montessori classroom. The didactic, selfcorrecting materials assist controlling error versus an
adult correcting the child.
Child centered or Learner centered Education - In the
constructivist paradigm the learner occupies the top
position rather than the teacher. The learner gains by
interaction with his or her own environment, and in
doing so understands his/her own characteristics and
perspectives. The learner constructs his own designs and
finds his own solutions to problems and behaves
autonomously and independently. In the Montessori
Method students construct meanings for concepts
themselves. In Montessori classroom environment selfdirected individual learning and cooperative group
learning is encouraged and the learner occupies the
central position in the learning process.
Conclusion
It is clear from the above discussion that Maria
Montessoris
educational
thought
reflects
the
Constructivist thoughts. The learning environment of
Maria Montessori emphasizes knowledge construction.
The classroom activities are learner centered in the
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Montessori Method. The instructor of Montessori
Method is a collaborator, facilitator, encourager and
community builder. The role of the student is more active
and he is the constructor of knowledge. All these features
of Montessori education reflect the similarities with
constructivism. So we can claim that Maria Montessori as
a Constructivist.
References
Chinara, B. & Maji, M. Epistemological and
Pedagogical Implications of Constructivism: A
Contemporary Contemplation.
Elkind,
D.
(2003).
Montessori
and
constructivism. Montessori life, 15(1), 26.
Lillard, A.S. (2013). Playful learning and Montessori
education. American journal of play, 5(2), 157.
Ultanir, E. (2012). An Epistemological Glance at the
Constructivist Approach: Constructivist Learning in
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Dewey,
Piaget,
and
Submission, 5(2), 195-212.
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Team Teaching: Innovative and Effective Teaching Method
Divakara Naik, K.S.
Assistant Professor, Nutana College of Education,
Davanagere, Karnataka
ABSTRACT
Team Teaching is recognized today as an innovative and effective teaching method. It is an approach which
involves true team work between two or more qualified instructor who together conduct teaching in a classroom
or make presentations to an audience. Teams take a variety of forms in different contexts; however, successful
team teaching must go beyond sharing a group of students and scheduling a common meeting time if it is to make
positive contributions to the quality of learning and staff development. Effective team teaching takes time to
develop to its fullest potential. Staff who are unfamiliar with it need time to work through the basic issues and
routine matters before they can turn their attention fully to issues which affect students and to the impact which
their teaching has on the department as a whole. This is time well spent because team teaching can be a valuable
source of personal and professional development for those who engage in it. It can also be a source of considerable
frustration if its goals are unrealistic, meetings are not productive and decision making is not well handled by
team leaders. These pitfalls and others can be avoided or at least not encountered more than once if adequate staff
development support is available and the relative complexity of demands which team teaching places on people is
recognized both by the individuals themselves and their departmental leaders. Participant is encouraged to call
out his thought the instant an opening presents itself.
operatively, carry it out and always evaluate its effect
Introduction
The term team teaching refers to a method of
on the students periodically.
classroom teaching in which a number of teachers
T.T. Shaplin: Team teaching is a type is a type of
combine their individual subjects into one course. They
instructional organization, involving teaching
then teach the subject as a team to a single group of
personnel and the students assigned to them, in
students.
which two or more teachers are given responsibility,
Team teaching is comparatively a new idea in the
working together, for all or a significant part of the
field in the field of education. It is one of the innovations
instruction of some group of students.
in instructional organization to ensure optimum use of
Michael J. Apter: Team involves bringing together a
resources, interest and expertise. It was originated in
number of classes whose teaching is then the joint
American education in 1954.It has assumed many
responsibility of the teachers of these classes who now
dimensions and is now a big movements. Teaching in the
constitute a team.
class-room by teachers individually has been going on
Characteristics of Team Teaching
since times immemorial. Some teachers were found extraThe different definition of team teaching gives rise to the
ordinary and their work was appreciated by one and all.
characteristics of team teaching which are enlisted below:
Some other teachers were inefficient and they failed to
It is an instructional strategy
perform their duty of teaching satisfactorily. Researches to
It involves teaching to be conducted by a group of
improve class-room teaching have been going on. Team
teachers.
teaching implies teaching conducted by a team of
A joint effort of teachers is bound to benefits the
teachers. The team may be of two or three teachers or it
students to the maximum.
may be five or six teachers. The team collectively takes up
It is a sort of pooling of resources such as
the teaching duty, shares the total responsibility jointly.
specializations, interests, knowledge, skills, experience
This type of teaching helps in solving the problem of
and personality.
scarcity of able teachers in some areas. Team teaching is a
It is economical in the sense that more work in less
comprehensive term with many faces. In most widely
time is resulted.
applied sense, it means giving two or more teachers a
Objectives of Team Teaching
joint responsibility for the education of group of pupils
To improve the quality of teaching.
larger than what is generally considered a normal size of
To make the best use of talented teachers.
class.
To develop the feelings of co-operation and group
Definitions
work
M.B. Naik: In a term teaching method, two or more
To develop the sense of shared responsibility.
teachers make a plan of the subject or subjects cowww.ycjournal.net
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To minimize the scope of teaching wrong thinks to

the students.
Components of Team Teaching
Scheduling
Grouping of students
Assigning specific teaching responsibilities to the
teachers.
New building arrangements.
Independent study time for pupils.
Use of Para professionals known as teacher-aides or
persons who assist the teachers and students.
Replacement of the centralized library with resource
centers.
Types of Team Teaching
1. Team Teaching within a single Discipline: Here a
team of teachers carry on co-operative teaching in the
same subject. For example, two or three teachers of
English will teach the subject together in the same
class.
2. Different Team Experts Related to the Course: Here
different teachers who are experts in their own fields
are asked to teach together some course which is
related to all of them. Suppose one teacher is an
expert of psychology, them. Suppose one teacher is an
expert of psychology, another teacher is expert of
technology, another one of sociology they are asked
to teach their subjects of the B.Ed. students.
3. Combining Team Teaching with Related
Innovations: Here a few teachers are interested in
some innovations say of class-room teaching. They are
asked to discuss their innovations of class-room
teaching in one group of learners. This type of
teaching will enrich the knowledge of the students as
far as-those innovations are concerned.
Guiding Principles in Team Teaching
Kenneth has described the following guiding principles
in team teaching:
Group Size: The size and composition of the group
must be appropriate to its purpose.
True Allocation: The time allotted to any group must
be appropriate to its purpose.
Learning Environment: The learning environment
must be appropriate to the activities of the group.
Supervision: The nature and extent of the
supervision of the group activities depends upon the
purpose of the group.
Duties of Teachers: The duties assigned to teachers
must be appropriate to their special qualifications
and interests. This is every essential to their special
qualifications and interests. This is every essential as
some teachers have a particular ability such as
expounding their subject to large audience where as
the others go for sympathetic attention to the
individual pupils difficulties and so on. As a matter of
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fact every teacher should be given that role for which

he is best fitted.
Level and Style of Instruction: The level and style of
instruction must be appropriate to each learner the
group.
Factors for the Success of Team Teaching
The principles listed above call for specific
criteria which must be kept in mind. The criteria are:
Co-operation between team teachers
Co-operation of the head: The success or failure of
team teaching solely depends on the co-operation of
the head who is the team leader.
Suitable material equipment including rooms and
audio-visual aids.
Teacher willingness and faith in Team Teaching.
Proper planning.
Planning To Implement Team Teaching
Planning, conducting and evaluating team
teaching are all important activities. Some of the most
important aspects of planning which need to consider in
advance of implementing teams are the concerns of staff;
the selection of team members; and setting realistic goals
for any teaching team in the first instance.
(i)
Understanding Staff Concerns:
(ii)
Selecting Team Members:
(iii)
Setting Realistic Team Goals:
The Team in Action:
(i)
Planning for Teaching
(ii)
Assigning Roles and Responsibilities
(iii)
Catering for Students
(iv)
Conducting Meetings
(v)
Evaluating Progress
Carefully maintaining these course documents
will ease the task of the course leaders, facilitate the
induction of new teachers into the team, and simplify the
task of revising the course/module in a rational manner.
Advantages of Team Teaching
It is economical. Time and energy are saved by the
teachers who are associated with the work of teaching
as a team.
The competencies of the teachers are utilized
properly.
It provides opportunity for free discussion. The
teachers as well as the students can express themselves
freely and they are able to clarify all types of doubts.
This type of teaching helps in the development of
human relations. It develops habit of more studies
among the teachers.
Through team teaching, there is improvement in the
quality of instruction being provided to the learners
It caters to the needs and requirements of the
brilliant students as well as slow learners.
It helps in solving the problems of shortages of good
teachers in the institution.
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Team teaching has to overcome repetition and hence
every teacher has to devote more time towards

planning and preparation of his unit.
Better utilization of resources: It results in the
optimum use of available resources, human, material,
finance.
A number of teachers can work together and make
the best use of their specialized knowledge.
Effective use of teaching techniques
It provides better motivation for good teachers to
become team leaders. Students too are better
motivated while they are being taught by a number of
teachers.
Teachers with greater technical skills influence the
performance of their colleagues.
It ensures better follow-up work as a number of
specialists teach the same subject to the same class.
Limitation of Team Teaching
It is very difficult to ensure co-operation among
teachers of a team.
It is not east to assign powers and responsibilities to a
group of teachers.
It might happen no one takes care of the
responsibilities expected.
Many teachers do not maintain regard and respect.
Every teacher considers himself an expert of the
subject and has his own style of teaching.
Teachers generally do not like to deviate from the
routine methods of teaching and they do not prefer
any change in the system of education.
In such an environment, the real team spirit may not
exist during team teaching.
Every new innovation has to face criticism and
challenges. Team teaching has its advantages and
disadvantages. The advantages certainly outweigh the
draw backs. In the financially poor country like India,
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team teaching can be of great help and utility in the

challenging class-room teaching-learning situations.
Conclusion
Teams take a variety of forms in different
contexts; however, successful team teaching must go
beyond sharing a group of students and scheduling a
common meeting time if it is to make positive
contributions to the quality of learning and staff
development. Effective team teaching takes time to
develop to its fullest potential. Staff who are unfamiliar
with it need time to work through the basic issues and
routine matters before they can turn their attention fully
to issues which affect students and to the impact which
their teaching has on the department as a whole. This is
time well spent because team teaching can be a valuable
source of personal and professional development for
those who engage in it. It can also be a source of
considerable frustration if its goals are unrealistic,
meetings are not productive and decision making is not
well handled by team leaders. These pitfalls and others
can be avoided or at least not encountered more than
once if adequate staff development support is available
and the relative complexity of demands which team
teaching places on people is recognized both by the
individuals themselves and their departmental leaders.
Bibliography
Purushotham, H.R. (2009). Team Teaching: An
Alternative to Lecture Fatigue. Edutracks, 9(1), 57.
Mangal, S.K. (2005) Essentials of Educational
Technology. Ludhiana: Tandon Publications.
Chauhan, S.S. (2004). Innovations in Teaching
Learning Process. New Delhi: Vikas Publishing
House.
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Inquisitiveness and Assiduousness: Essential Qualities of Researcher
Dr. R. Meenakshi
Assistant Professor & Research Supervisor, Department of Education, Madurai
Kamaraj University, Madurai, Tamil Nadu
B. Mahalakshmi
Research Scholar, Department of Education, Madurai Kamaraj University, Madurai,
Tamil Nadu
ABSTRACT
Research has moved during this century from the periphery to the center our social and economic life. What is
the nature of this force? Why it is getting momentum? Most of us recognize that the progress which has been
made in our society has been largely the result of research. Research is a careful investigation or inquiry especially
through search for new facts in any branch of knowledge. The most voluble research carried by the very good
researcher one who posses special attributes like inquisitiveness and assiduousness. The aim of this paper is to
understand the concepts of inquisitiveness and assiduousness. The review of this concept clarifies the meanings
related to inquisitiveness as a curious, inquisitiveness as an inquiry, assiduousness as a hard work and
assiduousness as perseverance and it deals with related studies, qualities, important and types of inquisitiveness
and assiduousness.
Keywords:
Assiduousness, Inquisitiveness.
Introduction
Development of any country depends mainly on
the field of research. The purpose of research is to inform
action. Thus, it seeks to contextualize its findings within
the larger body of research. Research must always be high
quality in order to produce knowledge that is applicable
outside of the research setting with implications that go
beyond the group that has participated in the research.
Furthermore, the results of the research should have
implications for policy and project implementation.
However, the key factor for this to be successful is the
involvement of students in the research field. But in this
competitive world Education become more commercial
over the past decade. Nowadays doing research is only for
a professional purpose. Can anyone be a good researcher?
Do researchers possess specific qualities that make them
succeed in the field or scientific inquiry?
Every person had specific characters according to
their specific field. Researcher plays a vital role in a
research environment. Regard that they are possessing
some innate attributes to overcome the bottlenecks,
which are interfere in research process. Inquisitiveness is
responsible for the real achieving forces that push and
pull an individual to move for achieving a specific goal.
And assiduousness prefers dedicated action along with
great care of particular activity of an individual. Here in
this case Inquisitiveness is a best quality of researcher and
assiduousness is an important quality of researcher. All
researchers are having these two traits, but only few
researchers reach the optimum level of particular field.
This is because of the amount that they are having. If
researchers have an attributes of inquisitiveness and
assiduousness, they precede their research successfully. If
not, then they train and build their self upon those
qualities that researcher find their self wanting.
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What is Inquisitiveness?
Inquisitiveness means to seek information by
questioning, to make investigation and to inquire into the
incident. Inquisitiveness is a synonymy of Curious. It is a
quality related to inquisitive thinking such as exploration,
investigation, and learning, evident by observation
in human and many animal species. The term can also be
used to denote the behavior itself being caused by the
emotion of curiosity. As this emotion represents a thirst
for knowledge, curiosity is a major driving force behind
scientific research and other disciplines of human study.
Inquisitiveness is a concept which tells to desire to learn
the anything of a person. The human being is a being
who thinks, judges, interrogates, argues by its nature; so
that, he/she wonders too things and wants to learn.
There are very reasons of the inquisitive on a person.
Inquisitiveness as a Curious
Piaget expresses that inquisitiveness is a necessity
to grow the knowledge. Curiosity is the most superficial
of all the affections; it changes its object perceptually; it
has an appetite which is very sharp, but very easily
satisfied: and it has always an appearance of gridlines,
restlessness and anxiety (Edmund Burke, 1757/1958).
Curiosity as innate love of learning and of knowledge
without cure of any profit (Cicero 1914). Curiosity as a
thirst of knowledge (Freud, 1915) Collectively
Curiosity or exploratory behavior (Pavlov, 1927).
Curiosity has been consistently recognized as a critical
motive that influences and negative ways at all stages
identified as a driving force in child development (Stern
1973). Lees happily curiosity is associated with behavior
disorders such as voyeurism has been blamed for Nan
sanctioned behavior such as drug and alcohol use (Green,
1990). Curiosity has been investigated in an interpersonal
context because of its likely impact on responsiveness, an
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important ingredient in successful social interactions.
Responsiveness has been defined as the probability that
one communicator responds to the communication
behaviors of another (Segrin & Abramson, 1994, p. 659;
see Davis, 1982). Curiosity has also been cited as a major
impetus behind scientific discovery, possibly eclipsing
even the drive source for economic gain (Koestler, 1973;
Simon, 1992). Curiosity posses an anomaly for rational
choice analyses of behavior that assume that the value of
information stems solely from its ability to promote goals
more basic than the satisfaction of curiosity. Such analysis
assumes that The utility of information to the agents is
indirect and not direct like the utility derived from
consuming goods (Laffont, 1989).
Inquisitiveness as an Inquiry
The organizing approach for Hampshires
academic program will be conceptual inquiryexercising
the intellect to learn, use, test and revise ideas, concepts,
theoretical constructs, propositions and methodological
principles in active inquiry comments that there are a
plurality of substantive questions, techniques and styles
consistent with successful inquiry teaching and that there
are no formulas or party lines, so that the ultimate
course design will depend on factors such as the structure
and aims of the course, the pattern of assessment, the
background of the students and the personality and
ability of the teacher (Weaver, 1989). One of the primary
reasons for advocating an inquiry approach is because it is
thought to motivate learners more strongly. Bransford et
al. (2000) provide a comprehensive review of cognition
research. They discuss studies which find that motivation
affects the amount of time and energy that people are
willing to devote to learning. Further they suggest that
tasks must be challenging but at the proper level of
difficulty to remain motivating if they are too easy
students will be bored, while if they are too hard, students
will become frustrated. Considered the epitome of
scientific inquiry, the controlled experiment best supports
the identification of cause and effect relationships.
Students are frequently led by the teacher through typical
steps of identification, manipulation and control of
independent variables, determination of a dependent
variable, the consistent control of observations, and the
attempt to draw conclusions regarding the relationships
between independent variables and dependent variable.
The various disciplines of science - biology, chemistry,
physics, Earth and space, and environmental science, all
use the various types of inquiry to develop answers to
specific types of questions (Gummer, 2002 a, b). Teaching
in the inquiry style is an intensive process that goes in
depth and beyond scientific inquiry work samples and
activities. This becomes a concept-based approach rather
than a skill-based approach. The following text describes
the important decision points that a teacher must address
to choose, adapt or design scientific inquiry instruction,
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including assessment tasks for students. This is not a

linear process, though here it is described as a set of steps
that the teacher takes to plan scientific inquiry instruction
and assessment for their students. An expanded version
of the following discussion was published in The Oregon
Science Teacher (Gummer, 2002a & Gummer, 2002b).
Essential Features of Classroom Scientific Inquiry
Learners are engaged by scientifically oriented questions,
learners give priority to evidence, which allows them to
develop and evaluate explanations that address
scientifically oriented questions ,learners formulate
explanations from evidence to address scientifically
oriented questions, learners evaluate their explanations in
light of alternative explanations, particularly those
reflecting scientific understanding and learners
communicate
and
justify
their
proposed
explanations(Inquiry and the National Science Education
Standards, National Research Council (2000). Inquirybased learning falls under the realm of inductive
approaches to teaching and learning, an excellent review
of which is provided by (Prince and Felder 2006).
Problem Based
Inquiry Based
Activity Based
The relations between inquiry-based learning,

problem-based learning and active learning (SpronkenSmith et al., 2008).
Characteristics of Inquisitiveness
Risk-taking
Curiosity
Opinionated
Presence
Important of Inquisitiveness
It makes our mind active instead of passive
It makes our mind observant of new idea
It opens up new worlds and possibilities
It brings excitement into our life
Types of Inquisitiveness
There are two distinct classifications of types of
inquisitiveness which are state and trait. Both of these
types determine whether curiosity comes from within or
outside of a person. State is external such as wondering
why things happen for the sake of just curiousness. For
example, wondering why most stores open at 8 a.m. This
type trait tends to be the most relatable for people on a
day to day basis since state curiosity relates to high levels
of reward. On the other hand, trait curiosity relates to
people who are interested in learning.
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What is Assiduousness?
Assiduousness means showing great care and
perseverance. Assiduous is working very hard and taking
great care that everything is done. It is also most used
with work, effort and research. It deals with Careful
unremitting attention or persistent application. It refers
to a person who is carefully take effort to performing a
task along with perseverance and hard work.
Assiduousness as a Hard Work
Learned the value of hard work by working hard
(Margaret Mead, 1974). Always make a total effort, even
when the odds are against you (Arnold Palmer, 1988). A
greater believer in luck, and find the hard work the more
it has of it (Thomas Jefferson, 1991) Satisfaction lies in
the effort, not in the attainment. Full effort is full victory
(Mohandas Gandhi 1936). There are no secrets to
success. It is the result of preparation, hard work, and
learning from failure Colin (Powell 1998). Hard work has
a temporal dimension: it needs to be regular and
maintained over long periods of time. Hard work is
repeatedly spoken of within a broader rhetoric of
individual strength, resilience and agency.
Thus, young peoples constructions of hard work
mean that the labor involved in producing ones physical
appearance (Skeggs, 2004) and nurturing family
relationships (Reay, 1998) is disappeared, devaluing these
activities. Thus far, we have focused on mapping the
dominant discourses of hard work, showing how, even as
they make available successful subjectivities to those
previously excluded from them, they simultaneously
re/produce dominant distinctions around class and
gender. However, discourses are never deterministic, as
(Foucault 1976, p. 95) said: Always constructed within,
and in relation to, the dominant discourses of hard work.
Moment in order to ask how can we work the power
relations [around hard work] by which we are worked and
in what direction? (Butler, 1997, p. 100).
Assiduousness as Perseverance
Research has shown enacting the engineering
problem solving method in a classroom of inquiry will
afford learners tangible evidence of their success create a
sense of accomplishment, and this positive reinforcement
will lead to increased perseverance through difficult
problems. Inquiry based instruction in a mathematics
classroom has been found to be an effective means to
teach students to speak and act mathematically, think
critically, and to persevere through difficult problems by
establishing a familiar and safe means of exploration
(DeBellis & Goldin, 2006). The student-perceived threat
of being negatively stereotyped in an academic
environment drains the students energies and willingness
which allow for creative and inventive problem solving to
take place, resulting in an uncompromising problem
solving approach and an impending collapse of
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perseverance in problem solving referred to as inflexible

perseverance (Carr & Steele, 2009).
Qualities of Assiduous Person
Following qualities are strongly possessed
assiduous person. They are well desire, commitment,
responsibility, hard work, character, positive believing,
and power of Persistence and pride of performance.
Traits of Assiduous Person
They work extremely hard
They are incredibly curious and eager to learn
They network
They work on themselves and never quit!
They are extraordinarily creative
They are self-reliant and take responsibility
They are usually relaxed and keep their perspective
Extremely successful people live in the present
moment
Repeatedly successful people respond instantly!
Successful people never quit
Types of Assiduousness
Conscious Assiduous: Work carried with realize what is
happening, giving a full attention and aware of thing
happen. Attention, risk taking, curious, perseverance,
effort, goal and great care.
Industrious Assiduous: Work carried very hard without
conscious. It deals with machinery action, passive, no aim
and unaware.
Conclusion
Inquisitiveness is responsible for the real
achieving forces that push and pull an individual to move
for achieving a specific goal. And assiduousness prefers
dedicated action along with great care of particular
activity of an individual. Here in this case Inquisitiveness
is a best quality of researcher and assiduousness is an
important quality of researcher. All researchers are having
these two traits, but only few researchers reach the
optimum level of particular field. This is because of the
amount that they are having.
References
Aggarwal, Y.P. (1986). Statistical methods: Concepts,
Application and Computation. New Delhi: Sterling
publishers Pvt. Ltd.
Anastasi, Anne (1976). Psychological Testing. New
York: The MacMillan Co.
Best, John W. & Khan, James. (1989). Research in
Education. New Delhi: prentice Hall of India Pvt.
Ltd.
Butler, J. (1997) .The Psychic Life of Power (Stanford,
Stanford University Press).
Carr, P.B. & Steele, C.M. (2009). Stereotype threat
and inflexible perseverance in problem solving.
Journal of Experimental Social Psychology, 45(4),
853-859.
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Goos, M. (2004). Learning mathematics in a
classroom community of inquiry. Journal for
Research in Mathematics Education, 35(4), 258-291.
Hutchings, B., and O'Rourke, K. (2003). Introducing
enquiry-based teaching methods in literary studies.
LTSN Generic Centre May, 2003, 65-78.
www.ycjournal.net
King, A. (1994). Guiding knowledge construction in

the classroom: effects of teaching children how to
question and how to explain. American Educational
Research Journal, 31(2), 338-368.
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Effect of Metacognitive Strategies in Developing Writing Skills of the Elementary School Students
Kuheli Mondal
M.Phil. Scholar, School of Education,
RIE, Bhubaneswar, Odisha
ABSTRACT
Research shows that training in Metacognitive strategies are used to improve Writing Skills have been mostly
successful. The purpose of the present study was to see the effect of Metacognitive strategies on developing
Writing Skills of the Elementary students. It is a single-group experimental study. The experimental groups
received instruction on Metacognitive strategies training for 10 days. The tools used were pre-test and post-test for
20 samples of the single experimental group. Descriptive statistics and t-test were used to find out the results. The
results showed that explicit Meta-cognitive strategy has a significant positive effect on improving Writing skills
among Standard-V students.
Introduction
The term metacognition first appeared around
1975 in the work of developmental psychologist John
Flavell from Stanford University. He used the term to
denote: Ones knowledge concerning ones own cognitive
processes and products or anything related to them and
refers, among other things, to the active monitoring and
consequent regulation and orchestration of these
processes, usually in the service of some concrete goal or
objective (Flavell, 1976). Metacognition is probably the
most actively investigated cognitive process in
contemporary
research
in
developmental
and
instructional psychology (Tobias 1999).
Metacognition is a form of cognition, a second or
higher order thinking process which involves active
control over cognitive processes. It can be simply defined
as thinking about thinking or as a persons cognition
about cognition (Wellman, 1985). Metacognition refers
to understanding of knowledge, an understanding that
can be reflected in either effective use or overt description
of the knowledge in question (Brown, 1987).
Metacognition is active monitoring and consequent
regulation and orchestration of cognitive processes to
achieve cognitive goals, research in the area investigates
different forms of monitoring, regulation, and
orchestration, such as checking, planning, selecting, and
inferring (Brown, 1978; Scardamalia and Bereiter, 1985);
self-interrogation and introspection (Chi et al., 1989;
Lieberman, 1979); interpretation of ongoing experience
(Flavell and Wellman, 1977; Brown and Palinscar, 1982;
Whimbey and Lochhead, 1999); or simply making
judgments about what a person knows or does not know
about how to accomplish a task (Metcalfe and
Shimamura, 1994). Meta Cognition has been having
knowledge [cognition] and having understanding, control
over, and appropriate use of that knowledge (Tel and
Steward 1985). Metacognition as an appreciation of what
one already knows, together with a correct apprehension
of the learning task and what knowledge and skills it
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requires, combined with the ability to make correct

inferences about how to apply ones strategic knowledge
to a particular situation, and to do so efficiently and
reliably. Metacognition is integral to a learners ability to
actively participate in ones own learning and to facilitate
transfer of learning to other contexts. Metacognition is an
important concept in cognitive theory (Taylor 1999).
Writing is a skill, and like other skills, it has to be
acquired. Writing is important to convey ideas, give
instructions, share and preserve knowledge and so on.
Although writing is very important, in most cases, it is
never considered as an important skill. Writing is not just
about using correct spelling, organizing words and ideas
and following grammar, it is much more than that
describes. Writing is the use of the visual medium to
manifest the graphological and grammatical system of the
language (Widdowson 1978). Writing is an economic
power because it creates impressions, adverse or
otherwise, in ones professional field. In addition, it is a
social necessity because it is an established form of
communication. No transaction is considered official
until it is done in writing. Writing is important for
personal development because it requires concentration,
focus and discipline to represent thoughts in a graphic
form (Irmscher1979). Writing is a way of learning other
subjects; it can be used in every discipline as a strategy for
teaching and learning (Sommer 1989). Writing is a skill
which is important (in college and after college) in a
complex and changing society. More people are needed
who can write, who can order, communicate information
and experience. Writing for many students is the skill
which can unlock the language arts(Murray
1973).Reading makes a full man, conference a ready man,
and writing an exact man (Bacon 1989). Writing is an
important medium and it is used for varieties of purposes.
Writing helps in performing many functions in a human
beings day to day life in different areas such as academic,
official, media, social, cultural and personal setting.
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Need and Significance of the Study
Writing skill is one of the important tasks in
Education like listening, speaking and reading skills
because writing skills are essential for our entire life. One
needs to know proper skills of writing to write effectively.
The learner while writing needs to be conscious and so
for this the learner needs to develop or have
Metacognitive strategies and use it while writing any piece
of document which will help the learner to understand
what he is writing and reflect upon it. Hence, the use of
Metacognitive strategies will pave the way for
development of the writing skills. This study is important
because there are few studies that measure Metacognitive
Strategies of Writing skills in English students of
Elementary level in India specially. In the authors
knowledge this is the first study to address this topic in
West Bengal. This study will therefore provide a very
important contribution to the English Literature. Foreign
Studies like Using Metacognitive Strategies to Develop
English Writing Skill and Improve English Writing
Motivation
of
Middle
School
Students
by
Chokchatasuntorn, Boodsee and Sameephet (2016),
Training in Metacognitive, affective and social learning
strategies of writing by Ayele (2015), A Study of
Metacognitive Strategies- Based writing Instruction for
Vocational College Students by Lv and Chen (2010) have
shown that Metacognitive Strategies plays a positive role
in performance of students writing. The Metacognitive
Strategies helps students to plan, monitor and evaluate
their writing. Indian studies like - Effect of Metacognitive
strategy Training and its Effect on Writing Skills of the
5th Standard Boy and Girls students of India by
Karahroudi and Reddy (2014), - Efficacy of Metacognitive
Orientation and Attention Activation Strategies on
Developing Writing Competence by Chellamani (2012)
and Metacognitive Orientation on Enhancing Writing
Competence by Chellamani (2007) also showed that
Metacognitive Strategies has a positive relationship with
students writing.
From the above studies conducted both Foreign
and Indian it has been found that Metacognitive
Strategies are very much helpful in developing writing
skills among the students which means training of
Metacognitive strategies has a positive impact in
developing writing skills among students. So, in this study
the researcher wants to find out answers to some
questions:
1) How Metacognitive strategies will help in developing
the writing skills among the elementary students?
2) How the use of Metacognitive strategies can create a
positive relationship in relation to writing skills?
To examine writing skills of students in Pre-test.
To examine writing skills of students in Post-test.
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To compare the writing skills of students in Pretest and Post-test.

Hypothesis of the Study
1. There is no significant difference between pre-test
and post-test of Writing Skills.
Research Design
The present study is an experimental research
which includes collecting data in order to test hypotheses
concerning the related variables. In this study the
students are assigned into one group by following the
Single Group Pre-test- Post-test Experimental Design.
Table 1: Single Group Pre-test & Post-test Design
Group
PreIntervention
PostTest
Test
Experimental
Test
Treatment using
Test
Group
one
Metacognitive
two
Strategies(10days)
Sample
The representative proportion of the population
is called sample. Sample of the present study is class V
standard students of Bidhan School at Durgapur. In
order to achieve the objectives and to test the hypotheses
of the study, the school was selected conveniently and all
20 students of class V were selected for the sample as
Single experimental group.
Tools
1) Instructional Tools: The tools used were Lesson Plans
made on Metacognitive Strategies which performed some
class activities among experimental group. The lesson
plans were developed on 4 dimensions that is Word
Recognition, Spelling, Pronunciation, Meaning and
Comprehension to develop writing skills among V
standard students.
2) Measurement Tools: Pre-test and Post- test question
papers were used for assessing the students. The question
paper both Pre-test and Post-test consisted Meanings (5
Marks), Make Sentences (5 Marks), Rearrange jumbled
letters ( 5Marks), Match the words in the Column A with
the antonyms in Column B (5 Marks), Identify words
under Monosyllabic, Bi-syllabic, Tri-syllabic, TetraSyllabic, Penta- syllabic and Multisyllabic (5 marks) and
One Comprehension with 5 Multiple Choice (5 Marks).
Objective 1: To examine writing skills of students in Pretest.
Table 2: Pre-Test Score of Gender (Boys/Girls) &
Locality (Rural&Urban)
Demographics Variable N Mean SD
SEM
20
7.70
3.94
.880
Pre-Test Total
Gender
Boys
12 8.83 4.196 1.211
Girls
8
6.00 2.976 1.052
Locality
Rural
9
9.11 3.887 1.296
Urban 11 5.91 3.506 1.057
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Table-2 indicates that the minimum and
maximum score of the total sample is 17 and 15
respectively, Mean is 7.70 and SD is 3.94. The table
indicates that the minimum score obtained by boys in the
Pre-test of Writing Skills is 3(10%) and in the case of girls
it is 1(5%). The table also indicates maximum score
obtained by boys is 15(50%) whereas in case of girls it is
10(33.33%). The Mean score of boys is 8.83 with SD
4.196 and for girls it is 6.00 and 2.976 respectively which
shows the pre-test score of boys is more polarised towards
Mean than the pre-test score of girls. The SEM of pre-test
score for boys and girls is 1.211 and 1.052 respectively
which indicates that sample Mean of Pre-test score for
girls are more reliable than boys. It can be said that the
Writing skills of boys and girls are almost similar in pretest. The table also indicates the Minimum score obtained
by rural students is 4(13.33%) and urban students is
1(5%). It also indicates the Maximum score obtained by
rural students is 15 (50%) and the urban students is
13(43.33%). The Mean score of rural students is 3.887
with an SD 1.296 and for urban it is 3.506 and 1.057
respectively.
Objective 2: To examine writing skills of students in Posttest.
Table 3: Post-Test Score of Gender (Boys/Girls) &
Locality (Rural/Urban)
Demographics Variables
Post-Test Total
Gender
Boys
Girls
Locality
Rural
Urban
N
20
12
8
9
11
MEAN
25.35
26.33
23.88
26.67
24.45
SD
3.72
3.551
3.682
3.571
3.778
Tes
t
Mea
n
SD
SE
M
PreTes
t
Pos
tTes
t
2
0
7.70
3.9
4
.88
0
2
0
25.3
5
3.7
1
.83
1
Mean
Differen
ce
17.650
tvalu
e
24.5
4
df
17.650
24.5
4
1
9
1
9
Significan
ce (2
tailed)
.000
.000
Table-4 indicates that the mean difference

between pre-test and post-test score of the Experimental
group is 17.650 and the calculated t-value is 24.54 which
is significant at 0.05 levels. Hence it can be concluded
that the null hypothesis There is no significant
difference between pre-test and post-test of Writing Skills
is rejected.
SEM
.831
1.025
1.302
1.190
1.139
Table-3 indicates that the minimum and

maximum score of the total sample is 17 and 30
respectively, Mean is 25.35 and SD is 3.72. The table
indicates that the minimum score obtained by boys in the
Post-test of Writing Skills is 17(56.66%) and in the case
of girls it is 18(60%). The table also indicates maximum
score obtained by boys is 30(100%) whereas in case of
girls it is 28(93.33%). The Mean score of boys is 26.33
with SD 3.551 and for girls it is 23.88 and 3.682
respectively which shows the post-test score of boys is
more polarised towards Mean than the post-test score of
girls. The SEM of post-test score for boys and girls is
1.025 and 1.302 respectively which indicates that sample
Mean of Post-test score for boys are more reliable than
girls. It can be said that the Writing skills of boys and girls
are almost similar in post-test. The table also indicates the
Minimum score obtained by Rural students is 18(60%)
and urban students is 17(56.66%).It also indicates the
Maximum score obtained by rural students is 30(100%)
and the urban students is 29(96.66%). The Mean score of
rural students is 26.67 with an SD 1.190 and for urban it
is 24.45 and 1.139 respectively.
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Objective 3: To compare the writing skills of students in

pre-test and post-test.
Table 4: Difference between Pre-test and Post-test in
Writing Skills
Figure 1: Mean Difference between the Pre-test and Post-test

Scores
Findings
The findings of the study showed that with the
intervention of Metacognitive Strategies there the
students were able to develop in their writing skills.
The result of the research study approved that if one
can use Metacognitive strategies while writing they
can improve their skills over writing.
Discussion
Metacognition is very much essential for a
learner. The intervention of Metacognitive strategies
showed that there is an increase in writing skills of the
students in post-test than the pre-test scores. Therefore,
the Metacognitive strategies have a positive effect on
Writing Skills of students. Metacognitive Strategies will
help to improve their Writing skills in their life. The
students with the help of Metacognitive Strategies will be
able to plan, monitor and evaluate their writing.
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Conclusion
The students with the help of Meta cognition
were being able to control and regulate their cognition
and cognitive processes. Students with higher
metacognitive awareness are more strategic and successful
in developing their writing skills. The present study
helped the learners to develop writing skills in English
through the effective use of Metacognitive strategies. It
also helped the students to be aware of Metacognitive
strategies when writing in English to overcome with
writing difficulties. The use of Metacognitive Strategies
helped the students in better and effective education.
Metacognitive Strategies helped the students in planning,
monitoring and evaluating in Writing. Metacognitive
Strategies developed better listening, speaking and
reading skills. Metacognitive Strategies helped in better
Educational outcomes.
References
Ayele. (2015). Training in Metacognitive, Affective
and Social learning Strategies of Writing: Its Effects
in Improving Students use of the Strategies, he Case
of Hawassa University Students. International
Journal of English Language and Translation Studies,
2(3), 113-127.
Bacon, Francis. (1989). BaconS Essays. Oxford: OUP
Brown, A. L. (1987). Metacognition, executive
control, self-regulation and other more mysterious
mechanisms. In F. E. Weinert and R. H. Kluwe
(Eds.),
Metacognition,
Motivation,
and
Understanding (pp. 65-116). Hillsdale, New Jersey:
Lawrence Erlbaum Associates.
Brown, A. L., Palinscar, A. S. (1982). Inducing
strategic learning from texts by means of informed,
self-control training. Topics in Learning and Learning
Disabilities, 5(1): 1-17.
Chellamani, K. (2012). Efficacy of Metacognitive
Orientation and Attention Activation Strategies on
Developing Writing Competence. Electronic
International Interdisciplinary Journal, 1(4), 79-93.
Chellamani, K. (2007). Metacognitive Orientation on
Enhancing Writing Competence. Journal of Indian
Education, 32(1), 23-28.
Chi, M.T.H. (1989). Self- explanations: how students
study and use examples in learning to solve problems.
Cognitive Science, 15, 145-182.
Chokchayasuntorn, Boodsee, & Sameephet . (2016).
Using Metacognitive Strategies to Develop Writing
Skill and Improve English Writing and Motivation of
Middle
School
Students.
http://www.researchgate.net/publication/28868710
9
Flavell, J.H., & Wellman, H. (1977). MetamemoryIn
R.V KailJr & J. Hagen (Eds). Perspectives on the
www.ycjournal.net
development of memory and cognition, pp. 3-33.

Hillsdale, NJ: Erlbaum.
Flavell, J.H. (1976). Metacognitive aspects of problem
solving. In L.B Resnick (Ed). The Nature of
Intelligence. pp. 231-236. Hillsdale, NJ: Erlbaum.
Irnscher, F. William. (1979). Teaching Expository
Writing. New York, Rinchard and Winston.
Karahroudi and Reddy. (2014). The Effect of
Metacognitive Strategy Training and Its Effect on
Writing Skills of the 5th Standard Boys and Girls
Students of India. IOSR Journal of Engineering, 4(8),
32-36.
Lv, Fenghua and Chen, Hongxin. (2010). A Study of
Metacognitive Strategies- Based Writing Instruction
for Vocational College Students. English Language
Teaching. 3(3), 136-144.
Metcalfe, J., & Shimamura, A.P. (1994).
Metacognition: Knowing about knowing. Cambridge:
MIT Press.
Murray, D. (1973). Teach Writing as Process, Not
Production. In Groves, R.L. (Ed), Rhetoric and
Composition. New Jersey: Haysen Book Company.
Scardamalia, M., & Bereiter, C. (1987).Knowledge
telling and knowledge transforming in written
compositions. In S. Rosenberg (Ed)., Advances in
applied psycholinguistics: Vol. 2. pp. 142-175.
Cambridge: Cambridge University Press.
Sommer, Robert F. (1989). Teaching Writing to
Adults: Strategies and Concepts for Improving
Learners
Performance.
London:
Jessey-Bass
Publishers.
Taylor, S. (1999). Better Learning through Better
thinking: Developing Students Metacognitive
Abilities. Journal of College Reading and Learning,
30(1).
Retrieved
from
http://
find
articles.com/p/aticles/ mi_hb3247/is-1-30/ ai_n287
46729/.
Tel, E., & Steward, O. (1985). Effective studying
from text: Applying Metacognitive Strategies. Forum
for Reading, 16, 46-55.
Tobias, S. (1999). Towards a performance based
measure of metacognitive knowledge monitoring:
Relationship with self-reports and behaviour ratings.
Paper presented at the annual meeting of the
American
Educational
Research
Association
Montreal.
Wellman, H. (1985). The origins of metacognition.
In D. L. Forrest-Pressley, G. E. MacKinnon, and T.
G. Waller, Metacognition, Cognition, and Human
Performance, volume 1, Theoretical Perspectives, pp.
1-31. Academic Press, Inc.
Whimbey, A. & Lochhead, J. (1999).Problem Solving
and Comprehension. NJ: Erlbaum.
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Emotional Intelligence among College Students
J. Rubina
Assistant Professor in Education, Stella Matutina College of Education,
Kamaraj Salai, Ashok Nagar, Chennai,Tamil Nadu
ABSTRACT
Education gives man an opportunity to understand the world around him and his place in it. Education should
create a well balanced personality of the individual with intellect developing, along with bodily health. The NPE
(1986) outlined a number of key factors that need to be implemented in the education field in order to produce
individuals that are intellectually, spiritually, emotionally and physically balanced. Emotional intelligence is
denied as one of the important aspects in educating a person to be balanced as a whole. Through emotional
intelligence, one will become more successful in life as compared to individuals that gain solely high levels of
intellectual intelligence (IQ). Emotional intelligence also provides liberty for individuals to explore self potentials,
as well as providing opportunities for individuals to harmonize themselves with their self emotion. In other
words, individuals with high levels of emotional intelligence are those that are able to manage their emotions well
Introduction
Emotional Intelligence is the type of Social
Intelligence that involves the ability to monitor one's own
and other's emotions, to discriminate among them, and
to use the information to guide one's thinking and
actions. Perceiving Emotions: The first step in
understanding emotions is to accurately perceive them. In
many cases, this might involve understanding nonverbal
signals such as body language and facial expressions.
Reasoning with Emotions: The next step involves using
emotions to promote thinking and cognitive activity.
Emotions help prioritize what we pay attention and react
to; we respond emotionally to things that garner our
attention. Understanding Emotions: The emotions that
we perceive can carry a wide variety of meanings. If
someone is expressing angry emotions, the observer must
interpret the cause of their anger and what it might mean.
For example, if your boss is acting angry, it might mean
that he is dissatisfied with your work; or it could be
because he got a speeding ticket on his way to work that
morning or that he's been fighting with his wife.
Managing Emotions: The ability to manage emotions
effectively is a key part of emotional intelligence.
Regulating emotions, responding appropriately and
responding to the emotions of others are all important
aspect of emotional management.
All human beings have basic emotional
intelligence. This intelligence can be expressed as feelings,
for example the need to feel accepted, respected and
important while all humans share these needs, each differ
in the strength of need, just as some of us need more
water, more food, more sleep. One person may need
more freedom and independence; another may need
more security and social connections. Knowing about
one's Emotional Intelligence in terms of an Emotional
Quotient has wide educational and social implications for
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the welfare of the individual and the society. This fact has
now been recognized and given practical shape and
implication all around the globe. The credit of giving due
publicity and acquainting the world-wide population
about the importance of books like El why it can matter
more than IQ and working with Emotional Intelligence.
A person's Emotional Intelligence helps him much in all
spheres of life through its various constituents or
components the achievement of the end results in terms
of better handling of mutual relationships is quite
essential and significant in his life. It can only be possible
through his potential of Emotional Intelligence and its
proper development.
To ascertain the influence of emotional intelligence
among college students based on: gender, stream of
study, and qualification.
Hypothesis of the study
1. There is a significant difference in the Emotional
Intelligence of college students based on Gender.
Intelligence of college students based on Stream of
study.
Intelligence of college students based on
qualification.
Design of the Study
A research design is the arrangement of essential
conditions for collection and analysis of data in a form
that aims to combine relevance to research purpose with
economy of procedure. In fact each study has specific
purpose. Therefore the research design must be in
accordance to the specific purpose. The present study
entitled as a study on emotional intelligence among
college students, has been designed as a descriptive
study. This is a descriptive type of research and the
method employed is the survey.
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Tool: Emotional Intelligence Test by Anukoel Hyde &
Sanjay Pethe.
Table 1: Emotional Intelligence with respect to Gender
Varia
ble
Sub
Varia
ble
Male
Gend
er
20
2
20
9
Femal
e
Mea
n
SD
df
103.
14
105.
82
12.9
97
13.5
90
Criti
cal
Ratio
2.038
40
9
Level of
Significa
nce
Significa
nt
From Table-1, the calculated t-value 2.038 is

greater than the table value of 1.96 at 0.05 level of
significance for the degrees of freedom 409, the null
hypothesis is not accepted. Thus there is significant
difference between the emotional intelligence with
respect to gender.
Table 2: Emotional Intelligence with respect to Stream
of study
Varia
ble
Strea
m of
Study
Sub
Varia
ble
Scienc
e
Arts
21
5
19
6
Mea
n
SD
df
104.
33
104.
69
13.4
91
13.2
30
Criti
cal
Ratio
0.275
40
9
Level of
Significa
nce
NS
From Table-2, the calculated t-value 0.275 is less

than the table value of 1.96 at 0.05 level of significance
for the degrees of freedom 409, the null hypothesis is
accepted. Thus there is no significant difference between
the emotional intelligence with respect to stream of study.
Table 3: Emotional Intelligence with respect to
Qualification
Variable
Sub
Varia
ble
Mea
n
SD
df
Qualifica
tion
UG
21
4
19
7
104.
26
104.
77
13.1
51
13.5
96
40
9
PG
Criti
cal
Rati
o
0.38
3
Level of
Signific
ance
Sub
category
Emotional
Intelligence
Lo Aver Hi
w
age
gh
d
f
Gend
er
Male
54
125
23
47.
126.8
28.
F
o
F
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Chi
squa
re
valu
e
3.75
3
Variab
le
Strea
m of
study
Sub
category
Scien
ce
Arts
NS
48.
8
133
131.2
0
34
29.
0
F
o
Emotional
Intelligence
Lo Avera Hig
w
ge
h
54
131
30
F
e
50.
2
135
29.
8
F
o
F
e
42
127
27
45.
8
123.0
27.
2
d
f
Chi
squa
re
value
0.84
3
Level of
Significa
nce
NS
From Table-5, the calculated chi square value

0.873 is less than the table value of 5.99 at 0.05 level of
hypothesis is accepted. Thus there is no significant
association between the emotional intelligence with
respect to stream of study.
Table 6: Association between Emotional Intelligence
and Qualification
Variable
Qualificat
ion
Level of
Significa
nce
2
42

respect to gender.
and Stream of Study
NS
From Table-3, the calculated t-value 0.383 is less

than the table value of 1.96 at 0.05 level of significance
for the degrees of freedom 409, the null hypothesis is
accepted. Thus there is no significant difference between
the emotional intelligence with respect to Qualification.
and Gender
Varia
ble
Fem
ale
e
F
o
F
e
Sub
categor
y
Emotional
Intelligence
Lo Avera Hig
w
ge
h
d
f
Chi
squa
re
valu
e
Level of
Significa
nce
0.26
1
NS
U
G
F
o
52
132
30
50
134.3
P
G
F
e
F
o
F
e
44
126
29.
7
27
46
123.7
27.
3

respect to Qualification.
Conclusion
Ones intelligence is an innate as well as acquired
intellectual potential. Every child is born with some
intellectual potential which grows and develops with the
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help of maturity and experiences. Similarly, one is also
born with some innate emotional intelligence in terms of
one's level of emotional sensitivity, emotional memory,
emotional processing and emotional learning ability. This
potential (unlike intelligence) is liable to be developed or
damaged as a result of one's experiences. The difference
here is between the development pattern of innate
emotional intelligence and general intelligence as a result
of maturity of experiences.
References
Goleman, D. (1995). Emotional Intelligence.
New York: Bantam Books.
Alpones. (2005). Emotional Intelligence of
Adolescents. New Frontiers Education.
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Mayer, J.D. & Salovey. (1995). Applied and

preventive psychology. New York.
www.e.journals.org
www.sciencedirect.com
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Emotional Intelligence of Visually Impaired Students Attending Special and Integrated Schools
M. Nadhiya
Ph.D. Research Scholar, Lady Willingdon IASE,
Chennai, Tamil Nadu
ABSTRACT
The study was designed to capture the emotional intelligence of Visually Impaired students attending special and
integrated schools. The research was conducted on 120 visually impaired students in the age group of 13-14 years
attending special and integrated schools in selected districts of Tamil Nadu. Survey method was used to elicit the
opinion of the visually impaired students about their emotional intelligence. The data collection was done using
the EQ-I standardized tool. The data obtained was analyzed statistically and the study revealed that there is
significant difference in empathy on the compound of emotional intelligence between the visually impaired
students attending special and integrated schools. Similarly there is significant difference on the compounds:
problem solving, reality testing, stress tolerance and total of emotional intelligence between male and female
visually impaired students. The findings of the study may be useful in assisting Educators, counselors,
psychologist, and researchers, to develop strategies to enhance visually impaired students psycho-emotional wellbeing.
Keywords:
Emotional Intelligence, Visual Impairment, Special Schools, Integrated Schools.
Introduction
Childs nature is multifaceted and flexible the
same potential may have different results depending on
whether the environment encourages or discourages it. It
is an accepted notion that every child is like every other
child. Each child has his/her own unique traits, which
present him/her as a separate individual from others.
Exceptional children too cannot be excluded from this.
Exceptional children have been classified into
four main categories, for practical purposes, in the field of
education. They are:
1) Physically handicapped
2) Mentally retarded
3) Educationally handicapped
4) Socially handicapped
According to Bhargava (1994), the category of
sensorial-disabled
children
who
are
physically
handicapped, educationally defined, the visually children
are those whose visual loss indicates that she/he should
be educated chiefly through the use of Braille, tactile and
auditory materials. The partially seeing child is defined as
own who has some remaining useful vision and can use
print and other visual materials as part of the educational
program. Visually impaired children are educated either
in special or integrated schools. The education as a system
revolves around parents, teachers and the visually
impaired child and his /her peer group. Education in the
present day is a powerful force in bringing about
developmental changes in the society. Similarly the role of
education in physical, mental social and emotion in
development of an individual is of a paramount
importance. Special education refers to the system of
educational programs and services, which provide
assistance to handicapped or disabled persons to develop
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their potential. The special/residential school concept is

an accepted phenomenon all over the world even today.
The existence of the residential schools at present as well
as of the future could be justified though there is a
baseless fear that the newly introduced concept of
integrated education would replace residential type of
education for the visually impaired children.
Integration refers to the inclusion of the visually
impaired children in the general educational process.
Most visually impaired children are educated in regular
classes with part-time special service provided. A visually
impaired child who is capable of adopting himself/herself
to the existing situations and makes the best use of the
opportunities available to him/her at school and with
his/her peer group strives well in school settings such as
classroom situation, peer circle/setting, and later in life.
Emotional intelligence is a fundamental element
of human behavior which harmonizes the cognitive and
emotional minds. Emotionally intelligent behavior is
reflected in the ability to think constructively and behave
wisely. Those who develop their emotional intelligence
are usually more successful in their academic and
professional life, for EI and job success go in hand in
hand (Bradberry and Greaves, 2009). However the term
emotional intelligence was used for the first time in 1966
by German psychologists called Leuner.
Peter Salovey and John Mayer two psychologists
from Yale University coined the phrase emotional
intelligence in 1990 in the journal Imagination,
cognition and Personality. However, the concept of
emotional intelligence gained popularity through
Golemans (1995) best seller titled Emotional
Intelligence. He defined emotional intelligence in 1998
as Emotional Intelligence refers to the capacity of
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recognizing our own feelings and those of others, for
motivating ourselves, and for managing emotions well in
our selves our relationships. Emotional intelligence adds
emotional stability that makes us capable and efficient in
establishing successful interpersonal relationships. The
emotional intelligence at the most general refers to the
ability to recognize and regulate emotions in one self and
in others. It strongly appears that emotional intelligence
influenced day to day problem solving in schools,
communities and business organizations. At individual
level it predicts communication and business skills
morality, leadership, problem solving and aesthetics.
Now, the contemporary view of intelligence is that the
emotions and cognition can work hand in hand.
Salovey and Mayer (1997), Emotional
Intelligence involves the ability to perceive accurately, the
appraisal and expression of emotions; the ability to access
and / or generate feelings when they facilitate thought:
the ability to understand emotion and emotional
knowledge and the ability to regulate emotions to
promote emotional and intellectual growth.
Emotional intelligence comprises of elements like
self-awareness, managing emotions, self-motivation,
empathy and social skills.
Individuals success is related to Emotional
Quotient (EQ) and Intelligence Quotient (IQ). Goleman
(1995) suggests that the EQ contributes 80% to persons
success or failure in life while IQ contributes to only
20%. So, it is very necessary to adopt some strategies to
nurture emotional intelligence among the students.
Hence the present study was undertaken to know
the emotional intelligence of the visually impaired
children attending the special and integrated schools.
Aim of the Study
The study was aimed at eliciting information on the
emotional intelligence of the visually impaired
students attending in special and integrated schools.
Hypotheses
1) There is no significant difference between the
emotional intelligence of the visually impaired
students attending special and integrated schools.
2) There is no significant difference between the
emotional intelligence of male and female visually
impaired students attending special and integrated
schools.
Materials and Methods
Data was collected from Visually Impaired
Children using a survey method. The sample for the
study consisted of 120 Visually Impaired Children in the
age group of 13-14 years. The samples were drawn from
the various schools in which the Visually Impaired
Children were integrated and those attending special
schools in selected districts of the Tamil Nadu State.
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Sample for the study was collected by contacting

the government organizations and educational
institutions for information regarding the schools, which
provide education for the Visually Impaired Children.
Based on the information gathered from the
department/agencies
and
institutions, purposive
sampling procedure was used to select the sample of
Visually Impaired Children studying in integrated schools
for the study.
In the case of special schools, the children were
selected through systematic random sampling. For this
study Visually Impaired Children were selected
systematically based on their name entries in the
attendance register.
Personal rapport was established with the
Visually Impaired Children in the first session of onehour duration. The main idea of this session was to
establish comfort level and to elicit accurate information.
The field study was spread over a period of two academic
years.
Tool: Bar-on Emotional Quotient Inventory (EQ-i) (1997)
used for the study.
Results and Discussion
Table 1: Emotional Intelligence of Visually Impaired
Students Attending in Special and Integrated Schools
Dimensions
Self-Record
Interpersonal
Relationship
Impulse
Control
Problem
Solving
Emotional
SelfAwareness
Flexibility
Reality
Testing
Stress
Tolerance
Assertiveness
Empathy
Total
Type of
School
Special
Integrated
Special
Integrated
Special
Integrated
Special
Integrated
Special
Integrated
Mean
SD
96
24
96
24
96
24
96
24
96
24
25.04
26.92
19.07
18.25
12.01
12.79
19.49
20.75
17.21
16.71
6.142
6.858
5.956
6.536
3.603
3.120
4.627
2.377
4.279
3.329
Special
Integrated
Special
Integrated
Special
Integrated
Special
Integrated
Special
Integrated
Special
Integrated
96
24
96
24
96
24
96
24
96
24
96
24
19.75
19.21
16.31
16.46
17.18
17.31
13.93
14.71
13.10
14.67
173.09
177.79
5.003
4.699
4.908
3.967
4.803
4.430
4.122
4.309
2.473
1,903
26.416
16.875
tvalue
1.222
Remark
0.561
NS
1.062
NS
1.882
NS
0.619
NS
0.498
NS
0.153
NS
0.153
NS
0.801
NS
3,372
0,01
1.074
NS
NS
Table-1 shows that there is significant difference

in empathy on the compound of emotional intelligence
and integrated schools. So the null hypothesis is rejected.
There is no significant difference in other compounds of
emotional intelligence between the visually impaired
students attending special and integrated schools. So the
null hypothesis is accepted. A student studying in special
school is better than students studying in integrated
between the visually impaired students attending special
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because they studied with sighted students. Students are
from different family and social economic background.
They are easily mingled with every students and forming
healthy environment. They can share experiences and
feelings to all students. The visual impaired students
studying in special schools they cannot share experiences
and feelings to all students.
14.67
feelings & emotions to others and also they dont have

control their mental stress.
200
180
160
140
120
15
100
14.5
80
13.10
14
60
40
Series1
13.5
20
13
12.5
1. Special
12
2. Integrated
Figure 1: Comparison of Mean Value on Empathy in the

Compound of Emotional Intelligence
Table 2: Emotional Intelligence of Male and Female
Visually Impaired Students
Dimensions
Gender
Mean
Self-Regard
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
71
49
71
49
71
49
71
49
71
49
71
49
71
49
71
49
71
49
71
49
71
49
25.48
25.33
19.35
18.27
12.58
11.57
21.41
17.33
17.65
16.33
19.65
19.63
17.69
14.39
18.79
14.92
14.00
14.20
13.72
12.98
180.31
164.94
Interpersonal
Relationship
Impulse Control
Problem Solving
Emotional SelfAwareness
Flexibility
Reality Testing
Stress Tolerance
Assertiveness
Empathy
Total
Table-2 shows, that there is significant difference

on the compounds: problem solving, reality testing, stress
tolerance and total of emotional intelligence between
male and female visually impaired students. So the null
hypothesis is rejected. There is no significant difference in
other compounds of emotional intelligence between male
and female visually impaired students. So the null
hypothesis is accepted.
The visual impaired male students have selfconfidence highly. The Relationship with others is being
smoothly. They solve the problems step by step. They
control their emotions but female students dont share
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Male Female Male Female Male Female Male Female

Problem
solving
Reality testing
Stress
tolerance
Total
Figure 2: Comparison of Mean Value on the Compounds;

Problem Solving, Reality Testing, Stress Tolerance and Total of
Emotional Intelligence
Conclusion
SD
t-value
Remark
It is very important for every child to establish a
6.242
0.129
NS
good relationship at school. School
environment fulfills
6.463
the5.936
physical, social,
emotional
needs
of the visually
0.957
NS
impaired
children.
Therefore
it
is
important
that every
6.234
child
shares a cordial
3.341
1.522 relationship
NS with his/her peer at
school,
3.702 which in turn can promote harmonious
2.786
5.254the visually0.01
development
among
impaired children. It is a
4.922
challenge not only to encourage but also to improve the
4.598
1,874
personality
development
of NS
the visually impaired
3.125
children; so when s/he leaves school, s/he is able to take
5.071
0.017
NS
his/her place in a highly competitive and complex society
4.768
where
training will not be
3.879 inefficiency
3.796and poor0.01
condoned.
5.167
References
4.896
5.155
0.01
3.328
Arun Mozhi, A. & Rajendran, K. (2008). Emotional
4.611
0.278
NS members. Journal of
Intelligence of
self help group
3.428
Community Guidance and Research, 25(1).
1.637
NS
2.421
Mahesh Bhargava
(1994). Introduction
to exceptional
2.437
children.
Their
nature
and
educational
provisions.
23.888
3.500
0.01
New
Delhi:
Sterling
Publishers
Pvt.
Ltd.
23.484
Brown L.L. & Hammill, D.D. (1978). Behavior rating
profile. Austin, Texas, pro. Ed.
Goleman, D. (1995). Emotional Intelligence: why it
can matter more than I.Q. New York: Bandam
Books.
Pathak, A.B. (1984). A study of disabled in normal
schools Udaipur, V.B.G.S. Teachers college, p.71.
Venkat Lakshmi, H. & Geetha, C.V. (2007).
Behavior and adjustment of visually impaired
children Journal of Community Guidance and
Research, 24(3).
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Study on Job Satisfaction of College Teachers with Regard to their Designation
Sucharita Roy Chowdhury
Assistant Professor, Department of Education, Chittaranjan College,
Kolkata, West Bengal
ABSTRACT
Teachers role is numerous and utterly important. A teachers contribution in an individuals life is long lasting.
Job satisfaction always increases the capability, productivity of the employee, which is beneficiary for the
institution also. If a teacher is satisfied with his job, he can contribute to the development of the students. On the
other hand, dissatisfied teacher can create a negative effect on the teaching-learning process and also in the well
being of the pupils. The present study aims to signify the level of job satisfaction among college teachers and to
find significant difference in job satisfaction with regard to designation, gender, and stream. Findings of the study
revealed average job satisfaction level among all teachers except others category and significant difference was
noted in job satisfaction related to designation.
working hour, work pressure, administrative duties,
Introduction
Teachers are the spine of the society. His role is
students behavior, adjustment ability, gender,
numerous and utterly important. A teachers contribution
remuneration, etc. all these factors are interrelated and
in an individuals life is long lasting. Teaching is one of
cannot be separated from each other. According to job
the noble professions in the world. Almost all the
satisfaction and vocational guidance pioneer Robert
educational commissions and committees have focussed
Hoppock, job satisfaction is any combination of
on the teachers role and duties, as well as their working
psychological,
physiological,
and
environmental
conditions. The Education Commission (1964-66) or The
circumstances that caused a person truthfully to say, I am
Kothari Commission properly said that, of all the
satisfied with my job (Hoppock, R., 1935). Poling also
different factor which influence the quality of education
said that (1994), the best predictor of job satisfaction is
and its contribution to the national development, the
when the employees personal values match those of the
quality competence and character of teachers are
organization (Poling, R. L., 1990). Locke (1976) defined
undoubtedly the most significant. Nothing is more
job satisfaction as a pleasurable or positive emotional
important than securing a sufficient supply of high
state resulting from the appraisal of ones job or job
quality recruits to the teaching profession providing them
experiences
with the best of work in which they can be fully effective
(https://en.wikipedia.org/wiki/Job_satisfaction).
(Kumar, P. 2014). The Programme of Action (1992) has
The satisfaction and dissatisfaction with ones job
put forward some guidelines regarding teacher
depends upon the positive or negative evaluation of ones
recruitment, job benefits, etc. it stated that, the status of
own success or failure in the realization of personal goals
teachers has had a direct bearing on the quality of
and the perceived contribution of job to it (Chutia, M.,
education, and many of the ills of the latter can be
2013). Job satisfaction always increases the capability,
ascribed to the indifferent manner in which society has
productivity of the employee, which is beneficiary for the
looked upon the teacher and the manner in which many
institution also. If a teacher is satisfied with his job, he
teachers have performed their functions (source:
can contribute to the development of the students. On
http://www.teindia.nic.in/Files/Reports/CCR/POA).
the other hand, dissatisfied teacher can create a negative
Traditionally teachers enjoyed a higher status in
effect on the teaching-learning process and also in the
the society and they also enjoyed great respect. But in the
well being of the pupils.
last few decades, teachers position has diminished due to
Need of the Study
various factors. The teachers in India suffer from neglect,
Teaching profession is one of the most
poverty, indifference, insecurity and obviously disrespect.
challenging one. It is the responsibility of the teacher to
Consequently, teachers lack job satisfaction in their field.
develop his students so that they can become individually,
Job satisfaction is related to a number of
socially useful. Not only the academic responsibilities, but
psychological and social issues. It depends on various
teachers have to shoulder many administrative duties in
factors, too. Its scope is wider than an individuals
the institution. Compared to other professions, teachers
expectations. Due to this, job satisfaction is one of the
are underpaid in India. If they are to perform their
most important research issues in Psychology. The level of
strenuous duty effectively their working conditions
job satisfaction depends upon multiple factors like
should be made satisfactory. Therefore it is very much
physical condition of the work place, relation among the
significant to study the job satisfaction of college teachers.
co-workers, effectiveness of the head of the institutions,
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Objectives
To study the level of job satisfaction of Arts and
Commerce college teachers.
To find out significant difference in job satisfaction
among college teachers with regard to their
designation.
To find out significant difference between female and
male college teachers with respect to job satisfaction.
To find out significant difference between Arts and
Commerce college teachers with regard to their job
satisfaction.
Hypotheses
Ho 1: There is no significant difference in job satisfaction
among college teachers with regard to their designation.
Ho 2: There is no significant difference between female
and male college teachers with respect to job satisfaction.
Ho 3: There is no significant difference between Arts and
Commerce college teachers with regard to their job
satisfaction.
Methodology
Samples were collected using a personal data
sheet prepared by the researcher. Job satisfaction scale by
Dr. Meera Dixit (1993) was used for measuring job
satisfaction. The scale consisted of 52 items. It was a 5
point (strongly agree, agree, undecided, disagree, strongly
disagree) likert type scale. The scores of all the items were
summed up for deriving an individuals job satisfaction
score. The score ranges from 52-260. College teachers
who got score up to 145 indicated low job satisfaction,
146-230 indicated average job satisfaction and 231-260
indicated high job satisfaction. A personal data sheet was
also prepared by the investigator to know about the
teachers designation, stream, name, age and gender.
Sampling Frame
The study covered 120 female and male college
teachers from Arts and Commerce stream. It included 40
associate professors, 40 assistant professors and 40 other
teachers. In the others category, the part time and
contractual teachers were included.
Analysis of Data
Table 1: Level of Job Satisfaction of Arts and Commerce
Stream
Arts
Commerce
Designation
Total
Associate
Professor
Assistant
Professor
Others
21
1
6
12
40
20
3
4
13
40
17
1
7
15
40
Female
Male
Female
Male
Total
58
5
17
40
120
College Teachers
Sample
Sub sample
Total sample
Stream
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Arts
Mean
SD
120
156.89
35.64
63
159.66
37.27
Gender
Designation
Commerce
Female
Male
Associate
Assistant
Others
57
75
45
40
40
40
160.28
159.48
160.75
174.40
156.27
140.00
39.11
37.16
39.76
23.27
37.90
35.93
Table-1 shows that the calculated mean for entire

or total sample was 156.89 with SD 35.64. The mean
score lies between 146-230. So it was found that job
satisfaction of entire Arts and Commerce college teachers
was average.
It was also noticed from the above table that
mean score of job satisfaction for arts teachers was 159.66
with 37.27 SD and for Commerce teachers mean score
was 160.28 with SD 39.11. Therefore the Arts and
commerce college teachers also had an average job
satisfaction.
It could be inferred from the above table that
gender wise teachers (female mean 159.48, SD 37.16 and
male mean 160.75, SD 39.76) had an average level of job
satisfaction level. Associate (mean 174.40, SD 23.27) and
assistant professors (mean 156.27 and SD 37.90) score
also had an average job satisfaction level. But the mean
score for others category was 140.00 and SD was 35.93,
which falls below 145 range. Therefore it could be
concluded that the teachers from others category has low
job satisfaction level.
Table 2: Significant Difference in Job Satisfaction
among College Teachers with regard to their
Designation
Sources of
variation
Sum of
Squares
df
Between groups
Within groups
23690.017
127509.575
Total
151199.592
2
117
Mean
square
11845.008
1089.825
10.869
119
It is seen from Table-2 that, Critical value of F (2,

117) at 0.05 level=3.07 and
at
0.01 level=4.79. Thus, calculated value of F > critical
value of F at both the levels. Therefore Ho 1 is rejected. So
the alternative hypothesis is that, there is significant
difference in job satisfaction among college teachers with
regard to their designation.
Table 3: Significant Difference between Female and
Male College Teachers with respect to Job Satisfaction
Gender
Female
Male
N
75
45
Mean
159.48
160.75
Std. Deviation
37.16
39.76
t
.177
It was seen from Table-4, the calculated t-value is

0.1777. Critical value of t (df 118) at 0.05 level=1.98 and
at 0.01 level=2.62. Thus, calculated value of t>critical
value of t. Therefore H02 is accepted. So there is no
significant difference between female and male college
teachers with regard to their job satisfaction.
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Table 4: Significant Difference between Arts and
Commerce College Teachers with regard to their Job
Satisfaction
Stream
Mean
Arts
Commerce
63
57
159.66
160.28
Std.
Deviation
37.27
39.11
t
0.088
It was seen from Table-4, the calculated t-value is

0.088. Critical value of t (df 118) at 0.05 level=1.98 and at
0.01 level=2.62. Thus, calculated value of t>critical value
of t. Therefore H03 is accepted. So there is no significant
difference between Arts and Commerce college teachers
with regard to their job satisfaction.
Findings
The study revealed that job satisfaction level of Arts
and Commerce college teachers was average.
While analyzed stream wise, Arts and Commerce
teachers again had an average mean job satisfaction
score. It was true for gender wise discussion also.
But designation wise there was a sharp difference
among three groups, i.e. associate professors had a
higher mean score than the assistant and other
professors. Likewise assistant professors had higher
mean score than that of the other category.
Associate and assistant professors had average level of
job satisfaction but the other professors had low
level of job satisfaction.
While considering job satisfaction among teachers
with regard to their designation, it was found that
there was a significant difference in job satisfaction
among college teachers with regard to their
designation.
The study revealed that there was no significant
difference between female and male teachers with
regard to their job satisfaction.
Similarly no significant difference was found between
Arts and Commerce teachers with regard to their job
satisfaction.
Conclusion
The present study showed that college teachers
had average job satisfaction level. But the others
category teachers were dissatisfied with their job. Proper
pay scale, job security, work environment should be
introduced for them. Teaching is a unique profession that
leads to betterment of the society, making of good human
being and responsible citizens. Teachers have to perform
this strenuous duty with utmost care and expertise.
Therefore, their personal satisfaction regarding the job
and other factors related to it is very important.
Suggestion and Scope of Further Research
On the basis of this study the investigator
forwards some suggestive measures to attain higher job
satisfaction among all groups of teachers. All
infrastructural facilities, administration and management
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should be improved. Teachers should be recruited

through a proper channel and effective policy. Teacherstudent ratio should be in proper shape. Pay scale,
working environment, promotional benefits, after service
benefits must be upgraded. Part time and contractual
teachers should get job security as well as proper pay scale
according to their qualification and work load. The same
study could be carried out on teachers from different
streams, both in school and college level. Comparative
studies could be made to find out the satisfaction level of
regular and distance course teachers also.
References
Das, J. (2012). A Study on Job Satisfaction of the
Teachers of B.Ed. Colleges in West Bengal.
International Multidisciplinary e-Journal, I(X), 36-42.
Devi, D. (2013). Essentials of Job Satisfaction in
Effective
Teaching.
Asian
Journal
of
Multidimensional Research, 2(3), 96-102.
Hoppock, R. (2005). Job satisfaction page 47. New
York: Harper and Brothers.
Malti, Rubina (2008). Teacher effectiveness and
values A study on secondary school teachers. Indian
Journal of Educational Research, 27(1), 17-21.
Mani, S. & Shyam, V.M. (2013). A study on Job
Satisfaction of arts and Science College Teachers in
Chennai. Indian Journal of Research, 2(11), 46-49.
Nir,E. & Bogler, R. (2008). Antecedents of Teacher
Satisfaction
with
Professional
Development
Programs. International Journal of Research and
Studies, 24(2), 377-386.
Poling, R. L. (1990). Factors associated with job
satisfaction of faculty members at a land-grant
university. Summary of Research in Extension, 5,
143.
Smith, P., 1961. Job Satisfaction and related factors.
Journal of Applied Psychology, 64, 82-87.
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Prospective of Massive Open Online Courses in Digital India
Yogesh Punia
Junior Research Fellow (UGC), Department of Education, Kurukshetra University,
Kurukshetra, Haryana
ABSTRACT
Digital India is an initiative taken by the Government to ensure that Government services are made available to
citizens electronically by improving online infrastructure and by increasing internet connectivity. One of the
major areas to be addressed is that of education and with the moral and infrastructural boost by the government
and the various stakeholders of society, the very idea of bringing smart practices in our classrooms could be
realized. Digital learning also came up with the assurance of novelty and collaboration and their recent recruit;
the Massive Open Online Courses (MOOCs) have been keeping everyone on toes. However, the MOOCs
movement still has a long way to go, especially in the Indian Education System. Higher Education being the focus
of recent MOOCs there comes out a need for inclusion of certain elements to ensure proper strengthening of
learning environment. MOOCs have been a successful phenomenon around the world in the past years but need
a bit of modification in the implementation phase so that it could deliver effectively in our system. The
irregularities in the connectivity, lack of proper digital awareness and may be a bit of indecisiveness in taking the
lead. In spite of this, it cannot be ruled out that the Indian students, who are able to get the MOOCs are showing
a lot of promising enthusiasm in them. This paper, takes up a few issues that, we as educators and also as the
students could encounter and to see what could be the possibilities in this field.
Keywords:
MOOCs, Digital India.
Introduction
Digital India is one of major schemes launched
by the Government of India to bring expertise in the
information and communication technology into various
sectors of the country. Education being one of the major
promising factors in the growth of a country demands our
immediate attention in the technological aspect. The
need of the hour is to bridge the classroom practices with
the World Wide Web. The advent of World Wide Web
brought a new hope for the world to be connected with
the vision to cutoff the physical distances between the
people. Learning, when met internet, resulted in the
development of atmosphere aimed at bringing openness
and collaboration. In 2001, the world saw an unexpected
step from one of the leading talent houses, Massachusetts
Institute of Technology (MIT) in the form of MIT OCW
(Open Course Ware) coming into the big picture. Many
predicted this is a step that would result in declination of
the quality of the content from the institute, but to
everyones astonishment it came out to be the biggest
master of open learning. This was perhaps the first step
towards the present form of Digital Learning. Now we
stand here 15 years later and could feel the changes that
the digital learning has brought in our lives. All you need
is a single click to access the courses from the premier
universities all over the world. From OCW to OER, and
to MOOCs, all these initiatives are the upgrades in the
main system of digital learning with the aim of bringing
openness, collaboration, authenticity of content and
efficiency in teaching learning. This paper is an attempt
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to identify the challenges and opportunities of MOOCs

in education to realize the dream of digital India
Objectives of Study
To identify the need of MOOCs in education.
To identify the challenges of MOOCs.
To explore the opportunities of MOOCs by
providing suggestions for its effective implementation
in education sector.
Research Design
This study is of exploratory in nature and an
attempt to look into the major features of MOOCs,
explore the challenges and then look for possible
participative and collaborative measures that are needed
in educational context.
MOOCs - Need of the Day
The development of a nation is depending upon
the education level of its citizens. The vision behind the
Indian educational structure, as laid down by our
constitution, stressed upon education for all and quality
of education. We have noticed a lot of initiatives taken
by the Government in education like Universalization of
Elementary Education and then Right to Education Act
2009 to fulfill these two aspects. But, these two initiatives
are taking place only in the school education level.
Whereas, every year around 85 percent (20 millions)
students entering into three year bachelor degree
programme in colleges. We need to have a system of
instruction that would cater to the need of these students,
both in terms of availability and quality of the
educational content. The Massive Open Online Courses
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serves the purpose, with the Massive stands for outreach
of the courses as it provides educational opportunity to
the students at large scale. The term Open gives anyone
and everyone an opportunity to join the course, no
biasness or restriction on the students on any bases.
Online connectivity ensures that the students are given
full freedom to have a self-paced learning environment
that suits the individual differences.
With the better infrastructure support available
in the colleges and universities, we expect that MOOCs
can play a pivotal role in transforming the very face of
education by bringing in innovative ideas and motivation
to students and educators. With the passage of time and
proper implementation strategies, we can also expect the
MOOCs to play down the same role in school education
and support Universalization of Elementary Education
and then Right to Education Act 2009
Challenges of MOOCs
The major problems/challenges faced by both the
ends-students and teachers, call upon our immediate
attention.
(a) At the End of Students
(1) Online connectivity: The MOOCs are provided
or taken online everywhere, but a lot of problems
could be faced to get most of the students online for
even registering for the course. The platforms used
for delivering the MOOC are helpful in this context
as the users were provided with the ability to register
via social networking sites. For the rest of students,
where the connectivity remains an issue a blended
version of the MOOCs could be taken by providing
the video lectures and the transcripts of the lesson in
hard copy.
(2) Out of box Content: The biggest applauds that the
MOOCs could get is the content that it provides. It is
nothing new in terms of principles and practices but
the way the entire course is built on videos, graphics
and the interviews gives an opportunity to see things
from a new perspective.
(3) Student satisfaction: This is perhaps a bigger
challenge for us to provide a newer experience to
them. The very idea of self-paced learning and the
autonomy over accessibility of the contents is a fresh
breath of air for them .This is may be a new window
for the distance education and private students.
(b) At the End of Educators
1. Uniformity of content: As educators the biggest
challenge is to have a stable syllabus and learning
environment for the students as the MOOCs would
be catering to the students globally or nationally in
this context, it must be having an element of
opportunity for all so that everyone could feel at ease
no matter what institute and university he went to.
2. Language barrier: Language has always been a topic
of debate and in our context the students from the
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regional areas faced a little difficulty. The only option

available was Hindi or English. We expect the Indian
players come into play and put some regional
languages option so that everybody could be
benefitted.
3. Technological interface: Most of the faculties that
usually give out the MOOCs have some exposure to
the technological aspects considering the level of ICT
literacy and the atmosphere among educators in India
, the interface of the MOOCs is very well balanced
and is quite similar to the web based social
networking pattern that we usually encounter. This
accounts for more efficient interaction and hence
better educator-technology relations.
4. Assessing the students: One of the major areas of
concern is the assessing the students progress. Usually
the traditional classroom program would seem to be
more effective than the MOOCs, owing to the latters
inability to evaluate descriptive type questions. The
MOOCs are usually made up with objective type
questions that really put the authenticity of
evaluation and the students hard work at risk.
The approach that could be used in this regard is
that we can have the students upload the answer in forms
of text files and then send it to the respective teaching
assistants or the faculties concerned. One of the recent
approaches that the present MOOCs are using is that of
the collaborative assessment. Every individual attending
MOOCs is required to provide feedback of his five peers
at least. An individual is awarded the average grade point.
This sort of assessment could prove out to be beneficial if
one intends to create a near ideal classroom environment
like that of the normal classes.
Opportunities of MOOCs
MOOCs are about 6-7 years old but India is yet
to acknowledge it fully. Other fact that could be
surprising is that a huge share of students are seen in
MOOCs on COURSERA, UDACITY, EDX but the
Indian platforms or the MOOCs by us are not that much
in number. Our MHRD has launched the SWAYAM
platform and some of the institutions are providing the
MOOCs but still have a long way to go.
Keeping in mind the above discussion, we could
have the following ideas in our future endeavors:
1. At higher education level, the institutions should
team up and prepare a common course of say 1-2
months duration as a pilot project. The commonness
would cut out the hesitation among the students
coming from different syllabus, areas and even
streams.
2. The major role is supposed to be played by the
educators in the success of MOOCs. We need to
devise a proper training method for the same, not
designed as Do it and Forget it, rather a new
approach named DIPPER (i.e. DO, IMPLEMENT,
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PROMOTE, PASS, ENRICH, RECREATE) should
be developed for long lasting impact on the learner.
3. Our various institutes of have been the hallmark of
authenticity in setting up the environment of ideal
teaching learning and prepare the future of
tomorrows classrooms. An initiative from this family
in the form common MOOCs for the students could
be a welcome change in the student teacher training
environment.
4. MOOCs , up to now only seen as a viable teaching
option for higher education but could be taken up to
a whole new level by introducing them in schools.
This might sound a bit strange but imagine a
classroom with the students revising a particular topic
by attending a 15 min lesson every week. It would be
like basing our MOOCs on syllabus books.
5. The present assessment system in schools includes
formative and summative assessments. For the
assessment purpose , the MOOCs could work out to
be a fine tool as all it needs a click and tick and the
result could be analyzed easily, making it more easy
and accurate as compared to individually assessing
every performance.
Conclusion
Although MOOCs may not have several aspects
of traditional teaching i.e. physical interaction, subjective
grading etc. that may make it the ultimate teaching tool
but could not be declined an opportunity to be the face
of openness and collaboration in education. Education is
the ultimate soul of masses, and is capable of
transforming their dreams into reality. With the advent of
new generation of students in the classroom, it is required
that the education system upgrades itself with the
demands and does not become obsolete. With the proper
implementation of both human and technological
resources, we could expect a lot of newer horizons
opening up in all the domains of learning especially in
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cognitive and affective one. Though we could expect a lot

of resistance due to homeostasis in both humane and
infrastructural aspects , it is to be seen as an opportunity
to advance further in the future with the Man-Machine
partnership dedicated to bring upon the true meaning of
LIFE - To Aspire, To Achieve .
Bibliography
Bali, M. (2013). 5 reasons teachers should dip
into MOOCs for professional development.
MOOC News & Reviews.
Bush, J. (2012). No dorm, gym or debt: Online
classes could partly solve the financial crisis of
higher education. Grand Rapid Press.
Koller, D. (2012). Top College Courses, for Free?
Kolowich, S. (2012). Riding the MOOC Wave.
Inside Higher Ed.
Lombardi, J. V. (2012). MOOCs and the Future
of the University. Inside Higher Ed.
Lombardi, J. V. (2012). The Next Big Thing.
Inside Higher Ed.
Olds, K. (2013) Memo to Trustees re: Thomas
Friedmans Revolution Hits the Universities.
Inside Higher Ed.
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Awareness on Menarche and Sex Education of Adolescent Girl Students
With Reference To Chennai and Tiruvallur District
S. Srilakshmi
Ph.D. Scholar, Lady Willingdon IASE,
Chennai, Tamil Nadu
ABSTRACT
Health Index has become an important issue related in the prevention of Drop-out of girl students. Education for
women is seriously stressed nowadays. At the same time, girls studying in schools undergo a lot more stresses. So it
is the high time that parents must be educated and oriented towards girl students to understand the related health
aspects involved in Puberty and to lead a healthy student life studiously. There must be somebody to through
light on the problems of girl students which make them discontinuing their education and explores the other
related health aspects such as, psychological and physiological changes, understanding of these aspects, feminine
hygiene, and social expectations and how to protect themselves from possible sexual abuse. One of the important
problems of girls school life is Age Attending. Parents hesitate to send their age-attended children to school due
to their monthly menses cycle and at one stage they stop their education. This is due to the lack knowledge of
aging in parents and students as well. Also, age-attended girls are confused about this stage of body growth and
become victim of psychological threats. The moment girl students attain their age means; both family members
and society stated view them in terms of care and protection. This becomes the beginning of the end of their
education. To prevent this, there must be an awareness program/training should be given to the girl students.
This awareness will clear all the doubts and remove unwanted worries from their mind which is an essential
requirement for their comfortable education environment. Since this Age-Attending plays an important and
poignant role in the personal and academic life of girl children, it is necessary that they should be informed about
this at their pre-puberty stage so that they face this situation comfortably.
Keywords:
Awareness on Menarche, Menstruation, Sex Education, Sex Abuse, Sex Harassment,
Adolescent Girl.
Problematic Period of Girl Students
In 1960 and 1970s child marriage was so
popular and essential criteria for a girl for marriage is
puberty. This resulted in a serious of mishappenings and
presently Government announced the marriage age of a
girl must be 21. This is a highly welcome sign by the most
of the educators of the nation because there is a
possibility for a girl to become a graduate within 21 years
as stipulated for marriage. One of the important
problems of girls school life is Age Attending. Parents
hesitate to send their age-attended children to school due
to their monthly menses cycle and at one stage they stop
their education. This is due to the lack knowledge of
aging in parents and students as well. Also, age-attended
girls are confused about this stage of body growth and
become victim of psychological threats. The moment girl
students attain their age means; both family members and
society stated view them in terms of care and
protection. This becomes the beginning of the end of
their education. To prevent this, there must be an
awareness program /training should be given to the girl
students. This awareness will clear all the doubts and
remove unwanted worries from their mind which is an
essential requirement for their comfortable education
environment. Since this Age-Attending plays an
important and poignant role in the personal and
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academic life of girl children, it is necessary that they

should be informed about this at their pre-puberty stage
so that they face this situation comfortably. They should
be also taught the following important aspects linked with
puberty,
a) Woman anatomy and Mechanism of monthly cycle
b) Hygienic practices to be observed at the time of
monthly cycles
c) Physiological changes at the time of monthly cycles
d) Awareness on What goes out from our body during
menses
e) Importance of up keeping hygienic measures
f) Diseases and infections related to the poor
maintenance during monthly cycles.
The above mentioned education will definitely
bring awareness for both Pre and Post puberty students
and they apply in their life and lead a happy academic
life. This related with their confidence level which will
promote their learning environment more conducive.
Sex Education: Sex Education is a much appraised term
in the western countries but still it is much debated in
India to be implemented or not. Educationalists and
Social scientists view this issue differently. Educationalists
say that it is unwanted in school and if this is
implemented, it would collapse the decorum, dignity and
discipline of the system where as Social scientist says that
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there are more sexual sins, misbehaviors in the school
and social environment because of no proper
understanding of the term Sex. At least, this education
should be introduced from 8th or 9th standard in which
primary sex hormones start its role in the adolescence
students. This sex education should discuss the following
aspects.
1. A complete scientific pictorial explanation of female
reproductive system and expertise talks (preferably
doctors) to girl students.
2. A detailed discussion on the possible health myths
and beliefs related to their private parts (Over
bleeding, white discharge, excess white discharge,
wounds and rashes, etc).
3. A
detailed
discussion
(May
be
a
demonstration/presentation) on female reproductory
system and related aspects.
4. A detailed discussion should be given on STD, AIDS
and Venereal diseases to the students and their
doubts should be cleared clear cut.
Sex Abuse: This term sex education is viewed differently
as a sin because of our cultural and social constraints. As
an individual we are harmless and as collective we are
harmful. This Pseudo-Puritanism result more damage to
the society. In the recent days, our country faced more
social related school problems. To quote a few,
1. A college girl was gang-raped and molested in New
Delhi has displayed our safety status of women.
2. Misbehavior of School master on his own girl
students in practical classes.
3. Forbidden illicit relationship between male students
with his school madam was media focused and
claimed more questions on Tutor-Tutee relationship.
So well-planned, systematic and scholarly sex
education will address these problems and gives awareness
for girl students to prevent themselves from Sex Abuse
and further harassment. Sex Harassment is recently
become popular in newspapers. This is a torture against
women who is aged from 3 years to endless. As a girl baby
in a family/as a girl student of a school could be possibly
exposed to this kind of sexual ill-treatment. A girl student
has a possibility of this harassment by the following male
members of the society. Such male persons may be, Male
member in a joint family, Distance relative as a floating
guest, Neighbor, Friend living in next house, Known
persons in the street, Unknown persons in the street,
Rickshaw driver, Auto rickshaw driver, Bus friends, Co
passengers, Hack sellers, School watchman, Van Driver,
Peon, Lab Assistants, Canteen sellers, Hostel stewards,
Masters including physical education male teachers and
Head Master. So the list seems to be endless but chances
are possible.
Conclusion: At this juncture, a proper behavioral lesson
package and practice will help them to protect them from
such harassments/abuses. Systematic expertise awareness
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will help them considerably. After this awareness

education,
1. A girl student can understand the good touch and
bad touch.
2. A girl student can react to the touches.
3. A girl student can avoid such vulnerable situations.
4. A girls student can learn how to seek the help of
others to rescue her from sexual caressing
5. A girl student can understand what is going around
her and knows how to react.
6. A girl student can understand her legal rights to
escape/attack and assaulting the male who
approaches her on bad touch.
So, a girl child should be well aware of her
physiological changes (as discussed Age-Attending), Sex
Education and possible sex abuse and harassment. This
will certify their learning environment so enjoyable and
permanent as well.
References
Lamia Dhia AlDeen & Maissa Messer Nasser. (2010).
Information, Beliefs and Attitudes towards Menarche
in a Sample of Adolescent Student Girls in Baghdad
city. Iraqi J. Comm. Med., 23(2).
Shabnam Omidvar & Khyrunnisa Begum. (2010).
Factors influencing hygienic practices during menses
among girls from south India - A cross sectional
study, International Journal of Collaborative
Research on Internal Medicine & Public Health,
2(12), 411-423, ISSN 1840-4529. Retrieved from
http://www.iomcworld.com/ijcrimph.
Shipra Nagar & Kh. R. (2010). Aim of Knowledge of
Adolescent Girls Regarding Menstruation in Tribal
Areas of Meghalaya, Stud Tribes Tribals, 8(1), 27-30.
Keerti Jogdand & Pravin Yerpude. (2011). A
community based study on menstrual hygiene among
adolescent girls. Indian Journal of Maternal and
Child Health, 13(3).
Subhash B. Thakre, Sushama S. Thakre, Monica
Reddy, Nidhi Rathi, Ketaki Pathak & Suresh Ughade
(2011). Menstrual Hygiene: Knowledge and Practice
among Adolescent School Girls of Saoner, Nagpur
District, Journal of Clinical and Diagnostic Research,
5(5), 1027-1033. Retrieved from www.jcdr.net.
Anju Ade & Ramesh Patil (2013). Menstrual
Hygiene and Practices of Rural Adolescent Girls of
Raichur. International Journal of Biological &
Medical Research, 4(2), 3014-3017.
Anusree P. C., Ardra Roy, Aswathy B. Sara, Faseela
V.C.M, Gincy, P. Babu Anupama Tamrakar (2014).
Knowledge Regarding Menstrual Hygiene among
Adolescent Girls in Selected School, Mangalore with
a View to Develop an Information Booklet. IOSR
Journal of Nursing and Health Science, 3(1), 55-60. eISSN: 2320-1959.p-ISSN: 2320-1940.
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Role of ICT in Classroom Instruction
S. Vinoth
Ph.D. Research Scholar, School of Education, Bharathiar University,
ABSTRACT
Information and Communication Technologies have recently gained groundswell of interest. It is a significant
research area for many scholars around the globe. Indeed, a small percentage of schools in some countries
achieved high levels of effective use of ICT to support and change the teaching and learning process in many
subject areas. Schools with higher level of e-maturity show a rapid increase in performances in scores compared to
those with lower level. In addition, schools with sufficient ICT resources achieved better results than those that
are not well-equipped. Finally, teachers become more convinced that educational achievements of pupils are due
to good ICT use. The rapid global technological advancement and economic development places a great
investment into education. Nowadays, with the expansion of knowledge, advancement of technology as well as
globalization issues, the profession teaching becomes a central figure and most challenging, for it requires new
planning and technological adaptation to cope with cultural dynamism. Teachers are implementers, and thus
need to learn and apply new technologies into their classroom instructions. Almost all the countries are more
conscious more than ever about the importance of ICT in the development of a nation in several aspects, such as
educational development, economic growth, social awareness, cultural enrichment and political leadership. The
use of ICT in schools is crucial for the development of economic and social change worldwide. Also there is
substantial evidence that Information and Communication Technology promote a quality education and effective
teaching- learning atmosphere for both a student and teacher.
ICT, Role of ICT, Teaching-Learning, Benefits of ICT.
Keywords:
Introduction
ICTs stand for information and communication
technologies and are defined, for the purposes, as a
diverse set of technological tools and resources used to
communicate, and to create, disseminate, store, and
manage information. These technologies include
computers, the Internet, broad casting technologies (radio
and television), and telephony. The use of information
and communication technology (ICT) such as Internet
applications, CD-ROMs, video technology and various
computer attachments and software programs have
caused many changes in society. These changes have not
just been of a technical nature but more importantly of a
structural nature. Many of the major institutions of our
society have changed and the way we live our daily lives
have been impacted. However, the impact on education
may just beginning to be felt as teachers integrate this new
technology into their teaching. In the early stages of the
use of ICT in teaching, looking at the experiences of
teachers at a high school in the forefront provides some
clues as to what possibilities and problems may be
presented with this new technology.
The Effectiveness of ICTs in Education
ICTs are a potentially powerful tool for extending
educational opportunities, both formal and non-formal,
to previously underserved constituencies - scattered and
rural populations, groups traditionally excluded from
education due to cultural or social reasons such as ethnic
minorities, girls and women, persons with disabilities,
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and the elderly, as well as all others who for reasons of

cost or because of time constraints are unable to enroll on
campus.
1. Anytime, anywhere.
One defining feature of ICTs is their ability to
transcend time and space. ICTs make possible
asynchronous learning, or learning characterized by a
time lag between the delivery of instruction and its
reception by learners. Online course materials, for
example, may be accessed 24 hours a day, 7 days a week.
ICT-based educational delivery (e.g., educational
programming broadcast over radio or television) also
dispenses with the need for all learners and the instructor
to be in one physical location. Additionally, certain types
of ICTs, such as teleconferencing technologies, enable
instruction to be received simultaneously by multiple,
geographically dispersed learners (i.e., synchronous
learning).
2. Access to remote learning resources
Teachers and learners no longer have to rely
solely on printed books and other materials in physical
media housed in libraries (and available in limited
quantities) for their educational needs. With the Internet
and the World Wide Web, a wealth of learning materials
in almost every subject and in a variety of media can now
be accessed from anywhere at any time of the day and by
an unlimited number of people. This is particularly
significant for many schools in developing countries, and
even some in developed countries, that have limited and
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outdated library resources. ICTs also facilitate access to
resource persons, mentors, experts, researchers,
professionals, business leaders, and peers all over the
world.
3. ICTs help prepare individuals for the workplace
One of the most commonly cited reasons for
using ICTs in the classroom has been to better prepare
the current generation of students for a workplace where
ICTs, particularly computers, the Internet and related
technologies, are becoming more and more ubiquitous.
Technological literacy, or the ability to use ICTs
effectively and efficiently, is thus seen as representing a
competitive edge in an increasingly globalizing job
market.
Advantages of ICT in Education
Here are some of the benefits which ICT brings
to education according to recent research findings.
General benefits
Greater efficiency throughout the school.
Communication channels are increased through
email, discussion groups and chat rooms
Regular use of ICT across different curriculum
subjects can have a beneficial motivational influence
on students learning.
Benefits for teachers
ICT facilitates sharing of resources, expertise and
advice
Greater flexibility in when and where tasks are carried
out
Gains in ICT literacy skills, confidence and
enthusiasm.
Easier planning and preparation of lessons and
designing materials
Access to up-to-date pupil and school data, anytime
and anywhere.
Enhancement of professional image projected to
colleagues.
Students are generally more on task and express
more positive feelings when they use computers than
when they are given other tasks to do.
Computer use during lessons motivated students to
continue using learning outside school hours.
Benefits for Students
Higher quality lessons through greater collaboration
between teachers in planning and preparing
resources.
More focused teaching, tailored to students strengths
and weaknesses, through better analysis of attainment
data
Improved pastoral care and behavior management
through better tracking of students
Gains in understanding and analytical skills,
including improvements in reading
Comprehension.
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Development of writing skills (including spelling,

grammar, punctuation, editing and re-drafting), also
fluency, originality and elaboration.
Encouragement of independent and active learning,
and self-responsibility for learning.
Flexibility of anytime, anywhere access (Jacobsen
and Kremer, 2000).
Development of higher level learning styles.
Students who used educational technology in school
felt more successful in school, were more motivated
to learn and have increased self-confidence and selfesteem
Students found learning in a technology-enhanced
setting more stimulating and student-centered than in
a traditional classroom
Broadband technology supports the reliable and
uninterrupted
downloading
of
web-hosted
educational multimedia resources
Opportunities to address their work to an external
audience
Opportunities to collaborate on assignments with
people outside or inside school
Benefits for Parents
Easier communication with teachers
Higher quality student reports more legible, more
detailed, better presented
Greater access to more accurate attendance and
attainment information
Increased involvement in education for parents and,
in some cases, improved self-esteem
Increased knowledge of childrens learning and
capabilities, owing to increase in learning activity
being situated in the home
Parents are more likely to be engaged in the school
community
You will see that ICT can have a positive impact
across a very wide range of aspects of school life.
ICT and Raising Standards
Recent research also points to ICT as a
significant contributory factor in the raising of standards
of achievement in schools.
Schools judged by the school inspectors to have very
good ICT resources achieved better results than
schools with poor ICT.
Schools that made good use of ICT within a subject
tended to have better achievement in that subject
than other schools.
Socio-economic
circumstances
and
prior
performance of pupils were not found to be critical.
Secondary schools with very good ICT resources
achieved, on average, better results in English,
Mathematics and Science than those with poor ICT
resources.
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A range of research indicates the potential of ICT to
support improvements in aspects of literacy, numeracy
and science.
Improved writing skills: grammar, presentation,
spelling, word recognition and volume of work.
Age-gains in mental calculations and enhanced
number skills, for example the use of decimals.
Better data handling skills and increased ability to
read, interpret and sketch graphs Improvements in
conceptual
understanding
of
Mathematics
(particularly problem solving) and Science
(particularly through use of simulations)
The Role of ICT to Improve the Quality of Education
ICTs can enhance the quality of education in
several ways: by increasing learner motivation and
engagement by facilitating the acquisition of basic skills,
and by enhancing teacher training. ICTs are also
transformational tools which, when used appropriately,
can promote the shift to a learner-centered environment.
If information and communications technology (ICT) is
taught well, it has been shown to enhance pupils levels of
understanding and attainment in other subjects. Thats
because real ICT is more about thinking skills than
about mastering particular software applications.
1. ICTs such as videos, television and multimedia
computer software that combine text, sound, and
colorful, moving images can be used to provide
challenging and authentic content that will engage
the student in the learning process.
2. Interactive radio likewise makes use of sound effects,
songs, dramatizations, comic skits, and other
performance conventions to compel the students to
listen and become involved in the lessons being
delivered.
3. Any type of ICT, networked computers with Internet
connectivity can increase learner motivation as it
combines the media richness and interactivity of
other ICTs with the opportunity to connect with real
people and to participate in real world events.
4. The transmission of basic skills and concepts that are
the foundation of higher order thinking skills and
creativity can be facilitated by ICTs through drill and
practice.
5. Educational television programs such as Sesame
Street use repetition and reinforcement to teach the
alphabet, numbers, colors, shapes and other basic
concepts.
6. Most of the early uses of computers were for
computer-based learning (also called computerassisted instruction) that focused on mastery of skills
and content through repetition and reinforcement.
7. ICTs have also been used to improve access to and
the quality of teacher training.
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8. ICT can provide both the resources and the

pedagogical framework for enabling pupils to become
effective independent learners. For example,
computer programs are available that adjust
themselves to the pupils level and then set
appropriate tasks and give feedback on performance.
Used wisely, these can help pupils to move on.
Also, newer technologies such as Web 2.0
applications enables pupils and others to collaborate
in ways that reflect a broadly constructivist approach
to education.
9. ICT places all learners on an equal footing. Given the
right hardware, software and curriculum activities,
even severely physically disadvantaged pupils can
achieve the same degree of success as anyone else.
10. ICT has been shown to have benefits in terms of
motivating pupils. That comes about partly through
factors like being able to produce nice-looking work
with no teachers red marks all over it, and partly
because the computer is seen as being impartial and
non-judgmental in its feedback to the pupil.
11. ICT enables pupils to gather data that would
otherwise be difficult or even impossible to obtain.
For example, data from inaccessible places (eg outer
space), inaccessible times (e.g. overnight), from both
overseas and nationally on demand (without having
to physically go anywhere) or data at very precise time
intervals.
12. ICT enables pupils to gather data that would
otherwise be time-consuming or costly or both. For
example, pupils can use the internet to get up-to-theminute information on prices. They can use a DVD
or the internet to watch movies of old dictators
speaking, or the moon landings, or to listen to a piece
of music by Mozart.
13. ICT enables pupils to experiment with changing
aspects of a model, which may be difficult or even
impossible for them to do otherwise. For example,
pupils of Business Studies and Economics can see
what might happen to the economy if interest rates
were raised or lowered. Pupils can use webcams to
capture the development of an egg or a plant.
14. ICT enables pupils to draft or redraft their work until
they are satisfied with it.
15. Another reason to use ICT in lessons is because it
can help to implement personalized learning
16. Pupils usually enjoy using computers and other types
of technology, so lessons which make use of it start
off with an advantage (which is all too often
squandered).
17. Educational technology puts the pupil in control (if it
is well-designed), enabling her to personalize the
interface, select and create resources, and even choose
what to learn.
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18. Just about every aspect of modern life involves
educational technology; therefore, to not make use of
it in the curriculum is anachronistic.
19. Because educational technology pervades all aspects
of modern society, schools have a duty of care to
ensure that pupils understand issues such as keeping
safe online, protecting their identity, recognizing
good and misleading information sources on the
internet, the effects of educational technology on
communications and the economy, to name but a few
issues.
Conclusion
There is substantial evidence that Information
and Communication Technology promote a quality
education and effective teaching- learning atmosphere for
both a student and teacher. Several research studies
indicate that Information and communication technology
(ICT) provides educational opportunities and
environmental readiness for classroom instruction. ICT
plays a major role in the developing countries to go
through economic, political, social and cultural
development. This implies that ICT has a profound
impact on how teachers teach and students learn, and
how people live, business and communicate in the day to
day activities. It provides opportunities to stimulate
learning and increase motivation that enables teachers
and students to interact productively with neighboring
communities and global economy in a wider and higher
scope. More essentially, ICT plays a greater role in
generating of knowledge and processing information for
problem solving and further exploration. However, it
remains to be seen how teachers use, integrate and invite
students to learn, access, gather, process, analyze, transmit
and simulate information. The usage of ICT into
classroom instruction is a more practical, interactive and
innovative aspect rather than theoretical. In effect, the
impact of ICT on education is one of the most critical
issues. Its powerful instrument that enables practical
environment and assists new ways of teaching and
learning, and helps students to develop knowledge and
skills for cooperation, communication and problem
solving. The use of ICT into classrooms instruction,
however, remains as a sole role of teachers.
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References
Bottino R.M. The evolution of ICT based learning
environments: Which perspective for the school of
the future? British Journal of Educational
Technology, 35(5) (2004), 553-567.
Bransford J.D. R.D. Sherwood, T.S. Hasselbring,
C.K. Kinzer & S.M. Williams, Anchored instruction:
Why we need it and how technology can help, In D.
Nix and R. Spiro (Eds.), Cognition, Education,
Multimedia: Exploring ideas in High Technology,
(1990), 115-141, Hillsdale, NJ: Lawrence Erlbaum
Associates.
Brooks J.G.M.G., In search of understanding the case
for constructivist classrooms,
Alexandria, VA, USA, Association for Supervision &
Curriculum Development, (1999), Retrieved May 1
(2013) from http://site.ebrary.com/lib/akdeniz/Doc.
Chambers. A & S. Bax, Making CALL work:
Towards normalisation, System, 34(4) (2006), 465479.
Cox M.J. and G. Marshall, Effect of ICT: Do we
know what we should know? Education and
Information Technologies, 12(2) (2007), 59-70.
Courts. B and J. Tucker, Using technology to create a
dynamic classroom experience, Journal of College
Teaching and Learning (TLC), 9(2) (2012), 121-128.
Harrison, C., Comber, C., Fisher, T., Haw, K.,
Lewin, C., & Lunzer, E. (2003). The Impact of
Information and Communication Technologies on
Pupil Learning and Attainment London: Becta.
Kompf,
M.
(2005).
Information
and
Communications Technology (ICT) and the
Seduction of Knowledge, Teaching, and Learning:
What Lies Ahead for Education. Curriculum
Inquiry, 35(2).
OECD (2006a). Are Students Ready for a
Technology-Rich World? What PISA Tells Us. Paris:
OECD.
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Emotional Intelligence of Orphan Students
Shahana, A.M.
Doctoral Research Scholar, Department of Education, Bharathiar University,
Coimbatore,Tamil Nadu
Dr. G. Singaravelu
Professor & Head, Department of Education, Bharathiar University,
ABSTRACT
The present study was conducted on emotional intelligence of orphan students in Palakkad district, Kerala. The
sample for the study consisted of 100 secondary school orphan students. Emotional Intelligence inventory by Dr.
Mangal was used as a tool for measuring emotional intelligence. The data was analyzed through mean, S.D., t-test.
The result revealed that there is no significant difference in the emotional intelligence of secondary school orphan
students with respect to their gender and class.
Introduction
Emotional intelligence is the capacity of
individuals to recognize their own, and other
people's emotions, to discriminate between different
feelings and label them properly, and to
use emotional information to guide thinking and
behavior. Orphans learned independence and
interdependence at a young age. And they practically and
wisely face facts as they are, not as they wish they are.
They can really gathering after a set-back and have a
natural bounciness. They are most fulfilled when they are
within a group and feel like they are one of the bands. As
a result, they narrate and join well with others, enjoying
networking and companionship, which suits their deep,
caring, outgoing and affable personality. They have what
is a called a common touch to motivate others to arena
in, solve problems, and just commonly do and be their
best.
Need of the Study
Emotional intelligence plays vital role in
development of mental and psychological health and
perspectives of youth which are tomorrows future. People
who are emotionally intelligent, deal with fluctuating
emotions effectively and hence lead a much happier life
than those who cannot control their emotions well. This
study focuses on the emotional intelligence of secondary
school level orphan students. Behavioral and emotional
disorders are highly prevalent among orphan children
with residential care that needs to be addressed.
Moreover, measure for early identification and
intervention will improve the quality of life of the orphan
population. So this study will help to find emotional
intelligence of orphan students and also help us in
framing a better future of orphan students.
Objectives
in mean scores of the emotional intelligence of
secondary school orphan students with respect to
their gender.
www.ycjournal.net

in mean scores of the emotional intelligence of
secondary school orphan students with respect to
their class.
Hypotheses
1. There is no significant difference in mean scores of
the emotional intelligence of secondary school
orphan students with respect to their gender.
the emotional intelligence of secondary school
orphan students with respect to their class.
Method: Survey method was adopted for the study.
Proper statistical method was adopted to test hypothesis,
which was used to find the results of the study.
Sample: The sample of the study was the secondary
school orphan students from different orphanages in
Palakkad, Kerala. The sample was restricted to 100
secondary school orphan students from 5 orphanages to
the convenience of the investigator for the study.
Government and aided orphanages are considered for the
investigation.
Research Tool: Emotional Intelligence Inventory by
Mangal.
Delimitations of the Study
The study is confined to measure the emotional
intelligence only.
This study has been restricted only to the secondary
school orphan students in Government and
government aided orphanages.
This study is carried out taking 100 students as
sample.
Hypothesis 1: There is no significant difference in mean
scores of the emotional intelligence of secondary school
orphan students with respect to their gender.
Table 1: Emotional Intelligence with regard to Gender
Gender
Mean
SD
t-value
Remark
Female
83.2
11.71
0.779
Not
significant
Male
81.04
15.17
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From Table-1, it is clearly found that the
calculated value of t is less than the tabulated value at
0.01 level of significance. Hence the null hypothesis is
accepted. So it can be concluded that there is no
significant difference in mean scores of the emotional
intelligence of secondary school orphan students with
respect to their gender.
scores of the emotional intelligence of secondary school
orphan students with respect to their class.
Table 1: Emotional Intelligence with regard to Class
Class
Mean
SD
t-value
Remark
IX
57.14
22.27
1.36
Not
significant
X
76.36
14.42
From Table-2, it is clearly found that calculated
value of t is less than the tabulated value at 0.01 level of
significance. Hence the null hypothesis is accepted. Thus
it can be concluded that there is no significant difference
in mean scores of the emotional intelligence of secondary
school orphan students with respect to their class.
Findings
1. There is no significant difference in the emotional
respect to their gender.
2. There is no significant difference in the emotional
respect to their class.
Conclusion
Children who display higher quality of emotional
intelligence have also been found to have better academic
achievement than children with poor emotional
intelligence. Building better and strong mutually
understandings and relationships will be very important
for orphan children in the beginning itself. Being in an
ordinary school as all other children, may mould their
thinking in a positive way and make emotional intelligent
better. It may give them strong personality and mental
strength to prepare and face world tomorrow.
References
Linsey Cranab, A. & William Dharma Raja, B.
(2014), Orphan childrens adjustment behavior.
Indian streams research journal, 4(2).
Martha J. Herr (2014). Common practices in south
Asian
orphanages.
Sites.psu.edu/marcyherr/wp
contents.
Nasir Mohammat Bhat (2014). Emotional stability
and depression in orphan secondary students,
International journal of Education & Psychological
research, 3(2).
Rao Farman Ali (2014), the deprived childhood: a
case
study
of
orphans
in
Kashmir.
https://www.researchgate.net/profile/RaoFarman_Ali/publications.
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Valentina Pavlovna Vlasova and Ekaterina

Vladimirovna Pligina (2014), physical state of foster
homes and orphanages children in the republic of
Mordovia. Middle-East Journal of Scientific Research
20 (9): 1046-1050, 2014.
Sushanth,
V.H., Krishna,
M., Suresh
Babu,
A.M., Prashant, G.M. & Chandu, G.N. (2011). A
peer group approach model of oral health promotion
among orphans at Puduchery, South India.
www.ncbi.nlm.nih.gov/pubmed/24478958.
Greeshma Varghese (2013), the prevalence of health
problems among orphan children in selected
orphanages,
Bangalore.
Available
at:
www.rguhs.ac.in/cdc/onlinecdc/uploads/05_N138_
31097.doc.
S G Premkumar, Rakhi Dandona, G Anil Kumar, SP
Ramgopal, Lalit Dandona (2014), Depression among
AIDS-orphaned children higher than among other
orphaned
children
in
southern
India.www.ncbi.nlm.nih.gov/pmc/articles/pm/c4016
624.
Beena.B.S. (2012). Effectiveness of bibliotherapy on
stress reduction among orphan children in selected
orphans Bangalorewwwguhs.ac.in/cdc/onlinecdc.
Doku, Paul Narh (2012), the mental health of
orphans and vulnerable children within the context
of HIV/AIDS in Ghana.theses.gla.ac.uk/3629/
Elizabeth Lee Ann Zimmermann (2012), Modern-day
orphanages: Exploring what it is like to grow up in a
stable, long-term residential childrens home.
Lib.dr.iastate.edu.
Ethnasios, Reymon Adly (2012), Describing the care
and treatment of orphans in Egypt through the
perspectives of residents, caretakers and
government social workers. Digitallibrary.usc.edu.
Grace Zhou (2012), Understanding the Psychosocial
Well-being of Orphans and Vulnerable Children
(OVC): The Intersection of Research and Policy.
Dukespace.lib.duke.edu.
Joshua Forkert (2012), Orphans of Vietnam: A
history of intercountry adoption policy and practice
in Australia 1968-1975. www.nla.gov.au.
Wasima Rahman, M S I Mullick, Mohammed Asraful
Siddike Pathan, Nafia Farzana Chowdhury,
Mohammed Shahidullah, Helaluddin Ahmed, Surajit
Roy, Atiqul Haq Mazumder, Farzana Rahman (2012),
Prevalence of Behavioral and Emotional Disorders
among the Orphans and Factors Associated with
these Disorders. www.banglajol.info
Bhuvanesh Shukla, Dushyant shukla (2011), Physical
health status of children at selected orphanage Salem,
Tamil
Nadu.
irj.iars.info/volumes/828001022011/pdf/82800102
2011021.pdf.
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Devi. M.S., Kumari. S.R., Mohanty. I. (2011), Impact
of developmental intervention on the motor mental
development of orphan children. Cbp.icar.gov.in/To
Download/CAFTCentre_16.
Lassi Z S, Mahmud S, Syed EU, Janjua NZ (2011),
Behavioral problems among children living in
orphanage facilities of Karachi, Pakistan: comparison
of children in an SOS Village with those in
conventional orphanages. www.ncbi.nlm.nih.gov.
Anne Smiley, Carine Omoeva, Benjamin Sylla, Ania
Chaluda (2010), Orphans and vulnerable children:
trends in school access and experience in eastern and
southern Africa. www.epdc.org
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Sivenkosi A. Rashe (2006), an evaluation of care and

support centres for hivlalds orphans in Khayelltsha.
Digitalknowledge.cput.ac.za.
Benson, N. (2002). Psycho social problems of
orphans. www.shodhganga.com.
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Mechanical Aptitude of Vocational Higher Secondary and Higher Secondary School Students
Smitha Eapen
Assistant Professor, Mount Tabor Training College,
Pathanapuram, Kollam, Kerala
ABSTRACT
The world is fast moving and highly techno savvy. The curriculum in schools, colleges and professional education
has to be updated to meet the present needs. Today professionals are selected and appraised on their aptitudes in
their field of specializations. The world requires professionals with mechanical aptitude because daily life of an
individual requires machines and innovations to lead a stress free life the study is an attempt in this light.
Introduction
Major Findings of the Study
People like to gaze into the crystal ball of the
Mechanical Aptitude of vocational higher secondary
future and by insight find activities that fit their abilities,
school students is more or less normally distributed.
aptitudes and skills. In this era of professional
Male and female vocational higher secondary school
competency it is essential to understand the terms
students do not differ much in their mechanical
aptitude and mechanical aptitude. Mechanical Aptitude is
aptitude.
the ability to understand mechanical principles and
devices, and also the laws of physics applied to daily life.
Mechanical Aptitude is a necessary skill in this era of
The present has advanced technology and innovations in
innovations and technological
advancements
field of engineering so it is required to grasp and display
and care must be taken to nurture this skill.
the skill so as to succeed in the profession. Thus
Classrooms and schools can be designed to reflect the
mechanical aptitude helps a person to identify his or her
various aptitudes of students.
ability to progress smoothly in their field of expertise.
Career counseling should be given to children if such
an aptitude is identified.
Our schools and culture focus most of their
Aptitude tests must be conducted so as to give
attention on linguistic and logical intelligence.
educational and vocational guidance.
Unfortunately, many children who have these gifts dont
Individual differences must be considered while
receive much reinforcement for them in school and end
preparing curriculum.
being labeled as underachieves. It is in the light of the
Suggestions for Further Research
arrival of M1 theory that activity oriented curricular is
The study can be conducted on students of
being enforced to cater to all the intelligences of the
professional courses.
child. Even new types of schools such as vocational and
The same study can be conducted on a larger
technical schools are started around the world to train
population and simple.
children according to their tastes.
The study can be done with the help of standardized
Objectives
tools.
To study the mechanical aptitude of vocational
This study can be done relating with other
higher secondary school students.
mechanical aptitude variables like spatial intelligence.
To study the differences in the means of scores of
References
mechanical aptitude of male and female vocational
Smith, Mark E. (2009). The Correlation between a
Pre-Engineering Student's Spatial Ability and
Hypothesis
Achievement in an Electronics Fundamentals
There is significant difference in the means of scores
Course. All Graduate Theses and Dissertations,
of mechanical aptitude of male and female vocational
pp.254.
Alias, M., Black, T. R., & Gray, D. E. (2002).Effect of
Population & Sample
instructions on spatial visualization ability in civil
The population for the present study consists of
engineering students. International Educational
all the students studying in the VHSS of Kollam District.
Journal,
3
(1),
112.
Retrieved
from
The study was conducted on a representative sample of
http://www.iejcomparative.org/data/volumes/v3n1.
1100 students in V.H.S.S. from Kollam District.
pdf.
Tool: Mechanical Aptitude Test was constructed by the
investigator and used to measure mechanical aptitude of
vocational higher secondary school students.
www.ycjournal.net
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Bennett, G. K., Seashore, H. G., & Wesman, A. G.
(1973). Differential aptitude test: Forms S and T.
New York, NY: The Psychological Corporation.
Caissie, A. F., Vigneau, F., & Bors, D. A. (2009).
What does the Mental Rotations Test measure? An
analysis of item difficulty and item characteristics.
The Open Psychology Journal, 2, 94102.
doi:10.2174/1874350100902010094
College Entrance Examination Board. (1939). CEEB
special aptitude test in spatial relations. New York,
NY: Author.
Contero, M., Naya, D., Company, P. & Saorn, J. L.
(2006). Learning support tools for developing spatial
abilities in engineering design. International Journal
of Engineering Education, 22 (3), 470477.
Lieu, D. K., &Sorby, S. A. (2009). Visualization,
modeling, and graphics for engineering design.
Clifton Park, NY: Delmar, Cengage Learning.
www.ycjournal.net
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Social Competition and Self Efficacy among Higher Secondary Students
S. Selvasakthi
Ph.D. Research Scholar, Mother Teresa Womens University, Kodaikanal,
Tamil Nadu
Dr. N. Kalai Arasi
Associate Professor, N.K.T. National College of Education for Women, Chennai,
Tamil Nadu
ABSTRACT
Competition is the most fundamental form of social struggle. The present study has chosen this area for research,
as now a days the education system in our country are more competitive and all the students and their are
parents running beyond the scores/marks. Social and academic competitions are a great way for talented students
to deepen their knowledge about their favorite subjects and challenge themselves to research and create. Social
competitions bring students together who share interests and abilities, and the atmosphere buzzes with learning
and friendship. When the students want to success in their life they want to know their skills and abilities. A
strong sense of efficacy enhances human accomplishment and well-being in countless ways. The objective of the
paper is to found out the social competition and self efficacy among the higher secondary students. A Sample of
100 students was selected from the higher secondary schools in Thiruvallur District. Researchers have found that
the social competition and self-efficacy are highly positively and significantly related among higher secondary
students. Now-a-days most the schools preparing their students for competition only, so they might give up
extracurricular activities, sports, musical interests, drama or community events. Social competition depends on
interpersonal interactive relationships such as ones association to societal principles ones co-operation with
others. In the same manner, their self efficacy helps to regulate their social competition. The findings of the study
the investigation indicate that social competition helps the students to achieve their goal in healthy way.
Introduction
of proper educational techniques, De ordine docendi et
According to Oscar Wilde, Education is an
studendi, that teachers should refrain from physically
admirable thing, but it is well to remember from time to
punishing pupils, and that students are stimulated best by
time that nothing that is worth knowing can be taught.
competition, which can be intensified by pairing them
As the demands on a society change, its culture
off.
changes and consequently also its educational practices
Currently, competition works like a motivator in
must change. Though difficult to understand in detail,
different populations worldwide and in many countries,
this process of change appears to be a never-ending, selfcompetitivers is considered a main factor in the
propelling cycle. In order for a system with feedback to be
development of laws and politics that allow the
stable, the response to change must be delayed.
improvement in social levels and conditions. When
Education, therefore, always seems too late in its
individuals are familiar with the demands of a task or
adjustment. Currently, the knowledge and skills to
activity, they are likely to call on the self-efficacy beliefs
survive in what has become known as the information
that have been developed as a result of previous
society are being incorporated with the social competition
experience with similar tasks. In these cases, confidence
in education.
judgments are called self-efficacy for performance because the
It is not surprising that education and
efficacy beliefs correspond directly with the performance
competition are intimately related. On one hand, it is
toward which they are aimed. When people are
natural for children to compete and, therefore,
unfamiliar with the task that confronts them, however,
understandable that competition is put to educational
they are not clear on precisely which skills will be
use. On the other hand, competition may be found so
required, and so their confidence cannot be based on past
important in adult life, that a society especially educates
experiences with similar tasks. Self-beliefs must be
their young to compete. For instance, in Sparta, the most
inferred from past attainments in situations perceived as
prosperous Greek city in the 8th and 7th centuries BC,
similar to the new one. These confidence judgments are
physical education was dominated by contests, in
called self-efficacy for learning because they are, in essence,
particular the Olympic Games, where Spartans often won
inferences made about one's capability to learn what is
more than half of the top honors.
required to successfully accomplish the task (see Schunk,
Marcus Verrius Flaccus, a Roman teacher famous
1996b; Zimmerman, Bandura, & Martinez-Pons, 1992).
in the late 1st century BC, is credited to have introduced
Zhi-Hong suggests that social competition involves
the principle of competition among his students as a
social comparisons, where students are exposed to
pedagogical aid. He awarded attractive books as prizes.
conflicting sets of comparative information and
The Italian scholar Battista Guarino writes in his account
competitive learning activities used in social and self
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competition preference factors between students in
accordance with the students abilities and skill levels.
These aspects create differences in self and social
competition mechanisms and are interpreted differently
depending on student ability. In the enjoyment learning
aspect, social competition is seen in different ways
depending the students ability level. Low ability students
seem to regard the social competition as a game planning activity in which the enjoyment aspect is crucial.
Therefore the present study is an attempt to investigate
the social competition and self efficacy among higher
secondary students.
Need and Importance of the Study
Competition is the most fundamental form of
social struggle. The present study has chosen this area for
research , as now a days the education system in our
country are more competitive and all the students and
their are parents running beyond the scores/marks.
Social and academic competitions are a great way for
talented students to deepen their knowledge about their
favorite subjects and challenge themselves to research and
create. Social competitions bring students together who
share interests and abilities, and the atmosphere buzzes
with learning and friendship. When the students want to
success in their life they want to know their skills and
abilities. A strong sense of efficacy enhances human
accomplishment and well-being in countless ways.
Confident individuals approach difficult tasks as
challenges to be mastered rather than as threats to be
avoided. They have greater interest and deep engrossment
in activities, set themselves challenging goals and
maintain strong commitment to them, and heighten and
sustain their efforts in the face of failure. They more
quickly recover their confidence after failures or setbacks,
and attribute failure to insufficient effort or deficient
knowledge and skills which are acquirable. High selfefficacy helps create feelings of serenity in approaching
difficult tasks and activities. Conversely, people who
doubt their capabilities may believe that things are
tougher than they really are, a belief that fosters stress,
depression, and a narrow vision of how best to solve a
problem. Not surprisingly, self efficacy of the students in
one's academic capability is a critical component of school
success. Education and social competition are two
universal ingredients of all humans. Humans have always
considered education and social competition as
important issues, both in the past and in the present. Of
course, there have been fluctuations in emphasis and
much has changed throughout the centuries. Therefore,
the present study is an attempt to investigate the role of
self efficacy in enhancing the social competition and
hence the title of the current study is, titled as: social
competition and self efficacy among higher secondary
students.
www.ycjournal.net
Objectives
To investigate the relationship between the social
competition and self efficacy of higher secondary
students.
To investigate whether there is any significant
difference between boys and girls of higher secondary
students in their social competition and self efficacy.
difference between government and private school
students in their social competition and self efficacy.
difference between science and arts stream students
in their social competition and self efficacy
difference between nuclear and joint family higher
secondary students in their social competition and
self efficacy.
Hypotheses
1. There will be a significant relationship between social
competition and self efficacy among higher secondary
students.
2. There will be no significant difference between the
boys and girls with respect to social competition and
self efficacy.
government and private school higher secondary
students with respect to social competition and self
efficacy.
science and arts group higher secondary students with
respect to social competition and self efficacy.
joint family and nuclear family higher secondary
efficacy.
Method
Normative survey method is adopted for the
present investigation by the researcher.
Population & Sample
The population for the present study was
standard XI students. They belonged to the 16-18 years of
age group who are in the adolescent stage of
development. The sample chosen for this study included
boys and girls of government and private schools from
Thiruvallur District of Tamil Nadu State. The sample
chosen from the government schools were (boys - 50 and
girls - 50); and the sample from private schools were (boys
- 50 and girls - 50), thus totally 200 higher secondary
students were chosen for the present investigation.
Tools
Social and Academic Competition Scale by Jon
Sutton et al. (2000).
Self Efficacy Scale by Ralf Schwarzer (1992).
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Hypothesis 1: There will be a significant relationship
between Social Competition and Self Efficacy among
Higher Secondary Students.
Table 1: Inter-Correlation among Social Competition
and Self-Efficacy of Higher Secondary Students
Variables
Social Competition Self Efficacy
Social Competition
1.0000
0.602**
Self-efficacy
*
1.0000
From Table-1, it is seen that there is
significant correlation between social competition and
self efficacy at 0.01 level. It is interesting to note that self
efficacy of higher secondary students significantly
influence social competition. The self efficacy correlates
significantly and positively with social competition.
Individuals tend to engage in tasks about which they feel
competent and confidence and avoid those which they do
not. Now-a-days social competition is found in every
society and in every age. To win a competition, the
individual should create and develop the self-efficacy.
Efficacy beliefs help them to put effort in an activity and
help them to develop perseverance when confronting
obstacles. The higher sense of efficacy and the greater
effort helps the individuals to competete among their
peer groups. Beliefs of personal competence also help to
determine the outcomes that one expects. Individuals
who have more confident in their self efficacy will have
academic success. Since self efficacy act as a tool of ones
capability to accomplish the task of social competition. It
is also confirmed by the findings of Zimmerman, Bandura
and Martinez-Pons (1992) that people with high self
efficacy approach difficult competition as challenges to be
mastered rather than as threats to be avoided. Hence the
research hypothesis is accepted.
Hypothesis 2: There will be no significant difference
between the boys and girls with respect to social
competition and self efficacy.
Table 2: Social Competition and Self-Efficacy of Higher
Secondary Students with regard to Gender
VARIABLE
SOCIAL
COMPETITI
GENDER
BOYS
N = 100
MEA
SD
N
31.21 5.68
GIRLS
N = 100
MEA SD
N
35.64 3.5
4
16.84
19.54
CR
VALU
LEVEL OF
SIGNIFICAN
CE
6.612
0.01
5.997
0.01
ON
SELF
EFFICACY
3.56
1
2.7
8
From Table-2, it is evident from the above table

that the CR values between higher secondary boys and
girls are found to be significant at 0.01 level. This
indicates that there is a significant difference between
boys and girls with respect to social competition and self
www.ycjournal.net
efficacy. From the above table, it is found that the girls

(35.64) have high social competition than the boys
(31.21). Further it is inferred that the girls (19.54) have
high self efficacy than the boys (16.84). Hence, it is
concluded that the girls are having high self efficacy on
social competition than the boys. In terms of gender,
most research suggests that males tend to be more
competitive and have high self efficacy than females. But
in this modern world inspite of gender difference, the
girls act as equal to boys in all aspects. The opportunities
were given equal to show their talents and abilities. The
growing trend in girls makes them to engage in
competition equal to boys and expose their capability and
talents with much effort and perseverance. It is supported
by the findings of Schneider and Colleagues (2005) who
found cultural and gender based differences in
competitive orientations. Specifically Canadian boys were
more hyper competitive and emotionally competitive, but
Canadian girls were more competitive when it came to
making social comparison. Hence the null hypothesis is
rejected.
Hypothesis 3:
There will be no significant difference between the
government and private school higher secondary students
with respect to social competition and self efficacy.
Table 3: Social Competition and Self-Efficacy of
Government and Private Higher Secondary
Students
VARIABLE
S
SOCIAL
COMPETITI
TYPE OF MANAGEMENT OF
SCHOOLS
GOVERNME
PRIVATE
NT
N = 100
N = 100
MEAN
SD
MEA
SD
N
31.21
5.68
35.64
3.5
4
CR
VALU
E
LEVEL OF
SIGNIFICAN
CE
6.612
0.01
5.977
0.01
ON
SELF
EFFICACY
16.84
3.561
19.54
2.7
8
From Table-3, it is inferred from the results

presented in the above table that the CR values between
the private school and the government school students
are found to be significant at 0.01 level. This indicates
that there is a significant difference between private and
government school students with respect to social
competition and self efficacy. From the table it is also
found that the private school (35.64) has high social
competition than the government school (31.21).
Further, it is inferred that the private school (19.54)
students have high self efficacy than the government
school (16.84) students. It is concluded that the students
in the private school have high social competition and
self efficacy than the government school students. Hence
the null hypothesis is rejected. According to Banduras
theory, it predicts that children with high levels of self
efficacy are generally high achievers than those who have
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lower levels of efficacy. Indeed, high efficacy levels are
robust predictors of academic achievement, positive social
relationships and pro social behaviors (Bandura,
Barbaranelli, Caprara & Pastorelli, 1996). So the children
studying in private school have high self efficacy as they
were cared and individual attention were given to all.
They are educated in well infrastructure buildings and
advance techniques like smart classroom, computer
assisted education were provided to them than the
government school. With the continuous development
and integration of technology and education, students are
now educating themselves more than ever before in
private school than the government school. So the
students from the private school possess high self efficacy
than the government school students to participate in
social competition.
between the science and arts group higher secondary
efficacy.
Table 4: Social Competition and Self-Efficacy of Science
and Arts Group Higher Secondary Students
VARIABL
ES
SOCIAL
COMPETITI
STREAM OF STUDY
SCIENCE
ARTS
N = 100
N = 100
MEA
SD
MEA
SD
N
N
31.21 5.68 35.64 3.5
4
CR
LEVEL OF
VALU
SIGNIFICAN
CE
SELF
16.84
3.56
1
19.54
2.7
8
TYPE OF FAMILY
JOINT
NUCLEAR
N = 100
N = 100
MEA
S.D
MEA
S.D
N
SOCIAL
CR
LEVEL OF
VALU
SIGNIFICAN
CE
31.6
4
5.77
6
35.7
5
3.15
9
5.982
0.01
17.4
3
3.66
4
19.1
7
2.91
8
3.628
0.01
6.612
0.01
5.977
0.01
From Table-4, it is inferred from the results

presented in the above table that the CR values between
the science and arts group students are found to be
significant at 0.01 level. This indicates that there is a
significant difference between the science and arts group
efficacy. From the table it is found that the arts group
(35.64) students have high social competition than the
science group (31.21) students. Further, it is also found
that the arts group students (19.54) have high self efficacy
than the science group (16.84) students. From this, it is
concluded that the arts group students have high social
competition and self efficacy than the science group
students. Hence the null hypothesis is rejected. A Student
who is confident in his or her academic abilities will likely
expect to perform better on an exam than a student who
is not confident. When students are interested in their
subject they can achieve more. But, now-a-days due to
parental force, the students prefer the science group than
the arts group. Naturally, students are able to develop
better sense of social competition and self efficacy when
they are allowed to make choices regarding their
education. The support of this statement lies in the logic
that if students are more interested, they are usually
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VARIABLE
S
COMPETITIO
ON
EFFICACY
willing to work their programs (Walker, 2003). Science

group students are under pressure to perform harder on
topics they choose. Students who make their own choice
regarding arts subjects are more motivated to succeed and
are much more engaged in will academically. They seem
to be always tensioned and they were not permitted to
participate in any extracurricular activities, which help
them to relax and boost their energy to develop new and
fresh ideas. Since they are motivated to have high social
competition, but they could not able to succeed due to
their lack of interest. Thus the arts group students have
high social competition and self efficacy than the science
group students.
between the joint family and nuclear family higher
secondary students with respect to social competition and
self efficacy.
Table 5: Social Competition and Self-Efficacy of Joint
and Nuclear Family among Higher Secondary Students
SELF
EFFICACY
From Table-5, it is inferred from the table that

the CR values between the joint and nuclear family are
found to be significant at 0.01 level. This indicates that
there is a significant difference between joint and nuclear
family with respect to social competition and self efficacy.
From the table it is found that the students from the
nuclear family (35.75) have strong social competition
than the joint family (31.64). It is also found that the
students from the nuclear family (19.17) have high self
efficacy than the joint family (17.43). From this it is
concluded that the students from the nuclear family have
strong social competition and high self efficacy than the
students from the joint family. Hence the null hypothesis
is rejected
Now-a-days, the individual nuclear family is a
universal social phenomenon. Children are more close to
the parents and can have free and frank discussion about
their problems with parents which helps for the better
development of their education. As there is no
commitment, the parents in the nuclear family motivated
the students to have strong social competition and help to
develop high self efficacy. But in joint family, due to in
sufficient fund to maintain the family, the parents engage
themselves to earn the money. They could not able to give
importance to their childrens interest and goal. This was
confirmed by the findings of Akbar Hussain, Ashutosh
Kumar and Abid Hussain (2008) studied on academic
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achievement and family environment of the secondary
level students belong to the joint family and nuclear
family. They found that the students belong to nuclear
family show high academic achievement in compare of
students belongs to joint family. Thus, the students
belonging to nuclear family have high social competition
and high self efficacy than the students from the joint
family.
Major Findings of the Study
The social competition and self-efficacy are highly
positively and significantly related among higher
secondary students.
The girls have better social competition and self
efficacy than the boys.
The students from the private school have better
social competition and self efficacy than the
students from the government school.
The arts group students possess better social
competition and more self efficacy than the
science group students.
The students from the nuclear family have better
social competition and high self efficacy than the
students from the joint family.
The first and major implication that arises from
research findings on the role and function of self-efficacy
beliefs in academic contexts is that teachers do well to
take seriously their share of responsibility in nurturing
the self-efficacy beliefs of their pupils, for it is clear that
these beliefs can have beneficial or destructive influences.
Bandura has argued that beliefs of personal competence
constitute the key factor of human agency, the ability to
act intentionally and exercise a measure of control over
one's environment and social structures. As children
strive to exercise control over their world, their first
transactions are mediated by adults who can empower
them with self-assurance or diminish their fledgling selfefficacy. Because young children are not proficient at
making accurate self-appraisals, they naturally rely on the
judgments of others to create their own judgments of
their capabilities. Teachers who provide children with
challenging tasks and meaningful activities that can be
mastered, and who chaperone these efforts with support
and encouragement, help ensure the development of a
robust sense of efficacy. Effective teachers know their
students' capabilities. They also know that trying very
hard and continually failing can have a devastating effect
on one's confidence. For this reason, they are careful to
assign work that will indeed be challenging but that they
are sure can be accomplished with proper effort.
Conclusion
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From the present study, the investigator could

derive the following conclusions: A thoughtful and
intentional use of competition has its place in the
transformative classroom. Social competition plays an
important role in academic achievement because it spurs
students to pursue excellence. Social competition is
advantageous when it challenges students to work harder
on their studies and helps them get excited about
academic content. Now-a-days most the schools preparing
for their competition only, so they might give up
extracurricular activities, sports, musical interests, drama
or community events. Social competition depends on
interpersonal interactive relationships such as ones
association to societal principles ones co-operation with
others. In the same manner, their self efficacy helps to
regulate their social competition. The findings of the
study the investigation indicate that social competition
helps the students to achieve their goal in healthy way.
References
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Academic Achievement of Students. AEIJMR,
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learning and personality development. New York:
Rinehart and Winston.
Caroline F. Mansfield & Marold Wosnitza
(2010). Motivation goals during adolescence: A
cross-sectional perspective. Issues in Educational
Research, 20(2), 149-165.
Chamorro-Premuzic, T., & Furnham, A. (2003a).
Personality traits and academic examination
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17, 237-250.
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Psychological Review, 95(2), 256-273.
Elena Martin, Rosario Martinez-Arias, Alvaro
Marchesi, & Eva M. Perez (2008). Variables that
predict academic achievement in the Spanish
compulsory secondary educational system: A
longitudinal, multi-level analysis. The Spanish
Journal of Psychology, 11(2), 400-413.
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Frank Pajares, Shari L. Britner and Giovanni
Valiante (2000), Investigate the relationship
between
achievement
goals,
motivation
constructs, and gender in the areas of middle
school
writing
science.
Contemporary
Educational Psychology, 25(4), 406-422.
Gupta, Ram Prakash (2013). Academic
Achievement of Adolescents in relation to
Learning
Environment
and
Emotional
Intelligence. An International Multidisciplinary
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Hackett, G. (1995). Self-efficacy in career choice
and development. In A. Bandura (Ed.), Selfefficacy in changing societies (pp. 232-258). New
York: Cambridge University Press.
Johnson, Roger T.; Johnson, David W.; Stanne,
Mary B. (1985). Effects of cooperative,
competitive, and individualistic goal structures
on computer-assisted instruction. Journal of
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environment for adolescent emotional health.
Medical express journal, University of Bristol in
the UK.
Lent, R. W., & Hackett, G. (1987). Career selfefficacy:
Empirical
status
and
future
directions. Journal of Vocational Behavior, 30,
347-382.
Lever, J. (1978). Sex differences in the complexity
of children's play and games. American
Sociological Review, 43, 471-483.
Multon, K. D., Brown, S. D., & Lent, R. W.
(1991). Relation of self-efficacy beliefs to
academic
outcomes:
A
meta-analytic
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38, 30-38.
Mussweiler, T. (2003). Comparison processes in
social judgment: Mechanisms and consequences.
Psychological Review, 110, 472-489.
Pajares, F., & Miller, M. D. (1994). The role of

self-efficacy and self-concept beliefs in
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193-203.
Schneider, B. H., Woodburn, S., del Pilar Soteras
del Toro, M., & Udvari, S. J. (2005). Cultural
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friendship. Merrill-Palmer Quarterly, 51(2), 163191.
Empowering Underprivileged Women through Government Skill Training Programme in Kodaikanal

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M. Kalaivani
Ph.D. Scholar, Department of Education, Mother Teresa Womens University,
Dr. V. Rajeswari
Professor & Head, Department of Education, Mother Teresa Womens University,
ABSTRACT
This research was designed to study the extent and nature of womens participation in various Skill training
programmes and to evaluate the function of SJSRY, STEP-UP and UCDN in empowering women in Kodaikanal
and also to find out the effective implementation of training programme by the Kodaikanal Municipality. The
investigator has taken 150 samples from the research population for the present study. An unstructured interview
schedule was designed to collect data from the organizers of skill training program in Kodaikanal Municipality
and a separate questionnaire for the beneficiaries of various training programmes to collect data. Questionnaire
was constructed by M. Kalaivani and V. Rajeswari (2013) to collect data from the beneficiaries. Results showed
that the Skill training Programme had made a drastic change among women population in Kodaikanal. Still there
are failures which can be overcome through proper guidance and counseling. Let as all put our hands together to
bring tremendous change among women in the society.
Introduction
Pandit Jawaharlal Nehru once said to awaken
the people. It is women who must be awakened, once she
is on the move the family moves the village moves and the
nation moves. The greatest revolution in a country is the
one that affects the status and living conditions of its
women. Hence empowerment of women strengthens the
nations economic and social status.
A woman is dynamic in the many roles she plays.
A woman leads a family and a nation. Woman faces many
social challenges today in order to secure an income for
her family to raising children amidst the harsh economic
crisis. We believe that an empowered woman can change
a lot in the society. Empowerment and equitable
participation of women is the key to success of their
sustainable outcomes. Hence help women learn a skill so
that they can be self reliant and develop self confidence
thereby they are able to sustainably support their family
independently.
Making women literate and educate them are
prerequisites not only for their equality and
empowerment but for the development of the nation.
Women are the educators of the next generation.
Education is the development of all those capacities in
the individual which enables her to control her
environment and fulfill its responsibilities. Education is
felt to be important for the functioning of democracy.
Women development is directly related to
National Development. Women constitute 50% of the
population in the world. In other words they are the most
important component of every society. The effective
management and development of womens resource i.e.,
their abilities, skills and other potentialities are of
paramount importance for the mobilization and
development of human resources. In India women in
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general and poor rural women in particular are relatively

powerless with little or no control over resources and
little decision making powers. Often the decision made by
the others affects their lives. The prevailing patriarchal
ideology which promotes the values of submission,
sacrifice, obedience and silent suffering often undermines
the attempts of Women to assert them or demand some
share of resources. Women, especially poor women are
most deprived and discriminated. Hence there is a need
to empower them socially and most important
economically. Womens Empowerment is one of the
solutions to end gender based violence against woman.
Hence the investigator finds it as significant to investigate
the effect of various training programme conducted by
Kodaikanal Municipality to empower women socially and
economically.
Objectives
To find out whether there exists any difference
between the women beneficiaries undergone skill
training program with regard to age, community,
religion, educational qualification, number of
children, parent/husband occupation, marital status,
and present working condition.
Hypotheses
1. There is no significant difference between the women
beneficiaries undergone skill training program with
regard to their age.
regard to their community.
regard to their religion.
regard to their educational qualification.
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regard to number of children in their family.
regard to their parent/husband occupation.
regard to their marital status.
regard to their present status of working condition.
Research Design
Research design was a catalogue of the various
phases and facts relating to the formulation of research
effort. It was arranged with the essential conditions for
the collection and analysis of data was a form that aims to
combine relevance to research with economy in the
procedure. Survey method and Case study is used for the
study.
Population
The investigator has taken
the women
beneficiaries who have undergone skill training programs
such as Catering, Tailoring, Computer training, Car
driving EDP (Entrepreneur Development Program)
conducted by Kodaikanal Municipality under the scheme
of SJSRY and UCDN as the research population for the
present study.
Sample
The investigator has taken 150 samples from the
research population for the present study. The training
programmes such as Computer Skills, Entrepreneur
Development Program, Tailoring, Catering and Car
driving were conducted by Kodaikanal Municipality
under Government schemes. The investigator has selected
samples from all the skill training programs mentioned
above. Simple random sampling and purposive sampling
techniques were used to select the samples. The sample
was the women beneficiaries who have undergone skill
training program.
Tool Construction
An unstructured interview schedule was designed
to collect data from the organizers of skill training
program in Kodaikanal Municipality and a separate
questionnaire for the beneficiaries of various training
programmes to collect data. Questionnaire was
constructed by M. Kalaivani and Dr. V. Rajeswari (2013).
The questionnaire consists of both open ended and
closed questions. For computer skill beneficiaries 32
items were constructed, for Entrepreneur Development
Program beneficiaries 30 items were constructed, for
Tailoring skill beneficiaries 30 items were prepared, for
Catering skill beneficiaries 27 items were prepared and
driving Skills beneficiaries 30 items were constructed.
Unstructured interview schedule was administered to the

program organizer.
Validity
The constructed questionnaire was given for
jurys opinion and the content validity was found. The
constructed questionnaire was found to be valid.
Reliability
The reliability coefficient was found to be 0.8160
for the constructed questionnaire for the beneficiaries of
Catering Skill Training Program. The reliability
coefficient was found to be 0.8139 for the constructed
questionnaire for the beneficiaries of Computer Skill
Training Program. The reliability coefficient was found to
be 0.8912 for the constructed questionnaire for the
beneficiaries of Driving Skill Training Program. The
reliability coefficient was found to be 0.8076 for the
constructed questionnaire for the beneficiaries of EDP
Skill Training Program and the reliability coefficient was
found to be 0.8061 for the constructed questionnaire for
the beneficiaries of Tailoring Skill Training Program.
Table - 1
S.
No.
1
2
Variable
Sample
Mean
SD
Marital
Status
Working
Condition
Married
Unmarried
Employed
Unemployed
109
41
104
46
80.01
80.51
17.86
18.80
2.760
3.310
2.934
2.802
0.834
From Table-1, since the calculated P-value is

greater than the table value. There is no significant
difference between the women beneficiaries undergone
skill training programme with regard to their marital
status. As well as there is no significant difference
between the women beneficiaries undergone skill training
programme with regard to their working condition.
Table - 2
S.
No.
1
Variable
Sample
Mean
Parent/Husband
occupation
Private Sector
Daily wages
36
28
16.78a
18.43
Farmer
No Child
One
Two
Three
Higher
education
Higher
Secondary
High School
Middle School
Muslim
Christian
86
9
58
55
28
33
18.63b
17.56
17.79
17.93
19.50
17.58
17.75
39
74
24
50
17.77
18.62
17.29a
18.20
Hindu
SC
BC
76
46
86
18.38b
17.80a
18.19
Pvalue
0.005*
ab
Number of children
Educational
Qualification
Religion
0.055
0.268
0.278
ab
Community
0.442
ab
Age
MBC
Below 30
30 to 50
18
110
28
18.83b
17.75a
19.04
ab
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Pvalue
0.053
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0.019*
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Choudhary Sunil (2006). Self help group formation

From Table-2, since the calculated P-value is
through frequently asked questions. Kurukshetra,
greater than the table value, there is no significant
53(3).
difference between the women beneficiaries undergone
Mc. Cormack, Walsh, J.M. & Nelson, C. (1986).
skill training programme with regard to their number of
Women group enterprises a study of the structure
children, educational qualification religion, and
and opportunity on the Kenya coast report of USAID
community. Since the calculated P-value is lesser than the
Human Resource Division, World Education Inc.
table value, there is a significant difference between the
Boston.
women beneficiaries undergone skill training programme
Gurumoorthy, T.R. (2000). Self help groups
with regard to their number of children.
empower Rural Women. Kurukshetra, 48(5).
Major Findings
Jayakothaipillai (1995). Women and Empowerment.
There is a significant difference between the women
New Delhi: Gyan Publishing House.
Kandiyoti, D. (1988). Women and rural development
regard to their age.
Policies: the changing agenda. Institute of
There is a significant difference between the women
Development studies, Brighton, UK.
Latika Menon (1998). Women Empowerment and
regard to their parent/husband occupation.
challenge of change. New Delhi: Kanishka Publishers.
Recommendations for the Present Study
Pandey, A.K. (2002). Emerging issue in
1. Skill Training program time duration can be
Empowerment of Women. Anmol Publications Pvt.
extended.
Ltd. New Delhi
2. Women should also give a chance to undergo Driving
PaniGrahy Dasarathi Bhuyan, R.L. (2006). Women
Skills.
Empowerment. New Delhi: Discovery Publishing
3. Other skill Training Program like Low cost Kitchen
House.
gardening can be provided.
Murty, S. & Gaur, K.D. (2002). Women work
4. Stipend can be given to the beneficiaries so that it
participation and Empowerment: Problems&
helps the beneficiaries to meet out their travel
Prospects. RBSA Publishers 126-202.
expenses.
Neena Joseph (2001). Gender related problems of
5. Stationary things can be provided to the beneficiaries.
Women, Womens Empowerment and Panchayati
6. They can also recommend to the government to
Raj. Himalaya Publishing House (1st ed.).
provide free tailoring machines to the beneficiaries
Rao, M.K. (2005). Empowerment of Women in
who have undergone tailoring Skill Program.
India. New Delhi: Discovery Publishing House.
7. Skill Training Program can be given to women in
Siddhartha Sarkar (2006). Women Struggle for
nearby villages which is not included in Kodaikanal
Sustainability. Serials Publications.
Municipality limit.
Siva Subramanian, M.N. Credit based Poverty
Conclusion
Alleviation programme: Innovative Approach.
Empowering Women in developing countries is
Kurukshetra, 48(2).
essential to reduce global poverty, since Women represent
Sreelakshmamma, K. (2008). Empowerment of

most of the worlds poor population. To seek economic
Women on India. Serials Publications.
independence and upliftment of every woman there is a
Subhas Chandra Parida (2009). Empowerment of
need to empower women in all dimensions. A job
women in India. New Delhi: Discovery Publishing
centered socio-economic development, which had faith in
House.
social justice and equality, would provide self respect to
Sushama Sahay (1998). Women and Empowerment
women and to lead a sustainable life. The Skill training
approaches and strategies. New Delhi: Discovery
Programme had made a drastic change among women
Publishing House.
population. Still there are failures which can be overcome
10th five year plan 2002-2007 volume II planning
through proper guidance and counseling. Let as all put
commission Government of India- New Delhi.
our hands together to bring tremendous change among
www.womens-empowerment.org/
women in the society
www.wcd.nic.in/empwomen.htm
References
www.undp.org/women/
Agarwal, Deepti (2001). Empowerment of rural
en.wikipedia.org/wiki/empowerment
Women in India. Social Welfare, 48(4).
Five Years Plans for Elementary Education in India
Above 50
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12
19.67b
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Dr. Pallvi Pandit
Assistant Professor, Dronacharya P.G. College of Education, Rait,
Kangra, Himachal Pradesh
ABSTARCT
Education brings changes for the betterment of society. For this reason we also need to put forward the actual
steps that can be taken to improve the things. According to T. Raymont, Education is that process of
development in which consists the passage of human being from infancy to maturity and the process whereby
he/she adapts himself gradually in various ways of his physical, social and spiritual environment. Similarly,
Tomson says that, By education I mean the influence of environment upon the individual to produce a
permanent change in his habits of behavior, of thought and of attitude (Shukla, 1998, pp. 49-50).
Meaning of Elementary Education
Universalization of elementary education ensures
that all children should go to school to an alternative
centre so that they benefit from having education
available to all children in the age group of 6-14 years in
the classes. It signifies that, Education is for all and not
for selected sex. In developed and advanced countries the
free education means no fees, free books and stationery
etc. One to eighth class opportunities i.e., elementary
education can be provided through formal and nonformal education and it is divided into two categories:
1. Primary education and
2. Upper Primary education.
Mahatma Gandhi, the founder of basic education
in India played a significant role in pleading the cause of
compulsory and free primary education. In the year 1937,
he moved the resolution of basic education at Wardah
which provided the National Policy of Free and
Compulsory Primary Education (NPFCPE) for all the
children between six to fourteen years.
Concept of Primary Education
Article-13 of the United Nation International
Covenant on Economic, Social and Cultural Rights
(1966) recognizes the Right of Education to Everyone.
Education can take place in formal or informal settings.
In India, the school system amended with Primary (or
elementary) education consists of the first 5-7 yrs of
formal and structured education. In general, primary
education consists of 6-8 yrs of schooling starting at the
age of 5 or 6 yrs, although this varies between and
sometimes within countries. Globally, around 89 percent
of children aged 6-12 yrs are enrolled in primary
education and this proportion is rising. Under the
education for all programmes driven by United Nation
Educational
Scientific
and
Cultural
Organization (UNESCO), the most countries have
committed to achieve universal enrolment in primary
education by the year 2015.
Primary education is mostly referred to as primary
schools or elementary schools. In India, for example,
compulsory education spans over 12 years, with 8 yrs of
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elementary education, 5 yrs of primary schooling and 3

yrs of upper primary schooling. Therefore, the primary
education is a foundation for a child to build his/her
career. It develops body, mind and heart, learning
adjustments with the environment and all aspects of life.
It has been mentioned in the document of UNESCO,
1971 that during the period of primary education, the
child is at least made competent to be able to exchange
his ideas and feelings to the comprehension of others. It
is the spring board for developing all the necessary
qualities and the foundation head of all the learning
experiences for making child Balanced and mature
adult.
Primary level can be seen as the most sensitive area
of educational planning and development. Firstly, the
pupil who enters at the age of 5-6 yrs scheduled to leave at
the age 12-14 yrs. Secondly, the primary education bears
the brunt of todays education explosion. Thirdly, because
many young people especially in rural areas will never
receive any further school experience. Fourthly, any
educational frame must provide minimum learning skills
to all.
The Five Year Plans
India got independence on 15th August, 1947 and
our constitution was put into force in the year 26th
January, 1950 in which the Article-45 of the constitution
reads as follows:
The state shall endeavor to provide with a period
of ten years from the commencement of the constitution,
free and compulsory education for all children until they
complete the age of fourteen years.
The progressive system of five year plans
introduced from the day when India became a republic
did pave the way for the countrys progress in various
fields of development including agriculture, industry and
education. Education occupies a strategic position in
Indias development priorities.
A national governmental programme of planned,
coordinated and cumulative economic and social
development over a period of five years is given below:
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1. The First Five Year Plan (1951-1956): It contained
recommendations for improving the existing system
of primary education and expanding basic education.
The techniques of basic education and methods for
training of teachers lowering the educational
qualification were stressed. The limitations of the
prevailing system of primary education were aware of.
Therefore, a thought was created to develop the new
resources for building up a system of basic education
towards their conversion into basic school (Kumar,
1990, pp. 56-78).
2. The Second Five Year Plan (1956-1961): It extended
the compulsion to the remaining children of the
same age group so that by the end of ten years all
children between the age group of 6-11 years would
be covered the under the compulsory instruction of
primary education. In the year of 1959-60, the
additional school facilities at elementary stage were
provided for about 22 lakhs of children. The
National Institute of Basic Education (NIBE)
conducted a research on important topics relating to
syllabus, curricula and craft work during sixties
(Walia, 2006, pp. 154-167).
3. The Third Five Year Plan (1956-1966): It
recommended a special drive to bring children to
school and keep them there till the end of primary
stage. Educational facilities for the backward classes
were increased by (a) scholarship (b) arranging the
Mid Day Meals (MDMs) and providing aids toward
books and stationary. The Universal Educational
System (UES) should be reconstructed in different
steps are given as below:1.By improving the
effectiveness of primary
education.2.
By
introducing work experiences.3. By vocationlization
of secondary education.4. By improving the quality
of teacher. 5. By providing teachers in sufficient
strength. 6. By liquidating illiteracy.7. By two
languages system (Mother Tonge and Hindi/English
language).8. By evaluation at primary stage.
The Kothari commission further made some other
recommendation both in the field of qualitative
improvement and quantitative expansion in the light
of constitutional directives in the phased programme
are given below:
(a) Between the years, 1957-1959, an All India
Survey of Elementary Education (AISEE) framed
to delimit the areas which were serving the
existing school system and to suggest suitable
location for new schools, so that every child
might have a school within reasonable walking
distance from his home.
(b) Between the years, 1975-76, an effective
education system provided to all children
throughout the country.
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(c) Between the years, 1985-1986, it was decided

to educate all the children of nation.
4. The Fourth Five Year Plan (1966-1971): It was noted
that in some states, the enrolments of girls and
children of Scheduled Casts (SCs) and Scheduled
Tribes (STs) had been quite low, so it was decided
that first step must be universalization of enrolment
of students. In spite of the appreciable rise in number
of children going to school, it was still far from
fulfilling the constitutional directives for all children
up to fourteen years. Several measures were envisaged
to achieve this objective such as better organization of
schools, free supply of text books and extension of
MDM programme.
5. The Fifth Five Year Plan (1974-1979): The major
quality improvement programme were for (i)
curriculum
and
examination
reforms,
(ii)
improvements in teaching- learning methodologies,
(iii) teachers- training, improvement of text books,
(iv) the increasing use of mass media as a support to
educational process and (v) the improvement of
physical facilities. The expansion of educational
facilities was to continue to receive emphasis and the
major share of the resources allocated for elementary
education. The main thrust in the expansion of
education had to be planned with reference to the
most backward areas students of different areas of
India. The purpose for their education was to (a)
promote enrolment (b) ensure the retention of the
children for the full time of compulsory education in
school (c) introduce variety of incentives and (d)
provided free distribution of text books and
stationary, MDM scheme, scholarships and uniforms.
A very high priority was given to this programme
under the directive principles of the state policy as
free and compulsory education.
6. The Sixth Five Year Plan (1980-1985): It approached
to the Universalization of Elementary Education
(UEE) to cover the following objectives:
(1) To intensify the use of existing facilities including
adjustment of schooling hours.
(2) To provide the new facilities which would be
economically viable and educationally relevant?
(3) To promotion the non -formal system of learning.
(4) To ensure the appropriate incentives like: free
MDM, supply of uniforms and learning materials and
compensation to the parents of SC girls towards the
opportunity and cost involved. Efforts should be
made by the state governments to introduce measures
with a view to eliminate wastage and reduce dropout
rates in elementary education. It was estimated that
universalization of primary stage of education would
imply additional enrolment of about 170 lakhs of
children up to 4 classes in the next five years.
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7. The Seventh Five Year Plan (1985-1990): In this
plan, the main thrust area was on the achievement of
universal primary education for age group of 6-14
years by the end of the year 1990. For achieving the
goals, it was required especially to motivate the
children as well as their parents. They play a leading
role in improving the quality of primary education. It
was felt that facilities will have to be created for the
training of additional teachers required during the
Seventh Five Year Plan Period. Since, the children
belonging to poor sections of the society especially
the girls cannot afford the regular schools, the formal
system of education cannot alone help in achieving
the goal of universal elementary education of the age
group of 6-14 years. For the large scale dropouts, the
programme of non- formal education was
recommended.
8. The Eighth Five Year Plan (1992-1997): During
Eighth Five Year Plan, the new scheme of Operation
Blackboard (OBB) was launched in India on 15th
August, 1995. The educational enrolment to be
achieved during Eight Five Year Plan to reach
universalization is approximately 5.61 Crores of
children. Beside expansion of school facilities there
was a need to improve the quality of education by
providing existing schools system with sufficient
facilities. Therefore, the OBB scheme was not found
effective and assigned during Eighth Five Year Plan in
relation to primary schools. Thus, it was expanded to
upper primary schools. In case of teacher education
the stress was on improving the standard of pre
service teacher educational institutions and the
quality of its programme provided the continuing
education of a suitable kind to every teacher educator
and to a substantial number of teachers and creation
of a system to setting up of sub standard institutions.
9. The Ninth Five Year Plan (1997-2002): In the Ninth
Five Year Plan, the main thrust area was to
operationalize the programme of elementary
education through Panchayati Raj Institutions (PRIs)
and Urban Local Bodies (ULBs). In this five year plan
the government had adopted the following strategy:
Establishment of primary schools in all UN
served areas.
Decrease in the dropouts.
Qualitative improvement in formal and nonformal education system.
10. The Tenth Five Year Plan (2002-2007): It focused on
the educational infrastructure in schools setting-up of
laboratories and science kits in every middle school.
There was a provision for one teacher for Science,
Mathematics and English subjects along with a
physical education instructor. During the Tenth Five
Year Plan, the state initiated and strengthened the
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11.
12.
1.
2.
3.
4.
5.
efforts to improve the educational research

specifically in the area of development of educational
software, development of new educational module,
continuous feedback on curriculum and pedagogy
and action research on the systems performance.
The Eleventh Five Year Plan (2007-2012): It
transforms Sarva Shiksha Abhiyan (SSA) into a
national mission for quality elementary education
with the following monitor able targets:
1. Universal enrolment of 6-14 yrs of children.
2. Enrollment of 7 million Hard to reach children
in schools under the Education Guarantee
Scheme (EGS) by the year 2008.
3. Providing at least one year of Early Childhood
Care and Education (ECCE) for all children in
the age group of 4-6 yrs.
4. Reducing elementary dropout rate from 50. 8
percent to 20 percent by the years 2011-2012.
The Twelfth Five Year Plan (2012-2017): The
following are the main objectives intervention has
been made for universalization, access and retention
of the elementary school:
States, UTs or local authorities will undertake
mapping of neighborhoods/ habitations in order to
arrive at a clear picture of current availability of
schools within the defined area. It has been decided
that a school may be linked to more than one
neighborhood and similarly a neighborhood may be
linked to more than one school. School access
demands not only for physical access to a
neighborhood school within a notified distance but
also social access by addressing exclusionary practices
especially those based on caste, gender, ethnicity and
disability in the society.
All new upper primary schools have been provided
buildings, teachers, infrastructures and facilities as
mandated under the Right to Education (RTE) Act,
2009 included that there should be at least one
teacher per class so that there should be at least one
teacher each for Science, Mathematics, Social Studies
and Language subjects.
All Elementary Education Schemes (EES) centers
have been upgraded to primary/ upper primary
schools and have been provided teachers,
infrastructure and facilities as mandated under RTE
act, 2009.
Provision for transport facility has been provided for
(a) children in remote habitations with sparse
population where opening of new school is unviable,
(b) Urban deprived children/children without adult
protection in urban areas where schools are not
opened because availability of land is a problem and
(c) Children with special needs.
Residential schools are to be provided to support: (a)
Children in sparsely populated or hilly and densely
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forested areas with difficult geographical terrain
where opening a new school is not available, (b)
Urban deprived children, houseless and street
children in difficult circumstances and without adult
protection who require not merely day schooling but
also lodging and boarding facilities, (c) Children
whose parents migrates seasonally in search of
livelihood shall be provided hostel or seasonal hostels
attached to existing schools so that the children need
not to migrate with their parents and are provided
necessary care and protection during season in which
their parents migrate and (d) Out of school children
should be admitted to an age appropriate class and
complete elementary education.
Conclusion
Free and compulsory education to all children up
to the age of fourteen years is the Constitutional
commitment in India. In 1950-51, there were about 210
thousand primary and 14 thousand upper primary
schools. Their numbers increased to 627 thousand and
190 thousand respectively as in the year 1998-99. As
many as 83 per cent of the total 1,061 thousand
habitations have access to primary schooling facilities
within 1 km and 76 per cent habitations to upper primary
schooling facilities within a distance of 3 km. The ratio of
primary to upper primary schools over time was improved
which was 3.3 percent. More than 84 per cent of the total
570 thousand primary schools in 1993-94 had school
buildings. The pupil-teacher ratio was 42:1 at the primary
and 37:1 at the upper primary level of education. Despite
the significant improvement in number of teachers, the
percentage of female teachers was still low at 35 and 36%
respectively at the primary and upper primary level of
education. The percentage of girl's enrolment to the total
enrolment at the primary and upper primary level of
education in 1998-99 was about 44 and 41%. Despite
improvement in retention rates, the dropout rate is still
high at 40 and 57% respectively at the primary and
elementary level of education. Till 2010, all efforts were
focused on provision of schooling facilities. It is the
Quality of Education, which is at present, is the focus in
all programmes relating to elementary education in
general and primary education in particular.
The various schemes shows that in spite of the
different five years plans still the enrolment at the
primary and upper primary levels of education over time
is not improved significantly, still more girls are out-ofschool than their boys counterpart. The efficiency of
primary education system has direct implications on
upper primary system to expand. Unlike primary
enrolment, which is a function of 6-11 years population,
upper primary enrolment is strictly a function of primary
graduates. Therefore, unless the goal of Universalization
of Primary Education (UPE) is achieved, the dream of
UEE cannot be likely to be realized.
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Domestic Violence from Different Perspective
Dr. Pulak Chandra Devnath
Assistant Professor, Department of Education, Government Kamalanagar College,
Chawngte, Lawngtlai, Mizoram
ABSTRACT
The Constitution of India guarantees equality of sexes and in fact grants special favors to women. These can be
found in three articles of the Constitution i.e. Article 14, 15 and 16. Having those fundamental rights a woman
can go to the court if one is subjected to any discrimination. The most important issues stand as those pertaining
to marriage, children, abortion, crimes against women, domestic violence etc. Now, question is that when all the
rights in favor of women are existing then why question of rights arising? And another question is that whos
right? Whether rights of women and rights of a girl child are same or different? Whether rights of women or
daughter-in-law and rights of a mother-in-law are same? Who are women? Whether women mean a group of
female of definite age group or all female? If so do we think about child rights and the rights of old women? There
will be so many questions and question will come one after another. The researcher wants to highlight some of
the issues like Moitri(Old age home: Widows of Vrindavan), College girl slaps father in public (PTI, Sept 5,
2011), My Wife says bosss name during sex (The Times, (December, 9, 2006), Sex in the boardroom (The
Times of India, Sept 8, 2010), Sleeping with boss can boost career (ANI, London, August 28, 2010, India
Today, August 29, 2010), Films: Michael Douglas in Disclosure and Akshay Kumar in Aitraaz, Drunk girl
beaten a traffic police in Hyderabad (Zee News, January 27, 2016) etc. There are so many issues related women
and domestic violence. Now question is that whether do we know the real causes of domestic violence or do we
really wants to solve the problems of domestic violence? Or it is a simply an issue and creating the division
between men and women and showing powerful one than another. According to National Crime Records Bureau
(NCRB) the number of suicides in the country has increased by 40% during the decade 1996-2006. While 26.1 %
of the total number of suicides is attributed to domestic violence, 16.6% of the suicides are due to causes
unknown. Taking these percentages into account, an estimated 11,882 married men committed suicide in 1996
due to domestic violence; 16,635 married men committed suicide in 2006 due to domestic violence; 14258
married men (on average) commit suicide due to domestic violence every year. In the category comprising of
individuals with a living spouse (married and/or separated), the number of suicides is always higher for males.
Save Family Foundation and My Nation Foundation conducted an online survey between April 2005 and March
2006 and found that out of 100,000 men surveyed during that one year, 98% of men faced severe domestic
violence at the hands of their wives and in-laws in the form verbal, physical, emotional, mental and financial
abuse. The question is not the men or women suffered but it is what are the real causes and its solutions. The
main concern of this paper is to discuss the different forms of domestic violence in connection with human rights.
especially in the states of Bihar, U.P., M.P. and other
Different Forms of Domestic Violence in India and
northern states.
their Causes
The most common causes for women stalking
Domestic Violence against Women
This form of domestic violence is most common
and battering include dissatisfaction with the dowry and
of all. One of the reasons for it being so prevalent is the
exploiting women for more of it, arguing with the
orthodox and idiotic mindset of the society that women
partner, refusing to have sex with him, neglecting
are physically and emotionally weaker than the males.
children, going out of home without telling the partner,
Though women today have proved themselves in almost
not cooking properly or on time, indulging in extra
every field of life affirming that they are no less than men,
marital affairs, not looking after in-laws etc. In some cases
the reports of violence against them are much larger in
infertility in females also leads to their assault by the
number than against men. The possible reasons are many
family members. The greed for dowry, desire for a male
and are diversified over the length and breadth of the
child and alcoholism of the spouse are major factors of
country. According to United Nation Population Fund
domestic violence against women in rural areas. Women
Report, around two-third of married Indian women are
in India also admit to hitting or beating because of their
victims of domestic violence and as many as 70% of
suspicion about the husbands sexual involvement with
married women in India between the age of 15 and 49 are
other women. The Tandoor Murder Case of Naina Sahni
victims of beating, rape or forced sex. In India, more than
in New Delhi in the year 1995 is one such dreadful
55% of the women suffer from domestic violence,
incident of a woman being killed and then burnt in a
Tandoor by his husband. This incidence was an outcome
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of suspicion of extra marital affairs of Naina Sahni which
led to marital discord and domestic violence against her.
Violence against young widows has also been on
a rise in India. Most often they are cursed for their
husbands death and are deprived of proper food and
clothing. They are not allowed or encouraged for
remarriage in most of the homes, especially in rural areas.
There have been cases of molestation and rape attempts
of women by other family members in nuclear families or
someone in the neighborhood. At times, women are even
sexually coerced by their partner themselves against their
will. They are brutally beaten and tortured for not
conceiving a male child. Incidents like, ripping off a
womans womb for killing the female foetus when she
disagrees for abortion have also come to light especially in
rural areas. Female foeticide and female infanticide
continue to be a rising concern.
Also as expressed by Rebecca J. Burns in the
following lines, When I am asked why a woman doesnt
leave abuser I say: Women stay because the fear of leaving
is greater than the fear of staying. They will leave when
the fear of staying is greater than the fear of leaving. A
common Indian house wife has a tendency to bear the
harassment she is subjected to by her husband and the
family. One reason could be to prevent the children from
undergoing the hardships if she separates from the
spouse. Also the traditional and orthodox mindset makes
them bear the sufferings without any protest.
Domestic Violence against Men
There is no question that domestic violence
directed against women is a serious and bigger problem,
but domestic violence against men is also increasing
gradually in India. The supremacy of men in the society
makes one believe that they are not vulnerable to
domestic violence. Battering of men by their spouse and
family members has become a concerned issue and is
another form of domestic violence under purview of
judiciary. In India, compared to violence against women,
violence against men is less frequent but it has already
taken a deadly shape in many of the western countries by
now.
Males have reported incidences of assault against
them like pushing, shoving, slapping, grabbing, hitting
which are intended to harm them and also take their lives
on many occasions. Recently, hundreds of husbands
gathered in Chandigarh and Shimla to voice their
opinion for mens rights and protection against domestic
violence subjected to them by their wives and other family
members. It reflects the need for a special law for curbing
domestic violence against men in present times.
If we contemplate over the reasons behind this
form of domestic violence we would find some of the
possible causes such as not abiding by the instructions of
the wives, inadequate earning of men, infidelity towards
wives, not helping the partner in household activities, not
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taking a proper care of children, abusing the spouses

family, infertility of men, spying the activities of partner,
doubting the partner all the time and not trusting her,
revolt by the wife when asked to look after in-laws etc. On
many occasions the spat between men and women
becomes public thereby influencing the society around
especially in the villages. In urban areas such forms of
violence may go unreported because of greater privacy.
Also the families find their reputation at stake in urban
areas.
Domestic Violence against Children/Teens
Children and teenagers in our society are not
spared from the evil of domestic violence. In fact, this
form of violence is second in terms of number of reported
cases after the violence against women. There is a lot of
variation in the form of its occurrence in urban and rural
areas and in upper/middle class and lower class families
in India. In urban regions, it is more private and
concealed within the four walls of homes. The possible
reasons could be disobeying parental advises and orders,
poor performance in academics or not being at par with
other children in neighborhood, debating with parents
and other family members etc. In addition to this, factors
like not being socially intelligent or as active as the
parents expect them to be, abusing the parents or
speaking ill about other family members, not returning
home on time are some other factors.
In rural areas the reasons could be harassment
for child labor, physical abuse or harm for not following
family traditions, forcing them to stay at home and not
allowing them to go to school etc. Domestic violence
against girls is in fact more severe at homes. As the
common mob mentality of India prefers to have at least
one male child after marriage, the girls in most of the
occasions are cursed and assaulted for having taken birth
in the home. This kind abuse is prevalent both in cities
and villages but is more common in latter case. Then
there are cases of paedophilia causing sexual harassment
of children in homes by family member themselves. In
fact the number of rape cases of pre-matured girls has
been rising since last few years. A survey of teens and
college students found that rape accounted for 67% of
sexual assaults in girls. Apart from sexual abuse and rape,
pushing, slapping, punching, stalking and emotional
abuse are other forms of domestic violence against
children.
Adding to the above mentioned causes, there are
also instances of abuse against children who are physically
and/or mentally challenged. Instead of providing them
proper health care and treating them politely, these
children are beaten and harassed for not cooperating and
attending to what family members ask them to do. They
are even emotionally abused by cursing them having been
in such retarded or handicapped state. In fact in poor
families, there have been reports of selling body organs of
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the retarded children for getting money in return. It
reflects the height of cruelness and violence against
innocent children.
Domestic Violence against Olds
This form of domestic violence refers to the
violence which old people at home are subjected to by
their children and other family members. This category of
domestic violence largely goes under-reported in India. It
is because of the dependency of olds on their children
and having a fear of not being looked after or even ousted
if the violence is revealed in public. The main causes of
violence against aged people are - children being hesitant
in bearing the expenses of the old parents, emotionally
victimising the olds and beating them to death to get rid
of them. On various occasions, they are beaten for doing
something against the desire of family members. One of
the very common reasons includes torture for property
grabbing.
A perturbing trend is the vulnerability of ageing
women to domestic violence in various forms. Given
existing structures of gender discrimination, old women
are prone to a greater risk than men of becoming victims
of material exploitation, financial deprivation, property
grabbing, abandonment, verbal humiliation, emotional
and psychological torment. When they fall seriously ill, it
is more likely that it is the elderly women in the family
who will be denied proper health care. There is also a
widespread understanding that the neglect, deprivation
and marginalization of older women are the normal
consequences of ageing. In fact the plight of young
widows in homes as discussed above now becomes more
serious as a result of the ageing of those women. They are
cut off from the society they are living in, ignored,
abused, cursed, and considered as bad omens. The
atrocities of sons, daughter-in-laws, daughters and
husbands could be another cause of domestic violence
specifically against older women. They are restrained from
cooking, housekeeping, or participating in activities
outside the home.
While it is difficult to accurately measure the
extent of the problem on a national scale, given the fact
that most families deny that such abuse but we do know
that the number of old people in our midst is growing. A
current estimate puts the 60-plus population at around 90
million in India and is projected to have a population of
142 million older people by 2020. Given this
demographic reality an important concern is the kind of
action the country can take at the individual and societal
level to alleviate abuse and neglect of elderly class.
Other Forms of Domestic Violence in India
There are some more possible forms of domestic
violence prevalent in India other than the ones listed
above. On a serious note, family wars or clan wars are
deadly forms of domestic violence across the country. The
reason of such type of violence include dispute over
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property, physically or emotionally abusing any member

of other family or clan, any religious cause or conflict
arising during a religious ceremony, jealousy because of
progress and financial status of other family, inter-caste
marriage etc. This form of violence is common in many
states like Haryana, Punjab and Andhra Pradesh etc.
One of the other forms of domestic violence is illtreatment of servants and maids in households. In many
of the affluent homes, servants are deprived of their salary
and basic necessities. They are harassed and beaten and to
work without even taking adequate rest. Similarly maids
are molested by males in the family. Atrocities against
small children working as servants are common and
increasing.
Effect of Media
To some extent media is also responsible for
contributing to all the above forms of violence. The
exaggerated news coverage of reports of domestic
violence, the daily soaps screening the torture of a
daughter-in-law at the hands of family members, the films
portraying an element of violence against people of all age
groups etc. are some of the menaces which media is
causing. It is influencing the mindset of the viewers
strongly. The problem arises when instead of taking a
lesson from those news clippings, films, and television
shows, people start enacting the same in their homes.
Comparatively, the visual media is far more influencing
than the print and electronic media in these cases.
Illiteracy and mob mentality of majority of Indians
misguides them in all these cases.
Consequences of Domestic Violence
There are varied consequences of domestic
violence depending on the victim, the age group, the
intensity of the violence and frequency of the torment
they are subjected to. Living under a constant fear, threat
and humiliation are some of the feelings developed in the
minds of the victims as a consequence of an atrocious
violence. The consequences of the domestic violence in
detail can be broadly categorized under the Effect on the
victim himself/herself and the family, Effect on the
society and the Effect on nations growth and
productivity. The Effect on the victim has been further
subcategorized for women, men, children and olds.
Effect on the Victim and the Family
Consequences of Violence against Women
Battered women have tendency to remain quiet,
agonized and emotionally disturbed after the occurrence
of the torment. A psychological set back and trauma
because of domestic violence affects womens productivity
in all forms of life. The suicide case of such victimized
women is also a deadly consequence and the number of
such cases is increasing.
A working Indian woman may drop out from
work place because of the ill-treatment at home or office,
she may lose her inefficiency in work. Her health may
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deteriorate if she is not well physically and mentally.
Some women leave their home immediately after first few
atrocious attacks and try to become self-dependent. Their
survival becomes difficult and painful when they have to
work hard for earning two meals a day. Many such
women come under rescue of women welfare
organizations like Women Welfare Association of India
(WWAI), Affus Woman Welfare Association (AWWA)
and Womans Emancipation and Development Trust
(WEDT). Some of them who leave their homes are
forcefully involved in women trafficking and
pornography. This results in acquiring a higher risk of
becoming a drug addict and suffering from HIV/AIDS.
Some of course do it by their choice.
One of the severe effects of domestic violence
against women is its effect on her children. It is natures
phenomenon that a child generally has a greater
attachment towards the mother for she is the one who
gives birth. As long as the violence subjected to the
mother is hidden from the child, he/she may behave
normally at home. The day when mothers grief and
suffering is revealed, a child may become upset about the
happening deeply. Children may not even comprehend
the severity of the problem. They may turn silent,
reserved and express solace to the mother. When the
violence against women is openly done in front of them
since their childhood, it may have a deeper and gruesome
impact in their mindset. They get used to such
happenings at home, and have a tendency to reciprocate
the same in their lives. Its common in especially in rural
homes in India which are victimized by the evil of
domestic violence.
In cases of Intimate Partner Violence (IPV),
violence against women leads them to maintain a distance
from their partner. Their sexual life is affected adversely.
Many of them file for divorce and seek separation which
again affects the life of children. Some continue to be
exploited in lack of proper awareness of human rights
and laws of the constitution.
Consequences of Violence against Men
The consequences against violence against men
in India, is largely emotional and psychological in nature.
The physical harassment resulting from domestic
violence, also affects their lives and productivity but it is
still more inclined towards the emotional problems which
men face in India. It is largely because many such cases go
unreported, as compared to cases of physical assault of
women. An emotionally harassed and depressed man may
lose interest in the occupation he is associated with. If he
is the only bread-earning person in the family, the family
may find it difficult to survive. There has been a spate of
farmers suicide in recent years in Karnataka. Several
farmers have committed suicide not only because of
indebtedness but also because of discord in family and
depression resulting out of it. According to statistics of
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Save India Family Foundation (an NGO), around 1.2 lac

harassed husbands have committed suicide in the country
in the last four years.
Consequences of Violence against Children/Teens
The consequences in case of children are far
more drastic and its effect is long lived. Children are
sensitive to issues related to violence of any kind as they
are not mature enough to comprehend them. In their
growing years they try to imitate things which they see
happening around them. In the process of following their
parents advice or instructions they become firm in their
opinion and approach towards life. Now if the approach
of parents itself is negative, children are bound to get
influenced by it. They may adopt the negative traits of the
ill they see around them or develop a hostile approach in
life because of the ill-treatment they are subjected to. If a
child is beaten badly for under performing in school, he
may do the same to his children, thinking it might be the
only possible way of making a person to work hard.
Whenever a child is dropped out of school
because of poor financial condition or when he is
engaged in some form of child labor, there is a sudden
leap which the child tries to take from his childhood to
the manhood. In this process he misses out the values
and morals a person should inculcate in him as a good
human being. He fails to develop a vision to see things
from an unbiased point of view. All these factors make a
child insensitive towards the society and the societal
needs. Every instance of child abuse causes a callous
indifference to suffering.
However in the process of comprehending the
wrong being done to them, many children are
traumatized and psychologically disturbed. They find it
unsustainable and may lose out their mental soundness.
Children who are victimized by physical violence may
become handicapped as well. In some cases children
prefer to run away from home and try to become self
dependent. Some commit suicide. Some indulge in
malpractices because of improper education and bad
company they become a part of after leaving the home.
Some even reciprocate the violence they are subjected to
by harming the family members.
Girls also develop a feeling of insecurity in their
homes when they are sexually exploited. They lose their
self-confidence and desire for living. A girl child from
violent home can withdraw from society and become
completely depressed. Children from violent homes
become disobedient and violent and start using
aggression to solve their problems. Adolescents may
succumb to drugs and alcohol when treated harshly.
Some helpless and abandoned children are picked up
gangs who sell their organs for making huge amount of
money. In most of the cities, the group of beggars at
traffic lights or railway platforms is the abandoned
children who are physically deformed forcefully for
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begging. The children who escape being a part of this
vicious circle are looked after by children welfare
organizations like, Indian Child Welfare Association
(ICWA), Child Relief and You (CRY) and ChildLine etc.
Consequences of Violence against Olds
The elderly abuse is one of the most unfortunate
happening for the elderly class in their lives. They would
rather like to be more at ease and calm in this phase of
their life than being prone to such kind of shameful
treatment by the family or society. Ironically elderly class
itself also indulges in harming each other. Many of the
elderly men continue to beat and harass their wives
throughout their lives.
Some of the olds are ousted from home by their
children, some are beaten until death and some are
exploited socially. A sense of insecurity dodges them all
the time. They are isolated and cut off from society in
some cases where son and daughter-in-law do not let them
interact and move around freely in the society. The old
people are not looked after properly and their health
problems are neglected. Due to the abuse and mental
trauma they suffer, some of them leave home and stay in
old age homes like HelpAge India, Senior Citizen Home
Complex Welfare Society (SCHCWS) and many others.
Effect of Domestic Violence on the Society
All the different forms of violence discussed in
this essay adversely affect the society. Violence against
women may keep them locked in homes succumbing to
the torture they face. If they come out in open and reveal
the wrong done to them for help and rescue, it influences
the society both positively and negatively. At one hand
where it acts as an inspiration and ray of hope for other
suffering women, on the other hand it also spoils the
atmosphere of the society. When something of this kind
happens in the society, few families may witness the evil
of domestic violence knocking their door steps. Some
families try to imitate what others indulge in irrespective
of it being good or bad for the family.
Effect on the Productivity
As mentioned earlier, domestic violence affects
the productivity level of the victim negatively. Men and
women lose interest in household activities. If they are
employed they fail to work with full capabilities in
workplace. Children are found to concentrate less on
studies. They drop out of school and do not get the
education which otherwise they might have got if they
were not tormented and thus the country loses a
productive asset. Therefore, the nations productivity
altogether gets affected because of domestic violence in
homes. When old people are tortured and physically
abused, they separate themselves from family members
and their daily activities are restricted to themselves. The
guardianship they can provide out of their experience, the
moral values which they can instill in the grandchildren
are all not done as they are unwanted in their own
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homes. People need to spend their part of income for

medication when they are met with worse forms of
domestic violence which again leads to loss in productive
use of a familys income. The cumulative effect of the
domestic violence at all levels and across all regions is the
countrys hindered development and slow economic
growth.
To conclude the present paper it is hard to say
that domestic violence will finish and people will discuss
the topic from all angles. It is more focusing on violence
instead of focusing on the real causes because most of the
people dont want a solution but they want to create issue
to work on that to form different committees,
organizations in the name of working on that and open a
source of income and also wants to become famous. But
if we really think for the rights of all including child,
men, women and old then we should concentrate on all
not only men or women but also on child and old age
people and we should try to find out the ground reality of
violence and try to solve those problems.
References
Panda, P. & Agarwal, B. (2005). Marital Violence,
Human Development and Womens Property Status
in India. World Development. 23(5): 823-850.
Koenig, A. M. et al. (2006). Individual and
Contextual Determinants of Domestic Violence in
North India. American Journal of Public Health,
96(1), 132-138.
Martin L. S. et al. (1999). Domestic Violence in
Northern India. American Journal of Epidemiology,
150(4), 417-426.
UNICEF (2000). Domestic Violence against Women
and Girls. UNICEF Innocenti Digest, 6, 1-29.
Centre for Womens Studies & Development the
Research Institute (2005). A Situational Analysis of
Domestic Violence against Women in Kerala: 1-31.
Joshi, M. M. (2001). The Protection from Domestic
Violence Bill. Government Bill. Bill No. 133 of 2001.
Domestic Violence Statistics. Retrieved on
22/08/2009
from
http://www.domesticviolence.in/category/domesticviolence-statistics.
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Attitude towards Sports and Games among High School Students in Coimbatore
Dr. N. Sathish Babu
Physical Director, Easa College of Engineering and Technology,
ABSTRACT
Sports and games are an integral part of Education. They are inseparably united together. A proper and wise use
of leisure enables one to attend ones work with a high degree of efficiency. Games and sports enable one to gain
proficiency in action, a sound health, pleasing manners, pleasant characters and such other anticipated qualities
that in turn aid to develop a sound mind. The present paper briefly describes the attitude towards sports and
games among high school students. The sample for the study composed of 300 high school students selected
random from government and private schools of Coimbatore district. An opinionnaire from the students was
adopted as a tool in the study.
Introduction
Sports and Games which are played on
international level include volleyball, tennis, cricket,
basket ball, squash, badminton, hockey, football, table
tennis, kabbadi, Polo etc. Many other sports and games
are also there which are confiding to some area or region.
For example, in sub continent, children like to play Braf
pani, ankh macholi, kolra chpaki etc type game. These
games also play important role in childrens physical and
mental development. Sports and games much liked by
children and youth. So these activities are more
performed by the common people. The people are
incapable of undertaking sports and games; they derive its
benefit as spectators. There are three types of games in
the sports field: (1) individual games (2) Team games (3)
Rhythmic games. All sports and games aims at developing
motor qualities such as endurance, strength, speed,
coordinative abilities, flexibility and power, etc. These
qualities are essential for participating and leading a
healthy and productive life in society. Games require
varied skills such as dodging, running, throwing catching,
pitching, dribbling, boosting, spiking, hitting, bowling,
driving, muffling, stopping, trapping etc. with implements
or without implements. Sports and games most suited to
give exercise to the grown up muscles of the boys and girls
of growing students.
Need of the Study
The great advantage of sports is that they
combine exercise with thrill, excitement, and sensation.
In order that we readily take exercise, it should be made
interesting and as everybody knows practically all kinds of
games devised by man posses a certain degree of interest.
Hockey, football, cricket, tennis, badminton, rowing,
swimming etc , all these and others not only give exercise
to limbs but also provide a good deal of excitement and
Entertainment. Not only the players but spectators fell
engrossed in a game because of its suspense and
unexpected turns. So sports form a very important part in
education. A book worm who takes no share in sports
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and games is physically weak and all his mental excellence

cannot make up for his physical deficiency. Sports and
games contribute to children for the development of
physical fitness, social fitness, moral fitness, and
emotional fitness and give more other desirable social
qualities. In school has physical education periods, but it
is limited to mere drill or a series of regulated exercises or
that period also taken for subject studies. Majority of
schools never give importance to sports and games. So
students not get proper ideas about sports and games. So
there is a great need to study about attitude of students
towards sports and games.
To find out attitude of the high school students
towards sports and games with respect to their
gender.
towards sports and games with respect to types of
school.
towards sports and games with respect to locality.
towards sports and games with respect to their
medium.
the attitude towards sports and games of high school
students with respect to their gender.
students with respect to their types of school.
students with respect to their locality.
students with respect to their medium.
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Method
Survey method was adopted for the study. To
establish the validity and reliability of the study, pilot
study was administered. After establishing validity and
reliability of the tool, the tool was considered for the final
study. Proper statistical method was adopted to test
hypothesis, which was used to find the results of the
study.
Sample of the Study
The sample of the study was the high school
students from different schools in Coimbatore. The
sample was restricted to 300 high school students from 8
schools to the convenience of the investigator for the
study. Government and private school students are
considered for the investigation.
Tools Used in the Study
An opinionnaire from the students was adopted
as a tool in the study. Opinionnaire consists of 30
statement related to attitude of high school students
towards sports and games. It describes and interprets what
are the factors of attitude. It consists both positive as well
as negative statements.
Delimitations of the Study
The study is confined to measure the attitude towards
sports and games only.
This study has been restricted only to the high school
students in Government and private school.
This study is carried out taking 300 students as
sample.
scores of the attitude towards sports and games of high
school students with respect to their gender.
Table 1: Attitude towards Sports and Games of High
School Students with respect to their Gender
Gender
N
Mean
SD
tRemark
value
Male
177 180.58 18.87 0.08
Not
Female 123 180.39 20.77
Significant
From the above table, it is clearly found that the
calculated t- value 0.08 is not significant at any level. This
results shows that there is no significant difference
between male and female high school students of attitude
towards sports and games. So it can be done that gender
has no influence on the attitude towards sports and
games.
school students with respect to types of school.
School Students with respect to Types of School
Types of
N
Mean
SD
tRemark
School
value
Government 206 178.71 20.00 2.44 Significant
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Private
at 0.05
level
calculated t- value 2.44 is significant at 0.05 level. So it
can be done that types of school has influence on the
attitude of high school students towards sports and
games.
school students with respect to locality.
School Students with respect to Locality
Locality N
Mean
SD
tRemark
value
Rural
79 185.08 18.68 2.50
Significant at
Urban 221 178.87 19.75
0.05 level
calculated t- value 2.50 is significant at 0.05 level. This
result indicates that there is significant difference between
the rural and urban high school students in their
attitudes towards sports and games.
school students with respect to medium.
School Students with respect to Medium
Medium N
Mean
SD
tRemark
value
English 102 180.02 20.31 0.30
Not
Tamil
198 180.75 19.33
significant
calculated t- value 0.30 is not significant at any level. So it
can be done that medium has no influence on the
attitude of high school students towards sports and
games.
Findings of the Study
Gender has no influence on the attitude of high
school students towards sports and games.
The types of school have influence on the attitude of
high school students towards sports and games.
The locality has influence on the attitude of high
school students towards sports and games.
The medium have no influence on the attitude of
high school students towards sports and games.
Conclusion
The present deal for games and sports in most of
the schools is most not good enough. It is completely
elective for the students to participate in games and sports
and as a matter-of-fact very few take part in school games.
The training for different branches of games and sports
should be given in a scientific way under a good coach
and the aptness to any particular branch of sports or
games should be determined on the ability and interest of
the student. The great saint swami Vivekananda has also
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stressed the importance of well-built bodies when he
remarks, what India needs today is not the Bhagwad Gita
but the football field. Importance of sports and games for
the all round development of an individual is recognized
by all educators and educational thinkers. Sports and
games is the part of the educational programme in which
the child is not merely encouraged to move but is taught
to move effectively. Through sports and games make sure
that a childs movements are the most suitable ones for
stages of development and should help in the spiritual
development of the student.
References
Castelli, D. & Rink, J. E. (2003) A comparison of
high and low performing secondary physical
education program, Journal of Teaching in Physical
Education, 22, 512-532.
Centers for Disease Control and Prevention (2002)
Youth risk behavior surveillance*United States, 2001,
Morbidity and Mortality Weekly Report, 51(SS-4),
164.
Chung, M. & Phillips, D. A. (2002). The relationship
between attitude toward physical education and
leisure-time exercise in high school students, The
Physical Educator, 59, 126-138.
Fishbein, M. & Ajzen, I. (1975). Belief, attitude,
intention, and behavior: an introduction to theory
and research (Reading, MA, Addison-Wesley).
Graham, G. (1995). Physical education through
students eyes and in students voices: introduction,
Journal of Teaching in Physical Education, 14, 364371.
Griffin, L. L., Mitchell, S. A. &Oslin, J. L. (1997).
Teaching sport concepts and skills: a tactical games
approach (Champaign, IL, Human Kinetics).
Hellison, D. & Templin, T. J. (1990). A reflective
approach to teaching physical education (Champaign,
IL, Human Kinetics).
www.ycjournal.net
National Association of Sport and Physical Education

(NASPE) (2004) Moving into the future: national
standards for physical education (2nd ed.) (Boston,
McGraw Hill).
Penny, D. & Jess, M. (2004). Physical education and
physically active lives: a lifelong approach to
curriculum development, Sport, Education and
Society, 9, 269-287.
Siedentop, D. (1992). Thinking differently about
secondary school physical education, in: J. Rink (Ed.)
Critical crossroads: middle and secondary school
physical education (Reston, VA, American Alliance
for Health, Physical Education, Recreation, and
Dance), 7-13.
Siedentop, D. (1994). Sport education: quality
physical education through positive sport experiences
(Champaign, IL, Human Kinetics).
Silverman, S. & Subramanian, P. R. (1999). Student
attitude toward physical education and physical
activity: a review of measurement issues and
outcomes, Journal of Teaching in Physical Education,
19, 97-125.
Solmon, M. A. & Carter, G. A. (1995). Kindergarten
and first-grade students perceptions of physical
education in one teachers classes, Elementary School
Journal, 95, 355-365.
Strand, B. & Scantling, E. (1994). An analysis of
secondary student preferences towards physical
education, The Physical Educator, 51, 119-129.
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Impact of Electronic Content in Enhancing the Academic Performance of Student Teachers of Biological
Sciences: A Study
Dr. Shazli Hasan Khan
Assistant Professor, MANUU, CTE,
ABSTRACT
The development and application of Information and Communication Technology in the new era has greatly
influenced teaching and learning in education. The issue of information and communication technology in
teaching apparently facilitates booth the effort of the teacher as well as the learner. In the present era of
knowledge explosion, adopting modern tools for teaching is one of the predominant needs of the hour.
Knowledge packaging in electronic form or e-content is a powerful technique for teaching all subjects. ICT have
become handy in class room teaching and has the potential to engage the students throughout the period and
make learning easy, effective and potentially beneficial through visual aids, animations and simulations. They will
be able to see the different stages and functions of the learning object which they cannot normally see through
naked eyes. The repeatability or the reusability of technology based learning system meets the needs of all the
differently able students so that they are able to understand the concepts in a better way. Therefore the
technology-based teaching and learning has become essential. The term e-content refers to that form of
knowledge or content which is packed in an electronic form. It includes text, audio, video, animations, images
etc. In order to carry out the present study an achievement test in biological science was conducted so as to
validate the developed e-content and to assess the effectiveness of e-content. While analyzing the results of the
study the investigator found that the performance of the prospective teachers in the achievement test is better and
it became proven that e-content is highly effective. While administering the e-content to the student teachers,
which is a self-instructional learning strategy, it is found that e-content promotes active participation in the
teaching and learning and encourages vigilance among the prospective teachers. The study also found that
learning through e-content differs significantly than learning through the traditional lecture method and learning
through e-content is found to be more beneficial and effective as compared to the conventional method of
learning. Thus, learning through e-content enables the student teachers for continuous updating of knowledge,
enhances their Information technology skills and paves the way for time management in the teaching-learning
process
Keywords:
Achievement Test, E-learning, E-content, ICTs, Instructional Technology.
Introduction
The quality of education is an important measure
of productivity and prosperity of the Nation. Social,
political and economic changes and reforms are possible
only through education. Today the information arenas
witness an excelling plethora of technological advances,
which has to great extent been responsible for
immeasurable enhancement as human knowledge.
Technology has also provided the means of managing
knowledge through the strengthened capabilities of
collecting, strengthened capabilities of collecting, storing,
processing, packaging and transmitting information.
The age of Virtual University system has brought
about a revolution in computer technology, specifically
the Internet, offers increased possibilities for higher
education. With computer technology, the education
comes to the student; students are freed from time and
space constraints of the traditional classroom. The fusion
of information science and technology has tremendously
augments storage capacities, accelerated access for
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updating the processing facilities, refined search strategies

and expended access to distant databases network.
E-learning is a technology which supports
teaching and learning via a computer web technology. It
bridges the gap between a teacher and a student in
different geographical locations. Advancement in Internet
and multimedia technology is the basic enabler for econtent and administration. Software applications built
for planning, delivering and managing learning events has
become a crucial need for the corporate training
departments of large organizations. Our creative and
technical abilities allow us to package the most complex
material into a comprehensive and an interactive elearning application. We work with sophisticated
technologies and produce e-learning applications for a
variety of situations and deployment methods. The
enhanced functionality offers support to existing students
and faculty including admissions, events and academics
resources.
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The pressure to expand and democratize
educational opportunities have increased enormously,
fuelled in part by the population expansion and in part by
the need to prepare people for jobs in ever more complex
and interdependent societies. Planners are seeking
strategies that will not only make education available to
greater numbers of people but also an education that will
not demand the level of investment and administrative
structure customarily associated with the traditional
system of education. Understandably the search is on for
alternatives to these traditional forms of education so that
the benefits of education can be extended beyond the
four walls of the schools to embrace a wider spectrum of
people, old and young, rural and urban.
Today our students have changed radically and
drastically in their abilities and potentialities so as to
understand use the powerful force of ICTs proficiently.
Todays students are no longer the people of our
educational system who were designed to be taught and
learn in the present times classroom. The advent of digital
gadgets changed the thinking pattern of the students and
they process the information differently. These new
students of today designated as Digital Natives. Out
students of today are all native speakers of the digital
language of computers, video games and the Internet.
Those of us who were born into the digital world but
have, at some later point of lives, become fascinated by
and adopted many or most aspects of the new technology
are Digital Immigrants (Prensky, 2011). The biggest
problems facing education in the present scenario is that
our Digital Immigrant instructors, who speak an outdated
language (that of the pre-digital age), are struggling to
teach a population that speaks an entirely new language.
So the teachers and teacher educators of today should
adopt strategies which could satisfy the digital natives in
the teaching learning process. But the teacher education
system which produces the teachers of today lack behind
the actual situation. This had been addresses as
integration of Information and Communication
Technology (ICT) in teacher education and some
initiatives have taken as introducing a paper, doing some
session work in the teacher education curriculum.
Definitely, it is not just enough for the digital natives. By
analyzing the effectiveness and introducing the e-content
in the teaching and learning process, it can surely ignite
the young minds in the abstract ideas of learning content
especially in basic sciences like Biological sciences. It
could also support the individualized self learning as well.
Integration of ICT in teacher education can be
strengthened as per the global trend by the way of
infusing e-content development in teacher education with
high weightage.
E-content and its Effectiveness
E-content means content in the electronic form.
It is a combination of text, audio, video, images,
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animation with visual effects. Any digitized content that

can facilitate the learning process and/or learning
outcome can be termed as e-content. The acquisition of
these contents takes place via four different channels:
purchase of materials, use of freely available content on
the Internet, self production of material, exchange of
existing material in network with other institutions of
Higher Education (AG eLearning, 2007). According to
Selinger (2014), e-content should be seen as a tool to
improve the understanding, engagement and motivation
of learners; to provide a safe environment for them to
experiment and explore their conjectures; and to test
their
understanding
using
novel
assessment
methodologies based on trial and improvement;
simulations and manipulation of models. E-content can
also be utilized as reusable learning objects.
National Mission on Education through ICT and
Relevance of E-content
For India to emerge as a knowledge super power
of the world in the shortest possible time it is imperative
to covert our demographic advantage into knowledge
powerhouse by nurturing and honing our working
population into knowledge or knowledge enabled
working population (Mission Document). Human
Resource Development would certainly be the key for it
to happen the conventional approach must also be aided
and supported by the technological interventions through
ICT so as to make available the knowledge resources to
each and every learner as per his/her convenience and
just in time. It is obvious that emphasis on ICT is a crying
need as it acts as a multiplier fro capacity building efforts
of educational institutions without compromising the
quality. This requirement stems from the shortcomings of
the current educational delivery model and the explosive
nature of the knowledge. Schools, colleges and
universities have not been able to keep up with the
requirements for educating the Indian masses at the rate,
level and quality that if expected from an Indian citizen in
the coming knowledge era. To bridge this gap, new
models of content creation, content delivery, learning,
management and planning mechanisms for creating
cooperative and self-leanring environment have to be
developed.
The efforts of Ministry of Human Resource
Development (MHRD) would be geared towards creating
open house forum for knowledge. The effort would
involve content packaging, evaluating and store them in
an open web portal. The endeavor of the mission is to
work continuously for enriching the repository of econtents of the Nation. For the purpose it encourages the
academicians, scholars and institutions to contribute to
the world of knowledge in Cyber space by creating econtent. The mission also is to evolve a mechanism to
rate the quality of the e-content generated before
admitting it to the National repository. As a custodian of
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the National repository of e-content, the Mission shall
undertake an exercise for indexing the available e-content,
for its easier retrieval and access by the learners. Thus, in
the present era of knowledge explosion, adopting modern
tools for teaching is one of the predominant needs of the
hour. Instructional packaging in electronic form or econtent is a powerful technique for teaching all subjects.
ICT have now become handy in classroom teaching
which has the potential to engage the students
throughout the period and make learning easy and
effective through, visual aids, animations and simulations.
Infusing E-content in Teacher Education and Teacher
Education Programmes
Our ambition of India becoming a knowledge
super power by effectively utilizing her abundant human
resource faces the weakness such as a) Lack of timely and
easy availability of knowledge resources to all, b)
Mismatch between demand and supply of knowledge and
skills; c) The growing digital divide and a very low
percentage of digital literacy; d) The lack of a strong
contingent of motivated teachers; e) Inefficient
functioning of the knowledge delivery mechanism
(Mission Document). For education to reap the full
benefits of ICTs in learning, it is essential that pre-service
and in-service teachers have the basic ICT skills and
competencies. The teacher education must provide
leadership in determining how the new technologies can
best be used in the context of the culture, needs, and
economic conditions within their country (UNESCO,
2002). Most of the universities in India didnt give much
importance to e-content development and its infusion
into the teacher education curriculum and teacher
education programmes.
Significance of the Study
New innovations are coming to the fields of
education in terms of technology which promise to
change the process of teaching and learning. Training of
competent teachers is very important in these new and
modern technologies of teaching and learning because
they directly or indirectly influence the quality and the
quantity of educational services. Without adequately
trained teachers cadre the institution cannot aim to
expand the educational facilities.
E-content: The term e-content refers to that form of
knowledge or content which is packed in an electronic
from. It includes text, audio, video, animations, images
etc. An innovative application of computer in the
teaching and learning process is e-content. E-content is
the advancement of technology to design, deliver select,
administer and extend learning.
To prepare e-content for particular topic in the
teaching of biological science education at B.Ed.
level.
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To find out whether there is any significant

difference in achievement means score between
control group and experimental group in
learning teaching of biological science education
by B.Ed. student-teachers.
1. There is no significant difference in the Post-test
achievement mean scores between control group
and experimental group.
There is no significant difference in the
achievement mean scores between the Pre-test
and Post-test of experimental groups who learnt
through e-content.
Method: The investigator followed the experimental
method for the present study.
Sample: The present study is concerned with prospective
student teachers of two colleges of education which are
Aligarh College of Teacher Education, Aligarh and Gyan
Mahavidhyalya College of Teacher Education, Aligarh.
Hence the college selected could be considered as a
representative college. 18 students have been selected for
experimental group and another eighteen students for the
control group by using purposive sampling method.
Data Analysis
Post-test achievement mean scores between control group
and experimental group.
Table 1: Comparison of Post-test Achievement Mean
Scores of Experimental and Control Groups
Group
Mea
n
SD
Control
1
8
1
8
8.72
1.12
7
1.91
0
Experimenta
l
13.33
tvalu
e
9.22
df
3
4
Level of
Significanc
e
Significant
From Table-1, it is seen that the t-value of 9.22 is

greater that the critical value of 2.704 corresponding to
the 0.01 level of significance. This implies that the
control group and experimental group differ significantly
in their achievement in the post-test. Hence, the null
hypothesis is not accepted and it stands rejected.
achievement mean scores between the Pre-test and Posttest of experimental groups who learnt through e-content.
Table 2: Difference between the Pre-test and Post-test
Achievement Mean Scores Due To Treatment Of The
Experimental Groups
Experimenta
l Group
Mea
n
SD
tvalue
df
Pre-test
1
8
1
8
10.72
1,36
4
1,91
0
8.04
0
3
4
Post-test
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105
Level of
Significanc
e
Significant
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From Table-2, it is seen that the calculated t-value
of 8.040 is greater that the critical value of 2.704
corresponding to the 0.01 level of significance. This
shows that the experimental group is highly significant in
their achievement in the post-test. Hence, the null
hypothesis is accepted.
Major Findings
1. An achievement test was conducted so as to assess the
effectiveness of the e-content. While analyzing the
result it was found that the performance of the
students in the achievement test is better and it
became clear that the e-content is highly effective.
2. The student teachers of experimental group who were
taught through e-content achieved more in the
subject of biological science units than the control
group student teachers.
3. It was found that learning through e-content and
learning through traditional lecture method are not
similar and the achievement of the prospective
teachers in the classroom achievement test in
biological science differ significantly when they were
taught through both of these methods.
1. New instructional techniques of assisting student
through computers are to be explored by the teachers
and researchers continuously.
2. Teachers of higher secondary schools can be given
orientation as how to develop e-content.
3. The use of e-content is found to be valid in
enhancing the achievement; it will diminish wastage
and stagnation in school.
Conclusion
Education systems around the world as well as in
India must respond to the changing needs of students
and their teachers, just as business has reacted to its
changing needs in implementing employee training
(Kulsum, 2008). Technological innovations are increasing
the demand for altering the mode of transaction in the
teaching and learning process and that in turn develop a
significant impact on technology use expectations. It is
very much imperative that emerging technology of econtent development needs to be adopted in the present
day teacher education curriculum of all the universities as
well as teaching and learning should be facilitated
through the e-content. It has now come to the forefront
of the technological development and technological
revolution that many universities in India such as
University of Kashmir, University of Kurukshetra as well
as M.S University of Barodas Faculty of Education are
now keenly working on developing e-content on all its
teacher education curriculum and teacher education
syllabus, both at Undergraduate level as well as at Postgraduate level.
With the realization of the National Mission on
Education through ICT, the teacher education regulatory
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body NCTE can insist the demand of the hour is to

develop and maintain e-content in all of its recognized
institutions. Especially basic science teachers should
develop such skills of developing e-content so as to
develop a curiosity over the basic science concepts and to
enhance the individualized self-learning experience of
teachers. All of these are possible only, when e-content
development is infused in the teacher education
curriculum and in-service training for the basic science
and especially biological science teachers of today.
Based on the proceeding findings of the present
study, the conclusions that were drawn are very
encouraging and motivating for the prospective teachers.
The level of performance of teacher trainees who learnt
through e-content were greater than the other part and
hence it was evident that e-content is also an effective
approach to teach Biological Science Education (BSE).
The rise of e-learning and an electronic content is a new
paradigm for education and training in the knowledgedriven society, empowered by technological advancements
which give the modern instructional technology. The
development of educational content in tune with the
changing times has become a major responsibility of the
modern teacher who has to face a new learner in a new
environment. More over the level of motivation, learning
style and anxiety towards computer improves the
efficiency and efficacy of the prospective teachers and
hence the e-content approach is having great scope in the
instructional design of the student teachers. So we need
to equip our teachers to knob these digital natives by the
way of adopting e-content development and latest
developments in ICT in the teacher education
curriculum.
References
AG eLearning (2007). Bericht der AG eLearning
a die Curriculumkommision der fakultatfur
Betriebswirtschaft. Retrieved November 17, 2006
from
http://www.uibk.ac.at/elearning/aktuelles/0512
21agelearning_bericht_kurz_public.pdf.
Amutha, S. & Ramganesh. E-content - An
Inevitable Supplement for a Teacher Educator.
Paper presented at the International Conference
on Quality Enhancement in Distance Education
for Lifelong Learning 26-27, March, 2011.
Jeya Shanmuga Rja, J. E-content Development on
teaching method of Zoology at B.Ed. Level. Paper
presented at the International Conference on
Quality Enhancement in Distance Education for
Lifelong Learning 26-27, March, 2011.
Kalam, A. (2008). Distinguished Lecture at the
IIIT, Hyderabad. Retrieved August 8, 2011 from
htpp://www.abdulkalam.com.
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Kulsum, Umme (2008). Role of Educational
Technology in Teacher Education. Information
and Communication Technology in Teacher
Education (2nd ed.). Agra: H.P. Bhargava Book
House Publishers.
Mission Document. National Mission on
Education
through
Information
and
Communication Technology. Retrieved April 15,
2014
from
http://mhrd.gov.in/sites/upload_files/mhrd/file
s/MissionDocument.pdf
Prensky, M (2011). Digital Natives, Digital
Immigrants. On the Horizon 9(5), 201-207.
Selinger, M. (2014). Cultural and pedagogical
implications of a global e-learning programme.
Cambridge Journal of Education, 34 (2), 213229.
www.ycjournal.net
Suma, S. (2007). Development and Validation of

e-content on the uses of the simple present tense
in English at higher secondary level. M.Phil.
Thesis submitted to Bharathidasan University.
UNESCO.
(2002).
Information
and
Communication Technologies in Teacher
Education. Division of Higher Education.
UNESCO. Retrieved April 17, 2014 from
unesdoc.unesco.org/image/0012/001295/12953
3e.pdf.
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S.A. Gowri
Ph.D. Research Scholar, School of Education, Tamil Nadu Open University,
Chennai, Tamil Nadu
ABSTRACT
E-learning comes at a time of great transformation in how individuals and organizations learn and how they
transfer learning into performance-in the classroom and online-remains as important as ever. However, e-learning
is much more than e-training. The accelerating pace of knowledge growth and change, as well as increasing
pressures of the market place require researchers to look for innovative approaches to complement training.
Learning should not stop at the end of class. On the other hand, Rosenberg (2006) claims that classroom will
continue to serve a critical function in any learning strategy. It provides a place where students, teachers can
interact, experiment, collaborate and create. It is worth noting that that the goal of this study is to provide hints
and clues to policy makers how they administer online learning. "Successful e-learning depends on the selfmotivation of individuals to study effectively". E-learning (or e-Learning) refers to the use of electronic
media and Information and Communication Technologies (ICT) in education. E-learning is broadly inclusive of
all forms of educational technology in learning and teaching. This article expresses advantages and disadvantages
of e-learning and some of the future trends of e- learning.
future of e-learning we have to know about the meaning,
Introduction
For over a century, education has remained
advantages and disadvantages of e-learning.
largely unchanged. Classrooms full of students deferring
E-Learning: Meaning
to the wisdom of an all-knowing professor is, and many
E-learning is a learning conducted via electronic
believe, will continue to be the accepted mode of
media, typically on the Internet. "Successful e-learning
instruction. Despite many technological advances and the
depends on the self-motivation of individuals to study
introduction of new pedagogical concepts, the majority of
effectively". E-learning (or e-Learning) refers to the use
todays classrooms continue to utilize this traditional
of electronic
media and Information
and
mode. When considering the learning beliefs and
Communication Technologies (ICT) in education. Ebehaviors of Students, they are familiar with the idea that
learning is broadly inclusive of all forms of educational
knowledge can change ones destiny, but they usually
technology in learning and teaching.
E-learning
is
dont know how to get the knowledge except from books
inclusive of, and is broadly synonymous with multimedia
or teachers. In traditional education system, the teachers
learning, technology-enhanced learning (TEL), computerjust impart the consolidated knowledge which they had
based
instruction (CBI), computer-based
training
mastered themselves to the students but they dont teach
(CBT), computer-assisted instruction or computer-aided
the students the skills of getting knowledge and other
instruction (CAI), internet-based training (IBT),web-based
abilities, such as finding, analyzing and solving a problem.
training (WBT), online education, virtual education,
In other words, it emphasizes teacher delivery rather than
virtual learning environments (VLE) (which are also
student learning. As a result, this traditional teaching
called learning platforms), m-learning, and digital
approach often leads to surface learning and the students
educational collaboration. These alternative names
find the content is too abstract, boring and hard to relate
emphasize a particular aspect, component or delivery
to the real world. But the world is changing so the current
method. E-learning includes numerous types of media
teaching and learning paradigm of the teacher as a
that deliver text, audio, images, animation, and streaming
facilitator/coach. This new teacher will provide
video, and includes technology applications and processes
contextual learning environments that engage student in
such as audio or video tape, satellite TV, CD-ROM, and
collaborative activities that will require communications
computer-based
learning,
as
well
as
local
and access to information that only technology can
intranet/extranet
and web-based
provide. With the help of these developed technologies a
learning. Information and communication
systems,
student can shift his learning style from traditional
whether free-standing or based on either local networks
learning to personal learning with respect to his own pace
or the Internet in networked learning, underlies many eand with his own technology especially learning through
learning processes. E-learning can occur in or out of
electronic media.
the classroom. It can be self-paced, asynchronous
Therefore e-learning become an unavoidable
learning or may be instructor-led, synchronous learning.
factor of tomorrows student, so, before discussing the
E-learning is suited to distance learning and flexible
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learning, but it can also be used in conjunction with faceto-face teaching, in which case the term blended
learning is commonly used.
Quite simply, e-learning is electronic learning,
and typically this means using a computer to deliver part,
or all of a course whether it's in a school, part of your
mandatory business training or a full distance learning
course. In the early days it received a bad press, as many
people thought bringing computers into the classroom
would remove that human element that some learners
need, but as time has progressed technology has
developed, and now we embrace smart phones and tablets
in the classroom and office, as well as using a wealth of
interactive designs that makes distance learning not only
engaging for the users, but valuable as a lesson delivery
medium.
Building partnerships with quality training
providers, and combining this with a dedicated
experienced technical team and support staff, Virtual
College provides the perfect blended learning
environment, offering anyone the chance to take their
online training to the next level.
Characteristics of E-Learning
1. e-learning as an educational approach or tool that
supports traditional subjects;
2. e-learning as a technological medium that assists in
the communication of knowledge, and its
development and exchange;
3. e-learning itself as an educational subject; such
courses may be called "Computer Studies" or
"Information
and
Communication
Technology (ICT)";
4. e-learning administrative tools such as education
management information systems (EMIS).
E-learning is here to stay. As computer ownership
grows across the globe e-learning becomes increasingly
viable and accessible. Internet connection speeds are
increasing, and with that, opportunities for more
multimedia training methods arise. With the immense
improvement of mobile networks in the past few years
and the increase in telecommuting, taking all the
awesome features of e-learning on the road is a reality
with smart phones and other portable devices.
Technologies such as social media are also transforming
education constantly.
Generally speaking, learning is expensive, takes a
long time and the results can vary. E-learning has been
trying for years now to complement the way we learn to
make it more effective and measurable. The result now
being that there are a number of tools that help create
interactive courses, standardize the learning process
and/or inject informal elements to otherwise formal
learning processes. Several e-learning trends give us a view
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to how e-learning and learning tools will be shaped in the

future.
The following Seven key trends are shaping the new elearning reality;
Trend #1: Mobile learning
Mobile devices in business are becoming
ubiquitous (even in unexpected places such as retail and
hospitality), and it makes sense to deliver learning to
employees on a platform that is integral to their personal
and professional lifestyles. Mobile is suited to short bursts
of information, which allows you to integrate on-demand
learning into your performance support system.
Trend #2: Social media for learning
People often learn as much from one another as
they do from the course materials. And better than 50
percent of the workforce (and growing) is plugged into
social networks as a way of life. Organizations already are
incorporating social media into their core training
strategy, including:
Using Facebook to provide advanced materials,
conduct intersession activities, and build learning
communities
Using Twitter for introductions, pre-training
preparation and instruction, conversations, debates,
reflecting, brainstorming, and polls
Using YouTube for training videos
Creating blogs for additional learning information
Creating wikis for learning resources
Creating more immersive learning environments such
as virtual experiences
Trend #3: Gamification
One of the key challenges with learning and
developments always has been to get people engaged.
Using game mechanics is proving to be one of the most
important measures to get people eager to learn, and
continue to learn.
In addition to being fun, gamification offers other key
benefits.
It can engage learners of all ages.
The fun aspect creates less resistance to learning.
It can be used to teach a variety of subjects.
Its suited to different domains of learning, including
knowledge, skills and attitudes
It encourages experimentation, which often leads to
innovative thinking.
It is less stressful than traditional learning with
lectures and formal tests.
It can be used to encourage a competitive spirit and
teamwork.
Whether your gamification strategy includes
video games, games of chance, role play and adventure,
simulations, building and construction, or puzzles, you
can be sure that it offers a strong engagement element to
your learning approach.
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Trend #4: Spacing
We all know that students retain very little of
what they learn in a classroom or e-learning event some
sources say as little as 10 percent. Instead of wasting 90
percent of learning effort, many institutions are realizing
the benefits of "spacing," which provides ongoing learning
over extended periods of time. Spacing or interval
reinforcement provides information to learners in a
repetitive and consistent way that reinforces a prior
learning event, such as a workshop or e-learning session.
Research into cognitive learning and memory is helping
us optimize the spacing effect for maximum mastery of
knowledge: Spacing can be used to enhance traditional elearning sessions, or daily to deliver new learning.
Regardless of the goal, spacing allows organizations to
create a continuous learning environment by weaving
learning into every workday.
Trend #5: Chunking
Most memory experts acknowledge that the
capacity of short-term memory is about four items, but it
can be expanded by chunking the information. Chunking
means creating small units of information that can be
combined into larger more meaningful ones. Overall,
chunking helps people take in more information, and
remember more of it. In today's learning environment,
chunking usually is manifested as short bursts of learning
anything from 60 seconds to 60 minutes.
Trend #6: Personalization
Learning is an individual experience, but with the
advancement of learning technologies, learning strategy
can be developed based on each individuals unique
competencies and learning preferences.
Personalization considers;
The learner's preferred and habitual mode of

learning
Their current state of knowledge what specific

knowledge, skills, and attitudes are required, and
where are the gaps? What learning can be skipped,
and what needs to be repeated?
Other considerations that may impact learning: are

there any generational, cultural or language
considerations that need to be addressed to improve
learning?
By creating a personalized learning experience,
learning strategy of individual students can address
knowledge gaps and performance improvements at the
individual level, which improves the overall knowledge
and ability level of all the students
Advantages of E-Learning
E-learning is a relatively new form of educating
students through the use of computers as an instructional
medium. E-learning is used to educate people of all
different ages.
Sharing Of Ideas
Instructors accessibility
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Enabling student-centered teaching approaches

Providing 24/7 accessibility to course materials
Adds pedagogical benefits
Helpful for instructors
Flexibility
Each student can individually set his/her own
speed of study
Interactivity
Faster evaluation of tests, faster feedback
Very easy to prepare test.
Easy to update content.
Learning community.
Personal tutor every time.
More students at the same time.
Less cost for participation.
Improved open access to education, including
access to full degree programs
Timeless Education
Better integration for non-full-time students,
particularly in continuing education
Improved interactions between students and
instructors,
Provision of tools to enable students to
independently solve problems,
Acquisition of technological skills through
practice with tools and computers.
No age-based restrictions on difficulty level, i.e.
students can go at their own pace.
Disadvantages of E-Learning
E-learning possesses some disadvantages also.
Some disadvantages of e-learning that have been found to
make learning less effective than traditional class room
settings include:
Costly to Produce
New Skills Needed
Affordability
Minimal Social Interaction
Tests must be structured
No face to face interaction.
Lack of motivation makes the learning boring.
Required IT skills.
You do not have direct feedback.
You can cheat.
Content must correspond with technology.
Difficulties with practical exercises.
You need technical equipment.
More expensive development.
Ease of cheating
Bias towards tech-savvy students over nontechnical students
Teachers' lack of knowledge and experience to
manage virtual teacher-student interaction
Lack of social interaction between teacher and
students
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Lack of direct and immediate feedback from
teachers
Asynchronous communication hinders fast
exchange of question
Danger of procrastination
Conclusion
Never before have we seen this intersection of
technology and cognitive science being put to such
stunningly effective use. The key to these trends is they
allow integrate learning more firmly into the culture of
the institution and directly affect students academic
performance. These new technologies and learning design
approaches allow for more effective learning retention,
improve student engagement in the learning process, and
allow students to identify the bottom-line impact of
learning. But these are not trends of the distant future;
solutions already exist that allow you to integrate these
trends into effective e learning strategy and new
developments are being introduced almost daily. If a
teacher/student isnt incorporating these trends, add
them to their teaching/learning strategy and begin
implementing them as soon as possible. It's a fair guess
that your competition is.
References
Allen, I. E., & Seaman, J. (2007). Online nation: Five
years of growth in online learning. Needham, MA:
Sloan
Consortium.
Retrieved
from
http://sloanconsortium.org/publications/survey/pdf
/online_nation.pdf
Brown, G., & Wack, M. (1999). The difference frenzy
and matching buckshot with buckshot. The
Technology
Source.
Retrieved
from
http://technologysource.org/?view=article&id=320
Brown, K. M. (1996). The role of internal and
external factors in the discontinuation of off-campus
students. Distance Education, 17, 14-71.
Carr, S. (2000). As distance education comes of age,
the challenge is keeping the students. Chronicle of
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Higher Education, Information Technology Section.

Retrieved from http://chronicle.com/free/v46/
i23/23a00101.html
Citera, M. (1988). Distributed teamwork: The impact
of communication media on influence and decision
quality. Journal of the American Society for
Information Science, 49(9), 792800.
Davies, J., & Graff, M. (2005). Performance in elearning: Online participation and student grades.
British Journal of Educational Technology, 36(4),
657-663.
Akamavi, N. and Kimble, C. (2005) Knowledge
sharing and computer supported collaborative work:
the role of organizational culture and trust,
Proceedings of the 10th Annual Conference of the
United Kingdom Academy of Information Systems
(UKAIS 2005), Newcastle upon Tyne, UK, 2224
March.
Alexander, B. (2006) Web 2.0: a new wave of
innovation for teaching and learning? EDUCAUSE
Review, 41(2), 32-44.
Allee, V. (2000) eLearning is not knowledge
management, Learning in the New EconomyeMagazine,
Available
at:
www.linezine.com/2.1/features/vaenkm.htm.
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Quality in Teacher Education
V. Jayachandran
Research Scholar, Department of Education, Sri Venkateswara University,
Tirupati, Andhra Pradesh
ABSTARCT
Education has been recognized as fundamental right and it is viewed as a process of human resource development
where the knowledge, Skills and capabilities are sharpened to achieve a wide range of objectives. In a democracy,
education can be used for giving training in good citizenship. It can produce leaders in different walks of like.
Education is the process by which an individual is enabling to function according to the Expectations of the
society as well as according to his/her capabilities. The education system must make its contribution to the
development of habits, Attitude and qualities of character which will enable the citizen to bear worthy by
Responsibilities democratic citizenship (Education Commission, 1964).
Recognizing such an enormous potential of
Introduction
Education is a purposeful conscious or
education, all progressive societies have committed
unconscious deliberate or spontaneous, Psychological,
themselves to the universalisation of elementary
sociological, scientific and philosophical process which
education with an explicit aim of providing Quality
brings about the all round development of the individual
Education for all. They have also recognized the
to its fullest extent in the best of his social Interests in
significance of secondary education, gradually reaching to
such a way that he enjoys maximum happiness and
reaching to a near universalistic level and simultaneously
prosperity. By education I mean an all round drawing
improving its quality for effective empowerment of as
out of the best in child and man body, mind and soul many more learners as possible in order to achieve
Mahatma Gandhi.
advancements in socio-economic and other domains of
life. School education can be provided in the present
Meaning of Teacher Education
According to Monroe encyclopedia of
times to practically all members of the society and
educational research Teacher education refers to the
therefore, its quality and efficiency assume special
totality of educational inputs which contribute to the
significance within the larger framework of personal,
preparation of a person for a teaching poison in school.
social and national development.
But the term is more commonly employed to designate
Teachers can act as trail-blazers in the lives of
the programmers of courses and other experiences offered
learners and in the process of education for development.
by an educational institution for the announced purpose
If teachers acquire professional competencies and
of preparing persons for teaching and other educational
commitment, and if they are enabled and empowered to
services. Teacher education is not mere pedagogy or
perform their multiple tasks in the classroom as well as in
acquisition of a training qualification. It is preparation of
the school and the community in a genuinely professional
persons for family, for society and for the country. It is
manner, then a chain reaction can begin-starting with a
nurturing of creativity, inculcation of commitment and
sound teacher performances and culminating into a high
generation of a strong will to contribute at the highest
quality learning among increasingly more students in
level of efficiency through value based approach. Teacher
cognitive, affective and psychomotor areas of human
education is a process of unearthing the treasure within
development.
every teacher and subsequently within every learner in
Structure of Classroom Performance and Quality
each and every learning centre. It is the process which
Education
makes the individuals realizes the magnitude and
The structure of classroom performance
potentialities which, if nurtured and inculcated in the
consisted nine important types of variables involved in
right direction, could make significant contribution to the
the definition as a basis for planning present research and
identified sectors.
decisions about performance of teacher. This model
directly from Mitzels (1960) his presage criteria included
Effective Teacher Education
Education is a process of human enlightenment
pre-existing teacher characteristics, teacher training
and empowerment for the achievement of a better and
variables and teacher competencies, his process criteria
high quality of life. A sound and effective system of
were based on pupil learning outcomes and his
education results in the enfoldment of learners
environment variables.
potentialities, enlargement of their competencies and
Quality Concerns in Teacher Education
transformation of their interest, attitudes and value.
In consequence with NPE-86, AP has well
established institutes of teacher education of teacher
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education for improving quality of primary and secondary
Quality Teacher Education Maxims of Teaching
education. A brief account of such institutions is given
A teacher said to be a failure if he is unable to
below:
distribute the knowledge to the pupils even thought he
SCERT: The State Council of Educational Research and
has abilities, merits, and mastery of the subject. The
Training (SCERT) Andhra Pradesh was established on
reality is that the teaching is an art and to acquire
27-07-1967. Amalgamating the following institutions.
efficiency in this art the teacher need two things
1. The complete knowledge of the subject matter
The State Council of Education
The State Bureau of Education and Vocational 2. The scientific knowledge of the teaching styles for
discrimination the knowledge to the people.
Guidance
Maxims of teaching have been discovered, not
The State Science Education unit and
invented. They are simply statements the way in which
The State Evaluation Unit
teaching and learning go forward. They ensure efficient
Functions
and effective teaching.
Based on its objectives as the academic wing of
Some Important Maxims of Teaching
the Department of School Education, the following are
Simple to Complex (Easy to Hard): The maxim means
the functions of SCERT.
the teaching of simple to the people first and then the
Preparation of curricula, syllabi, instructional
complex contents should be taught afterwards.
material for Primary, Upper Primary, Secondary and
From Known to Unknown: The meaning of from
alternative systems of education.
known to unknown is that the basis of the pupils new
Development of evaluation procedures and material
knowledge should be his previous knowledge
which are helpful to the practicing teachers.
From Seen to Unseen: The meaning of the maxim is that
Bridging gaps between the methods and techniques
the pupils should be made aware of those things which
advocated in training and the actual classroom
are at perceptional before them first and then those
practices.
things should be presented which do not exist before
Dissemination of knowledge relating to improved
them.
methods and techniques to be followed by
From Concrete to Abstract: The maxim means the
educational institutions.
teacher present concrete objects first i.e. models, pictures,
Co-ordination with national and international
real objects etc., and after words he gains micro words for
organizations
in
academic
programmers.
them.
Organization of orientation programmes for the
From Particular to General: This maxim means that the
professional growth of teachers, teacher-educators,
specific examples should be presented before the pupils
supervisors etc.
first and then the general levels derived from those
Publication of journals, periodicals, books etc.
Specific examples.
Resource support to implement the academic policies
From Whole to Part: According to Gestalt psychology
lay down by the Government.
Teaching and its Devises: Good teaching demands skill in the we gave knowledge about the whole first and then about
some basic elements of good teaching. Just as medicine, once the parts.
a matter of pills and potions has become a tremendous tangle From Indefinite to Definite: As the people grows his
of symptoms and specifies, so teaching has become sensory organs develop and giving knowledge regarding
complicated by the increasingly intricate phrases of human different objects, these concepts generally vague, unclear
personality and society whereas this true of all teaching. It is and uncertain, the teacher provide certainly to the
truer as for as teaching children in the school is concerned, uncertain knowledge using concrete objects and
here the teacher deals with the best of humanity, the young, examples.
the more easily pleased less sophisticated and as yet less From Psychological to Logical: This maxim says that
disillusioned than the old. In the schools, teaching provides subject should be presented according to the age, ability
to the teacher an opportunity for doing something creative, interest of the pupil. In lower classes we should teach
that is, for molding personalities and minds. The topic some according to this maxim. The logical order must be
of the aspects of good teaching indicate some of the adopted in higher classes.
principles of good teaching which should be borne in mind From Empirical to Rational: The empirical knowledge is
by the teacher while he is dealing with children. Since the that what a pupil gains though his own observation. The
goal of teaching is desirable learning, the quality of teaching maxims means to make the pupils empirical knowledge
can be tested only in terms of the quality of learning to which more rational so that is because valid and definite.
From Analysis to Synthesis: Analysis means to divide a
it leads.
problem into components which on assembling them
Devices may be dividing into two categories (1) Teaching
man solve problem synthesis means to understand by
devices and (2) Fixing devices.
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RESEARCH TRACKS
113
ISSN 2347-4637
connecting the knowledge acquired from living

components of a problem.
Follow Nature: Education of a pupil according to his
physical and mental development i.e., nature.
Training and Sense: Training to the sense organs of the
pupil properly, the pupil will from concepts of each object
correctly in his mind.
Teaching Qualities
Over the last two decades many studies have
sought to identify those characteristics of teaching which
contribute to effectiveness; 1) Explains points clearly and
at pupils level, 2) Conveys an enthusiasm for the subject
to pupils, 3) Has a genuine interest in the subject, 4) Pays
attention to revision and examination technique, 5) Tries
to make lessons interesting wherever possible, 6) Conveys
high expectations for work pupils produce, 7) Teachers
for understanding rather than reproduction of learned
material, 8) Is confident and at case when teaching, 9)
Stimulates pupils to think for themselves, 10) Is
constructive and helpful in criticism of pupils.
Beginning the lesson: pupils come quickly to attention;
they direct themselves to the tasks to be accomplished.
Clarity of presentation: the content of the lesson is
presented so that it is understandable to the pupils;
different points of view and specific illustrations are used
when appropriate.
Pacing of the lesson: the movement from one part of the
lesson to the next is governed by the
pupils
achievement; the teacher stays with the classes and
adjusts the tempo accordingly.
Pupil participation and attention: the class is attentive;
when appropriate the pupils actively participate in the
lesson.
Ending the lesson: the lesson is ended when pupils have
achieved the aims of Instruction; there is a deliberate
attempt to tie together the planned and chance events of
the lesson relates them to the immediate and long-range
aims of instruction.
Teacher-pupil rapport: the personal relationship between
pupils and the teacher are harmonious.
Conclusion: Teaching and learning and closely related
and consider teaching and learning is one concept. In
school situation same content is taught at different levels.
The content structure facilities teaching to achieve
different objectives and to create appropriate learning
conditions and learning objectives falls on continues
which range from thoughtless to thoughtful. Mode
operation in teaching activities objectives from knowledge
to evaluation and conditions of learning from structure
responsible to problem solving. Quality Education give to
pupils made a good society, society made good pupils.
References
Adisesulu, Puli (1991). Teacher effectiveness in
relation to certain Personality traits. Doctoral Thesis,
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Sri Venkateswara University, Tirupati, Andhra

Pradesh.
Barr. (1952). Teaching competencies. Encyclopedia of
Educational Research (Revised Edition), pp.1446-54.
Barr, A.S. (1949). Measurement of Teaching
Efficiency. In Growing Point in Education Research,
Official report of the American Educational Research
Association.
Behara, A. Rohl, E.K. (2004). Performance of B.Ed.
trainees in relation to their gender, academic
background and type of the institution. Journal of
Research and Extension, 41(1).
Mahatma Gandhi (1985). In the Text Book A First
course in Philosophical and sociological foundations
of education, By Bhatia, KK. And Narang, C.L. Mis
Prakash Brothers, Ludhiana, India, p.7,
Malhotra, S.P. (1976). Teacher classroom behavior in
relation to presage Variable of teacher attitude and
adjustment and product variables of Students liking
and perceived behaviors of peers, Principals and self.
Ph.D. Thesis, The M.S. University of Baroda,
Vadora, Gujarat, India.
Manchala, C. (2005). Achievement of B.Ed. students.
Ph.D. Thesis, Sri Venkateswara University, Tirupati,
Andhra Pradesh.
Manjula (2002). Teacher Competencies and Learners
Achievement in Tribal Areas of Karnataka. Indian
Educational Review, 38(2), 90-207.
Poornand, S. A study of pupil achievement in
science in relation and certain Socio-psychological
variables. Ph.D. Thesis, Sri Venkateswara
University, Tirupati, Andhra Pradesh.
Pushpam, L.M. & Sundarajan (2005). Study of
teaching competency of Science teachers at Higher
Secondary level. Journal of Research and Extension,
41(1), 13-22.
Rabindranath Tagore, In the text book, A first
course in philosophical and Sociological foundations
of education by Bhatia, K.K. & Narang, C.L., Miss
Prakas Brothers, Ludhiana, India, 1985, p.7.
Shamsuddin, Haji (1996). The influence of Scocioecomic factors on Teachers Career. The Primary
Teacher, 21(1), 6-11.
Shanmugdas, K. (2004). Interacting effects of
learning style. Approaches to studying as Classroom
climate on achievement in social sciences of see
school Pupils. Education Research Review.
The Secondary Education Commission (1952),
Ministry of Education, Govt. of India, New Delhi.
The Teachers and Teacher Education (1985),
Ministry of Education, Government of India, New
Delhi.
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A Study on Achievement in Science in terms of Learning Objectives among Students of High Schools
R. Pankajam
Ph.D. Research Scholar, Dravidian University, Kuppam, Andhra Pradesh
Dr. D. Vinodh Kumar
Assistant Professor, School of Education, Tamil Nadu Open University, Chennai,
Tamil Nadu
ABSTRACT
The purpose of the study was to examine the achievement in science in terms of learning objectives among the
secondary school students in and around Coimbatore district. The present study belongs to Survey Research
Design, as it is intended to measure the Achievement in Science in terms of Learning Objectives towards the level
of Social Intelligence, Learning style among High School Students. The variables involved in this study were Social
Intelligence, Learning style and Achievement in Science. The demographic variables used in this study were
gender, type of management, locality, parents educational background and parents occupation. By using the
stratified random sampling technique investigator selected 669 high school students which include 389 male and
280 female students studying from 5 Government, 4 aided and 4 private high schools of which 74 Government,
42 aided and 82 private high schools in Coimbatore District. The collected data was analyzed by applying different
Statistical Techniques such as Mean, SDs, t-test, F-ratio and Correlation Co-efficient.
Introduction
Statement of the Problem
Science has brought about a lot of changes in the
The purpose of education is to teach students for
life of man. Education can be called as science as well as
their liberty, pursuit of happiness, well prepared for life
an art. Skill in teaching cannot be derived merely from
and most likely for gainful employment. Teaching social
theatrical or verbal knowledge. Achievement in science is
skills must be a crucial part of education. The Social
defined as the accomplishment of proficiency of
Intelligence will help to develop the social skills among
performance in a given skill or body of knowledge.
the students. The Social intelligence is closely related to
Achievement refers to the scholastic or academic
cognition and Intelligence. The Social Intelligence will
achievement of the student at the end educational
reflect the Achievement of students. The Learning Style
programme. Academic achievement of the students is
also reflects Achievement of students. Hence, the
facilitated by many numbers of psychological, sociological,
Investigator has taken up the study as, A Study on
educational, moral, cultural and economical factors.
Achievement in Science in Terms of Learning Objectives
It is due to science that man is leading a
among the Students of High Schools.
comfortable and secured life. Artificial Satellites,
Objectives
Television, Computers and Robots are all the gifts of
To measure the level of Social Intelligence, Learning
Science. Different theorists and educationists have
Styles and Achievement in Science among High
defined learning styles in their own way. Finally this study
School Students.
explains the Definitions and Meanings of Learning Styles,
To measure the level of Learning Objective such as
Ways to Perceive Learning Styles, Currys Onion Model
Knowledge, Understanding, Application and Skill
of Learning Styles and Dimensions of Learning Styles.
among High School Students.
The concept of style helps to understand that
To measure the influence of Demographic variables
how the learners are same with each other. Many people
such as Gender, Type of Management, Locality,
believe that learning style, cognitive style, thinking style
Parents Educational Background and Parents
and affective styles are the different names of the same
Occupation with respect to their Social Intelligence,
thing. It has been perceived and studied in three ways as
Learning Styles, Achievement in Science and learning
structure, process, and structure and process (Riding and
objectives among High School Students.
Cheema, 1991). Learning style is consistent across a wide
Hypotheses
variety of tasks.
1. There is no Significant Mean Score Difference in the
The concept of learning style is the combination
level of Social Intelligence, Learning Styles and
of characteristic cognitive, affective, and psychological
Achievement in Science among High School
elements. These elements determine the way of
Students total based on Gender, Type of
perceiving, interacting with, and responding to the
Management,
Locality,
Parents
Educational
learning environment. Bloom, B.S has divided the
Background and Parents Occupation.
learning objectives in six categories Knowledge,
Comprehension, Application, Synthesis, Evaluation and
level of Learning Objective such as Knowledge,
Analysis.
Understanding, Application and Skill among High
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RESEARCH TRACKS
115
ISSN 2347-4637

School Students based on Gender, Type of
Management,
Locality,
Parents
Educational
Background and Parents Occupation.
level of Social Intelligence, Learning Styles,
Achievement in Science and learning objectives
among High School Students based on Gender.
4. There is no Significant Difference in the level of
Social Intelligence, Learning Styles, and Achievement
in Science among High School Students.
Method: The present study belongs to survey research
design, as it is intended to measure the achievement in
science in terms of learning objectives among high school
students.
Sample: By using the stratified random sampling
technique investigator selected 669 high school students
which include 389 male and 280 female students studying
from 5 Government, 4 aided and 4 private high schools
of which 74 Government, 42 aided and 82 private high
schools in Coimbatore district.
Tools
Social Intelligence Scale (SIS) by Baskaran, P. &
Anandan, K. (2011).
Learning Style Scale (LSS) by Neela, M. & Rajmohan,
S. (2012).
Achievement in Science Test developed by the
Investigator.
Analysis of Data
Table 1: Level of Social Intelligence, Learning Style and
Achievement in Science among High School Students in
Total
Variables
Socia
l
Intelligen
ce
Me
SD
an
Learnin
g
Style
Me
an
SD
Me
an
SD
70.
64
70.
80
70.
43
71.
04
70.
37
71.
86
69.
14
70.
95
71.
78
70.
00
69.
29
73.
50
68.
88
67.
84
70.
32
69.
67
68.
32
68.
52
66.
84
71.
30
68.
33
69.
00
70.
26
62.
50
10.
19
10.
66
9.3
2
8.2
2
11.
34
10.
19
11.
41
8.2
3
9.2
2
11.
07
9.7
0
9.6
3
49.
27
49.
35
49.
14
44.
94
52.
29
33.
77
53.
39
60.
71
41.
84
53.
59
57.
69
39.
91
12.
87
12.
79
13.
00
13.
56
11.
45
4.2
2
7.8
7
5.4
6
12.
43
10.
83
7.9
0
10.
14
ion
Daily
Wages
Monthly
Salaried
19
0
44
5
Gender
Male
Female
Locality
Rural
Urban
Type of
Manage
ment
Governm
ent
Aided
Private
Parents
Educatio
nal
Backgro
und
Parents
Occupat
Elementa
ry Level
Secondar
y Level
College
Level
Agricultu
ralist
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34
4.4
5
5.0
7
3.4
1
4.0
6
4.7
0
4.0
7
5.0
6
3.6
8
3.9
7
5.0
1
2.3
5
4.0
6
4.8
8
4.2
2
72.
56
67.
79
7.8
9
10.
62
51.
07
49.
21
11.
12
13.
45
From Table-1, the result reveals that the Mean

scores of Social Intelligence, Learning Style and
Achievement in Science in Total are 70.64, 68.88 and
49.27 respectively. Further it is understood from the
results that the Social Intelligence is high 73.50 among
parents working at Agriculturalist of high school students
and their Achievement in Science is only 39.91.
Regarding Learning Style, it is high 72.56 among parents
working at Daily Wages of high school students and
above average among parents working at Agriculturalist of
high school students.
Table 2: Level of Learning Objectives on Knowledge,
Understanding, Application and Skill among High
School Students
Variables
N
66
9
Tota
l
Gender
Male
38
9
Female
28
0
Rural
27
5
Urban
39
4
Gover
nment
22
3
Aided
22
5
Private
22
1
Eleme
ntary
Level
27
4
Achievemen
t
in Science
Locality
Total
66
9
38
9
28
0
27
5
39
4
22
3
22
5
22
1
27
4
31
5
80
70.
68
70.
41
Type of
Manage
ment
Parents
Educatio
nal
RESEARCH TRACKS
Kno
wled
ge
M
e
a
n
4
8
.
1
3
4
7
.
3
5
4
9
.
2
1
4
2
.
9
9
5
1
.
7
1
2
9
.
1
7
5
2
.
0
3
6
3
.
2
8
3
8
.
Understa
nding
S
D
M
ea
n
SD
1
6.
6
6
4
8.
9
2
13.
88
1
5.
9
6
4
8.
8
7
14.
30
1
7.
5
6
4
8.
9
9
13.
29
1
9.
2
8
4
5.
6
6
14.
44
1
3.
4
6
5
1.
2
0
13.
01
8.
2
0
3
4.
6
9
9.3
2
1
0.
4
9
5
3.
4
8
10.
38
7.
2
8
5
8.
6
4
8.1
3
1
6.
4
4
2.
0
14.
04
Appli
cation
M
e
a
n
5
2
.
1
1
5
2
.
2
3
5
1
.
9
4
4
8
.
8
4
5
4
.
3
9
3
8
.
6
6
5
4
.
2
5
6
3
.
5
0
4
7
.
116
S
D
1
3.
4
4
1
3.
7
5
1
3.
0
3
1
3.
9
8
1
2.
5
8
7.
5
6
1
0.
9
8
7.
0
6
1
2.
6
M
e
a
n
4
7
.
3
0
4
9
.
1
3
4
4
.
7
5
4
1
.
1
6
5
1
.
5
8
3
3
.
6
2
5
3
.
8
0
5
4
.
4
8
4
0
.
S
k
il
l
SD
17.
41
18.
59
15.
29
13.
29
18.
63
11.
78
17.
52
13.
53
16.
67
ISSN 2347-4637

Backgrou
nd
Parents
Occupati
on
Second
ary
Level
31
5
Colleg
e Level
80
Agricul
turalist
34
Daily
Wages
19
0
Month
ly
Salarie
d
44
5
0
8
5
3
.
8
0
6
0
.
2
1
3
5
.
1
2
4
9
.
2
4
4
8
.
6
5
1
2.
8
5
5
2.
7
4
12.
08
1
1.
4
2
5
7.
5
5
8.2
6
9.
3
2
3
6.
8
2
13.
63
1
5.
0
8
5
0.
8
6
10.
83
1
7.
3
4
4
9.
0
2
14.
60
2
9
5
4
.
3
9
5
9
.
6
5
4
9
.
9
1
5
4
.
2
6
5
1
.
3
6
5
1
3.
5
7
9.
1
7
1
1.
7
8
1
4.
3
6
1
3.
0
7
2
4
5
3
.
2
6
4
7
.
9
8
3
9
.
3
8
5
0
.
0
6
4
6
.
7
2
Application
17.
22
Social
Intelligence
Gende
r
Male
8
5
8
5
8
5
8
5
8
5
8
5
8
5
8
5
8
5
8
5
Female
Learning Style
Male
Female
Achievement
in
Science
Male
Female
Knowledge
Male
Female
Understanding
Male
Female
www.ycjournal.net
Mea
n
S
D
71.54
4.48
69.93
3.07
66.44
9.50
68.67
5.66
66.73
3.36
63.16
1.43
65.62
3.06
65.98
6.49
68.42
3.54
62.49
3.37
Female
Skill
Male
Female
10.
38
8
5
8
5
8
5
8
5
*Significant at 0.05 level

14.
85
16.
54
17.
74
From Table-2, the obtained Maximum and

Minimum mean values of learning objectives on
knowledge, Understanding, Application and Skill scores
are 63.28 and 29.17, 58.64 and 34.69, 63.50 and 38.66
and 54.48 and 33.62 respectively. It is also reveal that
Mean and SD values of learning objectives on Knowledge,
Understanding, Application and Skill scores in total are
48.13 and 16.66, 48.92 and 13.88 and 52.11 and 13.44
and 47.30 and 17.41 respectively. It shows that the level
of Mean scores of learning objectives on Knowledge,
Understanding, Application and Skill is low among high
school students.
Table 3: Level of Social Intelligence, Learning Style,
Achievement in Science and Learning Objectives at
High Level of Achievement among High School
Students With Respect To Gender
Catego
ry
Male
tvalu
e
2.73*
1.86**
11.15*
7.85
65.72
4.56
63.98
10.11
54.51
11.65
1.79**
5.65*
**Not Significant at 0.05 level
From Table-3, it is seen that the t-values 1.86,

0.45 and 1.79 are not significant whereas 2.73, 8.98,
11.15 and 5.65 are significant at 0.05 level. It is
understood from the results that there is no significant
difference in the level of Learning Style, Learning
Objective on Knowledge and Application among Male
and Female students at high level of Achievement
whereas it is significant in the case of Social Intelligence,
Achievement in Science, Learning Objective on
Understanding and Skill. The results reveal that Male
students are having more level of Social Intelligence,
Achievement in Science, Learning Objective on
Understanding and Skill than the Female students at
high level of Achievement.
Table 4: Significant Relationship between Social
Intelligence and Learning Style, Social Intelligence and
Achievement in Science, Learning Style and
Achievement in Science among High School Students in
Total
Category
Social Intelligence and Learning Style
Social Intelligence and Achievement in
Science
N
669
669
r-value
1
0.23**
Learning Style and Achievement in

Science
669
-0.14**
**Correlation is significant at the 0.01 level (2-tailed).

From Table-4, it is seen that the r value, 0.23
and -0.14 are significant at 0.01 level. It is understood
from the result that there is a significant relationship
between Social Intelligence and Achievement in
Science, Learning Style and Achievement in Science
among High School Students.
Table 5: Significant Relationship between Social
Intelligence and Learning Style, Social Intelligence and
Achievement in Science among High School Students at
High, Moderate and Low Level of Achievement
Cat
ego
ry
8.98*
0.45**
67.48
Social Intelligence
and
Learning Style
Social Intelligence
and
Achievement in
Science
RESEARCH TRACKS
Achievement
N
17
0
17
0
Hig
h
1
0.34*
*
N
28
5
28
5
Moder
ate
1
0.17**
117
N
21
4
21
4
Lo
w
1
0.35**
ISSN 2347-4637

Learning Style and
Achievement in
Science
17
0
0.36*
*
28
5
0.08
21
4
0.43**
**Correlation is significant at the 0.01 level (2-tailed).

From Table-5, it reveals that the r values 0.34,
0.36, 0.17, 0.35 and -0.43 are significant at the 0.01
level. It is understood from the result that there is
significant relationship between Social Intelligence and
Achievement in Science among high school students at
high and low level of Achievement. At the same time,
there is significant relationship between Social
Intelligence and Achievement in Science among high
school students at moderate level of Achievement.
Conclusion
The results show that the level of Mean Scores of
Social Intelligence among High School Students is high.
The study also found that the level of Mean Scores of
Learning Style is above average. Achievement in Science
is low among High School Students. The results show
that the Mean Scores Level of Achievement in Science
with respect to their Type of Management is found to be
similar. Mean Scores of Level of Social Intelligence,
Learning Style and Learning Objective on Knowledge
among rural and urban students is found to be similar at
high level of Achievement. Mean Scores of the Learning
Style among high school students of College Level is
higher than the Secondary Level and Elementary Level at
Moderate level of Achievement. Mean Scores of the
Achievement in Science among high school students of
Daily Wages are higher than the Monthly Salaried at low
level of Achievement.
References
Alam, M.M. (2009). Academic achievement in
relation to creativity and achievement motivation: a
co-relational study, Edutracks, 8(9), 31-33.
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Andal, A. (2008). Impact of group learning on the

achievement of science among IX standard students.
M.Phil. Thesis, Periyar University, Salem.
Ahmod, M. (2008). Comprehensive Dictionary of
Education. New Delhi: Pearson Education.
Aggrawal, A. K. (2011). A study of learning styles in
relation to learners Achievement, Shikshan
Anveshika, 1(1), 66-77.
Best, J.W. & Kahn, J.V. (2005). Research in
Education (9th ed.. Prentice Hall of India Pvt. Ltd.,
New Delhi.
Bhatt, P.C. (2003). Science Process Skills in Teaching
Learning. Commonwealth Publishers, New Delhi.
Briggs, S.E. (1995) Science society and science
education, Journal of Science Education, 34(1), 44-49
Dandapani, S. (2001). Text Book of Advanced
Educational Psychology, Anmol Publication Pvt. Ltd.,
New Delhi.
Edwin Thangom, P. (2012). A study on the Effective
of Using Science Lab Equipment on the
Achievement in Science among the Students of
Standard IX, M.Ed. Dissertation, School of
Education, Indira Gandhi Open University, New
Delhi.
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Assessment of Higher Order Thinking Skill:
An Illustrated Framework for Primary School Teachers of Today
R. Parthasarathy
Research Scholar, School of Education, Pondicherry University, Puducherry
Dr. K. Chellamani
Associate Professor, School of Education, Pondicherry University, Puducherry
ABSTRACT
UNESCO report (1996), Learning the Treasure within banks on, formal education system tend to emphasize
the acquisition of knowledge to the detriment of other type of leaning; but it is knowledge to conceive education
in a more encompassing fashion , such a vision should inform and guide the future educational reforms and
policy, in relation both to contents and to methods". This has been reiterated in Education Policies of India since
then and the curriculum has been revamped on the basis of it. Yet the teachers hardly realize the true meaning of
it and do focus only on scores. The author having experience in both academic and administrative line, in School
Education, has been advocating the development of higher order thinking skills among students and proposing
assessment strategies. This paper carries a handful of Assessment Tools on mathematics learning at Primary
School education (Fourth & Fifth Standard )
Introduction
The review of National Curriculum Framework
2000 was initiated to address the problem of curriculum
load, learning and assessment. A committee analyzed the
problem and submitted a report, Learning without
burden (Yaspal committee, 1993), recommended a
fundamental change in organizing the school curriculum
and the system of examination.
With this in mind the National Curriculum
Framework 2005 provided a framework which stress that
children learn in a variety of ways like experiencing,
involving in activities, experimenting, discussing, thinking
and reflecting and communicating. The school should
provide opportunities of all kinds in the course of their
development.
Education is concerned with preparing citizens
for a meaningful and productive life and evaluation
should be a way of providing credible feedback on the
extent to which we have successful in imparting
Education. The current process of evaluation which
measures and assesses a very limited range of faculties
mainly memory are highly inadequate. As long as
examinations and tests assess childrens ability to
remember and recall textbook knowledge, all attempts to
redirect the curriculum towards learning will be thwarted.
The test / Examinations in curriculum subjects must be
able to gauge what children have learnt, and their ability
to use this knowledge for problem solving and application
in the real world. In addition, they must also be able to
test the process of thinking to gauge what the learner has
learnt, where to find information, how to use new
information, and to analyze and evaluate the same. The
type of questions that are set for assessment need to go
beyond what is given in the book. The questions that are
open ended and challenging could also be used. In
precise the assessment practice should assess the
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development of higher order thinking skills among the

children instead of testing their memory and recall.
This paper attempts to give examples how to
assess the development of higher order thinking skills
among children in mathematics. At Indian curriculum
setup, assessment questions are designed for fourth
standards. Among all the scholastic subjects mathematics
demand relatively higher analytical abilities. In spite of it,
in general, teachers need to have through understanding
of higher order thinking skill and its essentiality in
growth and development of every child in a school.
Higher Order thinking skills: Meaning
Higher order thinking skills include critical,
logical, reflective, metacognitive, and creative thinking.
They are activated when individuals encounter unfamiliar
problems, uncertainties, questions, or dilemmas.
Successful applications of the skills result in explanations,
decisions, performances, and products that are valid
within the context of available knowledge and experience
and that promote continued growth in these and other
intellectual skills.
Higher order thinking skills are grounded in
lower order skills such as discriminations and simple
application and are linked to prior knowledge of subject
matter content. Appropriate teaching strategies and
learning environments facilitate students growth as they
possess persistence, self-monitoring, and openmindedness and flexible attitude. This definition is
consistent with current theories related to how higher
order thinking skills are learned and developed. Although
different theoreticians and researchers use different
frameworks to describe higher order thinking skills and
all frameworks are in general agreement concerning the
conditions under which they prosper.
The challenge of defining thinking skills,
reasoning, critical thought, and problem solving has
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been referred to as a conceptual swamp in a study by
Cuban (Lewis & Smith, 1993), and as a century old
problem for which there is no well-established
taxonomy or typology (Haladyna, 1997). In addition,
explanations of how learning occurs have been viewed as
inadequate, with no single theory adequately explaining
how all learning takes place (Crowl, Kaminsky, &
Podell). Despite the challenges related to defining higher
order thinking, educators, administrators, and evaluators
in Florida and across the nation have expressed
agreement about the value of teaching it (Carrol, 1989;
Cotton, 1997; Ennis, 1993; Glaser & Resnick, 1991;
Haladyna, 1997; Howe & Warren, 1989; Huberty &
Davis, 1998; Kauchak & Eggen, 1998; Kerka, 1986; King,
1997; Marzano, Brandt, Hughes, Jones, Presseisen,
Rankin, & Suhor, 1988; Patrick, 1986; Siowck-Lee, 1995;
Young, 1997).
There is a renewed awareness that, although
information and memory provide a refrigerator in which
to store a stock of meanings for future use, it is Higher
Order Thinking Skills, judgment that selects and adopts
the one to be used in an emergency . . . (Dewey, 1933).
Complex real-life problems often demand complex
solutions, which are obtained through higher level
thinking processes. Teaching higher order thinking, then,
provides students with relevant life skills and offers them
an added benefit of helping them improve their content
knowledge, lower order thinking, and self-esteem
(DeVries & Kohlberg, 1987; McDavitt, 1993; Son &
VanSickle, 1993). Examples of the Florida Sunshine State
Standards (Florida DOE, 1996) related to higher order
thinking are listed below.
Reading: analyzes the validity and reliability of
primary source information and uses the information
appropriately.
Math: uses and justifies different estimation
strategies in a real-world problem situation and
determines the reasonableness of results of
calculations in a given problem situation.
Language Arts: selects and uses strategies to
understand words and text, and to make and confirm
inferences from what is read, including interpreting
diagrams, graphs, and statistical illustrations.
Science: understands the interconnectedness of the
systems on Earth and the quality of life.
Social Studies: uses maps, globes, charts, graphs, and
other geographic tools, including map keys and
symbols to gather and interpret data and to draw
conclusions about physical patterns.
Several major concepts relevant to the higher
order thinking processes are to follow, based on three
assumptions about thinking and learning. First, the levels
of thinking cannot be unmeshed from the levels of
learning; they involve interdependent, multiple
components and levels. Second, whether or not thinking
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can be learned without subject matter content is only a

theoretical point. In real life, students will learn content
in both community and school experiences, no matter
what theorists conclude, and the concepts and vocabulary
they learn in the prior year will help them learn both
higher order thinking skills and new content in the
coming year. Third, higher order thinking involves a
variety of thinking processes applied to complex
situations and having multiple variables. The level of
thinking depends upon the context, with a real-world
situation offering multiple variables to challenge thinking
processes
Successful higher order thinking depends upon
an individuals ability to apply, reorganize, and embellish
knowledge in the context of the thinking situation.
Assessment of Higher Order thinking skills
In the primary school years, the aim of learning
mathematics is to develop useful capabilities and also to
develop the abilities to think and reason mathematically.
The skills children should develop include the
visualization, communication, modeling, Estimation,
problem
solving,
approximation,
reasoning
mathematically and representation in mathematics, as per
NCERTs the Source Book on Assessment 2011?
It is accepted that constructing assessment items
or tasks that tap higher order thinking skills are more
difficult and cumbersome process. When an item or task
is given to children, how the children have to think and
what the children have to think to answer the question
will provide evidence for tapping the higher order
thinking. The former taps the skill and the later ascertain
the content knowledge.
Three general principles apply to all assessment
design including the higher order thinking skills. i.
specifying clearly what kind of thinking for which we are
aiming ii. Design the item that requires the use of that
thinking and iii. What response will be taken as evidence?
Assessing higher order thinking involves three additional
principles. i. present some introductory material mainly
in the form of text, visuals, problems or riddles to the
children ii. The material we present should be novel and
unfamiliar and not encountered in their text book iii.
Level of assessment whether easy or difficult level (Susan
Brookhart et al., 2011)
The NCERT in its Source book on assessment
confirms that the process of assessment in mathematics
includes the following dimensions of mathematical
learning:
Concepts and procedures
Mathematical reasoning
Dispositions towards mathematics
Using mathematical knowledge and techniques
to solve problems
Communication
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Assessment of children needs to consider their
stage of intellectual development and to provide
opportunities to work with mathematical concepts,
procedures and problems, in contextually meaningful
situations. The Assessment should provide ample
opportunity for children to show their mathematical
understanding independent of school-learning based
symbolic representation.
Assessment - Illustration
Numbers: This area includes the learning of number
sense, Number representation and relationship between
the numbers. Normally teachers assess the learning level
of the children by questioning like
Routine questions
Pick out the largest number among the series of numbers
151, 28, 958, 461, 72, 928. The children will answer the
question at knowledge level.
Which of the following numbers are between 175 and
195? (160, 172, 176, 189,180,192,199)
Higher order questions
Q. 1 What is the smallest four digit whole number that
you can make using digit 4, 3, 9 and 1 with the condition
that the each digit shall be used only once.
[The task involved is synthesis of number that fulfills the
criteria]
Q.2 Below is the pair of number, in which pair the
difference between first number and second number is
100
1. 199 and 209
2. 4236 and 4226
3. 9635 and 9735
4. 51863 and 52863
[The above question can be answered, provided the
children have content knowledge of place value and
relationship between the numbers. In addition the
children use the analysis skill to identify the exact
pair.]
Q. 3 When you subtract one of the numbers below from
800, the answer is greater than 200. Which number is it?
A. 723
B. 618 C. 567
D. 699
Number Operations
While assessing the students in number
operations , the children knowledge of relating operations
to situations, the efficiency in doing the computation and
competency of using the problem solving strategies are
being taken into account at primary level.
Routine Questions
Somu has 5 pencils and his father gave some more
pencils. Now somu has 7 pencils. How many pencils did
his father give him?
In a marriage hall 28 persons are seated in a row. How
many persons seated in 36 rows?
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Higher Order Questions

Q. 4 Suresh wanted to add 1463 ad 319 by using
calculator. He Keyed in 1263 and 319 by mistake. What
could he do to correct his mistake?
a. Add 200 b. Add 2 c. Subtract 200 d. Subtract 2
Q.5 In a calculation 9x16 is less than 10x16. How much
less
a. 9
b. 1
c. 16
d. 10
Fractions
The main objective in learning the fractions at
primary level is to understand the multiple meaning of
fractions, competency in using the equivalence of
fractions and the development of fraction number sense.
Routine questions
If a class has 10 girls and 20 boys what is the fraction of
girls in the class?
Q. 6 There are 10 girls and 20 boys in a class. The Class
teacher says that for every two boys students one girl
student is there. The History teacher says that half of the
students are girls. Which statement is correct?
Q.7 The distance between the house and the school is 9
Km. Ramuwalks at a speed of 3 km in 10 minutes and his
brother suresh walks at a speed of 1 km in 3 minutes.
Who arrives School first?
Q.8 In your class there are 30 students. Each student
selected the activities as follows
of the class played cricket
1/3 of the class played carom
Remaining students attended the dance class.
How many students are attending dance class?
Measurement
Learning in measurement domain involves the
understanding the concepts, its related vocabulary. It also
involves the familiarity with units of measurements and
skills in using the measuring instruments.
Routine questions
Questions in measurement domain are mostly
direct and based on knowledge and understanding. One
such question is the length and width of a rectangle is 4
& 6 cm then what would be the circumference?
Q. 9 A thin wire 20 cm long is formed into rectangle. If
width of this rectangle is 4 cm what is its length
Q.10 Step length is the distance covered in an average
step, either from heel to heel or toe to toe (see picture
below).
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Four children walked from their school to a nearby shop.
The step (pace) they walked to the shop is as follows:
Ramu 12
John 10
Murugan 8
Kumar 9
Whose step (pace) is longest
Q.11 The Tamil Nadu Express started from Chennai at
10.00 pm on Friday and arrived New Delhi at 7.30 Am
on Monday. How much running time the express train
took to reach New Delhi.
Patterns and Data handling
The objective is to identify the pattern and developing
language for describing the pattern, analyze the pattern to
generalize it to other situation.
Routine questions
Complete the number pattern
1. 9, 19, 29, 39, ---, ---, ---, ----, ---Higher order questions
Q14. This chart shows temperatures at different times on

four days.
Temperatures (in Degree Celsius)
Morning
After noon
Night
Saturday
15
20
19
Sunday
12
18
13
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Q.12. The following picture shows the number of TV

sold by a shop in a week
1. How many TV were sold in total by the shop

from Monday to Friday
2. Which day the shop sold the highest number
Q. 13 A School bus which starts at Mahatma Gandhi
Road turns fourth left and then take first left. In which
street the school bus would be moving?
Monday
17
21
15
Tuesday
10
15
Which is the hottest time in these four days?

A) Monday after noon
B) Monday morning
C) Sunday after noon
D) Saturday night
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The effort in this paper is to present examples of
Tools for assessment of higher order thinking skills that
are consistent with the process of learning mathematics
and to enable teachers to monitor the progress that
children have made in learning mathematics. The text
book content is designed for competency development in
every subject accordingly. Unfortunately, in general,
teachers do overlook meaning making and focus on literal
reproduction of text. It is high time teachers need to be
aware of the principles of learning, importance of
development of higher order thinking skills and
assessment strategies. Then only the expertise behind all
policy frameworks will come true.
References
Carrol, T. M. (1989). Critical thinking: Promoting it
in the classroom. ERIC Digest [On-line]. Available:
http://ericae2.educ.cua.edu/edo/ed306554.htmHigh
er Order Thinking Skills Page 105
Crowl, T. K., Kaminsky, S., & Podell, D. M. (1997).
Educational psychology: Windows on teaching.
Madison, WI: Brown and Benchmark.
Dewey, J. (1933). How we think: A restatement of the
relation of reflective thinking to the educative
process. Boston: D. C. Heath and Company
Ennis, R. H. (1993). Critical thinking assessment.
Theory into Practice, 32(3), 179186.
Florida Department of Education. (1997a). Florida
comprehensive assessment test: Mathematics
orientation book, grade 5. Tallahassee: Author
Florida Department of Education. (1997d). Florida
comprehensive assessment test: Mathematics test item
and performance task specifications, grade 5.
Tallahassee: Author.
Glaser, R., & Resnick, L. (1991). National research
center on student learning. (ERIC Document
Reproduction Service No. ED 338 704)
Haladyna, T. M. (1997). Writing test items to
evaluate higher order thinking. Boston: Allyn and
Bacon
Howe, R. W., & Warren, C. R. (1989). Teaching
critical thinking through environmental education.
ERIC/SMEAC Environmental Digest No. 2 [Online].
Available:
http://ericae.net/db/digs/ed324193.htm
Kauchak, D. P., & Eggen, P. D. (1998). Learning and
teaching: Research-based methods (3rd ed.). Boston:
Allyn and Bacon. Higher Order Thinking Skills Page
111
Marzano, R. J. (1993). How classroom teachers
approach the teaching of thinking. Theory into
Practice, 32(3), 154-160.
Marzano, R. J., and others. (1992). Toward a
comprehensive model of assessment. (ERIC
Document Reproduction Service No. ED 356 217).
www.ycjournal.net
Marzano, R. J., Brandt, R. S., Hughes, C. S., Jones, B.

F., Presseisen, C. S., Rankin, S. C., & Suhor, C.
(1988). Dimensions of thinking: A framework for
curriculum and instruction. Alexandria, VA:
Association for Supervision and Curriculum
Development. Higher Order Thinking Skills Page
113
Patrick, J. H. (1986). Critical thinking in the social
studies. ERIC Digest No. 30 [On-line]. Available:
http://ericae.net/db/digs/ed272432.htm
Source Book on Assessment for Primary Education
Mathematics 2013.
Young, A. C. (1997). Higher-order learning and
thinking: What is it and how is it taught? Educational
Technology, 37, 38-41.
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Inclusive Education - An Integrated Approach
R. Revathy
Assistant Professor of Physical Science, K.M.G. College of Education,
Gudiyattam, Tamil Nadu
ABSTRACT
Inclusive Education means a system of education that is progressive and flexible enough to meet the diverse needs
of all students, including those with disabilities. It is a process for increasing participation and reducing exclusion,
in a way that effectively responds to the diverse needs of all learners. This means adapting the educational system
to meet the needs of individuals, rather than changing the individual to fit the system. The need for progress on
inclusive education is crucial, especially given the context of international targets such as the Millennium
Development Goal (MDG) of universal primary education by 2015 and the goal of Education for All (EFA) by
2015. It means schools and learning settings should not only be academically effective but also friendly, safe, clean
and healthy.
A process in which all
A project that can be implemented
Introduction
4
stakeholders should
solely by external experts or
Inclusive education is an educational approach
participate in learning.(teachers,
education officials.
and philosophy that provides all students with
learners, parents, community
members, policy-makers, leaders,
community membership and greater opportunities for
NGOs, etc)
academic and social achievement. Inclusion is about
The Promise of Inclusive Education
making sure that each and every student feels welcome
Inclusive education brings all students together in
and that their unique needs and learning styles are
one classroom and community, regardless of their
attended to and valued. Education for all is achievable;
strengths/weaknesses in any area and seeks to maximize
however for these goals to be reached, among other
the potential of all students.
things, there must be enhanced educational provision for
Inclusion is an effort to make sure those diverse
all students, including students with disabilities.
learners those with disabilities, different languages,
According to UNESCO, inclusive education consists of:
different cultures, different interests and ways of
The physical presence of students within the
learning with flexible teaching strategies.
mainstream schooling system.
Inclusive schools provide appropriate individualized
Their full and active participation within school life.
supports and services to all learners without the
Their achievement of the highest standard that they
stigmatization.
are capable of with the development of new skills.
Teachers in inclusive classrooms vary their styles to
Objectives of Inclusive Education
enhance learning for all students.
S.
Inclusive Education is
Inclusive Education is not
Specialty of Inclusive Education
N
o.
Differentiated Instruction
1
Process of change and
Focused just on developing
The important concept of inclusive education is
improvement within the schools
education for disabled learners
that no two learners are alike, and so inclusive schools
to make education learnerwithin mainstream.
friendly, and beneficial for a
place great importance on creating opportunities for
wide range of students.
students to learn and be assessed in a variety of ways.
(Disabled, non-disabled, from
different language, religious,
Overall Academic Support
financial backgrounds, different
As such, inclusive schools provide academic
ages etc).
supports
(pacing, grouping, reading and tutoring by
About changing the education
About trying to change the learner
2
system so that it is flexible to
so that they can fit into an
subject experts) that create a supportive environment for
accommodate any learner.
unchanged education system.
all learners. It is immediately clear how these supports
help students with diverse needs.
Effective Usage of Curriculum
In the past, special education involved in the
segregation of students with disabilities for the purpose of
specialized curriculum with costly aids. It functions as
duplicate systems for learners from various diversity but
About identifying and removing
Focused just on helping learners to
3
barriers to learners, to get
gain access to education.
Inclusive education make more efficient use of a school's
education in flexible manner and
resources by maximizing the availability of staff and
participation in the learning
process effectively.
materials for all students.
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Conclusion
Inclusive education not only responds and adapts
to each learners need but also it is very relevant to society
for future growth. We shouldnt be striving to educate
children in the least restrictive environment but rather in
the most inclusive one. The purpose of education is to
ensure that all students gain access to knowledge, skills,
and information that will prepare them to contribute to
communities and workplaces. The practice in the
inclusive education clearly reveals that Children, who
learn together, learn to live together.
References
http://www.eenet.org.uk/what_is_ie.php
https://nbacl.nb.ca/module-pages/inclusiveeducation-and-its-benefits/
www.ycjournal.net
Allen, K. E. & Schwartz, I. (2000). The Exceptional

Child: Inclusion in Early Childhood Education (4th
ed.). Delmar Cengage Learning.
Clough, P. & Corbett, J. (2000). Theories of Inclusive
Education: A Students Guide London: Paul
Chapman.
Marston, D. (1996). Inclusive education: The
Salamanca statement and framework for action on
special needs education. The Journal of Special
Education, 30(2), 121-132. Retrieved from
http://www.unesco.org/education/pdf/SALAMA_E.
PDF on 10/5/13.
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Impact of Internet and Mobile Usage on Anxiety, Stress and Depression among Undergraduate and Graduate
Students of Punjab
Dr. Sneh Bansal
Associate Professor, Chandigarh College of Education,
Landran, Mohali
ABSTRACT
The excessive growth of the internet has had a huge influence on psychological research in understanding its role
in emotional states and there has been increased interest in the addictive potential of the internet. Although the
relationships of internet addiction/usage with social, educational, and physical variables have received extensive
scholarly attention, documenting its strong associations with emotional variables such as depression, anxiety, and
stress have received less attention. Objectives: 1) To compare the internet and mobile usage among undergraduate
and graduate students. 2) To compare the stress of the undergraduate and graduate students. 3) To study the
relationship between internet and mobile usage and anxiety, depression and stress among college students.
Sample and Design: Data was collected from 100 students (50 undergraduates and 50 graduates) from the various
departments of higher education institution situated in Punjab. Tools: Anxiety, Depression and Stress Scale by
Bhatnagar et al., (2011) and Self prepared Internet and Mobile Usage Scale have been used. Statistical Analysis:
Descriptive statistics along with t-value and correlation have been. Results: 1. No significant difference has been
found in the internet and mobile usage of both the group. 2. The findings revealed significant difference in the
depression and stress among undergraduate and Graduate Students. However, no significant difference has been
found in the anxiety of both the group. 3. Findings have demonstrated that there are significant relationships
among these variables.
Keywords:
Internet Usage, Stress, Anxiety, Depression, College Students, Psychological Problems.
Introduction
Adolescents form a significant proportion of our
1.2 billion populations in India. In 2001, a mental health
disorder among children and adolescents in India was
projected to increase by another 6 million cases by 2015.
Adolescents are in a transition between the dependency
of childhood and the autonomy and independence of
adulthood. This transition is brought on by the hormonal
changes of puberty. Adolescence is a period of mood
swings with certain prolonged periods of sadness or
elation depending on the environment in which he or she
lives. The psychosocial evolution of adolescents
predisposes them to mental health challenges which may
result in mental illnesses in a few adolescents. Very young
adolescents are closer to parents but late adolescents not
only move away from parents in search of autonomy and
independence, but they also become closer to their peer
group such as friends or with their intimate partners as in
a relationship. Issues affecting their feelings, emotions
and mood are usually unmasked, expressed, shared or
discussed only with the group of people with whom they
are comfortable. Information and communication
technologies is a broad term that encompasses a variety of
communication devices and applications, such as radio,
TV, cell phones, computers, computer and network
hardware and software, and a variety of applications for
these technologies, such as gaming, social networking,
instant messaging (IM), and texting. In the past decade,
the percentage of young adults using ICTs has increased
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dramatically. The use of computers, the Internet, and cell

phones are the ICTs because they have become
mainstreamed into society. Large percentages of
individuals, particularly young adults, use these
technologies, and public access to and availability of
computers and the Internet exists in most communities
(Wellman, and Rainie, 2006). There has been an
explosive growth in the use of internet not only in India,
but also worldwide in the last decade. There were about
42 million active internet users in urban India in 2008
when compared to 5 million in 2000, as reported by
internet and mobile association of India, I-Cube 2008
study. India now has the world's third-largest national
digital population, with approximately 120 million
internet users in 2011. The number of internet users in
India has grown five-fold since 2005. Mobile Internet
usage is growing at the rate of nearly 85% per annum,
with nearly 75% of nonvoice usage being devoted to
entertainment, where video and music streaming are
major growth activities (Chandra G, Anu M, Noshir K,
James M, 2012). Teens use mobile devices for many
purposes. More than half of mobile teens use Multimedia
Messaging Service (MMS)/picture messaging. More than a
third accesses the Internet via mobile, with almost a third
downloading pictures and software and subscribing to
text alerts. Almost 1 in 5 get video and streaming audio
via mobile, while 16 percent use location-based services
on their phones (Newspaper Association of America
Foundation, 2010). One of the most common reasons for
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high-use of the Internet in traditional-age college students
is communicating with friends. In a study conducted by
Young, 1996, it was reported that many college students
who use the Internet excessively experienced a decline
in study habits and grades, and an increase in missed
classes and academic probation Studies by Anderson,
2001; Nalwa & Anand, 2003 reported that excessive
Internet use was linked to a loss of sleep , delaying work
to spend time online, feeling that life without the
Internet would be boring, feeling upset or irritated when
the Internet cannot be used at a predetermined time, and
feeling lonelier compared with peers who do not
excessively use the Internet.
Review of Literature
Alam, S.S. (2014) explored and identified the
impact of Internet addictions on young adults in
Malaysia. There are six impacts identified, of which five
are negative impacts and one is a positive impact.
Design/methodology/approach: This study comprised a
sample of 200 young adults in Malaysia. A cross-sectional
research design was used to examine the impact of
Internet addiction. Data were gathered based on personal
administered questionnaires. The young adults believed
that the Internet usage can help them to improve their
skills for doing their work better. This study also reveals
that males were likely having working problems,
psychological problems, behavioral problems and
interpersonal problems than female. On the other hand,
females were having their physical problems while using
Internet excessively.
Thomee, Sara (2012) suggested that intensive
ICT use can have an impact on mental health in young
adults. Frequent mobile phone use was a prospective risk
factor for reporting sleep disturbances in the men and
symptoms of depression in both sexes. Intensive
computer use (intensive in terms of duration of use or
continuous use without breaks) was a prospective risk
factor for reporting sleep disturbances in the men and
stress, sleep disturbances, and symptoms of depression in
the women. Combined intensive computer and mobile
phone use enhanced associations with mental health
symptoms. Gemmill & Peterson (2006) explored the
extent to which technology disrupts and occupies the
time of a college student and to determine the degree to
which these disruptions contribute to perceived stress. A
71-item survey to assess perceived stress, technology use
and disruptions, and social support was administered to
299 undergraduate students. The results indicate 25% of
participants have problems with disruptions from
technology, and more disruptions from technology are
related to higher levels of perceived stress. James and
Drennan (2005) conducted a study on Australian
students and identified a higher usage rate of 1.5 hours-5
hours a day. They also highlighted the financial costs,
emotional stress, damaged relationships and falling
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literacy as adverse consequences of excessive usage.

Morgan and Cotten (2003) found that increased
communication through e-mailing; chatting in chatrooms
and IM was associated with decreased depression among
college students. However, higher levels of Internet use
for gaming, shopping, or research were associated with
higher levels of depressive symptoms. They also found
that using e-mail had a larger impact on males depression
than it did for females.
It has been concluded from the above literature
that increased usage of mobile and internet have negative
impact on psychological well being of the students.
However, no study has been found who have compared
the internet and mobile usage among undergraduate and
graduate students of Punjab. Keeping it in mind, the
investigator has studied the impact of internet and mobile
usage on anxiety, depression and stress among
undergraduate and graduate students studying in college
situated in Punjab.
To compare the internet and mobile usage among
undergraduate and graduate students.
To compare the anxiety, depression and stress of the
To study the relationship between internet and
mobile usage and anxiety, depression and stress
among college students.
Sample and Design
Data was collected from 100 students (50
undergraduates and 50 graduates) from the various
departments of higher education institution situated in
Punjab.
Tools
Anxiety, Depression and Stress Scale by
Bhatnagar et al. (2011) was used to study the stress level
among the college study. Self prepared Internet and
Mobile Usage Scale have been used.
Table 1: Anxiety, Depression and Stress among
Undergraduate (N=50) and Graduate Students (N=50)
Variables
Group
Mean
SD
Anxiety
Undergraduate
Graduate
Undergraduate
Graduate
Undergraduate
Graduate
4.94
6.34
3.52
5.86
4.92
7.48
3.455
2.654
3.483
3.214
3.174
2.808
Undergraduate
Graduate
13.38
19.68
8.818
6.056
Depression
Stress
Total
tvalue
2.272
Remark
3.491
.01
4.271
.01
4.165
.01
N.S.
Table-1 reveals that there exist significant

differences in the stress and depression among the
undergraduate and graduate students. However there
exists no significant difference in the anxiety level among
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adolescents with love and righteousness, more than sheer
discipline. Proper guidance and sparing time with the
Variable
Group
Mean
SD
tRemark
adolescents help them to keep away from these gadgets
value
and make proper and right usage.
Undergraduate
13.22
4.892 1.568
N.S.
Internet
References
and Mobile
Alam, Syed, S., Hashim, Nik., Ahmad, M., Wel, C.,
Graduate
14.72
4.673
Usage
Nor, S., Omar, N. (2014). Negative and positive
Table-2 shows that there exist no significant
impact of internet addiction on young adults:
difference in the internet and mobile usage among
Empericial study in Malaysia. Intangible Capital IC
10(3): 619-638. http://dx.doi.org/10.3926/ic.452
Table 3: Correlation Matrix of Anxiety, Depression,
Anderson, K. J. (2001). Internet use among college
Stress and Internet and Mobile Usage among
students: An exploratory study. Journal of American
Undergraduate and Graduate Students
College Health, 50 (1), 2126.
Anxiety
Depression
Stress
Total
Internet
Chandra, G., Anu M., Noshir K, James, M. Online
and
and upcoming: The Internet's impact on India.
Mobile
Usage
Bangalore: McKinsey & Company; 2012. p. i-iii.
Anxiety
1
.411**
.481**
.754**
.299**
Gemmill, E., & Peterson, M. (2006). Technology Use
Depression
.411**
1
.643**
.847**
.464**
**
**
**
**
among College Students: Implications for Student
Stress
.481
.643
1
.862
.422
Total
.754**
.847**
.862**
1
.484**
Affairs Professionals NASPA Journal, 2006, Vol. 43
Internet
.299**
.464**
.422**
.484**
1
(2).
and
Mobile
Internet and Mobile association of India. I-Cube
Usage
2008
Study.
Available
at:
**Correlation is significant at the 0.01 level
(2-tailed).
http://www.iamai.in/Upload/Research/ITable-3 exhibits the correlation between various
Cube_2008_Summary_Report_30.pdf on 2013 Nov
variables i.e. anxiety, depression, stress, total of anxiety,
13.
depression and stress and internet and mobile usage. The
James J., & Drennan, J. (2005). Exploring Addictive
correlation values show significant relationship between
Consumption of Mobile Phone Technology
all the variables. Hence, it can be concluded that higher
Morgan, C., and Cotten, S. R. (2003). The
the internet and mobile usage, higher will be anxiety,
Relationship between Internet Activities and
depression and stress among the college students.
Depressive Symptoms in a Sample of College
Conclusion
Freshmen. Cyber Psychology and Behavior, 6(2),
The objective of this study was to investigate the
133142.
relationship between Internet addiction and anxiety,
Nalwa, K., & Anand, A. P. (2003). Internet addiction
depression and stress in the undergraduate and graduate
in students: A cause of concern. CyperPsychology &
students of Punjab. Internet addiction has been recently
Behavior, 6 (6), 65365
addressed as a mental disorder and gradually the number
Newspaper Association of America Foundation
of patient referrals to psychiatric clinics because of this
(2010). Fitting Into Their Lives: A Survey of Three
disorder is increasing. The Internet is not an enemy, but
Studies about Youth Media Usage retrieved from
the people depend on it for various reasons, because it
https://www.americanpressinstitute.org/wpcontent/
goes them away from their real life and has a negative
uploads/2013/09/NIE_Fitting_into_their_lives.pdf
impact on their life. Using the Internet due to its false
Thomee, S. (2012). ICT Use and Mental Health in
appeal to the people slowly makes them addicted to it and
Young Adults. Effects of computer and mobile phone
can provide them the emotional and psychological needs.
use on stress, sleep disturbances, and symptoms of
It is while overusing Internet causes the mental, social
depression.
Retrieved
from
and emotional growth of the users become behaviorally
http://www.gu.se/digitalAssets/1383/1383803_gupe
disordered due to lack of conventional and group
a_2077_28245_1.pdf
experiences with the other people and leads them to self
Young, K. S. (1996). Internet addiction: The
involvement. The internet simulates friendships that do
emergence
of
a
new
clinical
disorder.
not help in the development of negotiation and
CyberPsychology & Behavior, 1 (3), 237244.
compromise the skills. Computer/Internet doesnt
provide this kind of stimulation for the psychological
development of a child, rather presents a rigid picture
which is very technological. Parents and teachers have the
sacred and honorable duty of rearing children and
Table 2: Internet and Mobile Usage among
Undergraduate and Graduate Students
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Using GIS and GPS Technology as Teaching Tool
Dr. Shivalika Sarkar

Assistant Professor, Regional Institute of Education, Shyamla Hills,
Bhopal, Madhya Pradesh
ABSTRACT
The Global Positioning System is a revolutionary technology that is beginning to pervade every aspect of
contemporary life. GPS technology can be integrated in a variety of ways to create interdisciplinary lessons and
projects that are technology-based. The GPS units are presented as a powerful technology enabling students to
learn concepts which are abstract in nature. The use of GPS technology in this way is a form of studio based
education (close-to-life collaborative construction contexts). Such a context enables students to construct and
analyze their own data, thus providing an opportunity to develop critical graphicacy along with the subject
knowledge. In this paper we suggest activities using GPS technology that can be used to make linkages between
abstract quantities and real life experiences which would be otherwise difficult to make. There has been extensive
research on creating constructivist learning situations in the classroom to engage students and enhance learning.
This paper also espouses the use of GPS receivers to help create such student-centered learning environments in
various subjects.
teachers and students learn the basic concepts of GPS like
Introduction
Use of computers and ICT software tools in
gps.gov, science spot.net, colorado.edu, gpsworld.com,
classrooms and laboratories provide much more effective
USGS GPS page etc. While the dual-frequency receivers
and efficient environments in teaching and learning.
required for precise (millimetre-accuracy) geodetic
Global Positioning System (GPS) technology when
measurements remain expensive, handheld singleintegrated with ICT can enhance teaching-learning in a
frequency receivers with approximately 15 m positional
great way. GPS is an emergent technology which can be
accuracy are now available in an affordable price range.
used effectively to help students take ownership for
These relatively inexpensive, advanced measuring tools
learning and develop the practical and critical thinking
have been used for various educational purposes such as
skills necessary to better understand the world around
teaching geography to forestry students (Wikle et al.,
them. This paper intends to familiarize teachers with the
1996), studying statistics (Biermann et al., 1998) and
use of GPS technology in the classroom. As the world
vectors (Larson, 1998), measuring the size of the Earth
becomes more connected through the use of computers
(Biermann M and Nelson N A, 2000) testing for the ether
and other technologies, students have increased
wind (Muller, 2000), using the GPS atomic-clock time
opportunities to have the world at their fingertips
code in physics teaching laboratories (Caporaloni and
whether using the Internet, global positioning systems
Ambrosini, 2001) and illustrating the practical effects of
(GPS) or satellite imagery (GoogleEarth) Using these tools
relativity (Ashby, 2002).
and activities gives classroom teachers opportunities to
GPS/GIS Technology as Teaching Tool
instill in students a curiosity about geography, science,
Collecting Data from a GPS unit
mathematics, environmental science and the world in
There are many commercially available GPS units
which they live. This paper introduces how GPS
that are capable of collecting positional data suitable for
technology can be used effectively in the classroom for
mathematical analysis. Garmin, Magellan and Trimble are
teaching different subject areas.
some of well known brands, models of which are readily
available at affordable prices, which are suitable for use in
The GPS Technology
GPS is a satellite based navigation system
the classroom.
developed by US DoD in 1973. The system comprises of
Downloading Data from a GPS unit to a PC
three segments: space, control, and user respectively. The
There are many handheld GPS units available
space segment comprises of 24 satellites continuously
that can be used for 3D position capture of a moving
transmitting signals. Control stations monitor the
object, and then downloading the data to a PC for
satellites. Any user on earth equipped with a suitable GPS
analysis. There are many shareware software packages
receiver can receive these signals and the receiver can
available which facilitate the downloading of GPS data.
calculate its own position in terms of latitude, longitude
One of the versatile shareware programs for downloading
and height. Precise time can also be obtained from this
GPS data is the GPS Trackmaker which can be
receiver. There are several websites which can help
downloaded from the website. Processing the Data on a
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Excel Spreadsheet to extract the position vector (x,y,z,t):
Once the GPS text file is available we get the latitude,
longitude and altitude points. The obvious use of GPS
data is to show positions as dots on a digitized map.
These positions dots can be very helpful in teaching
different subjects which can make abstract concepts real.
Figure 1 shows the schematic representation of different
concepts that are involved in GPS and its linkages in
different subject areas.
Figure 1: Integration of GPS Technology in Different Subject

Area
Suggested Activities
Once the position points are obtained a variety of
activities can be planned. Students will understand the
underlying principle responsible for the working of the
GPS. They will use a GPS unit and understand latitude
and longitude coordinates. They will understand the
importance of avoiding measurements errors and the
importance of adopting adequate units, use mathematical
calculations to solve practical problems,
GPS unit to conduct scientific inquiry and demonstrate
that changes in motion can be measured and graphically
represented; be able to distinguish between scalar and
vector quantities, between displacement and distance,
between velocity and speed. They would also be able to
map the data. This activity can be a very concrete
experience for students, to get a sense of space and
direction and see their activity of mapping their locality
on a global scale. This can provide a rich context for
student to learn about surrounding geography and can
perhaps lead to collection of Geographical Information
System (GIS) data. By use of the open layers technology in
use at the Open Street Map the mapping activity can be
linked with flora and fauna, seasons watch, migration
patterns in animals etc. By using the mapping data as a
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base, several other kinds of social, natural sets of

information can be layered to create a very useful and rich
education to every school student. All the physical
activities that we do, like moving in a vehicle, running,
travelling on a bike or a train, we experience the physical
quantities of distance, velocity and acceleration. Using
the GPS data we can make some qualitative and
quantitative analysis of this sense experience.
Implications and Discussion
Using GPS technology will enable students to
learn the concepts involved in a much better way from
what they will learn passively in the textbook. Such
modern technology is a must for the educational process,
an addition to the classical methods, appealing to the
individual character of each student. The goal is for the
students to construct their knowledge and to work at
their own pace from their prerequisites. The teacher
works as a mentor and guide of learning rather than as a
transmitter of knowledge. Using a cross-curricular
approach, the students can get an encompassing view not
only over Physics, but also over different another fields
(mathematics, geography, computer science).
References
Ashby, N.
(2002). Relativity and the global
positioning system. Physics Today 55, 41-47.
Biermann, L. A., Daws, R. J., Schumacher, H. A. &
Biermann, M. L. (1998). Accuracy of global
positioning system receivers. Physics Teacher, 36,
158-160.
Biermann, M. & Nelson, N. A. (2000). Using the
GPS to determine the size of the Earth. Physics
Teacher 38, 360-361.
Caporaloni, M. & Ambrosini, R. (2001). Time
synchronization measurements with a combination of
a GPS receiver and the internet. European Journal of
Physics, 22, 351-359.
Muller, R. (2000). The ether wind and the global
positioning system. Physics Teacher 38, 243-246.
Wikle, T., Gering L.R. & Lambert, D.P. (1996).
Global positioning system instruction in higher
education. Technology Horizons in Education
Journal, 24, 71-75.
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A Study of Achievement in Mathematics among Matriculation School Students
Dr. M. Manjula
Assistant Professor, Krishnasamy college of Education for Women,
Manapet, Puducherry
ABSTRACT
The present investigation focuses on the study of Achievement in mathematics among matriculation school
students of Cuddalore district. Normative survey method has been used to collect the data. By using random
sampling technique 644 IX standard matriculation school students have been chosen and involved in this study.
The collected data has been studied and subjected to statistical analysis. The level of Achievement in mathematics
among the matriculation school students is average. This investigation also reveals that there is no significant
difference among the matriculation school students of Cuddalore district in respect of their Achievement in
mathematics of the sub samples of type of family, fathers occupation, mothers occupation and at the same time
the gender, locality, fathers education, mothers education and parental income have significant difference
among the matriculation school students.
e) Mothers Education (School Level/College
Introduction
Mathematics is the gate and key of the Science.
Level/University Level)
According to the famous Philosopher Kant, "A natural
f) Fathers Occupation (Lawyer/Teacher/Other)
Science is a Science in so far as it is mathematical".
g) Mothers Occupation (Lawyer/Teacher/Other)
Mathematics has played a very important role in building
Hypothesis of the Study
up modern Civilization by perfecting all Science.
1. There is no significant difference between the
Mathematics plays an important role in accelerating the
selected sub samples with respect to Achievement
social, economical and technological growth of a nation.
in mathematics:
It is more so in India as the nation is rapidly moving
a) Gender (Male/Female)
towards globalization in all aspects. The world of today
b) Locality (Rural/Urban)
which leans more and more heavily on science and
c) Type of Family (Nuclear/Joint Family)
technology demands more and more Mathematical
d) FathersEducation(School
Level/College
knowledge on the part of its people. Mathematics is a way
of thinking, a way of organizing a logical proof. As a way
e) Mothers Education (School Level/College
reasoning, it gives an insight into the power of human
mind, so this forms a very valuable discipline of teachingf) Fathers Occupation (Lawyer/Teacher/Other)
learning programmes of school subjects everywhere in the
g) Mothers Occupation (Lawyer/Teacher/Other)
world of curious children.
Method: The present investigation was undertaken by
Mathematics is intimately connected with
using normative survey method.
everyday life and necessary to successful conduct of
Sample: The study consists of 644 matriculation school
affairs. It is an instrument of education found to be in
students from Cuddalore district. The sample was
conformity with the needs of human mind.
selected by using simple random sampling technique.
Tool: Achievement Test in Mathematics constructed and
Need for the Study
Mathematics is an important subject in school
validated by the Investigator (2011).
curriculum. It is more closely related to our daily life.
Data Analysis
Mathematics and Numeracy skills are essential for
Table-1: Mean, SD & t-values of Matriculation School
students in modern society for improving their access to
Students in their Achievement in Mathematics
good quality employment opportunities. Hence the
S.
Variables
Sub
N
Mean
SD
tRemark
No.
Variables
value
researcher has taken the present study.
Entire Sample
644
28.07
10.02
1
Gender
Male
279 26.021
8.79
4.72
S
To find out if there is any significant difference
Female
365
29.63
10.62
between the following pairs of sub-samples with
2
Locality
Urban
413
25.38
8.83
9.35
S
Rural
231
32.88
10.24
respect to achievement in mathematics:
3
Type of
Nuclear
479
28.44
10.10
1.63
NS
a) Gender (Male/Female)
Family
Joint
165
26.99
9.73
b) Locality (Rural/Urban)
Family
c) Type of Family (Nuclear/Joint Family)
d) Fathers Education (School Level/College
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From Table-1,
The calculated t-value 4.72 is greater than the table
value at 0.01 level of significance. Hence it is
concluded that there is significance difference
between male and female among the matriculation
school students.
The calculated t-value 9.35 is greater than the table
concluded that there is significance difference
between urban and rural among the matriculation
school students.
The calculated t-value 1.63 is less than the table value
at 0.05 level of significance. Hence it is concluded
that there is no significance difference between
nuclear and joint family among the matriculation
school students.
Table 2: Mean, SD & F-values of Matriculation School
Students in their Achievement in Mathematics
S.
No.
1.
2.
Variables
Fathers
Education
Mothers
Education
3.
Fathers
Occupation
4.
Mothers
Occupation
5.
Income
Sub
Variables
School
Level
College
Level
Mean
S.D
Remark
310
27.03
10.07
6.14
231
28.16
9.85
University
Level
103
30.98
9.74
School
Level
College
Level
University
Level
Lawyer
Teacher
Others
Lawyer
Teacher
Others
12,000
12,000
to
60,000
Above
60,000
407
27.78
9.92
5.11
170
27.32
10.00
67
31.70
10.09
57
29
558
24
72
548
146
287
28.91
30.83
27.84
23.67
23.61
28.19
23.10
27.96
11.40
9.30
9.90
9.61
10.94
9.88
8.22
9.62
1.45
NS
2.47
NS
4.07
211
31.64
10.23
From Table-2,
The calculated F-value 6.14 is greater than the table
concluded that there is significance difference among
the matriculation school students with respect to
achievement in mathematics.
As regards mothers education the calculated f value
5.11 is greater than the table value at 0.05 level of
significance. Hence it is concluded that there is
significance difference among the matriculation
school students with respect to achievement in
mathematics
As regards fathers occupation the calculated f value
1.45 is less than the table value at 0.05 level of
significance. Hence it is concluded that there is no
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mathematics
As regards mothers occupation the calculated f value
2.47 is less than the table value at 0.05 level of
significance. Hence it is concluded that there is no
mathematics
As regards parental monthly income the calculated f
value 4.07 is greater than the table value at 0.05 level
of significance. Hence it is concluded that there is
mathematics
Conclusion
Students should be allowed to clarify their doubts in
mathematics and discuss about the difficult topics in
the syllabus.
The concepts of fractions, geometry, division and
measurement
can
be
taught by using concrete manipulative objects.
The teachers should relate Mathematics to real-life
problems
The elements of divergent and convergent thinking
should be continuously stressed and applied to the
solution of the problems in classroom and school
regularly.
References
Alkhateeb, H. (2001). Gender difference in
mathematics achievement among high school
students in the United Arab Emirates. School Science
and Mathematics, 101(1), 5-9.
Antonym Aria Jansi, A. (2006). Conducted a study
on relation between reasoning ability and academic
achievement of ninth standard students in
mathematics.
Bhuvaneswari, M. (2005). Self concept and need
achievement in relation to academic achievement in
mathematics of IX standard students in Chennai
district.
Ellington, Aimee, J. (2006). The Effects of Non-CAS
Graphing Calculators on Student Achievement and
Attitude Levels in Mathematics: A Meta-Analysis.
School Science and Mathematics, 106(1), 16.
Ganesan, P. (2011). Study on Maths anxiety of higher
secondary students in Relation to their academic
achievement. Journal of Innovation in Education and
Psychology, 1(7), 15-19.
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Curriculum Transaction for Quality Teacher Education
Dr. M. Mahendra Prabu
Assistant Professor, Department of Education, Alagappa University,
Karaikudi, Tamil Nadu
ABSTRACT
Teachers are the greatest assets of any education system. They are accepted as the backbone of education system.
Enlightened, emancipated and empowered teachers lead communities and nations in their march towards better
and higher quality of life. Teachers are the torch bearers in creating social cohesion, national integration and a
learning society. The teacher education program needs revision and improvement of curriculum in the light of
globalization and need of the nation. The present system train teachers to adjust to the needs of the existing
system through the ritual of organizing school assemblies and other routine activities, the ritual of completing the
required number of written assignments and projects. Training for life skills must be included in the syllabus.
Self-learning through action research projects need to be taken up to develop a spirit of inquiry and curiosity in
the learner as well as the teacher.
Introduction
Man is a social being. He is an integral part of
society. The man is the product of society whereas society
also depends upon individual for its development. Aims
and objectives of any society can achieved through the
proper educations of its men. For such an educational
system, we require efficient teachers. It is well known
saying that "Teacher is the national builder". His
personality must reflect characteristics of good citizenship,
dignity of the individual, rights and duties etc., so that he
may transmit the same to the younger generation. The
above said facts express the need of teacher-education.
The quality of teacher education programme needs to be
up graded. Teacher education has not come up to the
requisite standards. Teacher education programme needs
a comprehensive reform and restructuring curriculum to
be revised according to changing needs of society.
Importance of Teacher in Educational System
Teachers are the greatest assets of any education
system. They stand in the interface of the transmission of
knowledge, skills and values. They are accepted as the
backbone of education system. It is common knowledge
that the quality of education highly depends on teachers
abilities. The Education Commission (1964-66) accepted
the influence of teachers in powerful words, No people
can rise above the level of its teacher. The most effective
way to develop good teachers in a dynamic and changing
environment is to begin with a well developed pre-service
teacher education programme and continue with career
long learning opportunities.
Meaning of Teacher Education
Teacher Education = Teaching Skills + Pedagogical Theory +
Professional Skills.
According to Dictionary of Education, Teacher
education means, "all the formal and non-formal activities
and experiences that help to qualify a person to assume
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responsibilities of a member of the educational profession

or to discharge his responsibilities more effectively".
Vision of Teacher Education
Teacher education has to become more sensitive
to the emerging demands from the school system. For
this, it has to prepare teachers for a dual role of:
Encouraging, supportive and human facilitator in
teaching learning situations who enables learners to
discover their talents, to realize their physical and
intellectual potentialities to the fullest, to develop
character and desirable social and human values to
function as responsible citizens.
An active member of the group of persons who make
conscious effort to contribute towards the process of
renewal of school curriculum to maintain its
relevance to the changing societal needs and personal
needs of learners, keeping in view the experiences
gained in the past and the concerns and imperatives
that have emerged in the light of changing national
development goals and educational priorities.
Current Concern of Teacher Education Program
The National Curriculum framework for Teacher
Education has described the current concerns of teacher
education as follows:
Teacher education programmes provide little scope
for student teachers to reflect on their experiences.
Language proficiency of teacher needs to be
enhanced.
There is no opportunity for teachers to examine their
own biases and beliefs and reflect on their own
experiences as part of classroom discourse and
enquiry.
Theory courses have no clear link with practical work
and ground realities
The evaluation system followed in teacher education
programmes is too information-oriented, excessively
quantitative and lacks comprehension.
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The present teacher education programmes train

teachers to adjust to the needs of the existing system
through
The ritual of fulfilling he required number of
lessons delivered and supervised.
The ritual of organizing school assemblies and
other routine activities.
The ritual of completing the required number of
written assignments and projects.
Redesigning the Present Teacher Education Curriculum
"Curriculum includes the entire learner's
experience in or outside that are included in a program
which has been devised to help him develop physically,
emotionally, socially, spiritually and morally" - Mudaliar
Commission.
The process to prepare qualified teachers requires a
curriculum which will include:
Opportunities to observe and engage with children in
means of communicating and relating to children.
Opportunities for understanding self and others,
developing the ability for self analysis, self evaluation,
adaptability, flexibility, creativity and innovation.
Providing opportunities to enhance understanding,
knowledge, examine disciplinary knowledge and
social realities, relate subject matter with the social
milieu and develop critical thinking.
Providing opportunities to develop professional skills
in pedagogy, observation, documentation, analysis,
drama, craft, storytelling and reflective enquiry.
Providing hand-on experience in designing
assessment tools that are qualitative in nature and
assess childrens developing capacities to think and
solve problems rather than recall.
Training for life skills must be included in the
syllabus. The Darkar framework for action draws on
the Delors (1996) reports pillars of education to
elaborate life skill areas:
Learning to know - Thinking abilities.
Learning to be - Personal abilities.
Learning to live together - Social abilities.
Learning to do - Manual skills.
Special Remedies for Better Curriculum
Value education should be given to teachers, so that
they could educate young minds in the right
direction.
Curriculum of teacher education programme should
be revised from time to time according to changing
needs of society.
Teachers should train about stress management
mechanism so that they could help students in
managing the stress and sustaining themselves in this
time of social isolation, parental pressure and cut
throat competition.
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Techniques used in teaching should develop habit of

self learning and reduce dependence on teachers. It
will help them to reflect on their own and doing
something new. Doing something new is creativeness.
Constitutional goals of justice, liberty, equality and
fraternity can be realized through proper teacher
education.
The impact of science and technology and ICT on
society and education should be fully discussed in
teacher educations institution.
Scientific temper should be developed and its
application for the solution of problems of life should
be encouraged.
Micro-teaching needs to be improved in terms of
quality and time.
Self-learning through action research projects need to
be taken up to develop a spirit of inquiry and
curiosity in the learner as well as the teacher.
Conclusion
In today's world, no nation can afford to remain
unaware about the latest in every aspect of developmental
activity including education in general and teacher
education in particular. One of the key problems in the
present crises of education is the burden that it imposes
on our children. They need to be empowered to recognize
and value what children learn from their home, social
and cultural environment and to create opportunities for
children to discover, learn and develop. Identifying the
need to view the teacher as central to the process of
change in school education, the Chattopadhyaya
Commission noted, If school teachers are expected to
bring about a revolution in their approach to teaching
that same revolution must practice and find a place in the
colleges of education.
References
http://www.ncte-in.org/teachers-education/11teacher-education-in-india
http://www.education.wisc.edu/ci/graduate_prog/ar
eas/detail.asp?id=22
Aggarwal, J.C. Essentials of Educational Technology.
New Delhi: Vikas Publishing House.
Anand, C.L. Teacher Education in Emerging India,
NCERT, New Delhi.
NCTE: National Curriculum Framework for Teacher
Education, NCERT, New Delhi.
NCERT: National Focus Group on Teacher
Education for Curriculum Renewal, NCERT, New
Delhi.
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Information and Communication Technology for Teaching-Learning Process
Dr. C. Barathi
Assistant Professor, School of Education, Tamil Nadu Open University, Chennai,
Tamil Nadu
ABSTRACT
We live in an age of information and technology. Widespread use of computers in all walks of life has been
witnessed. There have been several major trends in emerging technologies particularly in last two decades which
have increased access to instructional media with the advent of microchip technology; computers are now readily
accessible on desk at reasonable cost. The electronic delivery system digitalized information storage in different
forms using online severs of internet. The Internet is a global network of approximately 10-12 million hosts
connected to each other. Information stored, thus, traverse international boundaries satisfying the appetite of
millions of users across the world. In the educational field, teaching has taken on gradual transformation where
students are no longer restricted to learning the basics of reading, writing and arithmetic, but they are prepared to
face the world with all that have learned in school. Educational system around the world are under increasing
pressure to use innovative methodologies and integrate new information and communication technologies (ICT)
in the teaching and learning process, to teach students the knowledge and skills they need in the 21st century,
with emerging new technologies, the teaching profession is evolving from an emphasis on teacher centered,
lecture based instruction to student centered, interactive learning environments. Achieving success in this sharing
and interchanging through communication which consist of receiving, i.e. hearing to seeing accepting as nothing
can change unless information is accepted and getting some action, i.e., changing performance or behavior.
Keywords:
ICT, Digitalized Information, Internet, E-mail.
Introduction
We live in an age of information and technology.
Extensive use of computers in all walks of life has been
witnessed. There have been several major trends in
emerging technologies particularly in last two decades
which have increased access to instructional media with
the advent of microchip technology; computers are now
readily accessible on desk at reasonable cost. The
electronic delivery system digitalized information storage
in different forms using online severs of internet. ICT
has become within a very short time one of the basic
building blocks of modern society. ICT deals with in
secondary school and with the changing competencies
required of both students and teachers they are to
function effectively in todays society. In this 21st century,
the ability to work with information and communication
technology is becoming essential to education, living and
workplace success. ICT has the potential for increasing
access to and improving the relevance and quality of
education, thereby it makes the teaching-learning process
more effective, entertaining and more interesting.
Irrespective of geographical remoteness students can learn
together by using online and offline resources. ICT
enables us to know and follow all issues with the help of
the basic item, which is Internet.
The Internet is a global network of approximately
10-12 million hosts connected to each other. Information
stored, thus, traverse international boundaries satisfying
the appetite of millions of users across the world. The
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internet acts as a medium for personal communication;

information providers as well as consumers net for
business education and recreation, and store house of all
types of documents and commercial resources. It is an
unparalleled resource for education.
Information and Communication Technology (ICT)
Achieving success in this sharing and
interchanging through communication which consist of
receiving, i.e. hearing to seeing accepting as nothing can
change unless information is accepted and getting some
action, i.e., changing performance or behavior. ICT
covers any product that will store, retrieve, manipulate,
and transmit or receive information electronically in a
digital form for example, personal computers, digital
television, email and robots. Importantly, it is also
concerned with the way these different uses can work
with each other.
Implications for Preparing Teachers to Use ICT
One of the most commonly cited reasons for
using ICT in education has been to better prepare the
current generation of students for a workplace where
ICT, particularly computers, the internet and related
technologies, are becoming more and more ubiquitous.
ICT is an essential tool in the modern classroom. It can
engage pupils on a number of levels and make the job of
the teacher considerably easier. However, the use of ICT
does not necessarily ensure good learning. There could
even be a situation where the class is quite and engrossed
in their computer web based activity, but getting no
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lasting benefit from the activity. All activities, ICT or not,
should challenge pupils thinking at a high level and try to
make them better learners. It is impossible to separate
engagement from getting pupils to think at a high level
and making them independent learners-they are all
linked.
Information and Communication Technology
helps to develop simulated programmes in education,
which are design to depict the real world happenings
without the danger, expense or time needed to experience
the actual event. They provide continuous feedback to the
user regarding the status of the event and the opinions
available. When it is considered that learning to read is
process, it only makes good sense to teach reading in
meaningful context. There are many benefits of using
information and communication technology in the
teaching learning process.
1. There are no longer geographical boundaries for
learning any concept. Full independence is giving to
the learner to select desirable education.
2. It links learners to multimedia resource doing away
with over dependence on textbooks. Learners will
have access to online education.
3. It promotes independent, flexible according to ones
own level and pace, a type of learning where learners
take projects that relates to application of curriculum
in practical aspects.
4. 4. It allows individuals to use his/her multiple
cognitive abilities to the fullest extent.
5. It assures lifelong learning.
Using ICT in the classroom instruction, teacher
educators would have enormous positive impact on
different aspects such as,
Teachers using ICT can plan and prepare lessons
more efficiently and more effectively.
Teachers become multi facilitators.
It helps to promote interdisciplinary approach.
Teaching-learning enterprise becomes more resultoriented.
Helps the teachers in guiding the students needs and
explore in the learning process
Develop effective teaching tools and designing of
the modules. All the above aspects would help in teaching
the content and enrich their teaching profession. The
effective and efficient use of ICT depends on technically
competent educators/teachers. They should be able to
appreciate the potentiality of ICT and have positive
attitude towards ICT. These are conducted to implement
ICT content in Teacher Education Program so that the
student teachers when they become teachers in school
would able to utilize ICT tools in classroom instruction in
promoting flexible Learning Environment to meet
individual learning objectives of the subject-matter
content.
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Impact of ICT in Education

Computers can improve independent access for
students to education. Students with special educational
needs are able to accomplish tasks working at their own
pace. Visually impaired students using the internet can
access information alongside their sighted peers. Students
with profound and multiple learning difficulties can
communicate more easily. Students using voice
communication to gain confidence and social credibility
at school and in their communities. Increased ICT
confidence amongst students motivates them to use the
internet at home for school work and leisure interests.
Teachers and learners no longer have to rely
solely on printed books and other materials in physical
media housed in libraries (and available in limited
quantities) for their educational needs. With the internet
and the world wide web, a wealth of learning materials in
almost every subject and in a variety of media can now be
accessed from anywhere at any time of the day and by an
unlimited number of people. ICTs also facilitate access to
resource persons - mentors, experts, researchers,
professionals, and peers all over the world.
Significance of Computers in Education
Education for modernization involves developing
original thinking and modern thinking. It ultimately leads
to develop modern values among students.
Modernization is an opposite concept of traditionalism.
India being traditional, it is full of old traditions and
superstitious. Therefore education has to cultivate
modern and scientific thinking, encourage new ideas,
driving superstitious beliefs. Only then Indians will
compete with other Nations progress on par with the
developed nations. It can be done only through the
process of modernization, which can be speeded up or
accelerated through education. This is an observation of
the Kothari Commission In order to fulfill the above
goals; Educational Technology has been introduced as a
branch of education. Educational technology is the
application of scientific knowledge and skills about
learning to improve the effectiveness and efficiency of the
teaching-learning process. It is a system approach aimed at
optimization of learning. It adopts behavioral science
approach to teaching and learning process making use of
relevant scientific and technology methods and principles
developed in psychology, sociology, communications,
economic, linguistics and other related fields of
education. It includes the development, application and
evaluation of systems, techniques and aids in the field of
learning. In short, educational technology consists of all
modern methods, media and materials used for effective
as well as efficient learning. Our Government is spending
so much of money on education. Our education is not
able to progress our nation and is not able to increase
productivity. This is all because of lack of scientific and
technical development. Todays world is full of
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computers. There is a lot of development in computer
technology Computers are beginning to enter practically
in every activity of human life. It is, therefore necessary
that everyone has some idea of what computers are, how
these computers work, and why should we use them.
Therefore there is a necessity for computer education to
overcome certain problems.
Every teacher education institution should be
equipped with ICT resources so that after becoming
functional ICT literates, teacher educators can use ICT
resources for accessing latest information in their content
area and organizing multimedia-based classroom teaching
and learning.
Use of Computers in Education
Just a few years ago, using computers in
education primarily suggested a handful of teachers
experimenting with email and web pages. In a relatively
brief length of time, perceptions of computer-based
education have changed from debates over the ability, or
inability, of learning communities to be formed, to
cautionary warnings that students will be deprived of
needed educational opportunities if their classroom based
courses do not make use of the computer technology.
Computer could be used in the classroom in different
ways. As a Teaching Resource: As a teaching resource the
computer can offer a number of interesting possibilities
like, Sound effects and analysis, static and dynamic
imagery through computer graphics. Text handling
facilities control of external devices and of learning
progress. A variety of data capture techniques Facilities
for data archival, retrieval and dissemination. A means of
achieving highly individualized instruction facilities for
pattern matching, computation and decision making.
The Uses of Internet
1. Plentiful Information Resources
The Internet is a virtual treasure trove of
information. Any sort of information on any topic under
the sun is available on the Internet. The search engines
on the Internet can help us to find data on any subject
which we need. The fact that the Internet is operational
at all times makes it the most efficient and useful
machine to date and also acts as a very cost-effective
medium to publish and access information.
2. Immediate Communication
The prime target of internet has always been the
communication. One can communicate in a fraction of a
second with anyone in any part of the world. Nowadays
for better communication, we can avail the facilities of email; we can chat for hours with our loved ones.
3. E-mail
E-mail is an online correspondence system. With
e-mail one can send and receive instant electronic
messages, which works like writing letters. Our messages
are delivered instantly to people anywhere in the world,
unlike traditional mail that takes a lot of time.
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Conclusion
With the fast pace at which Information
Communication Technology (ICT) is getting introduced
in the field of industries, trade and commerce, the
information superhighway is literally knocking at our
door and its entry into common life of the people cannot
be stalled. With the array of instructional media now
available, teachers have more ways to individualize and
personalize instruction through computer and related
software, video disc technology and telecommunication
and various instructional application systems. With
Learning from the past efforts, it is important that
adequate provisions are to be made for development of
software and capacity building for teachers in order that
ICT does not remain only as an additional to the existing
subject area but become an integral part of the learning
experience of all learners. One of the most commonly
cited reasons for using ICT in education has been to
better prepare the current generation of students for a
workplace where ICT, particularly computers, the
internet and related technologies, are becoming more and
more ubiquitous. ICT is an essential tool in the modern
classroom. It can engage pupils on a number of levels and
make the job of the teacher considerably easier. However,
the use of ICT does not necessarily ensure good learning.
There could even be a situation where the class is quite
and engrossed in their computer web based activity, but
getting no lasting benefit from the activity. All activities,
ICT or not, should challenge pupils thinking at a high
level and try to make them better learners. It is impossible
to separate engagement from getting pupils to think at a
high level and making them independent learners-they
are all linked.
References
Andrewartha, G. and Wilmot, S. (2001). Can
multimedia meet tertiary educational needs better
than the conventional lecture? A case study.
Australian Journal of Educational Technology, 17(1),
1-20.
Retrieved
from
http://www.ascilite.org.au/ajet/ajet.html
Begherian, F. (2002). Payamadhaye hasel az estefade
az internet baraye amoozeshe ali. [The consequences
of the use of internet in Iranian higher education].
Quarterly Journal of Research and Planning in
Higher Education. 23(4), 27-42. Retrieved from
http://journal.irphe.ir/article-A-10-1-231-1-fa.html
Bransford, J. D., Brown, A. L., and Cocking, R. R.
(2000). How people learn: Brain, mind, experience,
and school. Washington, DC: National Academy
Press.
Bruce, B. and Levin, J. (2001). Roles for new
technologies
in
language
arts:
inquiry,
communication, construction, and expression. In J.
Flood, D. Lapp, J. R. Squire, and J. R. Jensen (Eds).
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(2nd ed.). The hand book for research on teaching the

language arts (pp. 649-657). Mahwah, NJ: Lawrence
Erlbaum Associates.
Pelgrum, W. J. (2001). Obstacles to the integration of
ICT in education: results from a worldwide
educational assessment. Computers and Education,
37 (2), 163-178.
Rubin, J. (1994). Handbook of usability testing: How
to plan, design, and conduct effective tests. New
York: John Wiley and Sons, Inc.
Sachs, J. (2006). Technology as a tool or tyrant:
Universities responding to the challenges of learning
and teaching in an information rich environment.
www.ycjournal.net
Paper presented at the Global Summit 2006:

Technology Connected Futures, Sydney.
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Achievement Motivation and Emotional Intelligence in Assessing the Student-Teacher Learning
Dr. T.S. Reena Ruby
Assistant Professor, Department of Education, Mother Teresa Womens University,
Dr. V. Rajeswari
Professor, Department of Education, Mother Teresa Womens University,
ABSTRACT
The aim of the present study is to find the relationship between achievement motivation, emotional intelligence
and learning outcomes of the students. The present study was conducted under survey method. Sample of the
study were selected using purposive cluster sampling technique which includes 350 special education student
teachers from 12 Special Education Teacher Training Colleges and institutes from 7 districts of Tamil Nadu,
India .Data from the selected sample was collected using Achievement Motivation questionnaire developed by the
researcher which consisted of 25 items with each having two alternatives a and b with score of 1 for the
positive alternative and 0 score for negative alternative and Emotional Intelligence Inventory by Cyberia Shrink
(2010) has been adopted by the investigator for the present study. The original tool consisted of 75 items. This
tool consisted of 35 items under five dimensions as emotion, understanding, intelligence, behavior and
motivation which was modified and validated. The reliability coefficient was found to be 0.67. This tool is also a
five point scale with the options always/often/sometimes/rarely/never with scoring 5,4,3,2,1 respectively for
positive items and 1,2,3,4,5 for negative items. The tool includes 11 positive items and 24 are negative items.
Quantitative analysis of data revealed that majority of the selected sample had moderate level of Achievement
motivation. The result of the present study indicates that there is a strong relationship between achievement
motivation and emotional intelligence which enhanced the learning of special education student teachers to a
higher level.
motivation and emotional intelligence was strong and
Introduction
Special Education is the special educational
facilitated the learning of higher secondary school
arrangements given to the children with special needs so
students.
as to help them develop their potentials and make them
function as normal members of the society. Teacher
Special education teachers work in a variety of
training in special education develops teachers with
settings. Some have their own classrooms and teach only
special skills to deal with severely disabled children.
special education students; others work as special
Special education teachers are courageously facing the
education resource teachers and offer individualized help
challenge of working with students with disabilities and
to students in general education classrooms; still others
the opportunity to establish meaningful relationships
teach together with general education teachers in classes
with them. Although helping these students can be highly
including both general and special education students.
rewarding, the work also can be emotionally demanding
Some teachers work with special education students for
and physically draining. Many special education student
several hours a day in a resource room, separate from
teachers are under considerable emotional swings and less
their general education classroom. Considerably few
Achievement Motivation due to lack of awareness
special education teachers work with residential facilities
regarding their legal provisions and job opportunities.
or tutor students in homebound or hospital environment.
Seebaluck, Ashley Keshwas, Seegum, Trisha Devi (2013)
Special education teachers are courageously
integrated cognitive motivational model for the study of
facing the challenge of working with students with
teachers professional motivation and stated that school
disabilities and the opportunity to establish meaningful
teachers develop high level of motivation if motivated at
relationships with them. Although helping these students
appropriate times in their profession. Cheng, Rebecca
can be highly rewarding, the work also can be emotionally
Wing-yi Lam, Shuifong (2013) found the interaction
demanding and physically draining. But many of them do
between social goals and self-construal on Achievement
not prefer to take special education courses due to their
Motivation and found that social goals predicted the
various perceptions and lack of awareness about the
Achievement Motivation of students with different selfcourse. Many special education student teachers are
construal. Darsana (2007) found the Relationship
under considerable emotional swings and less
between Emotional Intelligence and certain achievement
Achievement Motivation due to lack of awareness
facilitating variables of higher secondary school students
regarding their legal provisions and job opportunities.
and found that the relationship between achievement
The physical and emotional demands of the subject and
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job cause some special education student teachers to shift
their occupation to general education. Here the
investigator makes an attempt in her research to find the
Achievement Motivation and Emotional Intelligence in
Assessing the Student-Teacher Learning.
To find out the level of Emotional Intelligence of the
Special Education Student Teachers in Tamil Nadu
To find the level of Achievement Motivation of the
Special Education Student Teachers in Tamil Nadu
To find the relationship between Emotional
Intelligence and Achievement Motivation and the
learning outcomes of the Special Education Student
Teachers
To offer suggestions to improve the Emotional
Intelligence and Achievement Motivation of the
Special Education Student Teachers
Methodology
The present study was conducted under survey
method. Sample of the study were selected using
purposive cluster sampling technique which includes 350
special education student teachers from 12 Special
Education Teacher Training Colleges and institutes from
7 districts of Tamil Nadu, South India. Data from the
selected sample was collected using Achievement
Motivation questionnaire developed by the researcher
consisted of 25 items with each having two alternatives
a and b with score of 1 for the positive alternative and
0 score for negative alternative and it was validated. The
reliability co-efficient for the above tool was found to be
0.75 using Statistical Package for Social Sciences (SPSS).
Emotional Intelligence Inventory by Cyberia Shrink
(2010) has been adopted by the investigator for the
present study. The original tool consisted of 75 items.
This tool consisted of 35 items under five dimensions as
emotion, understanding, intelligence, behavior and
motivation which was modified and validated. The
reliability coefficient was found to be 0.67. This tool is
also a five point scale which includes the options
always/often/sometimes/rarely/never
with
scoring
5,4,3,2,1 respectively for positive items and 1,2,3,4,5 for
negative items. The tool includes 11 positive items and 24
negative items.
1. There is no significant difference among the
special education student teachers in their level
of Emotional Intelligence and level of
Achievement Motivation with regard to their age
group.
2. There is no significant association between the
locality and level of Achievement Motivation of
the special education student teachers.
3. There is no significant relationship between
Emotional Intelligence and Achievement
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Motivation of the special education student

teachers.
Table 1: Level of Achievement Motivation and
Level
Low
Moderate
High
Achievement Motivation
28%
46.9%
25.1%
26.6%
45.4%
28%
Hypothesis 1: There is no significant difference among

the special education student teachers in their level of
emotional intelligence and level of achievement
motivation with regard to their age group.
Table 1: Mean Difference among the Special Education
Student-Teachers in Their Level of Emotional
Intelligence and Level of Achievement Motivation With
Regard To Age Group
Variable/Di
mension
Emotional
Intelligence
Age in Years
Mean
SD
P-value
Below 21
115.44c
5.080
0.002**
21-23
108.23a
11.9
7
13.5
5
14.3
3
16.0
7
3.51
3.90
4.56
4.05
10.34
6
<0.001*
*
24-27
107.25a
Above 27
112.63b
c
Below 21
21-23
24-27
Above 27
Achieveme
nt
Motivation
17.58a
17.50a
17.42a
18.50b
*Denotes significance at 5% level &**Denotes

significance at 1% level.
It was also found that the student-teachers did
significantly differ in their level of Emotional Intelligence
and Achievement Motivation based on their age. The
findings revealed that students with age above 27 have
high Achievement Motivation and the student teachers
with age less than 21 had high emotional intelligence
than their counterparts.
Hypothesis 2: There is no significant association between
the locality and level of achievement motivation of the
special education student teachers.
Table 2: Association between the Locality and Level of
Achievement Motivation of the Special Education
Student-Teachers
Locality
Rural
Urban
Semi
Urban/
Level of Achievement
Motivation
Low
Moderate High
45
60
32
(32.8)
(43.8)
(23.4)
[48.4]
[37.7]
[32.7]
40
91
63
(20.6)
(46.9)
(32.5)
[43.0]
[57.2]
[64.3]
8
8
3
(42.1)
(42.1)
(15.8)
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Total
ChiSquare
value
Pvalue
137
10.016
0.040*
194
19
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Hill
Station
Total
[8.6]
[5.0]
[3.1]
93
159
98
350
Note: 1. The value within ( ) refers to Row Percentage

2. The value within [ ] refers to Column
Percentage
3. *Denotes significance at 5% level
From Table-2, it is inferred that significant
association was noted between the level of Achievement
Motivation and locality of the special education student
teachers where urban based sample showed high level of
motivation which was reflected on their learning
outcomes.
Hypothesis 3: There is no significant relationship
between emotional intelligence and achievement
motivation of the special education student teachers.
Table 3: Relationship between Emotional Intelligence
and Achievement Motivation
Dimensions/Variable
Achievement Motivation
0.452** (<0.001)
Table-3 reveals that it is found that the

relationship between the Achievement Motivation,
Emotional Intelligence and the learning outcomes is quite
strong and positive. Hence it indicated that relationship
between achievement motivation and emotional
intelligence was strong which enhanced the learning of
special education student teachers to a higher level.
Findings of the Study
Nearly 50% of the special education student teachers
were found to have moderate level of self-efficacy,
emotional intelligence and achievement motivation
There is a significant difference between the special
education student teachers in their overall selfefficacy, overall emotional intelligence and
achievement motivation with regard to their age
group.
There is a significant association between the level of
achievement motivation and locality of the special
education student teachers.
There is a significant relationship between the
emotional intelligence and achievement motivation
of the special education student teachers.
Recommendations for the Present study:
Skill based workshops, conferences and seminars
must be organized periodically to develop these skills
in these areas.
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Psychological skill based activities to be promoted in

teacher education institutions to promote the
Achievement Motivation among the student teachers.
Practical sessions to be given much more importance
to develop the achievement motivation among the
special education student teachers.
Quality of the programme has to be still more
improved to develop the emotional intelligence and
achievement motivation of the student teachers.
References
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Education (10th ed.). New Delhi: Prentice Hall of
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Bhatia, K.K. (2006). Principles of Education. New
Delhi: Kalyani Publishers.
Bharat Singh. (2004). Modern Teaching of
Exceptional Children. New Delhi: Anmol
Publications Pvt. Limited.
Charlotte Epstein. (1984). Special Children in
Regular Classrooms-Mainstreaming Skills for
Teachers. Virginia: Reston Publishing Company.
Dash, Neena. (2006). Inclusive Education for Child
with Special Needs. New Delhi: Atlantic Publishers
and Distributors.
David, G., Barry, H. & Henry, C. (1985). Research
Methods in Psychology. New York: West Publishing
Company.
Evans, Roy (Ed). (1989). Special Education: Needs,
Policy and Practice. England: Basil Blackwell Limited.
Joyce, B., Weil, M., & Calhoun, E. (2009).Models of
Teaching Eighth Edition. New Delhi: PHI Learning
Private Limited.
Kothari, C. R. (2008). Research Methodology,
Methods and Techniques. New Delhi: New Age
International.
Loreman, T., Deppeler, J., & Harvey, D. (2006),
Inclusive Education A Practical guide to supporting
diversity in the classroom. Australia: Allen &Unwin.
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Emotional Maturity across Certain Demographic Variables
Dr. Md. Mahmood Alam
Assistant Professor, MANUU College of Teacher Education,
ABSTRACT
The present study was conducted to investigate emotional maturity among adolescents in relation to certain
demographic variables viz. academic stream, gender and locality. Descriptive survey method of research was used
for collecting the data using Emotional Maturity Scale by Yeshver, S. & Mahesh, B. (2005). Sample included 320
randomly selected students of class 10+2 from various schools at Darbhanga town (Bihar). Descriptive and
inferential statistics were used to compare the means between the groups. Findings of the study revealed that (1)
there is significant difference between male and female students with respect to their emotional maturity (2) there
is significant difference between rural and urban students with respect to their emotional maturity and (3) there is
significant difference between science and arts students with respect to their emotional maturity. It is
recommended that similar research with appropriate methodology and design may be used to ascertain the degree
of conformity which this research has on the above said variable, namely, emotional maturity.
Keywords:
Emotional Maturity, Academic Stream, Adolescent.
Introduction
Emotions are basic primeval and great motivating
force affecting aspirations, actions and thoughts of an
individual. It not only impels us to action but often serve
as goals of action also. A healthy emotional development
leads to emotional maturity which enables the individual
to understand and manage emotions and to create the life
he desire. The term emotions is derived from the Latin
word Emovere which means to move out, stirrup? A
person can be called emotionally matures if he is able to
express his emotions in significant degree with
responsible control in an appropriate manner. Some
people have severe difficulty in expressing their emotion
and understanding emotion of others. Psychologists call
this Allexithymia, meaning lack of emotions. Bhagavat
Gita too tells about person with a balanced mind and
calls such a person Sthitha Pragna. Such a person, Gita
says, is not elated when there is happiness, nor would feel
miserable when faced with sorrow. Thus, a balanced
mind gives an adolescent the right attitude and right
direction when faced with a problem or crisis. Such a
person would be putting in his best efforts to perform any
job assigned to him in a most effective manner.
According to Finley (1996), Maturity is the capacity of
mind to endure an ability of an individual to respond to
uncertainty, circumstances or environment in an
appropriate manner.
Rajakumar, M. and Soundararajan, M. (2012)
conducted a study on higher secondary students
emotional maturity and reported (i) There is significant
difference between male and female higher secondary
students with respect to level of Emotional Maturity (ii)
There is no significant difference between rural and
urban higher secondary students with respect to their
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emotional maturity. Rinku, M. et al. (2014) studied

higher secondary students emotional maturity and
achievement. They reported (i) there is significant
students with respect to level of emotional maturity (ii)
there is no significant difference between rural and urban
higher secondary students with respect to their Emotional
Maturity. Lal Kumar, A.C. (2014) found non-significant
difference between male and female on the measure of
emotional maturity. However he reported a significant
result between rural and urban higher secondary students.
Surjit, S. and Parveen, T. (2011) conducted a study on
Emotional Maturity and Academic Achievement of High
School Students. They observed non- significant
differences between boys & girls and rural & urban
students on the basis of their emotional maturity.
Lakshmi and Krishnamurthy (2011) constructed a study
on Emotional Maturity of Higher Secondary School
Students. In this study they found that there existed a
significant difference between male and female students,
urban and rural students and the students who lived in
joint family and nuclear family system in respect of their
emotional maturity. Sunil Kumar (2014) discloses that a
significant correlation exists between emotional maturity
and family relationship. From the review of literary
sources it was noted that no conclusive result can be
drawn in case of males & females, rural & urban samples
on the measure of emotional maturity. Further very little
study is conducted to see the impact of academic stream
on emotional maturity. Hence the study titled,
Emotional Maturity among Adolescents in Relation to
Certain Demographic Variables was conducted to
ascertain the results.
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Rationale of the Study
The students of today are the youths of tomorrow
and future citizens of the country, therefore it is the
responsibility of the stake holders to see that they are
mentally and emotionally healthy. In order to face the
complex realities of todays world, adolescents are to be
emotionally and academically mature. The demands of
modern life require careful consideration of the psychosocial
prerequisites for a successful life. Students, who are studying
in schools located in rural areas when analyzed for their
behavior, were found to have inappropriate behavior. This
kind of behavior leads to formation of negative thoughts like
maladjustment, anxiety and lack of emotional maturity.
These negative attitudes and lack of emotional maturity can
greatly damage the personalities of adolescents in general and
academics in particular. Though the considerable number of
researches on emotional maturity in relation to other
variables viz. adjustment, anxiety, academic achievement etc.
are available but there is dearth of researches on emotional
maturity in case of locality and academic stream. Hence this
research is undertaken to probe emotional maturity of
adolescents in relation to gender and locality and academic
stream.
Objectives
To study the emotional maturity of adolescents across
gender, locality and academic stream.
To investigate the significance of differences (if any)
in the emotional maturity of adolescents across said
demographic variables.
Hypotheses
1. There is no significant difference between male and
female students on the measure of Emotional
Maturity.
2. There is no significant difference between rural and
urban students on the measure of Emotional
Maturity.
3. There is no significant difference between science and
arts stream students on the measure of Emotional
Maturity.
Sample
The present study was conducted on a
representative sample of 320 10+2 class students
randomly selected from Govt. Inter Colleges of
Darbhanga District. The ages of the students ranged from
16 to 18 years.
Tool: Emotional Maturity Scale by Yeshver, S. &
Mahesh, B. (2005).
male and female students on the measure of emotional
maturity.
Table 1: Emotional Maturity with regard to Gender
Variable
s
Responden
ts
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Mean
SD
tvalu
e
Level of
Significanc
e
Male
Gender
Female
16
0
16
0
101.7
1
97.13
13.4
3
12.6
5
3.14
1
.01
The result in Table-1 depicts that there exists

significant difference of emotional maturity between male
and female school students favoring the former. It means
that male students exhibited more emotional maturity
than the female students. So the null hypothesis (1)
stating that there is no significant difference between
male and female students on the measure of emotional
maturity is rejected and it may be reframed as there is
significant difference between male and female students
on the measure of emotional maturity. Thus it may be
concluded that male students displaying significant levels
of emotional maturity may be due to their clearer
perspective, healthy integration of feeling and thinking
action free from emotion and ability to cope with the
adverse life situation in a most benefiting and socially
approved manner. The ability to perceive emotions
constructively and to regulate emotions reflectively so as
to promote emotional and intellectual growth. This result
is in the conformity with the finding of Vikrant, U. &
Upadgyay, S.K. (2004).
rural and urban students on the measure of emotional
maturity.
Table 2: Emotional Maturity with regard to Locality
Variable
s
Responden
ts
Mean
SD
Locality
Rural
16
0
16
0
100.5
7
104.2
3
13.8
7
13.2
1
Urban
tvalu
e
2.41
9
Level of
Significanc
e
.01
From Table-2, the calculated t-value is found to

be 2.419 which is significant at 0.01 level of significance.
This means that there exists a significant difference of
emotional maturity among school students on the basis of
locality. In this case urban students seem to be more
emotionally mature than rural students. So the null
hypothesis (2) stating that there is no significant
difference between rural and urban students on the
measure of emotional maturity is rejected and it may be
reframed as there is significant difference between rural
and urban students on the measure of emotional
maturity. Thus it may be concluded that urban students
displaying significant levels of emotional maturity may be
due to their early and fullest exposure to the different
academic resources and education scene. This finding is
in line with the finding of Lakshmi, S. and
Krishnamurthy, S. (2011).
science and arts stream students on the measure of
emotional maturity.
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Table 3: Emotional Maturity with regard to Academic
Stream
Variabl Respond N Mea SD
tLevel of
es
ents
n
val Significa
ue
nce
Science
16 98.6 12. 1.8
.05
Acade
0
4
30
2
mic
Stream
Arts
16 96.0 12.
0
9
72
Table-3 reveals that mean scores of emotional
maturity for science and arts students are 98.64 and 96.09
and their S.Ds are 12.30 and 12.72 respectively. When
the t-test was applied to compare the mean scores of both
the groups, t-value is found to be 1.82 which is significant
at .05 level of significance. Hence the null hypothesis (3)
is rejected and it may be reframed as there is a significant
difference between science and arts stream students on
the measure of emotional maturity. Thus it may be
concluded that science students displaying significant
levels of emotional maturity may be due to their better
cognitive ability, the ability to face reality and deal with it
so as to enhance the self concept resulting into better
emotional maturity.
Conclusion
It is evident from the study that differences do
exist in emotional maturity of adolescents in case of
gender, locality and academic stream. From the above
findings it is evident that the male adolescents differ
significantly on emotional maturity as compared to
female adolescents. Urban adolescents are more career
mature than their rural counterparts. The adolescents
with science stream are better placed on the measure of
career maturity as compared to arts stream adolescents.
Based on the finding and discussions, it could be
concluded that we must develop positive attitude,
emotional stability, emotional progression, social
adjustment, personality integration and independence
among adolescents and aspire them for good career
selection and performance. This type of study shall be
helpful for educationist and psychologists as they make
the children and adolescents more emotionally matured
to cope out from their social anxiety and they become
better citizens of the nation.
References
Martha, C.N. (2001). Upheavals of Thought: The
Intelligence of Emotions. New York: Cambridge
University.
Wechsler, D. (1950). Intellectual Development and
Psychological Maturity. Child Development, 21(1),
45.
www.ycjournal.net
Finley, J. (1996). Behavior and Development from 5

to 12. New York: Harper and Row.
Rajakumar, M. & Soundararajan, M. (2012). A Study
on Higher Secondary Students` Emotional Maturity
and Achievement in Economics in Tirunelveli
District. International Journal of Research in
Education Methodology Council for Innovative
Research, 1(2).
Rinku, M. et al. (2014). A Study on Higher
Secondary Students Emotional Maturity and
Achievement. International Journal of Research &
Development in Technology and Management
Science- Kalish, 21(1).
Lal Kumar, A.C. (2014). A Study of Emotional
Maturity of Higher Secondary Students. International
Journal of Multidisciplinary Research and
Development, 1(5), 195-198.
Lakshmi, S. & Krishnamurthy, S. (2011). A Study on
the Emotional Maturity of Higher
Secondary School Students. International Journal of
Current Research, 33(4), 183-185.
Sunil, K. (2014). Emotional Maturity of Adolescent
Students in Relation to their Family
Relationship. International Research Journal of
Social Sciences, 3(3), 6-8.
Frank. (1963). Nature and Human Nature. N.J.
Rutgers university press, New Brunswick.
Dosanjh. (1960). Imagination and Maturity as Factor
Indicative success in Teaching. Doctoral Thesis,
Panjab University.
Brad H. (2014). 9 Questions to Help You Steward All
of Your Life for God's Glory. In Counselling
Reflection: Series of Lectures on Emotional
Intelligence.
Smitson, W.S. (1974). The meaning of emotional
maturity. MH, Vol.58, pp.9-11.
Walter, D.S. (1974). Human Development (6th ed.).
McGraw Hill, New York.
Walter, D.S. (1974). The Psychology of Adjustment
Current Concepts and Application. New York:
McGraw Hill Book Co.
Vikrant, U. & Upadgyay, S.K. (2004). A Study of
Emotional Stability and Academic Achievement of
Boys and Girls at Secondary Level. Indian Journal of
Education Research, 23(2), 41.
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Integrating Technological Advances in Teacher Education
Khushgeet Kaur Sandhu
Senior Research Fellow, Department of Education & Community Service, Punjabi
University, Patiala, Punjab
ABSTRACT
During the last few decades of technology development, teacher training on the effective use of technology in the
classroom has been a focus in education. However, existing studies have indicated that teacher training programs
still have not yet fully prepared teachers for the effective use of technology. This paper discusses technology
integration in teacher education, with emphasis on the barriers to the integration of technological advances into
teacher education. Concluding suggestions are provided on how information technologies can best be integrated
in pre-service and in-service teacher professional development
Technology, Technological Advancements, Teacher Education Programmes, Teacher
Keywords:
Preparation, ICT.
Young people today live in a world characterized by
integration of technological advances into education have
dramatic cultural, economic, social and educational
been classified into different categories by researches and
differences; individual circumstances depend largely on
educators. Ertmer (1999) described them as first-order
where a person is born and raised. More than 800 million
extrinsic barriers (lack of access, time, support, resources
adults (two-thirds of them women) still lack basic literacy
and training) and second-order intrinsic barriers (teacher
skills; at the other end of the spectrum, the use of
beliefs, attitudes, practices and resistance). Pelgrum
technology is skyrocketing (United Nations, 2003). We
(2001) identified these barriers as material (insufficient
no longer live in a world in which information is scarce,
number of computers) and non-material (teachers
and the teachers role is to hand delivering content to
insufficient knowledge, skills and time, the difficulty of
children. Overwhelmed by information from a wealth of
integrating technological advances in instruction) barriers.
sources, students desperately need the skills to create new
Hew and Brush (2007), who analyzed experimental
knowledge, not just consume the old. Problems never
studies from 1995 to 2006, reported that barriers include
come neatly packaged, defined-in-advance, and amenable
knowledge, skills, institution, attitudes, beliefs,
to the rote application of familiar strategies except in
assessment and culture. Scrimshaw (2004) claimed that
school. The old certainties of a world defined by four
barriers are dependent on resources, knowledge and
classroom walls and impermeable boundaries have
skills, attitudes and beliefs and institution and grouped
disappeared forever, replaced by global interdependencies
them into teacher-level barriers (lack of time, confidence,
and complex systems that require flexibility,
and resistance to change) and school-level barriers (related
responsiveness, and imagination (Jacobsen, Clifford &
to the institutional infrastructure). Bingimlas (2009)
Friesen, 2002). Notwithstanding the immense diversity in
reported that lack of access, resistance to change, lack of
living environments, an unprecedented and unifying
time, and lack of training to resources are also major
global media culture has developed that challenges and
barriers.
often surpasses such traditional forms of socialization as
1. The Infrastructure Barriers: The infrastructure
family and school (Robins & Webster, 1999). Teacher
barriers that may exist are absence of infrastructure
education institutions may either assume a leadership role
(Balanskat, Blamire, & Kefala, 2006), lack of
in the transformation of education or be left behind in
hardware/absence of technologically advanced
the swirl of rapid technological change (UNESCO, 2002).
tools/insufficient equipment, lack of suitable
Therefore, teacher education institutions need to actively
educational software, absence or lack of technical
help future teachers to make the link between technology,
support staff, lack of mainstreaming into schools
pedagogy and content knowledge in all aspects of their
strategy/school planning (Ertmer, 1999; Pelgrum,
education and field work (Tondeur, Roblin, Braak,
2001; Scrimshaw, 2004; Hew & Brush, 2007;
Voogt, & Prestridge, 2016).
Bingimlas, 2009), and absence of appropriate
buildings and rooms to house the technology.
Barriers to the Integration of Technological Advances
2. Lack of Knowledge and Skills: Teachers attitudes
into Teacher Education
The act of integrating technological advances into
and beliefs toward technology, lack of teachers
teaching and learning is a complex process and one that
responsibilities using technological advances into
may encounter a number of difficulties. These difficulties
teaching, teachers fear of change, insufficiency of
are known as barriers (Schoepp, 2005). Barriers to the
technological advances based in-service trainings
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offered to the teachers, limited project-related
experience, difficulties to reorganize innovative
practices
involving
technological
advances
(Demiraslan & Usluel, 2006; Usluel, Mumcu, &
Demiraslan, 2007; Boakye & Banini, 2008; akir &
Yildirim, 2009; Gkta, Yildirim, & Yildirim, 2009)
are the barriers that can be grouped under this
heading.
3. Lack of Support from the School Administration:
Lack of technical support, lack of time for training
(Pelgrum, 2001; Scrimshaw, 2004; Hew & Brush,
2007; Bingimlas, 2009) and lack of support from
school administration (Demiraslan & Usluel, 2006;
Usluel, Mumcu, & Demiraslan, 2007; Boateng,
2015) are potential barriers to the integration of
technological advances into education.
4. Learning Content and Language: Content
development is a critical area that educators overlook.
In integrating technological advances in education,
we have to care for the relevance of the learning
content to the target groups. With respect to
language, English is the dominant language in many
of educational software, while English language
proficiency is not high in many of the developing
countries, and this is one barrier in the integration of
technological advances to education (Mikre, 2011;
Boateng, 2015).
5. Attitudes and Beliefs: The attitudes and beliefs
possessed by the teachers and educational
stakeholders act as potential threats. Lack of
confidence in the teachers, unwillingness to change
their teaching practices, teachers not realizing the
advantages using technology in their teaching, their
attitudes and beliefs in using technology (Ertmer,
1999; Scrimshaw, 2004; Hew & Brush, 2007;
Bingimlas, 2009) are some of these barriers.
6. Financing: Technological advances in education
programs require large capital investment and
developing countries need to predict the benefit of
technological use to balance the cost relative to the
existing alternatives. Suggested potential sources of
money and resources for technological advancement
programmes are grants, public subsidies, fund-raising
events, support from volunteers, community support,
revenues earned from core business, and revenues
earned from ancillary activities (Tinio, 2002; Boateng,
2015).
Besides the above mentioned barriers, there are
plenty of other potential barriers to the integration of
technology into education.
Overcoming the Barriers
Recommendations as to the methods of
eliminating technology integration barriers differ
according to the type and intensity of the barrier.
However, regardless of the barriers involved, technology
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should be an integral part of teacher preparation

programmes. Researchers recommend the creation of a
technology integration plan because it as an integral
component of any attempt to increase the levels of
technology integration (Schoepp, 2005). The computer
and the internet are especially useful to enhance student
engagement in learning and positively impact student
performance and achievement. Moreover, their usefulness
is more apparent in the 21st century, where the time is an
era of information rich that the conventional modes of
teaching learning could hardly handle it (Mikre, 2011).
Scrimshaw (2004) identified a number of ways in which
schools working independently could make successful
classroom use of technological advances more likely.
These cover approaches to: (i) leadership and decision
making; (ii) whole school planning and implementation
of the change; (iii) whole school use and development of
resources; (iv) knowledge sharing and training; (v) roles of
technical support staff. Though dealt with separately,
several of the sources emphasized need to be dealt with
together.
Splendid equipment without the right attitude is
meaningless. Therefore the government needs to pay
more attention on intensive training for both teachers
and school administrators. Funds need to be pumped
into training so that the right attitudes can be developed
by both teachers and administrators (Angondi, 2013).
About enhancing human capacity of teachers, there is the
need to provide extensive teacher professional
development for teachers. Such capacity building
programs can be online teacher professional training, face
to face training workshops among others. The
professional development includes more than training in
equipment operation. The new pedagogical models
required in the adoption of constructivist and
constructionist learning outcomes call for training of
teachers in these skills and knowledge base (Boateng,
2015). Technology can help reform education and the
education system needs to be reformed for successful
technology integration. If we believe that teachers are the
primary agents of change, then a good place to start is by
reforming our teacher education programmes to better
prepare teachers take advantage of the affordances of the
various technologies and successfully integrate them in
their practice (Vrasidas & McIsaac, 2001). However, for
further implementations of these recommendations in
the classroom, a number of technical constraints, and
infrastructure supports should be paid attention to by the
teachers. They need to have sufficient knowledge,
attitudes, and skills to use the technology effectively in the
teaching-learning situations. Adequate curriculum based
on the integration of the principles of pedagogy,
technology, and philosophy is also a must (Farisi, 2016).
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Conclusion
Clearly, effectively integrating technology into
learning systems is much more complicated than, for
example, providing computers and securing a connection
to the Internet. Computers are only a tool; no technology
can fix an undeveloped educational philosophy or
compensate for inadequate practices (Ertmer, 2005). It is
advised that ongoing professional development need to
be provided for instructors to model the new pedagogies
and tools for learning with the aim of enhancing the
teaching-learning process (Ejigu, 2015). No nation
seriously striving for transformation of its economy can
afford to ignore the training of its youth since a sound
education is the main plank for national development.
Therefore, the barriers to the successful integration of
technological advances in classrooms should be addressed
by government, the teachers, and the students so that the
learning environment would be repositioned to play its
role in empowering the youth with the required skills,
attitude and competencies (Umoru, 2012).
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technologies into teaching-learning process according

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Hew, K.F., & Brush, T. (2007). Integrating
technology into K-12 teaching and learning: Current
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Jacobsen, M., Clifford, P., & Friesen, S. (2002).
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Schoepp, K. (2005). Barriers to technology
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from http://wikieducator.org/images/f/ff/Eprimeredu_ICT_in_Education.pdf
Tondeur, J., Roblin, N. P., Braak, J. V., Voogt, J., &
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Information
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Educational Media International, 38(2/3), 127-132.
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The Effect of Visual Imagery on Test Anxiety and Concentration through the use of Multimedia Technologies
J.V. Persis
Assistant Professor of Physical Science, CSI Bishop Newbigin college of Education,
Mylapore, Chennai, Tamil Nadu
Dr. K. Saraladevi
Associate Professor of Physical Science, Meston College of Education, Royapettah,
Chennai, Tamil Nadu
ABSTRACT
The power of visualization is important for the teaching-learning process particularly in Multimedia Presentation.
Evaluation of objectives and attainment level is an integral part of teaching and hence require utmost care in the
preparation of instruction materials. Visual imagery is a technique that is induced in multimedia presentations
makes the connections between text and memory. Since visual displays results in long lasting memory, facing tests
is quite easy for students. In other words test anxiety is reduced and concentration is increased in such classroom
environment. When there is a reduction of test anxiety, students are motivated and therefore Academic
achievement is improved.
Keywords:
Visual Imagery, Visualization, Memory, Concentration, Test Anxiety.
Introduction
The students of the present generation are living
in a knowledgeable society. It is not enough if teachers or
the instructors rely only on traditional approaches alone.
The teaching-learning involves the active participation of
both teachers and learners. The knowledge is ever
increasing and anxiety increases since competitive
situation also increases. Whether it is employment or
education, winning the race is very difficult which in turn
cause anxiety among students. Good Academic
achievement in the test depends on how well a student
performs in a given test. Teachers are supposed to
concentrate on the factors that make the students to be
highly anxious.
The present generation is living in a digitalized
world and the best pedagogical method suitable for them
which is not a single one but a multiple one. The teachercentred approach is slowly replaced by the learner-centred
approach and it is the Multimedia presentation that
proved to be the best. Positive attitude and attention span
are needed to learn and such kind of motivation is
promised by Multimedia method. A practical approach to
the study of the effect of Visual Imagery on Test Anxiety
and Concentration through the use of Multimedia
Technologies was undertaken by investigator to derive its
benefits. This study may help the Principals, Teachers and
Parents who are the basic role players in a total
educational system.
Objectives
To study the relation between test anxiety and
concentration in lecture method and multimedia
presentation method.
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To find the relation between test anxiety and

academic achievement in lecture method and
multimedia presentation method.
To examine the relation between concentration and
academic achievement in lecture method and
multimedia presentation method.
To study the relation between test anxiety and visual
imagery in multimedia presentation method.
To find the differences of test anxiety between boys
and girls in multimedia presentation method.
To find the relation between academic achievement
with visual imagery in multimedia presentation
method.
Hypotheses
1. There is no significant relation between test anxiety
and concentration in lecture method and multimedia
2. There is no significant relation between the pre-test
and post-test scores of test anxiety and academic
achievement in lecture method and multimedia
3. There is no significant relation between the pre-test
and post-test scores of concentration and academic
achievement in lecture method and multimedia
4. There is no significant relation between test anxiety
and visual imagery in multimedia presentation.
5. There are no significant differences between boys and
girls on their test anxiety in multimedia presentation.
6. There is no significant relation between academic
achievement with visual
imagery in multimedia
Methodology
A total of 500 students were selected first for a
pilot study, from which 180 students were chosen for the
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study on the basis of Purposive sampling technique. The
whole sample is divided into two groups namely a]
Lecture group (130) and b] Multimedia group (50). Two
groups are selected and Lecture group is taken to be the
Control group and the other the Experimental group.
Pre-tests are administered to both the groups followed by
treatment to the Experimental group. The Experimental
group was taught in a Multimedia environment and after
both teachings, an achievement test was administered.
Tools
Test Attitude Inventory by Charles D. Spielberger
(1977).
Visual Imagery Inventory prepared by the
Investigator.
Concentration Questionnaire by Weinstein et al.
(1987).
Analysis of Data
Table 1: Relationship of Test Anxiety with
Concentration in Lecture Method
Variables
Test
N
r
t
Remark
type
Test Anxiety
Pre
130 0.146 1.67
NS
Vs.
test
Concentration
Post 130 0.152 1.975
NS
test
Table 2: Relationship of Test Anxiety with
Concentration in Multimedia Presentation
Variables
Test
N
r
t Remark
type
Test Anxiety
Pre test 50 0.47 0.326
NS
Vs.
Post
50 0.295 2.377
0.05
Concentration
test
From Tables 1 & 2, it has been found that the calculated
'r' value of post-test scores of Multimedia presentation
were more than that of table 'r' value and hence
hypothesis was rejected and proved that the Test Anxiety
and Concentration were related to each other. The posttest r value of Multimedia Presentation was more
significant than the post-test r value of Lecture method.
Test anxiety is associated with a group of
Phenomenological, physiological and behavioral reactions
with negative consequences or fear of failure on tests,
assessments, exams, Zeidner (1998). Sarason found that
test anxiety induces in creating irrelevant thoughts,
preoccupied mind, and decreased attention and
concentration thus, leads to academic difficulties.
Moreover test anxiety is linked to memory and can have
effect on Academic Achievement, because both disrupt
attention and concentration. In an environment, like
Multimedia presentation retention and retrieval of text is
more and hence is proved to be a promising method
(Chen, Li, 2000 and Sanders, 2001, cited in Needham,
2006).
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Table 3: Relationship of Pre and Post Test Scores of

Correlation Coefficient of Test Anxiety
with Academic Achievement in Lecture
Method
Variables
Test
N
r
t Remark
type
Test Anxiety
Pre
130 0.152 1.76
N.S.
Vs. Academic
test
Achievement
Post
130 0.203 2.34
0.05
test
Correlation Coefficient of Test Anxiety
with Academic Achievement in
Multimedia Presentation
Variables
Test
N
r
t
Remark
type
Test Anxiety
Vs. Academic
Achievement
Pre
test
50
0.045 0.312
N.S.
Post
50 0.47 3.69
0.01
test
From Tables 3 & 4, it has been found that the
calculated r value of the post test score was more than
that of table r value and hence hypothesis was rejected
and proved that Test anxiety has direct impact on
Academic Achievement in Multimedia Presentation. On
comparing the 'r' values, it was found that the post-test r
value of Multimedia Presentation was more significant
than the post-test r value of Lecture method. Many
studies conducted on Test anxiety with respect to
Academic achievement by Mazzone et al. (2007), Eysenck
et al. (2002) and Keogi et al. (2004) found that higher
Test anxiety with poor school performance. This means
that test-anxiety disturbed the recall of prior learning and
thus reducing Academic performance. Therefore in a less
anxious situation students may find to cope with
evaluative process and achieve more.
Correlation Coefficient of Concentration with
Academic Achievement in Lecture Method
Variables
Test
N
r
t Remark
type
Concentration
Pre
130 0.406 5.02
0.01
Vs. Academic
test
Achievement
Post
130 0.318 3.7
0.01
test
Correlation Coefficient of Concentration with
Academic Achievement in Multimedia Presentation
Variables
Test
N
r
t Remark
type
Concentration
Pre
50 0.120 0.84
NS
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Vs. Academic
Achievement
test
Post
50 0.589 5.05
0.01
test
From Tables 5 & 6, the calculated r value of
post-test scores of Concentration with Academic
Achievement of Multimedia Presentation group was more
than that of table r value and hence hypothesis was
rejected and proved that Concentration had an impact on
Academic Achievement in Multimedia Presentation. The
post-test r value of Multimedia Presentation was more
significant than the post-test r value of Lecture method
and proved that Concentration had an impact on
Academic Achievement in Multimedia Presentation.
From a wide research conducted by Hassal and Joyce
(2001) and also by Biggs (1993) and Mladenovic (2000)
argued that students perception must be considered in
adopting learning approaches. The same was extended by
Bastick (1995) who defined effective teaching as
maximizing student Academic achievement, and
satisfaction to both teacher and student. Study done by
Chapell et al. (2005) found that differences in levels like
low, moderate, and high level of test anxiety had
produced significant differences in GPA scores among the
students.
Table 7: Relationship of pre and post test scores of
Correlation Coefficient of Test Anxiety with Visual
Imagery in Multimedia Presentation
Variable
Test
N
r
t
Remark
type
Test Anxiety
with Visual
Imagery
Pre test
50
0.121 0.845
NS
Post
50
0.042 0.29
NS
test
From table 7, it has been clearly understood that
the calculated r values of pre-test and post-test scores of
Test Anxiety with Visual Imagery of Multimedia
Presentation (N=50, Mean age=18.27 years,) were less
accepted and proved that Visual Imagery has no impact
on Test Anxiety in Multimedia Presentation.
The various causes of Test anxiety of students
were analyzed in-depth and found that it is related to
internal aspects of the student that include negative selfimage, motivation and attitudes. The study found that
Students mental states can greatly affect their
performance on exams and their vulnerability to test
anxiety. The appropriate needs of the pedagogy must be
thoroughly analyzed before the preparation of visual and
multimodal literacy activities for the current curriculum.
Teachers must have a sound knowledge in the
preparation of visual texts and the objective of teaching
images in texts (Zammit, K. & Callow, J. 1998).
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Table 8: Differentiation of Test Anxiety of the total

sample in Multimedia Presentation
Variab Tes Gend N Mea SD C.R Remar
le
t
er
n
k
typ
e
Test
Pre- Boys
3 50.2 6.3 1.28
N.S
Anxiet test
4
6
8
y
Girls 1 52.0 3.5
6
6
4
Pos Boys
3 27.7 2.9 1.99
0.05
t4
6
4
8
test Girls 1 16.9 1.9
6
4
4
From Table-8, it has been clearly understood that
the calculated C.R value of pre-test and post-test scores of
Test Anxiety of Multimedia Presentation (N=50, Mean
age=18.35 years, P<0.05) were more than that of table
C.R value and hence the hypothesis was rejected and
proved that there was significant difference found
between boys and girls on their Test Anxiety in
Multimedia Presentation. The mean values of test anxiety
between the pre-test and post-test were compared and
found that test anxiety got significantly reduced when
Multimedia Presentation was utilized as teaching method
which was evident from the post-test mean values.
Previous research has on gender showed that males
typically score lower on measurements of test anxiety than
females (Berger & Schechter, 1996; Chang, 1997).
Moreover females reported more test anxiety than males,
and females experienced higher worry than emotionality,
while other studies showed males that reported little
difference between the two dimensions (Everson, Millsap,
& Rodriquez 1996). Sowa and LaFlour (1986) also
reported that women show greater symptom intensity
than men in public self-consciousness, social anxiety, and
test anxiety; however, the study also noted gender
differences in test anxiety were not reflected in
performance.
Table 9: Relationship of Academic Achievement with
Visual Imagery in Multimedia
Presentation
Variables
Test
N
r
t
Remark
type
Academic
Pre test 50 0.166 1.166
NS
Achievement
Post
50 0.44 3.39
0.01
Vs. Visual
test
Imagery
From Table-9, it has been clearly understood that
the calculated r value of post-test scores of Academic
Achievement with Visual Imagery of Multimedia
Presentation (N=50, Mean age=18.35 years) was more
rejected and proved that Academic Achievement and
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Visual Imagery were related to each other in Multimedia
Presentation. According to Craik & Tulving (1975)
retention of information blocks in the form of words, are
stored more or less deeply in the memory with respect to
their appearance. Further evaluating the content requires
a greater effort, the processing is deeper, and a better
retention is achieved. Elaboration causes more complex
processing, resulting in a better organized retention. The
visual learning symbols, pictures and other representative
techniques allow students to go in-depth analysis and
concepts (Chandler, 2003). The implications for teaching
are that by introducing visual literacy and the art making
in the classroom, teachers can indeed enhance their
students critical and creative thinking skills which in turn
may boost academic achievement.
Findings of the study:
1. There is a positive direct relation between Test
Anxiety and
Concentration in Multimedia
Presentation than that of Lecture method.
2. Test Anxiety has been found to have more
impact on Academic Achievement in Multimedia
Presentation than that of Lecture Method.
3. Concentration has an impact on Academic
Achievement both in Lecture method and in
Multimedia Presentation.
4. There is a significant relationship existing
between the pre-test and post-test scores of Visual
Imagery in Multimedia Presentation.
5. There are differences in Test anxiety between
girls and boys in Multimedia presentation.
6. The relation between Academic Achievement
and Visual Imagery is notable in Multimedia
Presentation.
Conclusion
Multimedia Presentation with animations, music,
videos would definitely induce visual imagery which in
turn reduces anxiety. It also makes students to be
attentive due to various stimuli presented thereby
promoting dual coding. Better encoding, better
association and hence easier for retrieval. Improved
performance in tests is the result of such innovative
teaching approach. In this new millennium, massproduced multimedia and visual imagery is ever more
central to our ever expanding knowledge society.
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New Trends in Education Smart Class in E-Learning Approach
Dr. A. Subramanian
Assistant Professor, Department of Education, University of Madras,
Chennai, Tamil Nadu
ABSTRACT
In a progress and enhancement of life and modern society rapidly imposes the need and requirement for changes
in educational infrastructure, which are traditionally very slow because of the area and inertia of the education
infrastructure or system. Improving the quality and the enhancement of teaching and learning through the use
and implementation of new trends of technology and IT enabled education is the primary target of higher
education system. Electronic based Education is making every educational program that uses information and
communication technologies to enhance the learning process in the form of E-learning few years before, and now
a days in the form of Smart learning A revolutionary approach is to use Smart learning as a supplement to
traditional teaching, as an supportive component the process of teaching and learning. This paper presents the
trends in education in modern way that is Smart learning prevailing in higher education through the
implementation of Smart learning and its Standardization in education.
Keywords:
E-learning, Information Technology, Traditional Education, Smart Learning, Smart Class Room.
Introduction
In a progress and enhancement of life and
modern society rapidly imposes the need and
requirement for changes in educational infrastructure,
which are traditionally very slow because of the area and
inertia of the education infrastructure or system.
Improving the quality and the enhancement of teaching
and learning through the use and implementation of new
trends of technology and IT enabled education is the
primary target of higher education system. Electronic
based Education is making every educational program
that uses information and communication technologies
to enhance the learning process in the form of E-learning
few years before, and now a days in the form of Smart
learning A revolutionary approach is to use Smart
learning as a supplement to traditional teaching, as an
supportive component the process of teaching and
learning. This paper presents the trends in education in
modern way that is Smart learning prevailing in higher
education through the implementation of Smart learning
and its Standardization in education.
Role of Smart Class in E-Learning
Technology benefitted us in every aspect of our
life right form communication to education. In ancient
days students were taught in a gurukul where they were
taught by the gurus. This tradition of gurukul has been
left behind with the modernized culture. New method of
teaching has been introduced which is publicly known as
smart class. In this teaching happens through digital
instruction materials, 3D animated modules and videos,
all the renowned school is setting a benchmark for using
this concept. Now the students are thrilled at this concept
of innovative and interactive learning process. The
concept of digitized classroom has not only made the
education but it gave the students power to enhance their
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Smart class is a digital initiative of Educomp, which is

rapidly transforming the way teachers teach and students
learn in schools with innovative and meaningful use of
technology. Powered by the worlds largest repository of
digital content mapped to Indian School Curriculum,
smart class brings in technology right next to the
blackboard for teachers in the classrooms. Students learn
difficult and abstract curriculum concepts watching highly
engaging visuals and animations. This makes learning an
enjoyable experience for students while improving their
overall academic performance in school. Therefore, it is
clear that a smart classroom is a classroom that that has
an instructor station equipped with computer and
audiovisual equipment. The following equipments are
usually used in classrooms for providing smart education.
1. Personal Computer
2. Overhead Projector
3. Wireless Internet Access
4. DVD Player
5. Smart Board
Smart class also enables teachers to instantly
assess and evaluate the learning achieved by their students
in class with an innovative assessment technology-smart
assessment system designed by Educomp. Smart class is
powered by a vast repository of digital instruction
materials exactly mapped to meet the specific objectives
laid out by different state learning standards. This
repository is continuously populated through the ongoing
development at Educomps Digital Products and
Solutions group. Smart classrooms are equipped with the
following.
Ceiling mounted LCD projector and projection
screen
Laptop connectivity for Macintosh & PC laptops
DVD
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VCR
Sound system
Touch screen Control system
Telephone
AUX-video Input
Advantages of Smart Classes for Students
In this age computers play a big role in our
education. We hear about smart classes every day. We all
know that if a topic is understood by a visual method, it
becomes more beneficial to understand to students. So
the demand of using smart classes is being forcefully
raised. Smart Classes provides education better through
presentations and videos. I think a student can learn
better through visualization. All the students may not
understand the teaching methodology of a teacher, but
can understand by smart classes. This can be seen in case
of movies, i.e. students remember movies better than the
lessons taught in classroom. This type of teaching creates
an attention called as interest in them. So e-learning is
absolutely better. Such teaching helps to maintain the
student's interest and focus by engaging them fully for the
entire learning experience. Secondly, from the teacher's
point of view, with the arrival of this digital initiative
which is so practical to modern time and friendly to use,
teachers can instantly evaluate the learning achieved by
their students in his class. If a concept taught is not
understood then teacher can repeat with greater clarity
and emphasis. He can identify areas of student's strength
as well as weaknesses. These ultimately help the student's
for better understanding. Smart classrooms are very much
beneficial in teaching-learning process in a school. We
make use of an appeal to audio-visual senses of students
in using smart boards. These smart boards are like a
computer screen which is finely handled by a teacher and
also by students to provide active participation. Some of
the advantages for Smart board used inside a classroom
are:
1. Appeal to audio-visual senses: By using smart boards in
a classroom, we are appealing to both the audio sense and
visual senses of students. Learning in such a way is very
effective as the information is strongly embedded in kids
mind this way.
2. No wastage of time: In traditional type of classroom, a
lot of time was wasted in drawing diagrams on the black
and white boards, whereas in Smart-boards, diagrams are
in memory and thus time is utilized more for the active
learning part.
3. No chalk Dust: Some teachers and even front line
students used to suffer from chalk dust getting into their
eyes and lungs. This had ill effect on health. Using smartboard we are eliminating this health issue.
4. Virtual field trips: Students are taken virtually to field
trips while teaching, say, a teacher is covering a lesson on
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desert animals, using smart-board, we could give a tour of

desert like Sahara or Kalahari to teach this topic.
5. Marker Feature: Smart board teaching is not 'see-only',
we could use special markers to underline or mark an
important location while teaching. We can even write on
it to make the concept clearer.
6. Inbuilt library: Smart board has an inbuilt library in it
which enables a teacher to have an instant look at it in
case of requirement. He may not have to scan a real
library for this.
7. Active learning: Smart boards leads to active learning
process where both the teacher and the students are
involved. This leads to strong reinforcement of
information in students. Smart boards have many
advantages and every class room should have it for the
ease of teaching learning process; though I strongly
believe that only a strong motivation is the basic of any
learning process and can be carried out in any situation.
This increases the interaction between teacher and
students during a lesson and students do not hesitate to
ask any question to their teachers if they have any doubt
in certain topic. It reduces the effort of the lecturer as its
most part is done in the presentation. It is very difficult
for the lectures to take continues classes in a day without
proper rest so this multimedia class is a boon for the
students as well as the teachers.
Background or Rationale
The Internet has fundamentally changed the
practice of teaching and learning during the last ten years,
especially in colleges and universities that are well
equipped with new technology. This fact is most evident
in the transformation of universities which offer distance
learning and try to exploit benefits of challenging
information
infrastructure
and
communication
technology for its core performance, with desire to
improve quality and reduce costs of teaching provided to
the students. Computers and Internet connections are
becoming widely available in schools and classrooms.
Worldwide, many countries are making the creation and
diffusion of information and communications technology
(ICT) an important priority. Even in developing
countries, usage is increasing dramatically. If computers
were available in classrooms during this time period, their
use mirrored this dominant mode of instruction; that is,
they were primarily used to present passages of text and
test students' comprehension and memory for
information contained in the passages. Research on
learning has demonstrated the shortcomings of this type
of instruction. Students often forget memorized
information, or they fail to apply it in situations where it
would be useful. They need help in connecting new
information to what they already know and in extending
and applying their knowledge to new problems.
Researchers in the early twenty-first century believe that
students learn best when they work to combine their own
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past experience with new information in order to solve
problems that are personally meaningful to them. In
addition to changes in the understanding of how students
learn, there have been substantial changes in what
educators and policymakers believe students should know
how to do. Information has become abundant and easily
accessible. Rather than reading the unified perspective
typically presented by a textbook, students have access to
many different points of view. Instead of memorizing,
students now need assistance in learning how to find and
select relevant information for problems they need to
solve. Traditional Computer Assisted Instruction (CAI)
and many integrated learning systems (ILSs) deliver
precisely this form of instruction in a range of subjectmatter areas. Typically computers dedicated to ILSs are
clustered in computer laboratory settings, rather than
being located in individual teacher's classrooms. Students
who acquire new information as they solve problems are
able to understand its usefulness, remember it, and use it
to solve problems in the future. Solving interesting
problems is more likely to stimulate a student's interest
than memorizing isolated facts, and this interest has been
shown to positively affect learning. Students solving real
problems view their efforts as real work and have a sense
of purpose and value. Organizing instruction around
problem solving makes new demands on teachers,
including locating meaningful problems and projects and
providing students with the resources and guidance for
solving them. Teachers are finding that ICT can help
them meet these demands, and they are integrating it into
their instruction in many new and exciting ways.
Using Technology and Educational Problems
One major challenge for teachers interested in
problem-based learning is locating Problems that are
appropriate for their students and for the topics that they
need to learn. Problems must be complex enough to
support
sustained
exploration
and
encourage
collaboration, and they should have multiple interrelated
parts to develop students' ability to break problems down
and organize their solutions. Representing and
communicating such complex problem situations is an
important function of technology. Unlike problems that
occur in the real world, technology can incorporate
graphics, video, animation, and other tools to create
problems that can be explored repeatedly. Multimedia
representations are easier to understand than problems
presented as text. One example of using technology to
present problems is the mathematical problem-solving
series, The Adventures of Jasper Woodbury. Each
problem in the Jasper series is presented as a video story
that ends when the main character experiences a problem
that can be solved using math. Using technology that can
be easily searched and paused for inspection, students
search the video looking for clues to help them
understand and solve the problem. In addition to
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observing research activities, students are able to ask

questions and get immediate answers from the scientists.
Whatever type of technology is used, an important goal is
to create problem representations that are interactive and
under the learner's control. The student creates a plan for
investigating the problem, and the technology creates an
environment that makes flexible exploration possible.
Educational Resources in Technology
A second function of technology in problembased learning environments is locating information
needed to solve problems or do other kinds of research.
In the past, teachers attempting a problem-based
curriculum felt the need to limit problems to those for
which they had expertise or the local library had
resources. Now the World Wide Web brings a seemingly
endless amount of information on almost any subject,
and it is possible for students to choose topics based on
personal interest rather than availability of resources.
Internet research projects are gaining rapidly in
popularity. Use of the Internet to gather information for
solving problems sometimes resembles a modern version
of library research, in which students gather and
synthesize information from published reports. Despite
the fact that the task seems traditional, the characteristics
of this new medium require special skills for students.
The sheer volume of information allows students to study
almost any topic, but also makes it more difficult to locate
precisely the right information from among the
thousands, or even millions, of sites that might be
located. In addition, the ease of publishing and accessing
materials on the Internet increases the likelihood that
students will encounter inaccurate or biased information.
As a result, students must learn new strategies for
conducting searches and evaluating the information that
they retrieve. Many times students are unable to find or
understand the available resources. In such cases, teachers
are also turning to ICT to link their students with
mentors and subject-matter experts.
Using Technology in Education
In the past, students memorized and used
formulas and models created by others to solve problems.
Students often used these formulas, especially in the early
stages of learning, with little understanding. In the early
twenty-first century computer tools provide the
opportunity for students to construct and test their own
models using tools such as spreadsheets or concept maps.
This type of instruction deepens students' understanding
of abstract concepts and allows these concepts to be
taught at an earlier age.
A successful e-learning experience will use a
combination of the technologies most appropriate for the
practitioner, the learner group, the course content and
course assessment. Central to e-learning success are
communication technologies which are generally
categorized
as
synchronous
or
asynchronous.
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Synchronous activities happen at the same time and
involve the exchange of ideas and information with one
or more participants. Synchronous activities occur with
all participants joining in at once, as with an online chat
session or a virtual classroom. Virtual classrooms allow
practitioners and students to interact in real time from
their own computer using text chat, live voice, and
interactive whiteboards.
A Learning Management System (LMS) is
software for delivering content, tracking students and
managing training. Practitioners set up a course web page
to hold learning content and assessments, then track and
manage their students with tools like grade books and
activity reports.
M-Learning or Mobile Learning covers learning
with portable technologies like mobile phones, or PDAs
(personal digital assistant), where the focus is on the
technology learning across contexts, where the focus is on
the mobility of the learner, interacting with portable or
fixed technology; and learning in a mobile society, with a
focus on how society and its institutions can
accommodate and support the learning of an increasingly
mobile population that is not satisfied with existing
learning methodologies.
Teachers and Technology
Although ICT is creating opportunities for
fundamental changes in the way teachers teach and the
way students learn, a recent survey indicated that only
one-third of teachers feel prepared to use it effectively.
This includes being able to use word processing,
spreadsheet, presentation, and Internet browsing
software. Such tools help teachers increase their
productivity by preparing reports or lesson plans, taking
notes, and communicating with colleagues and parents.
These basic skills are necessary, but not sufficient, for
creating changes in instruction. Then, after observing
changes in their students including improvements in
behavior, absenteeism, collaboration, and independent
learning - teachers gradually begin to experiment and use
technology to teach in new ways. It often takes four years
or more from initial attempts until changes in student
learning can be observed. Research indicates that change
at all levels will be necessary to bring about widespread
and effective use of technology. Successful programs must
devote a substantial portion of their budget to extensive
professional development and technical support; they
must encourage a culture of collaboration in which
teachers work together to explore more effective uses of
technology; and they must modify their assessment
systems to measure changes, such as deeper
understanding and improved problem solving, that result
from effective technology use.
E-Learning
E-learning with its original name in English has
become ubiquitous "brand", the trademark for an
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Innovative approach of teaching new generation of

students. Its subset, online learning, is the focus of
Attention, both because of its increased use at all
educational levels and numerous analyses of Positive and
negative aspects of this teaching method. E-learning
usually takes the form of online courses. Element of the
course is learning object. Contents of the course are
obtained through compiling and organization of learning
objects. The concept of objects is standardized in a
rigorous form of established procedures of how these
pieces of content are compiled and organized into courses
and packages for delivery on the Internet. Learning
Management System (LMS) is the dominant technology
that is now used to organize and deliver online courses.
Conclusion
The introduction of computers into the
classroom and the emergence of the Internet have
intensified the debate about what improves learning: use
of a specific technology or application of appropriate
teaching method. For promotional purposes on the Web,
online learning must create challenging activities that
enable pupils/students link new information with old
ones, adopt new meaning and use their cognitive abilities,
because it is the strategy of teaching, not the technology,
which affects the quality of learning. Specific attributes of
computers are required to present real-life models and
simulations to students so that the media affects learning.
The computer itself is not the one that makes students
learn but real life models and simulations, and student
interaction with those models and simulations. The
computer is more a tool that allows processing and
delivery of instruction for students. As previously noted,
the media is not determinative factor in the quality of
learning; elaboration of the program determines the
effectiveness of learning.
References
Sanjeev Kumar. E-Learning and Role of Smart Class
Rooms in Education in New Era of Technology.
Saracevic M., Masovic S., Medjedovic E.
"Infrastructure for Development and Implementation
of E-Learning in the Educational System" YUINFO
2011 - XVII International Conference on Computer
Science and Information Technology.
Kljakic Dusan, E-learning, Sarajevo 2010.
Tamil Nadu Teacher Education University. 2014.
International Conference on Building Innovation for
Creative Society and Generating EmployabilityBeyond Digital Age, ISBN: 978-93-5111-459-8.
Tamil Nadu Teacher Education University. 2015.
International Conference on Knowledge exchange
path Collaboration among Universities, Industries,
Educational institutions and society, bridging the
outcomes - Impact gap, ISBN: 978-93-5111-194-8.
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Career Maturity of Indian Adolescents as Related to their Self-Esteem
Dr. Ajay Kumar Attri
Assistant Professor, Faculty of Education, International Centre for Distance
Education and Open Learning (ICDEOL), Himachal Pradesh University Summerhill,
Shimla, Himachal Pradesh
Neelam Kumari
Research Scholar, Department of Education, Himachal Pradesh University
Summerhill, Shimla, Himachal Pradesh
ABSTRACT
This study investigated the career maturity of senior secondary students as related to their self-esteem. The study
employed a descriptive research design. The population for the study consisted of all government and private
senior secondary school students of Himachal Pradesh. The sample for the study comprised 1000 students of
standard XI selected using multistage sampling technique. The findings of study revealed that senior secondary
students having positive and negative self-esteem differed significantly in their attitude towards career, selfappraisal, occupational information, goal selection, problem-solving dimensions and also on their overall career
maturity. Further, senior secondary students having positive self-esteem were higher on these dimensions of career
maturity as compare to their counterparts. No significance difference was found on career planning dimension of
career maturity with respect to their self esteem.
Career Maturity, Self-Esteem, Senior Secondary School Students.
Keywords:
Introduction
Career maturity has been defined as the
individuals ability to make appropriate career choice,
including awareness of what is required to make a career
decisions and the degree of which ones choices are both
realistic and consistent over time. The construct of career
maturity consists of a readiness attitude and competency
to cope effectively with the career development tasks. The
assumption can be made that a career mature person is
more capable of making an appropriate and realistic
career choice and decisions. Career mature individuals
have the ability to identify specific occupational
preferences and to implement activities in order to
achieve their goals. The concept of career maturity was
defined as the place reached on the continuums of
vocational development from exploration to decline
(Super 1955). Career maturity is thus the degree which
one has reached in cognitive, emotional and other
psychological factors whereby one acquires the capacity of
making realistic and mature career choices. According to
another definition, career maturity is the extent to which
an individual is able to master certain career
developmental tasks that are applicable to his/her life
stage. It is extremely important to identify an individuals
state of career maturity in orders to give appropriate
career guidance.
The highlighted aspects of career maturity include:
Obtaining information about oneself and converting
such information to self-knowledge.
Acquiring decision making skills and applying them
in effective decision making.
Gathering career information and converting it into
knowledge of occupational world.
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Integrating self-knowledge and knowledge of the

occupational world.
Implementing the obtained knowledge in career
planning.
Career maturity is conceptualized as an
individuals readiness to make well informed, age
appropriate career decisions and to shape ones career
carefully in the face of existing societal opportunities and
constraints (Salami 2008).
Self esteem has been defined differently by
different psychologists. Schwalbe & Staples, (1991)
defined self esteem as the feeling an individual has about
him or herself that affect how he or she views
himself/herself. Mruk (2006) on the other hand has
defined self esteem in four different ways; first as an
attitude which with involves positive or negative
cognitive, behavioral and emotional reactions. The
second definition is based on discrepancy which involves
measuring the difference between what an individual sees
as the ideal self and their perceived self. In this case, the
closer the two perceptions are the higher the self esteem is
thought to be. The third definition is based on a
psychological response an individual holds towards him
or herself. Lastly Mruk views self esteem as a function of
personality.
As a psychological construct, self esteem has been
studied with a number of career related variables.
Holland (1981) revealed that there is a relationship
between self-concept and career maturity. Khan and Alvi
(1983) found that students with high self-esteem have
greater vocational maturity than those students who had
low self-esteem. Hebling (1984) observed that vocationally
immature students possessed low confidence and selfesteem. Chandna (1990) concluded that there was
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significant relationship between self concept and career
choice attitude of adolescent. Sagan (1993) found that
individuals with a more positive self-concept were likely to
be more career mature persons than individuals having
negative self-concept. Mullis and Mullis (1997) revealed
that high school students with higher self-esteem
expressed more interest in a variety of vocational
interests. Ammons (2001) found that there is a
correlation among self-concept and career maturity. Self
esteem has been found to be positively correlated to
career maturity, work commitment, work values, career
certainity, career decision making self efficacy (Creed &
Patton, 2003), vocational identity (Dhillon and Kaur ,
2005; Santos, 2003), career choice satisfaction (Stanford,
1984) and negatively correlated to career indecision
(Starica, 2012). According to Patton, Bartum and Creed
(2004), students who score high in self esteem are better
equipped to manage the adaptational process of
developing career interests and making career related
decisions. Shonda (2004) revealed that career maturity of
high school students was significantly correlated with selfesteem. Hasan (2006) revealed that high self-concept
group scored high on all the dimensions of career
maturity scale. Shukla (2014) reported that self-concept is
the potential factor which determines the career maturity.
Review of related literature suggested that some
researchers attempted to study career maturity in relation
to self-concept/self-esteem but no study was found on
difference in career maturity of secondary students as
related to their self esteem. This proves the worth of the
study.
Selection of career and setting in it is an
important task and a source of personal gratification. In
the modern age of science and technology, hundreds of
vocations have been thrown open to an individual. The
choice of a right career is becoming difficult in these days.
Adolescent is the period when a major turning takes place
in the life of a student because the career will depend
upon the subjects selected at this level. After the 10th class
school curriculum has been diversified into Art, Science
and commerce. In adolescents age career maturity
assumes a great importance for their proper future
placement. It is the pre-requisite ability to make a wise
choice towards particular occupation and represents
development along a continuum. The counselors and the
students, and the teachers with whom they work, need an
understanding of the types and characteristics of career
patterns. This is possible only through close observations,
minute monitoring, participative actions and systematic
research. The school system has the responsibility of
assisting the youth in making competent career decisions
that are appropriate to their abilities, aptitudes, interests
and other personality characteristics (Salami, 2008). The
educational and vocational decisions at this stage cover
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the way for future decisions to be taken by any individual

in the world of work. Any wrong decision of vocational
choice due to pressure of the family or from
indecisiveness on the part of students can block his/her
growth and development in future. Therefore, it was
considered relevant to study this aspect namely career
maturity among adolescents. The further study has been
done on career maturity in relation to other variables.
Super (1980) postulated that the process of career
development is essentially that of developing and
implementing a self-concept. It is important that the
students know themselves and their potential to makes
the best decision possible. So self-esteem/self-concept is
an important factor on which the process of career
development depends. So in this study, we study the
career maturity as related to the self-esteem.
Methodology
The present study is descriptive in nature and
survey method had been used. All the senior secondary
students, those who were studying at standard XI in
government and private senior secondary schools of
Himachal Pradesh constitute the population of the study.
In this study, multistage random sampling technique has
been used to draw appropriate representative sample from
the population. In the first stage 12 districts of H.P are
arranged in chronological order on the basis of their
literacy rate. After that 12 district of Himachal Pradesh
are divided into four strata having three districts in each
stratum. From each stratum, one district is selected using
simple random sampling technique. In this way,
researcher selects four districts for her study. From these
four selected districts, out of total senior secondary school
(government and private), 10% schools are selected
randomly. Lastly from the selected senior secondary,
schools 15-20 students of class 11th are selected through
systematic random sampling technique. Approximately
1000 11th class boys and girls of government and private
senior secondary schools of H.P constitute the sample.
Tools
To measure the Career Maturity of senor
secondary school students Career Maturity Inventory
(CMI) by Gupta (1989) was used. It is based on the
cognitive dimension of Crites model of career maturity,
and consists of attitude towards career and career
competence. Career Competence has five components
(Self-appraisal, Occupational information, Goal selection,
Goal planning, and Problem-solving). Further, to measure
the self esteem of senior secondary school students, Selfesteem Inventory by Prasad and Thakur (1977) was used.
This inventory consists of two parts, each part have 30-30
items in it. First part contains items related to personallyperceived self and second part contains items related to
socially-perceived self. If a person score higher on
personally perceived part then that person is regarded as a
person with positive self and if a person score higher on
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socially perceived part then that person is regarded as a
person with negative self.
Analysis of Data
Table 1: Difference in Career Maturity of Senior
Secondary Students with regard to their Self Esteem
Components of
Career Maturity
Attitude towards
career
Self-Appraisal
Occupational
Information
Goal Selection
Planning
Problem solving
Overall Career
Maturity
Value of
Statistical
Properties
N=1000
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Self-esteem
Positive
Self
esteem
N=500
30.57
6.139
7.89
2.032
8.41
2.016
8.55
2.138
7.36
2.060
8.20
2.404
70.96
11.100
Negative
Selfesteem
N=500
29.54
6.150
7.54
2.244
8.00
2.352
8.20
2.279
7.16
2.330
7.64
2.503
68.06
12.204
t-value
2.671*
2.600*
2.931*
2.476**
1.395 NS
3.647*
3.925*
*Significant at .01 level; **Significant at .05 level; @NSNon Significant

Table-1 reveals that the calculated t-value for
difference between the mean scores of senior secondary
school students having positive and negative self-esteem
on attitude towards career is 2.671 which is greater than
the table value 2.59 at .01 level of significance. Hence
there exists significant difference in career attitude of
senior secondary school students having positive and
negative self esteem. Further, mean score of senior
secondary school students having positive self-esteem on
attitude towards career is 30.57, which is higher than
29.54 i.e. mean score of senior secondary school students
having negative self-esteem. Hence, senior secondary
school students having positive self-esteem has more
positive attitude towards career than their counterpart
senior secondary school students having negative selfesteem.
The calculated t-value for difference between the
mean scores of senior secondary school students having
positive and negative self-esteem on self appraisal
competence of career maturity is 2.600 which is greater
than the table value (2.59) at .01 level of significance.
Hence there exists significant difference in self appraisal
competence of senior secondary school students having
positive and negative self esteem. Further, mean score of
senior secondary school students having positive selfesteem on self appraisal competence is 7.89, which is
higher than 7.54 i.e. mean score of senior secondary
school students having negative self-esteem. Hence, senior
secondary school students having positive self-esteem has
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greater self appraisal competence than their counterpart

positive and negative self-esteem on occupational
information competence of career maturity is 2.931
which is greater than the table value (2.59) at .01 level of
significance. Hence there exists significant difference in
occupational information competence of senior
secondary school students having positive and negative
self esteem. Further, mean score of senior secondary
school students having positive self-esteem on
occupational information competence is 8.41, which is
greater occupational information competence than their
counterpart senior secondary school students having
negative self-esteem.
positive and negative self-esteem on goal selection
Hence there exists significant difference in goal selection
competence of senior secondary school students having
positive and negative self esteem. Further, mean score of
senior secondary school students having positive selfesteem on goal selection competence is 8.55, which is
greater goal selection competence than their counterpart
positive and negative self-esteem on planning competence
of career maturity is 1.395 which is less than the table
value (1.96) at .05 level of significance. Hence there exists
no significance difference in planning competence of
senior secondary school students having positive and
negative self-esteem.
positive and negative self-esteem on problem-solving
Hence there exists significant difference in problemsolving competence of senior secondary school students
having positive and negative self esteem. Further, mean
score of senior secondary school students having positive
self-esteem on
problem-solving competence is 8.20,
which is higher than 7.64 i.e. mean score of senior
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secondary school students having negative self-esteem.
Hence, senior secondary school students having positive
self-esteem has greater problem-solving competence than
their counterpart senior secondary school students having
negative self-esteem
positive and negative self-esteem on overall career
maturity is 3.925 which is greater than the table value
(2.59) at .01 level of significance. Hence there exists
significant difference in overall career maturity of senior
secondary school students having positive and negative
self esteem. Further, mean score of senior secondary
school students having positive self-esteem on overall
career maturity is 70.96., which is higher than 68.06 i.e.
mean score of senior secondary school students having
negative self-esteem. Hence, senior secondary school
students having positive self-esteem has greater overall
career maturity than their counterpart senior secondary
school students having negative self-esteem. Sagan (1993)
found that individuals with a more positive self-concept
were likely to be more career mature persons than
individuals having negative self-concept.
Discussion
On the basis of the above findings, it may be
concluded that career maturity of senior secondary
students is correlated with their self-esteem .Significant
differences are found on dimension attitude, selfappraisal, occupational information, goal selection,
problem solving of career maturity as well as on overall
career maturity with respect to their self-esteem. Senior
secondary students having positive self-esteem are higher
on attitude, self-appraisal, occupational information, goal
selection, problem solving dimensions of career maturity
as well as on overall career maturity as compare to their
counterparts. No significance difference was found on
goal planning dimension of career maturity with respect
to their self esteem.
Negative self-esteem groups were found to be
poor in career maturity, poor level of information, skills
and strength on career related activities. It may be due to
the lack of career information, self appraisal, proper
planning and their inability to grasp information and
skills. Hence, school should play a vital role in developing
good vocational skills and career maturity among students
with negative self esteem. Self-esteem is a very useful
construct for furthering career development across
various populations and environmental contexts.
However, the applicability of self-esteem to career
counseling could be enhanced through further
exploration of the use of other computer-assisted career
guidance systems, Internet career resources, and online
career counseling.
It would be appropriate to design interventions
to enhance the career maturity and self-esteem of those
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students, who are low in their career maturity and have

low self-esteem especially for negative esteemed senior
secondary school student. It is important to increase
exposure to numerous career options and to broaden the
students sense of positive self-esteem. Besides that, verbal
praise or encouragement, as well as rewarding task
accomplishments can enhance the students sense of
career maturity and self-esteem. We must assist students
who have career decision problems and have not attained
a firm level of commitment and are unable to arrive at
any satisfying career choice.
Findings of the study have important
implications for practitioners, counselors, teachers and
parents who seek to understand how to help students.
References
Ammons Rona, Dixon (2001).Self-concept, social
support systems, and career maturity of female
college. Dissertation Abstracts International, 62(1),
88-A.
Chandana, S. (1990). Self concept, parental
influence, socioeconomic status and sex in relation to
career attitude among high school students. Indian
Educational Review 25(1). 35-39.
Creed, P. A., Patton, W. & Bartrum, D. (2004).
Internal and external barriers, cognitive style and the
career development variables of focus and indecision.
Journal of Career Development, 30, 277-294.
Dhillon, U. & Kaur, R. (2005). Career maturity of
school children. Journal of the Indian Academy of
Applied Psychology, 31, 71-76.
Gupta, N. (1989). Indian adaptation of crites career
maturity inventory (CMI). National Psychological
Corporation, Agra.
Hasan B. (2006). Career Maturity of Indian
Adolescents as a Function of Self-Concept,
Vocational Aspiration and Gender. Journal of the
Indian Academy of Applied Psychology, 32(2), 127134.
Helbing, J.C. (1989).Vocational maturity, self-concept
and identity. International Review of Applied
Psychology, 33(3), 335.
Holland, M. (1981).Relationship between vocational
development and self-concept in 6th grade students.
Journal of Vocational Behaviour, 18,228-236.
Kaur, S (1992). The Predictors of Career Maturity,
and the efficacy of self-concept, locus of control. In
5th Survey of Educational Research (1988-1992),
1,229, NCERT.
Khan, S.B. and Alvi, S.A. (1983). Educational, Social
and Psychological correlates of vocational maturity,
Journal of Vocational Behavior, 23(3), 357.
McLaughlin, Shonda. (2004). The relationships
between race, disability, career maturity, and selfesteem among high school students. Ph.D. Thesis,
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University of Arkansas, dissertational Abstracts

International, 64(7), 2439-A.
Mruk, C. J. (2006). Self esteem research, theory and
practice: towards a positive psychology of self esteem.
New York: Springer.
Mullis, A.K. & Mullis, R.L. (1997). Vocational
interests of adolescents: relationship between self
esteem and locus of control. Psychological Reports,
81, 1363-1371.
Patton, W., Bartum, D.A., & Creed, P.A. (2004).
Gender differences for optimism, self esteem,
expectations and goals in predicting career planning
and exploration in adolescence. International Journal
for Educational and Vocational Guidance4, 193-209.
Sagan, Shirley D. (1993). Self-concept, career maturity
and locus of control of adult students, University of
Regina (Canada), MAI, 32(3), 788.
Salami, S.O. (2008). Gender, Identity Status and
Career Maturity of Adolescents in South-West
Nigeria. Journal of Social Science 16(1), 35-49.
Santos, P.J. (2003). Goal instability, self-esteem and
vocational identity of high school Portuguese
students. Anallse Pslcologlea 2, 229-238.
Schwalb, M.L. & Staples, C.L. (1991). Gender
differences in sources of self esteem. Social
Psychology Quarterly 54, 158-168.
Shukla, S. (2014). Career maturity of adolescents as a
function of self concept, occupational aspiration and
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sex. Pt.Ravishankar Shukla University, Department of

Home Science, http://hdl.handle.net/10603/30325.
Stanford, F.P. (1984). Relation of attitude towards
womens roles and occupational behavior due to
womens self esteem. Journal of Counseling
Starica, E.C. (2012). Predictors of career indecision in
adolescents. Social and Behavioral Sciences 33, 168172.
Super, D.E. (1955). The dimensions and
measurement of vocational maturity. Teachers
College Record, 57, 151-163.
Super, D.E. (1980). A life span, life-space approach to
career development. Journal of Vocational Behaviour,
16, 282-298.
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Influence of Self-Efficacy on Stress-Coping Strategies among Adolescents
S. Arockia Elizabeth Josephine
Ph.D. Scholar, Lady Willingdon IASE,
Chennai, Tamil Nadu
ABSTRACT
The study aims at finding out the Self-Efficacy and Stress-Coping Strategies among high school students based on
Gender and Medium of Instruction. The sample taken for the study is about 235 high school students of Chennai
District. In the study, the data were collected through The Self-Efficacy Questionnaire for Children (SEQ-C)
developed by Muris (2001). Stress Coping Strategies Questionnaire constructed by Investigator and a
questionnaire for the demographic information of the participants. Descriptive statistics, t-test, Correlation
analysis, were used to analyze the data. The analysis of the data revealed that no significant relationships and
differences were found in students Self-Efficacy and Stress-Coping Strategies based on gender, Medium of
Instruction and Types of family among adolescents.
Introduction
Education is the process of facilitating learning,
or the acquisition of knowledge, skills, values, beliefs and
habits. Through education students will put forth a high
degree of effort in order to meet their commitments, and
attribute failure to things which are in their control.
Students with a strong sense of efficacy are more likely to
challenge themselves with difficult tasks and be
intrinsically motivated. Self efficacy is commonly defined
as the belief in one's capabilities to achieve a goal or an
outcome. Self-efficacious students also recover quickly
from setbacks, and ultimately are likely to achieve their
personal goals. Students with low self-efficacy, on the
other hand, believe they cannot be successful and thus are
less likely to make a concerted, extended effort and may
consider challenging tasks as threats that are to be
avoided. Thus, students with poor self-efficacy have low
stress coping strategies which may result in disappointing
academic performances becoming part of a self-fulfilling
feedback cycle.
Self-Efficacy
Self-efficacy is significantly beyond actual ability
which leads to overestimation of the ability to complete
tasks. Self-efficacy expectation determines to what extend
people are trying and until when they of resist against
obstacles and problem making experiences. The more is
the self-efficacy expectation, the more active they will be.
Self-efficacy is a structure related to a specific field and the
performance of individuals in specific fields of duties and
has relationship with their judgment about their ability in
that field. Self-efficacy refers to the personal beliefs about
their abilities to learn and perform activities at certain
levels.
According to Bandura the way in which people
behave is mostly determined through their beliefs about
their capabilities in this field and the impact of these
beliefs on their tendency to use their previous knowledge
and skills in doing that action.
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Bandura considers self-efficacy as a cognitive

process through that we can extend many social behaviors
and personal characteristics. Whether individuals through
testing or coping with difficult situations will solve them
or not is a function of their confidence in their
effectiveness. People are afraid of the threatening
situations, that they believe they cannot cope with and
therefore avoid them but when they are able to cope with
them act decisively. Self- efficacy is a good predictor for
coping with stress. Perceived self-efficacy, not only reduces
expected fears and inhibitions, but also through
expectation for the eventual success affects in the amount
of endeavor. Stress can be found in the lives of all human
beings and is an inevitable fact of life. Since stress caused
emotional and physical pressures are undesirable and
irritant, therefore, people are motivated to take actions to
reduce their stress.
Stress Coping Strategies
Stress reactions are very different and this is
because of the different types of coping. Coping is
cognitive and behavioural efforts that is done to manage
internal and external requirements that are considered as
stressful and supra-personal resources and aims to
eliminate, minimize or tolerate stress. These efforts are in
the form of performing an activity or work, or in the form
of mental activity. Coping is not a stable attribute, but in
mutual processes is changed by the experience. On the
other hand, a person may choose an inappropriate
strategy which increases his vulnerability to stress. Stress
coping strategies of each person are the unique ways of
dealing with issues and problems in his life and cause his
compatibility or incompatibility which depends on his
coping strategy. These methods are divided into three
methods of problem-focused coping strategy; emotion
focused coping strategy and avoidance coping strategy.
Problem-focused coping strategies describe ways based on
which the actions that must be done to reduce or
eliminate the stress are calculated. Problem-focused
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behaviours include searching for more information about
the problem, changing the structure of problem from
cognitive point and prioritizing some steps to address the
issue, conversely, emotion-focused coping strategies,
describes ways whereby a person concentrates on himself
and all his effort is to reduce his own uncomplimentary
feelings. Emotion-focused coping strategies include
crying, being nervous and upset, addressing cynical
behaviors, mental preoccupation and fantasy. The
avoidance coping strategies requires activity and cognitive
changes that their aim is to avoid the situation of tension.
Avoidance coping behaviors may be in the form of the
involvement in a new activity or resort to community and
other individuals. People with high self-efficacy generally
believe that they are in control of their own lives, that
their own actions and decisions shape their lives, while
people with low self-efficacy may see their lives as outside
their control.
Related Work
Kerry Memri (2013) concluded that there is a
significant relationship between the ways to deal with
stress, social support and self-efficacy. Azadi et al. (2014)
found a significant relationship between self-efficacy and
job stress coping. In this regard, Farid and Salibi (2014)
concluded that there is a significant relationship between
the different levels self-efficacy and stress coping strategies
(problem solving). Mammary (2010) swimmers with high
self-efficacy had higher score than other groups in coping
with stress and peak pressure of champion skills.
Masoudnia (2007) found that people with high selfefficacy use problem-focused coping strategies, individuals
with low self-efficacy use emotion-focused coping
strategies and avoidance coping strategies. Through
studying the review of literature it can be concluded that
the present study was conducted to help educators to pay
attention to the characteristic problems of adolescents
and provide necessary programs within the scope of their
responsibility to guide adolescents.
Purpose of the Study: The purpose of this explore was to
scan adolescent students to determine the correlation
between the self-efficacy stress-coping strategies. The aims
of the study are threefold. Firstly, to explore the
relationship between self-efficacy and coping among
adolescent students ,Second, to investigate the influence
of an intervention strategy to enhance coping skills, and
thus raise self-efficacy Thirdly, to investigate the extent to
which self-efficacy and coping skills are associated with
maintain the mental health of students. The overarching
objective is to encourage students to use effective coping
strategies that bring about increased self-confidence to
deliver the skills required for them. Therefore, it is
proposed that as students develop their use of active
coping strategies (such as seeking advice and time
management) there will be a resultant increase in selfefficacy.
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Objectives
To study if there is any significant difference of Selfefficacy with respect to their
a) Gender
b) Medium of Instruction
c) Types of family
To study if there is any relationship between Selfefficacy and stress coping strategies of adolescents.
Hypotheses
female students with respect to their Self-efficacy.
2. There is no significant difference between Tamil
medium and English medium students with respect
to their Self-efficacy.
3. There is no significant difference between Joint
family and nuclear family students with respect to
their Self-efficacy.
4. There is no relationship between Self-efficacy and
stress coping strategies of adolescents.
Method: The identified problem is studied by following
the survey method of research.
Population & Sample: The sample constituted 235 high
school students of Chennai District in Tamilnadu were
taken with due representation given to the variables viz.,
Gender, Medium of Instruction and Type of Family.
Tools Used: Self-Efficacy Questionnaire for Children
(SEQ-C) by Muris (2001) & Stress Coping Strategies
Questionnaire Constructed by the Investigator.
Table 1: Self-Efficacy of Demographic Variables
Variabl
Sub
N Mea SD t/F
PLeve
es
Group
n
valu valu l of
s
e
e
Sig.
Gender
Male
12 56.5 8.2 0.64 0.52 NS
7
3
4
1
Femal 10 57.2 8.2
e
8
2
7
Mediu
Tamil 11 56.8 7.6 0.06 0.94 NS
m
1
1
0
9
Englis 12 56.8 8.8
h
4
8
2
Family
Joint
0.94 0.34 NS
Type
Family 78 56.1 9.4
7
3
3
Nuclea
r
15 57.2 7.6
Family 7
0
0
Table-1 shows, the mean score differences in the
self-efficacy among the students based on their gender,
Medium and Family type. The obtained t-values based on
gender is (0.64). Medium of study is (0.06) and family
type is (0.94) are lesser than the Table value at the 0.05
level of significance. Therefore, it is concluded that there
is no significant difference existed in Self-efficacy based
on gender, medium and family type.
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Table2: Relation between Self-efficacy and Stress Coping
Strategies of Adolescents
Variables
Self-efficacy and
Stress Coping
Strategies
r-value
0.0201
Remark
Significant at 0.05
level
Table-2 reveals that Pearson Coefficient of

correlation between Self-efficacy and stress coping
strategies of adolescents students is 0.0201. It is positive
and low but considerable. It indicates the self-efficacy is
influenced the stress coping strategies. Therefore, it is
concluded that there is significant positive relationship
existed in self efficacy and stress coping strategies.
Discussion
The main objective of this study was to explore
relationship between Self-efficacy and stress coping
strategies of adolescents students. Results indicated the
positive relationship existed by the students who
participated in this study. It is also consistent with the
results of Azadi et al. (2014) which demonstrated that
there is a significant positive correlation between coping
strategies and self- efficacy in job stress. This result
indicates that adolescent students may be good in coping
if they with higher self-efficacy and can effectively deal
with the events and circumstances, since in overcoming
the problems they expect success, persist in doing their
task and often perform at high level. They see problems as
challenges rather than threats and actively search for new
success. Individuals with low self-efficacy expectations are
more likely to avoid threatening situations which they
believe are beyond their capabilities and in the case of
facing with such situations because of low expected
efficacy will refuse to do it. The present study also looked
at the results indicated no significant difference occurs in
their gender, medium of study and family type with
respect to their Self-efficacy. It indicated the above
mentioned demographic variables are not influenced with
self-efficacy of adolescent students stress coping strategies.
Since changing the educational system is no easy
task it is necessary to deepen our understanding of
individuals coping resources that may mediate the
appearance of stress. Because, as the results of this study
and other research indicated, individuals who have high
self-efficacy at the time of facing with adverse and stressful
events show more stability and do not accept negative
thoughts about their abilities. Based on this the sense of
self- efficiency will help them to solve the problems. Also
instructing appropriate stress-coping strategies to players
can improve problem solving strategies and reduce their
stress and therefore they can better identify the source of
stress and problem and solve it. As it is important to
focus in the rewards and correction, cooperation and
competition, and guidance and special help provided by
the teachers, educators, administrators and parents play a
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major role in building the level of self efficacy among

students as a whole.
Conclusion
The goal of this study was to evaluate the amount
of self-efficacy students have and to investigate if it is
significantly related to their perceived stress levels. Selfefficacy is an important stress-copying tool, the selfefficacy-performance link is further extendable to stress.
People who are good performers are likely to experience
less stress. Having the belief in ones ability to manage
stressors, use problem-solving skills and make decisions
effectively is part of having high self-efficacy. It is
proposed that by raising students awareness of good
organizational skills, this became a reference point when
assessing their own coping capacities and behaviours. We
would suggest that over time as new coping skills becomes
habitualised a further increase in self efficacy would once
again be evidenced.
Bibliography
Anshel M, Toto A. (2006). Relationship between
sources of acute stress and athlete coping style in
competitive sport. Journal of Psychology of sport and
exercise. 2: 170-186.
Azadi M, Akbari Masoudnia A. (2007). Perceived selfefficacy and coping strategies in stressful situations.
Journal of Psychiatry and Clinical Psychology. 4: 415405.
Balootbangan A, Vaezfar S, Rahimi M. (2014).The
Role of Coping styles and Self-efficacy in Nurses Job
Stress in Hospital. IJPN. 2(2): 22-32.
Bandura, A. (1986). Social foundations of thought
and action: A social cognitive theory. Englewood
Cliffs, NJ: Prentice-Hall.
Bandura, A. (1996). Self-efficacy In Ramachaudran
Encyclopedia of human behavior. New York:
Academic Press. 71.
Farid, H. & Salibi, Z.H. (2014). Investigating the
relation between perceived self- efficacy and
emotional intelligence with stress coping styles among
female gifted students in Qom. Cultural and
Sociological Research. 1: 154-129.
Kerry Mummery W. (2013). Bouncing Back: The
Role of Coping Style, Social Support and SelfConcept in Resilience of Sport. Journal of sport
Psychology. 2: 1-17
Rasti M. (2009). Stress-Obsession-Fear. Tehran:
Purang publication. Lazarus R, Folkman S. (1984).
Stress and Coping. New York: Springer.
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Impact Assessment of Inclusive Education Programme: Perspective of Children with and without
Disabilities
Rajni Kumari
Senior Research Fellow (UGC), Department of Education, Kurukshetra University,
Kurukshetra, Haryana
ABSTRACT
Present research examined how far the inclusive education programme under SSA has been successful in its goal
from the perspectives of children with disabilities and children without disabilities. Sample constituted of 25
inclusive schools (13 Primary Schools and 12 Upper Primary Schools) from the North-West district of Delhi. Two
self-developed Interview Schedules, one each for students with disability and students without disability were used
for the collection of data. Percentage was used as a statistical technique, to analyze the data of the present study.
Findings in detail of this study have been mentioned in the Finding section of this paper.
Introduction
There have been efforts internationally to include
children with disabilities in the educational mainstream.
Inclusive education/mainstreaming is the key policy
objective for education of children and young people with
disabilities (Lindsay, 2007). The Salamanca Statement
and Framework for Action on Special Needs Education
(1994) solicits governments to give the highest priority for
making education systems inclusive and adopt the
principle of inclusive education as a matter of law or
policy. India is planning to make all the schools in the
country disabled friendly by 2020 and all educational
institutions including hostels, libraries, laboratories and
buildings to have barrier free access for the disabled. The
Ministry of Human Resource Development is also
planning to avail study materials, Talking Text Books,
Reading Machines and computers with speech software
progressively in addition to an adequate number of
Braille books. To make this Herculean task a reality, our
schools must be committed accordingly. Sarva Shiksha
Abhiyan, a flagship programme for Universalization of
Elementary Education in India made an endeavour to
provide eight years of quality education to all children in
the 6-14 age groups. The objectives of SSA can only be
realized, if Children with Special Needs (CWSN) are also
included under the ambit of elementary education.
Realizing the importance of integrating special children in
regular schools, SSA framework has made adequate
provisions for educating CWSN. Though SSA has been
providing adequate facilities to make schools inclusive in
its real sense, our teachers are not accountable to the
mark. Though we are having enough funds, it has been
observed that schools are lacking infrastructural facilities
for students with disabilities. Teachers are still having
negative attitude towards the inclusion of students with
disabilities, they are still lacking proper awareness
regarding inclusive education. For the improvement of
schools in this regard, frequent assessments at school
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point are prerequisite and the lacunas can be pointed out.

Taking this fact into consideration the researchers made
an attempt to assess the impact of inclusive education
programme under SSA in North-West District of Delhi.
Objectives
To study the level of interaction between students
with disabilities and without disabilities in elementary
schools in the view of children with disabilities.
To study the level of interaction between students
with disabilities and without disabilities in elementary
schools in the view of children without disabilities.
To locate out the availability of resources and
facilities for children with disabilities in the
elementary schools in the view of children with
disabilities.
To locate the support while teaching process to
children with disabilities according to children with
disabilities.
To acquire the views of children with disabilities on
the availability of barrier free environment in
elementary schools.
To acquire the views of children without disabilities
on teachers attitude and support towards Children
with disabilities.
To acquire the views of children without disabilities
on social environment for children with disabilities.
Methodology
In order to achieve the objectives of the study, 25
inclusive schools (13 Primary Schools and 12 Upper
Primary Schools) from the North-West district of Delhi
were selected; this constituted the sample of the present
research. 50 Learners with Disabilities and 125 Learners
without Disabilities from the selected schools were
engaged in order to collect information regarding the
functioning of inclusive education programme in their
schools. Two self-developed Interview Schedules, one
each for students with disability and students without
disability were used for the collection of data. Interview
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schedule for the children with disabilities of the inclusive
schools constituted of 34 statements. Interview schedule
for the children without disability of the inclusive schools
constituted of 28 statements, each statement has few
alternative options.
Findings
Impact assessment of inclusive education
programme under SSA for purpose of present study was
made on the basis of data collected from the students
with and without disabilities. Main findings of the
present investigation are as follow;
Views of Children with Disabilities studying in Inclusive
Schools
i) Interaction Level
A total of 68.42% Children with disabilities
responded that they have friends without disabilities.
Most of (94.74%) Children with disabilities
responded that schools dont offer any school
readiness training after their admission.
A total of 78.95% children with disabilities
responded that the school authority never discuss
with them about how to interact with Children
without disabilities.
Maximum (94.73) children with disabilities
responded that they interact with children without
disabilities in class room and 76.31% Children with
disabilities interact during recess, whereas, only
5.26% responded they go for outing with nondisabled children and only 10% play with nondisabled children.
responded that they have been invited by nondisabled classmates to visit their homes.
A majority of (73.68%) children with disabilities
responded that they invite their non-disabled
classmates to their home.
responded that they take help from non-disabled
classmates in carrying out academic task.
Only 39.47% children with disabilities responded
that they help their non-disabled classmates in
academic task by providing notes and other
stationary.
complained that they are felt discriminated by their
teachers.
Maximum (71.05%) children with disabilities
complained that they are discriminated by nondisabled classmates and other children without
disabilities in schools.
ii) Resources and Facilities for Children with Disabilities
Most of (94.73%) children with disabilities responded
that they get books allowances from the school, 86.84
responded that they receive uniform allowances from
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the school. Only 18.42% received equipments and

only 5.26% received the aids and appliances
allowances from the concerned authority.
responded that they require more facilities those have
not been provided by the government which they
need the most as transportation facilities, western
toilet facilities, ramp etc.
responded that their teachers never take them to the
resource room.
A total of 18.42% Children with disabilities didnt
reply on the question that how often do their
teachers take them to the resource room.
A total of 15.79% Children with disabilities
responded that their teachers occasionally take them
to the resource room.
iii) Support during Teaching-Learning Process
Utmost 73.68% children with disabilities responded
that their teachers dont make any adaptation while
teaching.
Only 23.68% replied that their teachers made some
adaptation while teaching in the form of sitting
arrangement, positioning and repeating the content
when they demanded. No other option was chosen by
children with disabilities.
Most of (84.21%) children with disabilities responded
that their teachers dont assist them after school time
in performing academic task. Only 10.53% children
with disabilities responded that their teachers assist
them after the school hours.
responded that their teachers has positive attitude
towards them and 15.79% teachers still found with
negative attitude towards children with disabilities.
63.16% children with disabilities responded that the
parents of children without disability have no
objection with their presence in schools.
responded that the presence of children without
disability is beneficial for them.
responded that they are benefited by the presence of
children without disabilities.
responded that their presence is not beneficial to the
children without disabilities, only15.79% children
with disabilities replied that their presence is
beneficial to the others in academics and moral
support only.
iv) Views on Barrier Free Environment
Most of (71.05%) children with disabilities
responded that their school environment is not
architecturally barrier free.
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Only 18.42% children with disabilities had

architectural barrier free environment.
responded that they dont have socially barrier
free environment in school.
agreed that their school environment is barrier
free socially.
Fifty percent children with disabilities didnt
found academically barrier free environment in
their schools.
responded that they had barrier free academic
environment in their schools.
responded that their schools dont arrange time
to time medical checkup for them.
Only 15.78 Children with disabilities responded
that they are assisted by the special teacher once
in a week, whereas only 7.89% responded that
they are assisted once in a month.
responded that they feel they should be in special
schools, where as 52.64% children with
disabilities responded that they dont require
special schools.
Views of Children without Disabilities studying in
Inclusive Schools
i) Interaction level
A total of 90% of children without disabilities are
aware of children with disabilities studying in
their schools.
Only 40% of children without disabilities are
aware of children with disabilities staying in their
neighborhood areas.
A total of 84% of children without disabilities
have friends (children with disabilities). Out of
the rest 16% children without disabilities who
dont have friends with disabilities, 75%
responded positively in favor of making friends
with disabilities.
Only 10% children without disabilities
responded that the school authorities discuss
with them regarding their interaction with
children with disabilities.
A total of 75% children without disabilities
responded that they interact with children with
disabilities in classroom and 73% responded that
they interacted with them in playground and
recess; only 20% responded that they go for
outing and other group activities with children
with disabilities and 10% children without
disabilities didnt respond.
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responded that they have visited the home of

their friends with disabilities.
A total of 62% children without disabilities have
invited children with disabilities to their home.
Forty two percent children without disabilities
replied that they have seen various devices and
equipments used by children with disabilities.
Forty six percent children without disabilities
responded that they helped their disabled
classmates in homework; turn out pages, going to
toilet, packing launch and when they demanded
any academic help.
Only 36% of children without disabilities
mentioned that they have taken any academic
help from children with disabilities in the form
of exchanging study materials, homework and in
revision of content.
Sixty two percent children without disabilities
responded full acceptance of children with
disabilities by other students, still 11% children
without disabilities replied no acceptance of
children with disabilities and 27% responded to
partial acceptance.
responded that their teachers never carry out peer
sensitization for accepting children with
disabilities at regular interval.
ii)
Teachers attitude and support towards
Children with Disabilities
responded that their teachers make some
adaptation while teaching to suit the needs of
disabled students in the form of sitting
arrangements, extra time in examinations and
revising the topic when they demand.
responded that their teachers dont assist
children with disabilities after the school time in
performing academic task.
58% children without disabilities responded
positive attitude of their teachers towards
children with disabilities, still 15% teachers
found with negative attitude towards children
with disabilities in the views of children without
disabilities.
iii)
Social Environment for Children with
Disabilities
Only 2% children without disabilities responded
that their parents object the presence of children
with disabilities in their classroom.
Only 25% children without disabilities
responded that their presence is beneficial for
children with disabilities and the presence of
children with disabilities benefit them in the
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form of moral support, studies, playing etc.
Implications for the Children without Disability
Children without disabilities with their attitudes
make the disabled children feel more secure socially in
the school. Disabled children can generate love and
belongingness within themselves with the company of
their non-disabled counterparts. Hence it is the
responsibility of the children without disability to treat
the children with disabilities as their siblings or friends.
They should cooperate with children with disabilities in
adjusting in school.
Implications for the Parents of Children with
Disabilities Studying in Inclusive Schools
Parents of children with disabilities play an
important role for the success of inclusive education, as it
is said that education of the children begins from their
home. Children share most of the experiences related to
their school life with their parents. Hence parents should
work together with the school authorities for the
betterment of both their children and the school system.
Parents should cooperatively work on the instructions
given by the schools and teachers.
Implications for the Regular Teacher of Inclusive
Schools
General teachers in the inclusive schools have to
play more responsible role as they have to take care of
both children with and without disability in the school.
They should not discriminate students on the basis of
students backgrounds. General teachers should give extra
time to children with disability whenever they need. They
should orient the children without disability to interact
with children with disability. General teachers should
arrange durable and attractive teaching materials by the
money (Rs. 500/- per year) they have been provided with.
They should also prepare individualized educational
programme for children with severe disability. They must
try to create enough flexibility in syllabi, evaluation, co
curricular activities while teaching.
Conclusion
Results of the study clearly reveal that nearly 40
percent of students with disabilities do not interact, play
and share their belongings with non-disabled peers. A
total of 34.21 percent students with disabilities feel
discriminated by their teachers and 71.05 percent by their
non-disabled peers. Sangeeta & Rajni (2015) found an
unsuccessful aspect of inclusive education program in
SSA. They raised a question that admitting the children
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with disabilities in schools which are not barrier free

socially, architecturally and academically; and the schools
where the 36% teachers are still having negative attitude
and children without disability make fun or discriminate
children with disability; is it not dumping?
Despite a huge amount of money and efforts,
spend by the government of India for the success of
inclusive education, no orientation and counseling is
being provided to children with disabilities and children
without disabilities. Children with disabilities in inclusive
school were not found satisfied with the resources,
facilities and the services by the teachers. Students with
disabilities claimed that their educational environment is
not barrier free; architecturally, socially, emotionally and
academically.
References
Lindsay, G. (2007). Educational Psychology and the
Effectiveness of Inclusive Education/Mainstreaming.
British Journal of Educational Psychology, 77(1), 124.
Sangeeta & Kumari, R. (2015) Effectiveness of
inclusive education programme at elementary school
level. Journal of Educational Research and Extension,
Coimbatore, 52(3), 12-18.
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Problems Faced By Arts and Science College Students in Utilization of Priceless Laptops
R. Muthukumar
Research Scholar, Bharthiar University, Coimbatore, Tamil Nadu
Dr. S. Arockiasamy
Principal, Gnanamani College of Education, Pachal, Namakkal, Tamil Nadu
ABSTRACT
Computer has become an indispensable part of mans life and its impact on everyday life is greatly immense. It
has introduced revolutionary changes in teaching-learning. College students use computer/laptop for very many
purposes like chatting, mailing, entertainment, browsing net, copying and downloading of study materials etc.
There is no doubt that students reap many benefits through utilization of computers. At the same time they are
not problem free while using this electronic devise. The present study has explored the problems faced by the
college students in utilizing priceless laps provided by the Govt. of Tamil Nadu. Survey method was employed and
the sample comprised 1231 college students selected at random. The findings of the study reveal that the students
have more problems in total in utilizing priceless laptops and with reference to technical knowledge, provisions in
the laptop, campus climate, home climate and internet. Significant differences are not found in their problems
with respect to gender, year of study, locality of the college and type of family.
The Government of Tamil Nadu announced
Introduction
In our educational technology plays a significant
priceless laptops for the higher secondary students in the
role in a students life. Awareness on this technology is a
ruling partys election manifesto. As per the manifesto,
must for every student in order to lead a contended
the Honorable Chief Minister signed the order of issuing
student life. The educational institutions in the present
priceless laptop scheme to the higher secondary students.
time play an effective role in preparing the students as
Due to various inconveniences, priceless laptops are given
efficient and useful citizens of the country with
to the students only after their successful completion of
knowledge on modern technical skills.
the higher secondary course. So, they use the laptops in
The Tamil Nadu governments priceless laptop
their higher secondary vacation and in the colleges.
scheme for school and college students has shown
They can use laptops for various purposes.
positive results with every third household in the state
Though they are having very much awareness on using
having one computer-literate member. According to the
such laptops, they do not have the basic skills of using
Annual Status of Education Report published by the
some software programs. There are many studies, which
NGO Pratham in January this year, the percentage of
have explored the use of computers among the students
households having a member who can operate a
of different categories, but studies on problems in
computer has risen from 14.3% in 2010 to 30.1% in
utilization of priceless laptops is something very rare in
2014. An interesting observation is that the sharp jump
the present scenario. Hence, the investigator would like
in the percentage started in 2011, when the scheme was
to conduct a study on the problems faced by the college
introduced.
student in utilizing the priceless laptops.
In case a student was not provided a free laptop
during school, they are eligible to apply for it when they
1. The level of problems faced by arts and science
enter the college. According to a professor at one of the
college students in utilization of priceless laptops is
private universities where the scheme is in effect,
not high.
"students find the laptops very useful once they join
2. There is no significant difference in the problems
college. Students coming from rural areas often don't
faced by arts and science college students in utilizing
know how to use the laptop until they join a good private
priceless laptops with regard to gender.
college. They have the opportunity to use the computer to
do homework for computer-related subjects. Besides, they
have WiFI facility which encourages them to learn.
priceless laptops with regard to locality of college.
In the present day context, the school and college
students use laptop facility for education and
priceless laptops with regard to year of study.
entertainment gone are the days when the computer was
not in easy reach of every household. Reduced price of
this device has facilitated even a middle class family to
priceless laptops with regard to family type.
afford for it.
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Methodology
The investigator used survey method, for
collection of data. All the students studying in arts and
science colleges in Namakkal, Salem and Erode districts
forward the population of the study.
From the
population, 1231 arts and science students were taken at
random to form the sample of the present investigation.
Tool Construction
For the construction of problems in utilization of
priceless laptops scale, the investigator has gone through
several articles published in journals, newspapers,
magazines and government notifications. Based on the
review, the investigator identified different statements
related to problems faced by arts and science college
students in utilization of priceless laptops.
The
investigator prepared 67 statements under five areas
related to problems faced by arts and science college
students in utilization of priceless laptops. They are
technical knowledge, provisions in the laptop, campus
climate, home climate and internet usage. The scale is a
4-point scale and the options are Strongly Agree, Agree,
Disagree and Strongly Disagree.
Analysis of Data
Table 1: Level of Problems Faced By Arts and Science
College Students in Utilization of Priceless Laptops
Problems
Less
N
466
286
408
487
511
273
Technical Knowledge
Provisions in the Laptop
Campus Climate
Home Climate
Internet Usage
Total
More
%
37.86
23.23
33.14
39.56
41.51
22.18
N
765
945
823
744
720
958
%
62.14
76.77
66.86
60.44
58.49
77.82
From the above table, it is found that 77.82% of

arts and science college students have more problems in
utilization of priceless laptops. Moreover, they have more
problems with regard to technical knowledge (62.14%),
provisions in the laptop (76.77%), campus climate
(66.86%), home climate (60.44%), and internet usage
(58.49%). Hence the null hypothesis is rejected.
Table 2: Difference in the Problems Faced By Arts and
Science College Students in Utilizing Priceless Laptops
with regard to Gender
Problems
Gender
Mean
SD
Technical
Knowledge
Provisions in
the Laptop
Campus
Climate
Home Climate
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
438
793
438
793
438
793
438
793
438
793
438
793
43.64
43.52
33.65
33.36
33.13
32.85
31.72
31.91
31.58
31.03
173.73
172.68
7.99
8.38
4.93
5.17
5.44
5.90
4.67
4.72
4.34
4.83
15.23
15.74
Internet Usage
Total
tvalue
0.24
Remark
0.97
NS
0.86
NS
0.69
NS
2.05
1.15
NS
1.96 for 1229 degrees of freedom at 5% level of

significance except for internet usage. Hence the null
hypothesis excepting internet usage is accepted.
Table 3: Difference in the Utilization of Priceless
Laptops by Arts and Science College Students with
regard to Locality of College
Problems
Locality
Mean
SD
Technical
Knowledge
Provisions in
the Laptop
Campus
Climate
Home Climate
Rural
Urban
Rural
Urban
Rural
Urban
Rural
Urban
Rural
Urban
Rural
Urban
993
238
993
238
993
238
993
238
993
238
993
238
43.60
43.40
33.47
33.46
32.83
33.43
31.84
31.88
31.24
31.20
172.98
173.37
8.19
8.46
5.08
5.09
5.69
5.92
4.72
4.62
4.67
4.65
15.46
16.00
Internet Usage
Total
Remark
0.01
NS
1.40
NS
0.12
NS
0.12
NS
0.34
NS
NS
From Table-3, it is inferred from the above table

that the calculated t-values are less than the table value
significance. Hence, the null hypothesis is accepted.
Science College Students in Utilizing of Priceless
Laptops with regard to Year of Study
Problems
Technical
Knowledge
Provisions in
the Laptop
Campus
Climate
Home Climate
Internet Usage
Total
Year of
Study
First
Second
First
Second
First
Second
First
Second
First
Second
First
Second
Mean
SD
630
601
630
601
630
601
630
601
630
601
630
601
43.43
43.71
33.34
33.60
32.90
33.00
31.97
31.72
31.27
31.19
172.90
173.21
8.32
8.17
4.95
5.22
5.56
5.93
4.56
4.84
4.72
4.61
15.40
15.74
tvalue
0.58
Remark
0.88
NS
0.32
NS
0.93
NS
0.30
NS
0.35
NS
NS

Science College Students in Utilizing Priceless Laptops
with regard to Family Type
Problems
Family Type
Mean
SD
Technical
Knowledge
Provisions in
the Laptop
Campus
Climate
Home Climate
Nuclear
Joint
Nuclear
Joint
Nuclear
Joint
Nuclear
Joint
Nuclear
Joint
Nuclear
Joint
892
339
892
339
892
339
892
339
892
339
892
339
43.64
43.38
33.36
33.75
33.13
32.48
31.87
31.77
31.19
31.33
173.18
172.71
8.29
8.14
5.06
5.13
5.80
5.56
4.70
4.70
4.73
4.50
15.59
15.50
NS
Internet Usage
Total

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tvalue
0.33
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tvalue
0.49
Remark
1.20
NS
1.80
NS
0.33
NS
0.46
NS
0.48
NS
NS
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Findings
1. 77.82% of the arts and science college students have
more problems in utilization of priceless laptops.
Moreover, they have more problems with regard to
technical knowledge (62.14%), provisions in the
laptop (76.77%), campus climate (66.86%), home
climate (58.49%), and internet usage (58.49%).
faced by arts and science college students in
utilization of priceless laptops with regard to gender.
faced by arts and science college students in
utilization of priceless laptops with regard to locality
of college.
4. There is no significant difference in the utilization of
priceless laptops by arts and science college students
with regard to year of study.
5. Students belonging to nuclear and joint families do
not differ significantly in their problems in utilization
of priceless laptops.
Results of the present study bring out the fact
that the college students have more problems in utilizing
by priceless laptops. College teachers can enquire the
students about the difficulties faced the students in
utilizing the laptops and appropriate help and assistance
may be provided to them. The Govt. of Tamil Nadu can
issue circulars to colleges to review the extent to which
the college students are effectively utilizing the priceless
laptops supplied to them. Accordingly steps can be taken
for better utilization of priceless laptops.
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Conclusion
It is evident that the students who received
priceless laptops have more problems in utilizing them.
Results of the study indicate that special efforts must be
taken to minimize the problems so that effective
utilization of the priceless laptops can be ensured.
References
Bracey, G.W. Computer-Assisted Instruction: What
the Research Shows. Electronic Learning 7/3 (1987):
22-23. Education and Training- Teaching and
Learning Towards the Learning Society COM (95)
590
http://europa.eu.int/comm./education/elearning/se
c. 2002 236 en.pdf.
Bahr, C.M. & Rieth, H.J. The Effects of instructional
Computer Games and Drill and Practice Software on
Learning
Disabled
Students
Mathematics
Achievement. Computer in the Schools 6/3-4 (1989):
87-101.
Bangert-Drowns, R.L.; Kulik, J.A. & Kulik, C.C.
Effectiveness of Computer Based Education in
Secondary Schools. Journal of Computer-Based
Instruction 12/3 (1985).
Kinnaman, D.E. Whats the Research Telling Us?
Classroom Computer Learning 10/6 (1990): 31-35;
38-39.
Rajasekar, S. Computer Education and Educational
Computing. Neelkamal Publication Pvt. Ltd. 2004.
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Emerging Trends in ICT in Education
V. Shanmuga Sundaram
Ph.D. Research Scholar, School of Education, Bharathiar University,
Coimbatore,Tamil Nadu
ABSTRACT
ICT is a potentially powerful tool for extending educational opportunities, both formal and non-formal. ICT
greatly facilitates the acquisition and absorption of knowledge, offering developing countries unprecedented
opportunities to enhance educational systems, improve policy formulation and execution. ICT especially
computers and internet technologies enable new ways of teaching and learning rather than simply allow teachers
and students to do what they have done before in a better way. These new ways of teaching and learning
constitute a shift from a teacher-centered pedagogy in its worst form characterized by memorization and rote
learning to one that is learner-centered. ICT supported education can promote that acquisition of the knowledge
and skills that will empower students for lifelong learning.
Keywords:
ICT, Virtual Classroom, e-learning, m-learning.
Introduction
In recent years there has been strong pressure to
make use of Information and Communication
Technologies (ICT) in classroom teaching, in terms of
both content and methods. ICT refers to Sharing and
interchanging information such as knowledge, mental
skills, motor skills and attitude through the use of mass
media especially electronics. In 1998, the UNESCO in its
World Education Report Teachers and Teaching in a
Changing World described the radical implications of
ICT in the conventional teaching learning processes. Now
in the present situation, ICT has become an important
integral part of the curriculum of teacher education. The
integration of computers and communications offer
unprecedented opportunities to the education system
with its capacity to integrate enhance and interact which
each other over a wide geographical distance in a
meaningful way to achieve the learning objectives.
Shifts in Educational Process
Education around the world is experiencing
major shifts in educational practices of teaching and
learning under the umbrella of ICT enabled learning
environment. Whereas learning through drill and
practices, rules and procedures and facts are more
adoptive inn earlier days, learning through problems and
projects. During the last three decades the changes in
educational environment have been unique. The model,
focus, role of the learner and technology has been
changed drastically from traditional instruction to virtual
learning environment.
Computer and Education
According to Eric Ashby (1967), mankind is now
in the midst of the Fourth Revolution in Education the
age of electronics, which comprised radio, television,
audio/video recorder, and computer and so on. To be
less knowledgeable about the basic aspects of computer
technology is to be less able to participate in our culture www.ycjournal.net
Fetler (1985). The Programme of Action (POA) 1986 has

rightly pointed out that several efforts have been made in
the past to use technological aids for improving the
quality of education. Computer education has been
popular in the country at various stages of education. The
Computer Literacy and Studies in Schools (CLASS)
Project has been implemented in hundreds of schools
and with availability of micro computers there, the
students have been familiarized with the application and
potentiality of computer as learning medium. The
National Curriculum Frame work (2005) calls for a
greater critical awareness on the part of curriculum
developers and the teachers to ensure that local
knowledge does not reaffirm existing regressive ideas. ICT
integrated teaching helps a teacher to discharge ones
duties effectively. We can precisely define computer as a
device that process given data to derive the required and
useful information".
The learning process can be enriched in many
subjects because of the scale and range of information
provided by computer data banks. Knowledge can be
extended by the computers ability to carry out lengthy
and complex calculations at great speed. Use is
increasingly being made of the computer as a resource in
teaching and learning at all levels of education.
Microcomputers are used by students in secondary
education and increasingly pupils at primary level are
being introduced to computers. Higher education, with
its research activities, is supported by a proliferation of
computing equipment and powerful installations. In
addition, computers are used as a training aid in industry,
business and commerce, and to help train people how to
use computers and computer packages. Instructional
material can be prepared and stored within the computer
in the form of programs, which are carefully structured to
teach specific lessons.
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Use of Computers in Education
Just a few years ago, using computers in
education primarily suggested a handful of teachers
experimenting with email and web pages. In a relatively
brief length of time, perceptions of computer-based
education have changed from debates over the ability, or
inability, of teach communities to be formed, to
cautionary warnings that students will be deprived of
needed educational opportunities if their classroom based
courses do not make use of the computer technology.
Computer could be used in the classroom in different
ways. As a Teaching Resource: As a teaching resource the
computer can offer a number of interesting possibilities
like,
Sound effects and investigation
Static and dynamic descriptions through computer
graphics.
Text handling facilities
Control of external devices and of learning progress
A variety of data capture techniques
Facilities for data archival, retrieval and
dissemination.
A means of achieving highly individualized
instruction.
Facilities for pattern matching, computation and
decision making.
E-Learning
By practicing e-learning, student can get wide and
contemporary knowledge without going to verify the
books and upgrade knowledge. Moreover it is cost
effective and time bound effect.
Learning programme can be accessed any time
convenient to the learner
Learners can be at any place to log on.
A synchronous interaction providing participants and
tutors with time to prepare their responses leading to
the point interaction and on-track, thoughtful and
creative conversations.
M-Learning
Mobile access devices are generally used to access
electronic learning resources such as e-mail, simple
websites and virtual learning environments. Devices may
access these resources on line or off line. When online,
the devices are connected directly to learning resources
via network typically the internet. This can be achieved in
a number of ways including
1. Mobile phone connection and
2. Wireless LAN connection
Virtual Classrooms
The terms Web classroom and virtual classroom
are often used in the context of contemporary distance
education and web based education to denote any means
of live internet broadcast of information and a web based
environment meant to support teaching and learning.
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When learners and teachers meet in the virtual

classroom they simultaneously access a particular URL
that is providing information.
Modes of Interaction
A web classroom is actually a client server learning
environment.
1. Authentication : Logging in for a anew session
2. Learning: Selecting a material to learn from and
browsing and reading the corresponding illustrated
modules in a typical case, some of the module pages
are filled with text and graphics and some of them
also have supporting audio and video clips
3. Assessment: Answering questions, the system asks
after the learning of a module is completed.
4. Validation : The mode in which the system checks
and updates the student model by estimating the
students knowledge
ICT in School Education in the Developing Countries
In the developing countries like India, ICTs are
used largely to increase access to and improve the
relevance and quality of education. ICTs have
demonstrated potential to increase of education and
options, access, participation and achievement for all
students.
Importance of Computer Education
Education for modernization involves developing
original thinking and modern thinking. It ultimately leads
to develop modern values among students.
Modernization is an opposite concept of traditionalism.
India being traditional, it is full of old traditions and
superstitious beliefs. Therefore education has to cultivate
modern and scientific thinking, encourage new ideas,
driving superstitious beliefs. Only then Indians will
compete with other Nations progress on par with the
developed nations. It can be done only through the
process of modernization, which can be speeded up or
accelerated through education. This is an observation of
the Kothari Commission In order to fulfill the above
goals; Educational Technology has been introduced as a
branch of education. Educational technology is the
application of scientific knowledge and skills about
learning to improve the effectiveness and efficiency of the
teaching-learning process. It is a system approach aimed at
optimization of learning. It adopts behavioral science
approach to teaching and learning process making use of
relevant scientific and technology methods and principles
developed in psychology, sociology, communications,
economic, linguistics and other related fields of
education.
Conclusion
In brief teacher education in view of globalization
cart not affords to remain different and irresponsible aura
of E-Learning. The range of E- learning with its mind
blogging series has exercised a well describe shift from
formal schooling to schooling and to electronic schooling.
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Hence both teachers and students feel ICT use greatly
contributes to student improvement for learning. There is
a strong relationship between the ways in which ICT has
been used for the attainment of outcomes.
References
Rao, V.K. (2003). Educational Technology. New
Delhi: APH Publishing Corporation.
Amenyedzi, F.W.K., Lartey, M.N., & Dzomeku, B.M.
(2011). The Use of Computers and Internet as
Supplementary Source of Educational Material: A
Case Study of the Senior High Schools in the Tema
Metropolis in Ghana.
Boyd, D.M., & Ellison, N. (2007). Social network
sites: Definition, history and scholarship. Journal of
Computer-Mediated Communication, 13, 210-230.
www.ycjournal.net
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Awareness of Mothers on Sexuality of Intellectually Disabled Adolescents
Bindu, M.P.
Assistant Professor in Science Education, School of Pedagogical Science,
Dharmasala, Kannur University,Kannur, Kerala
ABSTRACT
Physical growth and sexual maturation are prominent features of adolescence. Sexuality begins at birth and
emerges throughout childhood for all children without regard to ability. Sexuality is a key part of human nature.
People with intellectual disability experience the same range of sexual thoughts, attitudes, feelings, desires,
fantasies and activities as anyone else. A number of factors have been identified that contribute to these problems.
First of all, having an intellectual disability is associated with limitations in both intellectual functioning and in
adaptive behavior, including conceptual, social, and practical adaptive skills (Schalock et al., 2012; Schalock et
al., 2010). This negatively influences attainability of knowledge and skills that are beneficial for good sexual
health. It is therefore not surprising that individuals with intellectual disabilities show low levels of knowledge
regarding sexuality-related topics such as masturbation, pregnancy, safe sex, reproduction, and same-sex
relationships (Healy, McGuire, Evans, & Carley, 2009; Kelly et al., 2009; Lesseliers, 1999; Leutar &
Mihokovic, 2007; McCabe, 1999; McCarthy, 2009; Murphy & O'Callaghan, 2004) as compared to nondisabled
individuals (McCabe, Cummins & Deeks, 1999). Students with intellectual and developmental disabilities must
be free from abuse, neglect, or any kind of mistreatment. To understand sexuality, everyone needs adequate
information and support from a young age. This study aims to identify the level of awareness of mothers who
have adolescents with intellectual disability toward sexuality of their child. Survey methods were used to collect
data from 300 mothers who have adolescents with intellectual disability. Study revealed that have low level of
awareness about sexuality of their adolescent child.
childhood and adolescence, and is a key part of their
Introduction
All people, including those with intellectual
identity. The way each person understands and interprets
disability, have the right to enjoy relationships and
their sexuality varies significantly, and often changes over
sexuality without being abused or exploited.
time. Healthy self-esteem and respect for self and others
Unfortunately, statistics show that people with disability
are important factors in developing positive sexuality.
experience all forms of abuse at much higher rates than
Most people with intellectual disability can have
people without disability. Sexuality is an integral part of
rewarding personal relationships. However, some may
who we are, what we believe, what we feel, and how we
need additional support to develop relationships, explore
respond to others. Sexuality is much more than body
and express their sexuality, and access sexual health
parts and sex (though it includes these things, too).
information and services. Sometimes, a person with
Sexuality includes our gender identity (the core sense that
intellectual disability may exhibit inappropriate sexual
we are female or male). Sexuality includes gender role (the
behavior, such as public masturbation, or soliciting sex
idea of how we should behave because we are a female or
from minors or in public. This is more likely to occur
male). Sexuality includes our sexual orientation
when the person lacks more appropriate sexual outlets, or
(heterosexual, homosexual, or bisexual). Sexuality
has not been provided with appropriate education about
includes how we feel about our bodies.
the complicated social etiquette and legal issues around
sexual behavior and relationships.
Sexuality includes our sexual experiences, thoughts,
What are Intellectual Disabilities?
ideas, and fantasies.
People with intellectual disabilities, also referred
Sexuality includes the way in which the media, family,
to as learning disabilities; experience a range of difficulties
friends, religion, age, life goals, and our self-esteem
that can be mild to moderate, to severe limitations in
shape our sexual selves.
functioning. Intellectual disability (ID) can also be
Sexuality includes how we experience intimacy,
described as below average intellectual functioning in the
touch, love, compassion, joy, and sorrow.
areas most typically of communication, social skills,
We like this quote: Sexuality is expressed in the way
health and safety, and functional academics.
we speak, smile, stand, sit, dress, dance, laugh, and
Developmental disability is a term used to describe severe,
cry.
life-long disabilities that may be attributed to mental
Sexuality has psychological, biological and social
and/or physical impairments, manifested before the age
aspects, and is influenced by individual values and
of 18.
attitudes. A persons sexuality develops throughout
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Things to Consider When Teaching Sex Education to
Intellectually Disabled Youth:
Lack of knowledge about sexual issues. Any info may
come from misinformed peers rather than reliable
sources like books, parents or teachers. Parents and
teachers have been traditionally less likely to speak
about sex with youth who have disabilities;
Mental age may be lower than their physical age;
They may learn at a slower rate;
May be at greater risk for sexual abuse because of
their willingness to place total trust in others & their
tendency to be overly compliant. May also be more
dependent on parents and caregivers;
May be overprotected from parents or caregivers. May
have less opportunity for sex with oneself or with
others due to a lack of privacy;
May have difficulty with abstract thinking (ex: what is
love?) or understanding the long term consequences
of pregnancy or some sexually transmitted infections;
Youth with intellectual disabilities may have trouble
distinguishing between private and public behaviors,
or private and public body parts.
On the other hand, persons with intellectual
disability require, from infancy, a greater quantity of
positive experiences and a continual systematization of
their behavior for the development of such concepts,
since the intellectual limitation blocks the generalization
processes and, therefore, learning by imitation is
restricted. If added to that cerebral damage that
accompanies intellectual disability to various degrees and
leads to greater difficulty in controlling impulses, it is
understandable why the display of sexually or generally
inappropriate behavior is more frequent in children with
intellectual disability. Some of the reasons for this
increased risk include:
1. Lack of knowledge about sexual issues.
2. Misinformation about sex from peers, rather than
books or other reliable sources.
3. Lack of intellectual ability to understand the changes
happening to their bodies.
4. Misplaced trust in others due to increased
dependence on others for assistance.
5. A tendency to be overly compliant, particularly those
children requiring a high level of support.
6. Lack of assertiveness training or skills.
Sexuality is a key part of human nature. People
with intellectual disability experience the same range of
sexual thoughts, attitudes, feelings, desires, fantasies and
activities as anyone else. To understand and enjoy
sexuality, everyone needs adequate information and
support from a young age. Sexual violence occurs in the
home (sexual abuse of children, sexual assault by partners
or relative), outside the home (in group homes or
institutions), on the job, on transportation systems (while
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riding the bus or a taxi) and virtually anywhere. Just as in

the wider population, assaults against people with
disability are more likely to be perpetrated by somebody
they know, such as a family member, carer, work
colleague or someone they live with. Research also shows
that sexual assaults on people with disability are less likely
to be reported.
Reasons for this include:
Some people with disability find it difficult to
communicate with others.
A person may tell someone of the assault, but that
person may not understand them.
A person may have limited knowledge or ability to
report what happened to them.
Sexual abuse is similar to sexual assault, but is a
pattern of sexually violent behavior that can range from
inappropriate touching to rape. The difference between
the two is that sexual assault constitutes a single episode
whereas sexual abuse is ongoing. Sexual violence occurs in
the home (sexual abuse of children, sexual assault by
partners or relative), outside the home (in group homes
or institutions), on the job, on transportation systems
(while riding the bus or a taxi) and virtually anywhere.
Sexual health is defined by the (World Health
Organization, 2006) not only as the absence of disease or
negative experiences regarding sexuality, although this is
an important aspect of the definition, but also as the
possibility of having pleasurable and safe sexual
experiences. Furthermore, the definition states that the
sexual rights of all persons must be respected, protected
and fulfilled. In short, everyone has the right to
experience sexuality in a positive and pleasurable way.
Individuals with intellectual disabilities are no different in
this respect, and express the need and desire to form
relationships, engage in sexual contact, and acquire sexual
knowledge (Kelly, Crowley, & Hamilton, 2009;
Konstantareas
&
Lunsky, 1997;
McCabe, 1999;
Siebelink, de Jong, Taal, & Roelvink, 2006). Despite the
widespread acknowledgment of the rights and needs of
individuals with intellectual disabilities to experience
sexual health in a positive way, the situation is currently
far from ideal. Individuals with moderate intellectual
disabilities regularly report incidents of sexual abuse
(Eastgate, van Driel, Lennox, & Scheermeyer, 2011;
McCarthy, 1996; Stoffelen, Kok, Hospers, & Curfs, 2016;
Yacoub & Hall, 2006).
The present study was intended to study the
awareness of mothers who have children with intellectual
disability of Kannur and Kasargod District. Survey
method was adopted by the investigator.
Objectives
Find out awareness of Mothers on sexuality of their
intellectually disabled children for the whole sample
and subsample based on family structure.
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Sample: Sample for the present study consists of 300
mothers from the two districts (Kannur, Kozhikod,
Kasargod & Thrissur) of Northern Kerala. For the study
investigator divided the sample into two subgroups such
as mothers who live with husband and divorce mothers.
During the initial stage of the study the investigator
through discussion with professionals who work with
disabilities, educators, psychologists, doctors, therapists, a
variety of health profession teachers and persons who
work for the welfare of intellectually disabled it is came to
know that majority of the family the parent divorce or
abandon mother and child after the birth of intellectually
baby.
Tool Construction
The investigator has developed awareness scale
for mothers on sexuality of their intellectually disabled
child. The scale consists of 40 items. It is three point
scale. Questions consist of both positive and negative
statements. The items were given in the form of
statements with 3 alternatives against each item such as
agree, disagree and undecided. Mothers were asked to put
a tick mark in the appropriate column. There was no
restriction of timing for answering the questions.
Awareness scale for mothers: 40x3=120 (for responses
agree), 30x2= 60 (for responses undecided) & 40x1=40
(for responses disagree). The total score for a student fall
between 40 and 120.
Table 1: Awareness of Mothers on Sexuality of Their
Child
Awareness
Percentage
High
Average
Low
Total
40
53
207
300
13.33%
17.67%
69%
100%
From Table-1, it is clear that out of 300

mothers 207 mothers that is 69% are low level of
awareness about the sexuality of their intellectually
disabled child. 40 of them that is 13.33% are high level of
awareness and 53 (17.67%) of mothers have average level
of awareness about sexuality about their child.
Table 2: Awareness of Mothers on Sexuality of Their
Children
Sample
Total
Sub
Sample
tvalue
Level of
Significance
Mothers of
Intellectually
Disabled
Child
300
Divorce
With
Husband
175
175
3.27
Significant
From Table-2, it is clear that the mean score of

awareness of mothers on sexuality of their intellectually
disabled child based on their family shows that there
exists a significant difference in the awareness of mothers
on sexuality of their child. The calculated value 3.27 is
more than the tabled value of 2.58 at 0.01 levels. All
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people, including those with intellectual disability, have

the right to enjoy relationships and sexuality without
being abused or exploited. Unfortunately, statistics show
that people with disability experience all forms of abuse at
much higher rates than people without disability. Sexual
abuse or exploitation is always wrong and should be
treated as a very serious matter. Sexuality has
psychological, biological and social aspects, and is
influenced by individual values and attitudes. A persons
sexuality
develops
throughout
childhood
and
adolescence, and is a key part of their identity. The way
each person understands and interprets their sexuality
varies significantly, and often changes over time. Healthy
self-esteem and respect for self and others are important
factors in developing positive sexuality.
There is a misconception that young people with
an intellectual disability dont need sex education because
they will always remain child-like and therefore nonsexual. Some parents fear a young person with sexual
knowledge will be more likely to experiment with sex and
have an unplanned pregnancy, contract an STI or get
into trouble in some way. The underlying hope is that a
young person who doesnt know about sex will have no
desire to express their sexuality. In fact, the reverse is true.
Some parents find it difficult to discuss sex, and this can
be more difficult if the young person has a disability.
On the other hand, persons with intellectual
disability require, from infancy, a greater quantity of
positive experiences and a continual systematization of
their behavior for the development of such concepts,
since the intellectual limitation blocks the generalization
processes and, therefore, learning by imitation is
restricted. If added to that cerebral damage that
accompanies intellectual disability to various degrees and
leads to greater difficulty in controlling impulses, it is
understandable why the display of sexually or generally
inappropriate behavior is more frequent in children with
intellectual disability.
Nevertheless, with adequate training that
includes sexual education and counseling from the time
they are young, it is possible to learn to channel their
sexual impulses within social expectations; furthermore,
such individuals can marry and fully experience sexuality
with their partner. Individuals with intellectual
disabilities may also show impaired social, behavioral, and
decision-making skills (Egemo-Helm et al., 2007; Hayashi,
Arakida, & Ohashi, 2011; Khemka, Hickson, &
Reynolds, 2005; Miltenberger et al., 1999). The
development of sexuality parallels the emotional and
physical development of the persons; thus, entering
adolescence, regardless of the mental age of the subjects
with intellectual disabilities, they cannot help but notice
that they have left childhood, and they need the support
of the adult world to attain sexually acceptable behavior
and to be appropriately integrated into society. As persons
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with intellectual disability and their families receive sexual
education and counseling, the behavior of these
individuals will lead society to accept them and will grant
them a place in the community, as well as enable them to
become socially integrated and productive persons. Some
people wrongly think the effect of sexual assault on a
person with disability is not as serious as an assault on
someone without disability. Mothers of young people
with intellectual disability held more cautious attitudes
about contraception, readiness to learn about sex, and
decisions about intimate relationships. Mothers expressed
concerns about their children with intellectual disability
and sexual vulnerability. The findings can inform more
sensitive supports and materials to help families deal with
the sexual development of their offspring. Educational
interventions, therefore, should focus on appropriately
channeling their impulses so that they can satisfy the
needs that correspond to that age.
References
Alcorm, D.A. (1974). Parental view on sexual
development and education of the trainable mentally
retarded. Journal of Special education, 8(2).
Bagner D.M. & Eyberg S.M. (2007). "Parent-child
interaction therapy for disruptive behavior in
children with mental retardation: A randomized
controlled trial". Journal of Clinical Child and
Adolescent Psychology, 36, 418-429. doi: 10
1080/15374410701448448.
Boyd, R.D. (1989). What a difference a day makes:
Age related discontinuities and the Battelle
developmental
inventory. Journal
of
Early
Intervention, 13(2), 114-119.
www.ycjournal.net
Brantlinger, E. (1983). Measuring variation and

change in attitude of residential care staff toward
sexuality of mentally retarded persons. Mental
Retardation, 21(1), 17-22.
Clinger, M.D., Fine, M.A., Johnson, J., Schwartzman,
J. & Drude, K.P. (1988). Assessment of the
psychometric properties of the Adaptive Behavior
Scale with psychiatric patients. Journal of Consulting
and Clinical Psychology, 56(4), 542-548.
Krahn, G.L. & Fox, M.H. (2013). Health disparities
of adults with intellectual disabilities: what do we
know? What do we do?" Journal of Applied Research
in Intellectual Disability, 27 (5): 431-446. doi:
10.1111/jar.12067.
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Teaching Competency of B.Ed. Female Teacher Trainees
Dr. J. Master Arul Sekar
Assistant Professor, Department of Education, Periyar Maniammai University,
Thanjavur, Tamil Nadu
ABSTRACT
Teacher competence refers to the right way of conveying units of knowledge, application and skills to students.
This paper also highlights the various competencies like use of appropriate techniques, efficacy in Teaching,
effective use of Aids, rapport with students and collogues, and catering to individual differences. The present
study is undertaken to study the teaching competency of B.Ed. female teacher trainees. The major objective of the
study is to find out the difference between (i) rural and urban (ii) Government and Self-financing college (iii) girls
and Co-education College and (iv) Undergraduate, Postgraduate and M.Phil. degree B.Ed. female teacher
trainees. The 148 samples were taken from the B.Ed. female teacher trainees who are studying in the ten colleges
of education in thanjavur and pudukottai districts which are the colleges of education, affiliated to Tamil Nadu
Teacher Education University, Chennai. The data were collected by Teaching Competency Scale standardized by
Dorathi Rani (2000). Special attention was given to such factors like nature of college, type of college and degree
of B.Ed. female teacher trainees. The data are analyzed by t-test and ANOVA. The results revealed that there is a
significant difference between (i) urban and rural (ii) Government college and Self-financing college and (iii) girls
college and Co-education College B.Ed. female teacher trainees in their teaching competency and (iv) there is no
significant difference among undergraduate, postgraduate and M.Phil. degree B.Ed. female teacher trainees.
Keywords:
Teaching Competency, Appropriate, Techniques, Effective Use of Aids.
Introduction
Education is the fundamental means of human
development. By it the innate powers of human beings
are developed, their knowledge skills and competencies
are enhanced, and their behavior is changed, and they are
made civilized and culture citizens. Teaching is a process,
which usually takes place in the classroom situations. It is
more of a formal process. In the classroom situations, we
see that the teacher has something in his mind and he
wants to convey it to the students. Competency is
equipping the teacher with adequate knowledge and ideas
to begin with profession career. Competency is the
demonstration of knowledge skills and attitudes required
to perform a given task or act. Teaching competency is
the skill, ability and capabilities possessed by the teacher
so as to make the teaching-learning environment effective
and productive thereby realizing the full potential of
teacher as well as students and in turn achieving the goals
of education. According to Rama (1979) defines teacher
competency as the ability of a teacher manifested
through a set of overt teacher classroom behaviors which
is a resultant of the interaction between the presage and
the product variables of teaching within a social setting.
Significance of the Study
In National Policy on Education (1986) expected
a lot from the teachers by putting a tremendous faith and
responsibility on them, since it boldly opined, no people
can rise above the level of its teachers. It further stated
that, status of the teacher reflects the socio cultural ethos
of a society. Secondary teacher education students are
the teacher trainees who undergo a pre-service training on
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learning process that provides experiences for

development towards good teaching. The National
Curriculum Framework (2009) has described in
secondary teacher education, the training of teachers
happens in insular, intellectually impoverished
environments that are severed from ground realities as
well as the aims of education they espouse. Such an
intellectual isolation activity discourages educational
theorization and the growth of disciplinary and
interdisciplinary enquiry. Here the competency in
teaching is equipping the teacher with adequate
knowledge and ideas to begin with profession career and
transformation of inborn or innate qualities and
concealed or hidden strength of the individual into
application (utility) of the B.Ed. female teacher trainees.
The B.Ed. female teacher trainees have to identify the
requisite skills, knowledge, competences and strategies to
teach education and to equip all B.Ed. female teacher
trainees with such skills, knowledge and competency so
that a complete transformation will be possible.
Belonging to the teaching community, one should be use
of Appropriate Techniques, efficacy in Teaching, effective
use of Aids, rapport with students and collogues, and
catering to individual differences, he can be considered as
a competent teacher. Being very thoughtful of the above
significance, the investigator prepared his mind to study
the teaching competency of B.Ed. female teacher trainees.
Research Questions
Is there any significant difference between rural and
urban area B.Ed. female teacher trainees in their
teaching competency?
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Is there any significant difference among

Government College and self-financing college B.Ed.
female teacher trainees in their teaching competency?
Is there any significant difference among girls and Coeducation College of education B.Ed. female teacher
trainees in their teaching competency?
Is there any significant difference among
undergraduate, postgraduate, and M.Phil. Degree of
B.Ed. female teacher trainees in their teaching
competency?
Hypotheses
urban area B.Ed. female teacher trainees in their
teaching competency.
2. There is no significant difference among Government
College and self-financing college B.Ed. female
teacher trainees in their teaching competency.
3. There is no significant difference among girls and Coeducation College of education B.Ed. female teacher
trainees in their teaching competency.
4. There is no significant difference among
Undergraduate, Postgraduate and M.Phil. Degree of
competency.
Method: The investigator adopted survey method. The
population for the present study consists of B.Ed. female
teacher trainees who are studying in the colleges of
education, Pudukkottai, Thanjavur Districts of Tamil
Nadu State, South India.
Sample: The investigator has used stratified random
sampling technique for collecting the data.
The
stratification has made on the basis of gender, locality of
B.Ed. female teacher trainees, type of college, nature of
college and degree of B.Ed. teacher trainees. The sample
consists of 148 B.Ed. female teacher trainees from
Government colleges and self-financing colleges in
Pudukkottai and Thanjavur Districts of Tamil Nadu
State, South India.
Tool: Teaching Competency Scale standardized by
Dorathi Rani (2000) is used. This tool contains 70 items,
each item being a statement followed by a five point scale:
always, usually, sometimes, rarely and never. The
investigator has studied the attributes of a good teacher
and has framed a scale to measure the teaching
competency of the teacher in five dimensions. They are
namely use of Appropriate Techniques, efficacy in
Teaching, effective use of Aids, rapport with students and
collogues, and catering to individual differences.
Analysis of Data
rural and urban area B.Ed. female teacher trainees in
their teaching competency.
Table 1: Difference between Urban and Rural

Area B.Ed. Female Teacher Trainees in Their Teaching
Competency
Teaching
Competency
Use of Appropriate
Techniques
Efficacy in
Teaching
Effective Use of
Aids
Rapport with
Students and
Colleagues
Catering to
Individual
Differences
Teaching
Competency
Urban (N=35)
Mean
SD
Rural (N=113)
Mean
SD
tvalue
69.05
8.82
68.07
10.96
2.201
Remarks
at 5%
level
S
99.83
15.49
97.56
14.50
0.017
NS
41.60
11.08
39.27
6.80
0.065
NS
56.65
5.46
53.00
9.00
5.698
26.51
3.39
25.03
4.40
3.803
29.41
28.28
28.29
37.40
2.803
Table-1 reveals that there is significant difference

between urban and rural area B.Ed. female teacher
trainees in their use of appropriate techniques, rapport
with students and colleagues and catering to individual
differences, as the calculated t-values 2.201, 5.698 and
3.803 are greater than the table value 1.96 at five percent
level of significance. But there is no significant difference
between urban and rural area B.Ed. female teacher
trainees in their efficacy in teaching and effective use of
aids, as the calculated t-values 0.017 and 0.065 are less
than the table value 1.96 at five percent level of
significance. In general there is a significant difference
among B.Ed. female teacher trainees in their teaching
competency, as the calculated t-value 2.803 are greater
significance. While comparing the mean scores, the urban
area B.Ed. female teacher trainees are better in their
teaching competency than the rural area B.Ed. female
teacher trainees. Hence hull hypothesis is accepted.
Government College and self-financing college B.Ed.
female teacher trainees in their teaching competency.
Table 2: Difference between Government and SelfFinancing College B.Ed. Female Teacher Trainees in
their Teaching Competency
Teaching
Competency
Use of Appropriate
Techniques
Efficacy in Teaching
Effective Use of Aids
Rapport with
Students and
Colleagues
Catering to
Individual
Differences
Teaching
Competency
Government
(N=26)
Mean
SD
68.65
8.37
Self-financing
(N=122)
Mean
SD
68.23 10.89
tvalue
3.508
Remarks
at 5%
level
S
99.11
39.19
51.42
13.74
6.60
9.15
98.02
39.95
54.39
14.98
8.33
8.21
0.321
0.055
0.003
NS
NS
NS
25.65
3.67
25.32
4.34
1.392
NS
28.40
29.33
28.59
36.99
2.938
Table-2 shows that there is no significant

difference between Govt. college and Self-financing
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college B.Ed. female teacher trainees in their efficacy in
teaching, effective use of aids, rapport with students and
colleagues and catering to individual differences, as the
calculated t-values 0.321, 0.055, 0.003 and 1.392 are less
significance. But there is significant difference between
Government and Self-financing college B.Ed. female
teacher trainees in their use of appropriate techniques, as
the calculated t-value 3.508 is greater than the table value
1.96 at five percent level of significance. In general there
is significant difference between Government and Selffinancing college B.Ed. female teacher trainees in their
teaching, as the calculated t-value 2.938 is greater than the
table value 1.96 at five percent level of significance. While
comparing the mean scores, the self-financing college
B.Ed. female teacher trainees are better in their teaching
competency than the Government college B.Ed. female
teacher trainees. Hence null hypothesis is accepted.
Girls College and Co-education College of education
competency.
Table 3: Difference between Girls College and CoEducation College B.Ed. Female Teacher Trainees in
their Teaching Competency
Teaching
Competency
Use of
Appropriate
Techniques
Efficacy in
Teaching
Effective Use of
Aids
Rapport with
Students and
Colleagues
Catering to
Individual
Differences
Teaching
Competency
Girls College
(N=20)
Mean
71.20
SD
10.85
Co-education
College
(N=128)
Mean
SD
67.85 10.38
99.90
12.87
97.95
38.60
7.79
52.05
Calculated
t value
Remarks
at 5%
level
0.033
NS
15.03
0.358
NS
40.01
8.09
0.457
NS
11.34
54.15
7.89
7.794
25.30
5.15
25.39
4.09
3.673
28.70
43.42
28.53
34.52
3.238
(At 5% level of significance, the tab25.39le value of t is 1.96)

It is learnt from the Table-3 presents there is no
significant difference between Girls College and Coeducation College B.Ed. female teacher trainees in their
use of appropriate techniques, efficacy in teaching and
effective use of aids, as the calculated t- values 0.033,
0.358 and 0.457 are less than the table value 1.96 at five
percent level of significance. But there is significant
difference between Girls College and co-education college
B.Ed. female teacher trainees in their rapport with
students and colleagues and catering to individual
differences, as the calculated t-values 7.794 and 3.673 are
greater than the table value 1.96 at five percent level of
significance. In general there is significant difference
between Girls College and co-education college B.Ed.
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female teacher trainees in their teaching competency, as

the calculated t-value 3.238 is greater than the table value
1.96 at five percent level of significance. While comparing
the mean scores, the girls college B.Ed. female teacher
trainees are better in their teaching competency than the
co-education college B.Ed. female teacher trainees. Hence
null hypothesis is accepted.
undergraduate, postgraduate, and M.Phil. degreeof B.Ed.
Table4: F-value among Under Graduate, Post
Graduate and M.Phil. Degree B.Ed. Female Teacher
Trainees in their Teaching Competency
TEACHING
COMPETENCY
Use
Appropriate
Techniques
Efficacy
teaching
Catering
individual
differences.
Teaching
Competency
MSV
F
Value
130.59
1.193
Remarks
at 5%
level
NS
of
Between
Sum of
Squares
261.18
Within
15868.51
109.43
in
Between
366.94
183.47
0.843
NS
Within
Between
31566.14
0.160
217.69
0.080
0.001
NS
Within
Between
9515.27
126.104
65.62
63.05
0.886
NS
Within
Between
10320.45
7.463
71.17
3.73
0.206
NS
Within
2621.58
18.08
Between
Within
1951.13
185272.13
975.56
1277.73
0.764
NS
Effective use of
aids
Rapport
students
colleagues
Sum of
Variations
with
and
to
(At 5% level of significance for 2, 145df the table value of F is

2.996)
From the data on table-4, it can be seen that there is no
significant difference among undergraduate, postgraduate
and M.Phil. degree B.Ed. female teacher trainees in their
use of appropriate techniques, efficacy in teaching,
effective use of aids, rapport with students and colleagues
and catering to individual differences, as the calculated F
values 1.193, 0.843, 0.001, 0.886 and 0.206 are less than
the table value 2.996 at five percent level of significance.
While comparing the mean scores, the M.Phil. degree
B.Ed. female
teacher trainees are better use of
appropriate techniques, efficacy in teaching, effective use
of aids, rapport with students and colleagues and catering
to individual differences than the undergraduate and post
graduate degree B.Ed. female teacher trainees. In general
there is no significant difference among the
undergraduate, postgraduate and M.Phil. Degree B.Ed.
female teacher trainees in their teaching competency, as
the calculated F value 0.764 is less than the table value
2.996 at five percent level of significance. Hence null
hypothesis is rejected.
Findings
1. The t test result reveals that there is a significant
difference between (i) urban and rural area, (ii)
Government college and Self-financing college and
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(iii) girls college and Co-education College B.Ed.
2. The F test result reveals that there is no significant
difference among undergraduate, postgraduate and
M.Phil.Degree B.Ed. female teacher trainees.
Discussions and Conclusion
The present study clearly indicated that the
teaching competency of B.Ed. female teacher trainees are
unique in their use of appropriate techniques, efficacy in
teaching, effective use of aids, rapport with students and
colleagues and catering to individual differences and
teaching competency. The above findings of the present
study is supported by the results of the investigation made
by Antony Gracious and Annaraja (2011) revealed that
there was significant difference between rural and urban
B.Ed. teacher trainees in their teaching competency, while
comparing the mean scores, urban area B.Ed. teacher
trainees are better than rural area B.Ed. teacher trainees
in their teaching competency. Likewise, the results of the
investigation made by Sukla Roy Choudhary and Susanta
Roy Chowdhury (2015) examined that there was
significant difference between urban and rural area
teacher educators in their teaching competency, while
comparing mean scores, the urban area teacher educators
are better in their teaching competency than the rural
area teacher educators. On contrary, Jagannadh (2012)
indicated that there was no significant difference between
rural and urban teachers in terms of teaching competency
and attitude towards teaching profession. Jarrar Ahmad
and Mohd. Ahmad Khan (2016) examined that the
Government and Private secondary school teachers are
differ significantly on the measure of Teaching
Competency. It is conclude that the B.Ed. college teacher
trainees adopt appropriate teaching techniques, by using
effective teaching aids, establish workable rapport with
students and colleagues, attempt to cater to the learners
needs given the individual differences as to enhance their
teaching competency. The B.Ed. college female teacher
trainees have more interest on subject-knowledge,
concern and care for the students and enduring patience
with the slow-learners and making it more motivational
and practical in the view, needs and requirements of the
school students as well as in the present scenario of the
society.
References
Aggarwal, J.C (1996). Principle, Methods and
Techniques of Teaching, New Delhi: Vikas
Publishers Pvt. Ltd.
Aggarwal, Y.P. (2002). Statistical Methods,
Concepts, Application and Computation, New
Delhi: Sterling Publishers Pvt. Ltd.
Antony Gracious, F. L., & Annaraja, P. (2010).
ICT awareness and teaching competency of
prospective B.Ed. teachers. International
www.ycjournal.net
Research Journal of Social Sciences, 03(02), 193203.

Batra, Poonam (2005). Voice and Agency of
Teachers: The Missing Link in the National
Curriculum Framework, 2005, EPW, October 17, 4353.
Bhatia and Bhatia (1987). Principles and
Methods for Teachers, New Delhi: Doaba
Publishing House.
Jagannadh, Y. V. (2012). Teaching Competency
and Attitude towards Teaching Profession of
B.Ed. College Students, International Indexed
and Referred Research Journal, 4(38), 65-67.
Jarrar Ahmad, Mohd. Ahmad Khan (2016). A
study of teaching competency of secondary school
teachers in relation to their educational
qualification, stream and type of school,
International Journal of Applied Research, 2(2):
68-72.
John W. Best & James V. Khan (2004), Research
in Education, New Delhi: Prentice Hall of India
Pvt. Ltd.
National Curriculum Framework for Teacher
Education towards preparing Professional
Humane Teacher, National Council for Teacher
Education, New Delhi.
Pathak, R.P. (2010). Education in Modern India:
Global Trends and Development. New Delhi:
Atlantic Publishers and Distributors (P) Ltd.
Ramam M. (1979). Factorial Structure of
Teaching Competencies among Secondary
School
Teachers, Unpublished Doctoral
Dissertation, M.S. University of Baroda, Baroda.
Shulman, L. (1986). Knowledge Growth in
Teaching, Cambridge: Harward University Press.
Sukla Roy Choudhury & Susanta Roy
Chowdhury (2015). Teaching Competency of
Secondary Teacher Educators In Relation To
Their Metacognition Awareness. International
Journal of Humanities and Social Science
Invention. 4(1), 17-23.
Sunil Behari Mohanty (1993). Teacher
Education, Sambarpur: Menaka Prakashani
Publishers.
http://youremployment.biz/competency/teachin
g-competency/
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Effectiveness of Information and Communication Technology of B.Ed. Trainees Achievement in Educational
Psychology
M. Deivam
Ph.D. Scholar, Department of Education,
Gandhigram Rural Institute-Deemed University, Gandhigram, Dindigul, Tamil Nadu
ABSTRACT
Information and Communication Technology has assumed growing importance in imparting training to the
teachers, upgrading the curricula and also, in a broader sense, universalization of education in the country.
Educational systems worldwide are being directed to use ICT to impart the knowledge and skills the students
need in the present scenario. Educational technology has not only emerged as a prospective subject but also
proved to be a potential tool for bringing about desirable changes, both qualitative and quantitative, in the
educational arena. The study was conducted during the academic year 2014-15. The main aim of the study was to
find out the effect of ICT on B.Ed. Trainees achievement in Educational Psychology. In the present study
Experimental method was adopted. A sample consists of 30 student teachers (English medium) were selected for
the study from Usha Latchumanan College of Education, Thirukkanur, Puducherry UT. They were selected
through purposive sampling technique. Self prepared achievement tests were used to check the performance of
the student teachers as measuring tool. Mean, Standard deviation, and t-test were used to analyze the collected
data. Findings of the study revealed that, the experimental group achievement mean scores was higher than the
control group. Hence, above results proved empirically effectiveness of ICT was good than the traditional method
of instruction.
Keywords:
Information and Communication Technology, B.Ed. Trainees.
Introduction
The issue of improving quality of education and
training is a very critical issue in our country. ICT
improves the quality of education in several ways by not
only motivating the learner but engaging him by
providing basic skills. ICT has the capability to change
the environment of the learner. ICT is also helpful in the
teachers training.
Conceptual and difficult educational content can
be effectively taught with attractive colors, sounds,
animation or video, and even text, with the help of
different media of ICT like videos, television, and
computers. Interactive radio likewise makes use of sound
effects, songs, dramatizations, comic skits, and other
performance conventions to compel the students to listen
and become involved in the lessons being delivered.
Online learning, which is provided by internet
connectivity or networked computers, can increase the
pace of learning. It can motivate learners as it combines
the media access and interactivity between the instructor
and the learner. By providing drill and practice, ICT can
facilitate the transmission of basic skills and concepts of
that are the foundation of higher order thinking skills
and creativity.
ICT very helpful in the acquisition of basic skills
like reading, writing of letters, numbers, identification of
colors, shapes and other basic concepts. It can present the
content with repetition and reinforcement until there is
mastery of skills by the learners.
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Need and Significance of the study

ICT is required because education has been
made universal and compulsory in India. It improves
quality of education as technological devices are used to
impart knowledge. ICT brings equality in education as it
addresses the problem of individual differences. It is need
of the hour because of huge population in our country
and its easy reach and penetration. Educational
Technology and Educational Psychology play a very
important role in the classroom. If teacher possess sound
knowledge in both Educational Technology and
Educational Psychology he/she can be effective and
efficient teacher in 21st Century. Educational Psychology
helps the teacher in many ways such as developing right
attitude in teaching about educational problems, assisting
teacher to organize the material, understand the heredity
growth and maturation, assisting the teacher in treating
their pupils with sympathy and understanding, choose
right method of teaching etc.
Objectives
To administer or employ ICT for teaching of
Educational Psychology.
To compare mean scores, on the achievement test in
Educational Psychology of the two groups of B.Ed.
student trainees, to be taught Educational
Psychology with the use of ICT and conventional
method of teaching before the experimental
treatment.
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To compare mean scores, on the achievement test in

Educational Psychology of the two groups of B.Ed.
teacher trainees, to be taught Educational Psychology
with the use of ICT and conventional method of
teaching after the experimental treatment.
To know the effect of ICT and conventional methods
in relation to class achievement of B.Ed. student
trainees in Educational Psychology.
Hypotheses
1. There is no significant difference in the mean scores,
on the achievement test in Educational Psychology, of
the two groups of B.Ed. Student Trainees, to be
taught Educational Psychology with the use of ICT
and conventional method of teaching, before
experimental treatment.
2. There is no significant difference in the mean scores,
the two groups of B.Ed. trainees, to be taught
Educational Psychology with the use of ICT and
conventional method of teaching after experimental
treatment.
Method
The present study was conducted on thirty B.Ed.
trainees of Usha Latchumanan college of Education,
Thirukkanur, Puducherry UT. The whole class studied
100 B.Ed. trainees, investigator chosen 30 B.Ed. trainees
those who studied Educational Psychology in English as a
medium of instruction. Experimental group 15 B.Ed.
trainees from Section A and Control group 15 B.Ed.
trainees from Section B. Researcher conducted pre-test
for both by applying self-made achievement test on the
topic of learning theory under the part of B.Ed. syllabus
of educational psychology framed by Pondicherry
University. Both the groups were taught topic Learning
Theory for 20 days. The control group was taught by
using traditional method whereas the experimental group
was taught by giving special treatment in the form of ICT
based teaching. This teaching includes PowerPoint,
YouTube videos, e-content materials followed by lecture
and discussion. After completing the teaching for twenty
days a post test was conducted for both the groups.
Sample
A sample consists of 30 student teachers were
selected for the study from Usha Latchumanan College of
Education, Thirukkanur, Puducherry UT. They were
selected through purposive sampling technique.
Tools
For
the
experimental
group,
PowerPoint
presentation, E-books, and audio and video recorded
content were used as the instructional tool.
For the control group, same lesson were taught
through conventional methods teaching (Chalk and
Talk).
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Achievement tests were used to check the

performance of the student teachers as measuring
tool.
mean scores, on the achievement test in Educational
Psychology, of the two groups of B.Ed. Student Trainees,
to be taught Educational Psychology with the use of ICT
and conventional method of teaching, before
Table 1: Significance of t-value between Experimental
and Control Groups on Pre-Test
Group
Method
Mean
SD
df
Experimental
Control
ICT Method
Traditional
Method
15
15
26.93
25.80
2.18
2.30
14
tvalue
1.24*
NS
Table-1 shows that the calculated t-value 1.24 is

not significant at 0.05 level. Thus, there is no significant
difference between experimental and control group of
pre-test scores. Hence, null hypothesis was accepted.
26.93
25.8
Mean
Fig 1: Pre-test Mean Scores of Experimental and Control Group

mean scores, on the achievement test in Educational
Psychology, of the two groups of B.Ed. trainees, to be
taught Educational Psychology with the use of ICT and
treatment.
Table 2: Significance of t-value between Experimental
and Control Groups on Post-Test
Group
Method
Mean
SD
df
Experimental
Control
ICT Method
Traditional
Method
15
15
37.13
29.40
2.77
1.54
14
t
value
8.37*
Table-2 shows that, the calculated t-value 8.37 is

significant at 0.01 level. Hence, there is significant
difference between experimental and control group of
post-test scores. Therefore, null hypothesis was rejected.
37.13
29.4
10
Mean
Experimental
Control postpost-test
test
Fig 2: Post-test Mean Scores of Experimental and Control

Group
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Major Findings
There was no significant difference in the mean
scores, on the achievement test in Educational
Psychology, of the two groups of B.Ed. trainees to be
taught Educational Psychology with the use of ICT
and conventional method of teaching before
There was significant difference in the mean scores,
the two groups of B.Ed. trainees to be taught
Educational Psychology with the use of ICT and
treatment.
The experimental group achievement mean scores
were higher than control group. Hence, above results
proved empirically the effect of ICT was good than
the traditional method of instruction.
ICT encourage teachers to use electronic medium for
making classroom teaching effective.
ICT improves quality of education as technological
devices are used to impart knowledge.
ICT based approach for developing problems solving
ability, flexibility, logical skills and collaborative skills
among student.
Conclusion
Information and Communication Technology in
Education is to increase the productivity and efficiency of
education in order to enhance the process of teaching
and learning. Several research studies found ICT enhance
the students achievement in Educational Psychology and
improve the traditional classroom practices (Saxena, M.K.
& Hans, D., Deivam, M. & Devaki, N.; 2015). The study
revealed that, the experimental group achievement mean
scores was higher than control group. Hence, above
results proved empirically the effectiveness of ICT was
good than the traditional method of instruction.
References
Deivam, M. & Devaki, N. (2015). Effectiveness of
Blended Learning Approach in Teaching of
Educational Psychology among B.Ed. Trainees.
International Journal of Development Research, 5(9),
5558-5561.
Deivam, M. & Devaki, N. (2015). Innovative
Instructional Strategies for Teaching Educational
Psychology. International Journal of Information
& Futuristic Research, 3(2), 369-376.
Devaki, N. (2015). Psychopedagogy. Madurai:
Shanlax Publications.
Gebeehu Belay Gebremeskel, Ayenew Areya Kebde &
Yi chai (2016). The Paradigm Role of ICT for
Behavioral and Educational Psychology: the case of
Developing Countries. International Journal of
www.ycjournal.net
Information and Educational Technology, 6(4), 302307.

Dembo,
M.H.
(1994). Applying
Educational
Psychology. Longman/Addison Wesley Longman.
Lindsay, G. (2007). Educational psychology and the
effectiveness
of
inclusive
education/mainstreaming. British
Journal
of
Neal, G. (2005, November). Student reflections on
the effectiveness of ICT as a learning resource.
In presentation at the AARE Annual Conference
Parramatta.
Nivedita & Sonia Yadav (2011). Effectiveness of
Information and Communication Technology
Students Achievement in Science of Class IX. New
Frontier in Education, 437-441.
Ormrod, J.E. (2013). Educational Psychology:
Pearson New International Edition: Developing
Learners. Pearson.
Reid, S. (2002). The integration of ICT into
classroom teaching. Alberta Journal of Educational
Research, 48, 30-46.
Sebassa, D.D. (2006). Tension between traditional
and modern teaching-learning approaches in
Ethiopian primary schools. CICE Hiroshima
University. Journal of International Cooperation in
Education, 9(1), 123-140.
Jimoyiannis, A. & Komis, V. (2007). Examining
teachers beliefs about ICT in education: Implications
of a teacher preparation programme. Teacher
development, 11(2), 149-173.
Slavin, R.E. & Davis, N. (1997). Educational
psychology: Theory and practice. Needham Heights,
MA: Allyn and Bacon. pp. 310-313.
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Awareness of Parents and Teachers about Right to Education Act
Dr. Gourav Mahajan
Assistant Professor, Sri Sai College of Education,
Badhani, Punjab
ABSTRACT
The Right of children to Free and Compulsory Education Act has come into force from April 1, 2010. This is a
historic day for the people of India as from this day the right to education will be accorded the same legal status as
the right to life as provided by Article 21A of the Indian Constitution. Every child in the age group of 6-14 years
will be provided 8 years of elementary education in an age appropriate classroom in the vicinity of his/her
neighborhood. The researcher undertook the present research to assess the level of awareness of two most
important stakeholders responsible for the proper implementation of RTE i.e. parents and teachers. The sample
for the present study comprised 80 parents and 80 teachers selected by using stratified sampling technique. The
data were collected by using self prepared questionnaire form the sample selected for the present research. The
study found the 59 % of the parents have negligible awareness about RTE Act while 36 % of the elementary
teachers are highly aware about RTE Act. No significant difference was found in the level of awareness of rural
and urban parents about RTE Act. Significant difference was found in the level of awareness of govt. and private
elementary school teachers about RTE Act.
Introduction
Indias greatest wealth lies in its human
resources. Universal schooling of decent quality could be
the single biggest move it makes towards future
prosperity. Towards this end the Government has come
up with Right to Education Bill which promises free
education for every child in the 6-14 age- groups.
The Right of children to Free and Compulsory
Education Act has come into force from April 1, 2010.
This is a historic day for the people of India as from this
day the right to education will be accorded the same legal
status as the right to life as provided by Article 21A of the
Indian Constitution. Every child in the age group of 6-14
years will be provided 8 years of elementary education in
an age appropriate classroom in the vicinity of his/her
neighborhood.
With a new law making education a fundamental
right India joins a small group of countries with such a
provision. All children in the 6- 14 age-group can now
exercise the right under the Right of Children to Free and
Compulsory Education Act (RTE), 2009.The enabling
legislation to the Eighty-sixth Constitutional Amendment
that provides elementary education as a fundamental
right to every Indian child has been welcomed across
different sections of society. The RTE does not only
remove the caption fees, screening procedure for
admission to schools but also sets out norms and
standards of working hours per week for the teachers and
teaching learning equipment etc. it lays down duties,
obligation, functions and procedures for appropriate
administrative authorities at different levels to monitor
the progress of free and compulsory education in
neighborhood schools till completion of elementary
education.
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The Right to Education Bill seeks to achieve 10

broad objectives including free and compulsory
education, obligation on the part of the state to provide
education, nature of curriculum consistent with the
Constitution, quality, focus on social responsibility and
teachers' obligations, and de-bureaucratization of
admissions. Also, provision for neighborhood schools to
be set up by states within three years.
Journey of RTE
After Indias Independence, one of the foremost
concerns in acknowledging a fundamental right to
education had been the problem of economic
capabilities of the State. Indeed, subsequent
Governments have chosen to hide under the garb of
unavailability of resources in implementing National
Policies on Education. Several high-level Committee
Reports have debunked the myth of financial constraints
and shown that the provision of free and compulsory
education at the elementary level is well within the
wherewithal of the State. It is this aspect that has, for the
first time in over 60 years, been tacitly accepted by the
Government in passing the Act of 2009.
December 2002
86th Amendment Act (2002) via Article 21A (Part
III) seeks to make free and compulsory education a
Fundamental Right for all children in the age group 6-14
years.
October 2003
A first draft of the legislation envisaged in the
above Article, viz., Free and Compulsory Education for
Children Bill, 2003, was prepared and posted on this
website in October, 2003, inviting comments and
suggestions from the public at large.
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2004
Subsequently, taking into account the suggestions
received on this draft, a revised draft of the Bill entitled
Free and Compulsory Education Bill, 2004.
June 2005
The CABE (Central Advisory Board of
Education) committee drafted the Right to Education
Bill and submitted to the Ministry of Human Resources
and Development (MHRD). MHRD sent it to NAC
(National Advisory Council). NAC sent the Bill to Prime
Minister for his observation.
14th July 2006
The finance committee and planning
commission rejected the bill citing the lack of funds and a
model bill was sent to states for the making necessary
arrangements. (Post-86th amendment, states had already
cited lack of funds at State level) July 19, 2006.
Seventy one years since Mahatma Gandhi gave
the call for universal education in 1937; sixty one years
since independence; fifty eight years since the
Constitution, instead of making education a fundamental
right made it part of the Directive Principles; fifteen years
since the Supreme Court in 1993 ruled on the right to
education; six years after the 86th constitutional
amendment was passed by the Parliament in 2002 by
inserting Article 21A making education a fundamental
right for children in the restricted age group of 6 to 14
years; and four years after the draft bill was prepared by
the Central Advisory Board of Education (CABE)
committee, the Right to Free and Compulsory Education
Bill was introduced in the Rajya Sabha on 15 December
2008.
The bill was approved by the cabinet on July 2,
2009. Rajya Sabha passed the bill on July 20, 2009 and
the Lok Sabha on August 4, 2009. It received Presidential
assent and was notified as law on September 3, 2009 as
the Childrens Right to Free and Compulsory Education
Act.
Key provisions of the RTE Act
25% reservation in private schools for disadvantaged
children from the neighborhood, at the entry level.
The government will reimburse expenditure incurred
by schools.
No donation or capitation fee on admission.
No interviewing the child or parents as part of the
screening process.
The Bill also prohibits physical punishment,
expulsion or detention of a child and deployment of
teachers for non-educational purposes other than
census or election duty and disaster relief.
The RTE Act lays provision of teacher-student ratio
of 1:30, setting up school management committees,
and introducing continuous evaluations instead of
the examination system.
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The model rules for implementation of the Act, as

approved by the HRD ministry say that state
governments or local authorities will determine
neighborhood schools by undertaking household
surveys and school mappings. Such agencies shall
ensure that no child is subjected to caste, class,
religion and gender abuse at school.
Local authorities will conduct household surveys and
maintain a record of all children in their area. The
record will contain detailed information on children
and their parents, and will specify whether they
belong to a weaker sections or disadvantaged group,
or have a disability.
The state government or local authority will identify
children with disabilities and children from
disadvantaged groups every year. Unaided and private
schools shall ensure that children from weaker
sections and disadvantaged groups shall not be
segregated from other children in the classroom, nor
shall their classes be held in places and timings
different from classes held for the other children.
Such children shall not be treated differently from
the rest of the children in any manner pertaining to
entitlements and facilities like textbooks, uniforms,
library, ICT facilities, extra-curricular activities and
sports.
The school management committee or local authority
will identify drop-outs or out-of school children above
six years of age and admit them in classes appropriate
to their age after special training. The duration of the
training shall be for three months and can be
extended to two years. After admission, these
children will continue to receive special attention by
teachers for their successful integration into the class
academically and emotionally.
The state government and local authorities will
establish primary schools within a walking distance of
1 km from the neighborhood. In case of Class VI to
VIII children, the school should be within a walking
distance of 3 km from the neighborhood.
In the absence of schools in small hamlets, the state
government shall make adequate arrangements like
free transportation and residential facilities. For
physically challenged children, the state government
will make arrangement for their smooth transport
and schooling.
The states are now expected to draw up their own
rules based on these model rules for implementation
of the Act.
Justification of the Study
RTE has been a part of the directive principles of
the State Policy under Article 45 of the Constitution,
which is part of Chapter 4 of the Constitution and the
rights in Chapter 4 are not enforceable. For the first time
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in the history of India we have made this right
enforceable by putting it in Chapter 3 of the Constitution
as Article 21. This entitles children to have the right to
education enforced as a fundamental right. The RTE, as a
revolutionary enabling measure, could lead India far in its
commitment to an equitable and progressive society. The
Act has been well framed but certain debatable provisions
and lacunae therein require critical attention. The
realization of the set objectives of UEE in general and
RTE in particular is possible only through its proper
implementation and the whole hearted participation of
all the stakeholders. The researcher, therefore, undertook
the present research to assess the level of awareness of two
most important stakeholders responsible for the proper
implementation of RTE i.e. parents and teachers.
To study the level of awareness of parents about
Right to Education Act (RTE Act).
To study the level of awareness of teachers about RTE
Act.
To study the difference in level of awareness of rural
and urban parents about RTE Act.
To study the difference in level of awareness of govt.
and private elementary school teachers about RTE
Act.
1. There exists no significant difference in the level of
awareness of rural and urban parents about RTE Act.
2. There exists no significant difference in the level of
awareness of govt. and private elementary school
teachers about RTE Act.
Research Methodology
The present study aimed at investigating the level
of awareness of parents and teachers about RTE Act. For
this purpose the Descriptive Survey method was used.
The sample for the present study comprised 80 parents
and 80 teachers selected by using stratified sampling
technique. The data were collected by using self prepared
questionnaire form the sample selected for the present
research. For the interpretation of the data statistical
techniques used were frequencies, percentage, mean,
standard deviation, t-test.
Results
Table 1: Frequency and Percentage of Parents about
RTE Act
Score
25-30
20-25
15-20
10-15
`505-10
0-05
Frequency
05
09
08
11
22
25
Percentage (%)
27.5%
13.75%
58.75%
It is clear from the above table that the 59 % of

the parents have negligible awareness about RTE Act
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whereas only about 14 % of the parents have moderate

level of awareness about RTE Act. Only about 27 % of
the parents are highly aware about RTE Act.
Table 2: Frequency and Percentage of Elementary
Teachers about RTE Act
Score
25-30
20-25
15-20
10-15
05-10
0-05
Frequency
08
10
11
26
16
09
Percentage (%)
36.25%
32.5 %
31.25%
The above table shows that about 31 % of the

elementary teachers are least aware about RTE Act while
36 % of the elementary teachers are highly aware about
RTE Act. About 33 % of the elementary school teachers
have moderate level of awareness about RTE Act.
Table 3: Significance of Difference in Level of
Awareness of Rural and Urban Parents about RTE Act
Locality
Rural
40
Urban
40
Mean
SD
11.18
2.86
10.26
2.01
t-value
1.67*
*Not Significant at 0.05 Level of Significance with df =78.

Table-3 shows that the mean awareness score of
rural parents is 11.18 and the standard deviation (SD) is
2.86. The mean awareness score and the SD of the urban
parents come out to be 10.26 and 2.01 respectively. The
calculated t-value is 1.67 which is less than the table value
at 0.05 level of significance. The hypothesis there exists
no significant difference in the level of awareness of rural
and urban parents about RTE Act is accepted.
Table 4: Significance of Difference in Level of
Awareness of Govt. and Private Elementary School
about RTE Act
Type of School
Government
Private
N
40
40
Mean
14.26
12.84
SD
3.27
2.02
t-value
2.36*
*Significant at 0.05 Level of Significance with df =78.

It is clear from the table 4 that the mean
awareness score of govt. elementary school teachers is
14.26 and the standard deviation (SD) is 3.27. The mean
awareness score and the SD of the private elementary
school teachers come out to be 10.26 and 2.01
respectively. The calculated t-value is 1.67 which is greater
than the table value at 0.05 level of significance. The
hypothesis there exists no significant difference in the
level of awareness of govt. and private elementary school
teachers about RTE Act stands rejected. The difference is
in favor of govt. elementary school teachers. It may be
attributed to the explanation that the private schools are
not enforcing the provisions made in the RTE Act and
therefore the faculty in such schools possesses little
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knowledge about the RTE Act as compared to their
government schools counterparts.
Conclusion
To translate the current RTE bill into practice,
union and state governments of India, need to initiate
effective steps towards its proper implementation. The
Right to Education has opened up many opportunities
for children from economically weaker sections. Yet,
despite the best efforts to spread awareness, the parents
seem to have little knowledge about the policy. Section
12(1)(c) of RTE Act has the potential to put roughly 10
million children across India on a different path in the
next five years, making it the single largest opportunity
seat scheme in the world. But we need a better state-wide
implementation plan for that to happen. The major
stakeholders i.e. teachers and the parents must be
motivated to come forward to help govt. to realize the
objective of universalisation of elementary education.
References
Ministry of Law and Justice (2009). The Right of
Children to Free and Compulsory Education Act,
2009, No. 35 of 2009, Government of India.
Jha, Praveen and Parvati, Pooja. (2010). Right to
education Act 2009: Critical, Gaps and Challenges.
Economic and Political Weekly, April 17, pp.18-25
Jain, Pankaj S. (1997). Program Success and
Management of Primary Education Programs in
Developing Countries. World Development, 25(3),
349-58.
www.ycjournal.net
Jain, Pankaj S. and Dolakia, Ravindra H. (2010).

Right to Education Act and Public-Private
Partnership, Economic and Political Weekly,
February 20, 2010.
Kunju, D. & Vakkil, M. (2015). A study on in-service
special education teacher trainees perception about
the right to education act. Journal of International
Academic Research for Multidisciplinary, 3(9), 405413.
Mehendale, Archana (2010). Model Rules for the
Right to Education Act, Economic and Political
Weekly, Jan 23, 2010.
Thakur, N. (2014). Study the awareness of trained
school teachers in relation to rte act at elementary
level. American International Journal of Research in
Humanities, Arts and Social Sciences, 14-325, 67-71.
The Editorial (2009). Economic and Political Weekly,
Aug. 15, 2009.
The Tribune, Chandigarh, July 10 & 28, 2010.
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Behaviour Management for Children with Autism Spectrum Disorders through Adapted Physical Education
Dr. C. Renuga Devi
Mother Teresa Women's University, Kodaikanal, Tamil Nadu
ABSTRACT
Autism impacts the normal development of the brain in the areas of social interaction and communication skills.
The disorder makes it hard for them to communicate with others and relate to the outside world. In some cases,
aggressive and/or self-injurious behaviour may be present. Physical education programs are terrific outlet for
autistic children to vent energy and redirect behaviours into a more positive direction. Adapted physical
education fills an important gap in the education of these special children. This article discusses about various
adapted physical education strategies which reduces the inappropriate behaviours of children with Autism
Spectrum Disorders.
Autism Spectrum Disorders, Adapted Physical Education, Behaviour Management
Keywords:
What is Autism Spectrum Disorders?
Autism is a complex developmental disability that
typically appears during the first three years of life.
Autism and its associated characteristics have been
estimated to occur in as many as 1 in 150 individuals.
Autism is four times more prevalent in boys than girls
and knows no racial, ethnic or social boundaries. Family
income, lifestyle and educational levels do not affect the
chance of autisms occurrence.
Autism impacts the normal development of the
brain in the areas of social interaction and
communication skills. Children and adults with autism
typically have difficulties in verbal and non-verbal
communication, social interactions, and leisure or play
activities. The disorder makes it hard for them to
communicate with others and relate to the outside world.
In some cases, aggressive and/or self-injurious behaviour
may be present. However, when most people talk about
the autism spectrum disorders, they are referring to the
three most common Pervasive Developmental Disorders
(PDDs):
Autism
Asperger's Syndrome
Pervasive Developmental Disorder - Not
Otherwise Specified (PDD-NOS)
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Adapted Physical Education
Adapted Physical Education (APE) is the art and
science of developing, implementing, and monitoring a
carefully designed physical education instructional
program for a learner with a disability, based on a
comprehensive assessment, to give the learner the skills
necessary for a lifetime of rich leisure, recreation, and
sport experiences to enhance physical fitness and
wellness.
Research shows...
With the growing population of autistic
individuals, it is particularly important for research to
focus on ways to improve and enhance their daily living
through various programs and support. One effective way
to begin is through physical activities. Researchers have
shown positive results implementing physical activity
programs and/or sports in helping autistic children
decrease some of the many challenges they face.
Relationships between physical fitness and
behaviour management have been supported by Kitahara
(1984), and results of some research (Quill et al., 1989).
Physical activity programs for children with autism may
lead to a decrease in inappropriate behaviors, an increase
in level of physical fitness, as well as greater enjoyment of
physical activities and recreational times. Programs
decreasing inappropriate behaviors and increasing
physical fitness display the kind of two for one benefit
that make participation advisable for children with
autism.
Shiragevel,
Adapted
Physical
Education
Consultant suggests few points to be considered while
teaching physical education for children with ASD:
Many students with ASD are visual learners and their
learning is greatly enhanced through visual supports.
It may be better to give those students portions of the
instructions accompanied with visual or gesture
demonstrations or cues.
Use visual supports that indicates a predictable
schedule that assist the student in following
directions, successful participation, and learning.
Adapt rules to be very simple and basic. When giving
directions remember to be as direct, calm, clear, and
concrete as possible. Avoid abstract comments. Tell
them what they have to do as simply as possible.
Team sports will be very challenging due to the pace
and complexity. Consider the goal in each sport it
could be simply running with the team.
Team play may be a difficult concept as it is more
social. Working as a team may need to be explained,
through videos, pictures, or with social stories. Use a
communication system familiar to the student
Instead of competition, teach physical fitness through
the use of fitness machines, such as treadmills, stair
steppers, and weights.
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recognize and provide both preferred and nonpreferred activities, teach how to enter a game,
discontinue play, wait for a turn, find a partner
Teach relaxation techniques to overcome sensory
issues
Allow multiple repetitions of activities and sufficient
practice time
Provide peer models
To help students attend to new skills while
maintaining previously learned skills, the task variation
method of teaching could be employed. This involves
teaching new skills with maintenance tasks randomly
interspersed and changed every two or three minutes. Use
of task variations appeared to contribute to greater
retention of previously learned materials (Weber &
Thorpe, 1992). Station teaching is a useful application of
this principle.
Daily life Therapy program is specifically
designed for autistic children and involves highly
structured, group-oriented instructions (O'Connor,
French, & Henderson, 2003). In this program, vigorous
physical activities are used to reduce stereotypical
behaviors. It has been suggested in research that vigorous
physical activities, in addition to appropriate behavior
management, will greatly reduce inappropriate behaviors.
Environmental Modifications
1) Limiting potential for distractions
2) Having close proximity to instruction area and
materials.
3) Setting visual boundaries where necessary with
screens or curtains etc.
4) Develop predictable routines, use timers or bells to
assist children with transitions from one activity to
the next (making transitions is an area of particular
difficulty)
5) Identify
and
use
appropriate
functional
communication systems across all environments
consistently.
6) Whenever possible, use natural lighting, standard
fluorescent lighting can cause difficulties for some
children with autism.
7) Have a set time or routine that the child establishes
structure and predictability.
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Some ideas for implementing visual rules and
instructions
1) Post the classroom rules Create a few classroom
rules and clearly display them in the classroom.
2) Assign each student to a place Assign a place in the
room for each student to stand and mark it with a
visible spot. Use this spot as the students home base
for all activities.
3) Create visual class schedules and class formats
Autistic children need consistency. Schedules and
class formats helps to provide this consistency and
reduce surprises.
4) Use flash cards Flash cards are great visual tools for
Autistic Children to follow. They will relate the
activity with the flash card very quickly.
5) Demonstrate proper performance Demonstrate the
proper performance of a technique. You can use a
follow the leader style of teaching, which works great
for visual learners.
6) Providing simple visual instructions will aid in a
smooth running class.
Additional Tips for an Adapt Physical Education
Program
Use sameness in structure this means performing
things consistently in the same manner. For example,
you perform the warm-up with exactly the same
exercises and the same number of repetitions in every
class.
Remove extra distractions from the classroom that
will overload the students senses.
Create predictable transitions from one activity to
another.
Choose safe activities because autistic children may
be insensitive to danger.
Be conscious of the length of time for each activity
since many children, due to limited attention span,
will need frequent changes.
Incorporate repetitive behaviours into a class in
martial arts classes for autistic children, we add the
hand flapping in the warm-up, bouncing in guard
stance, and spinning kicks.
Visual Rules and Instructions

By nature, autistic children are visual learners.
Visual rules and instructions develop clear and concrete
expectations. Favour the use of visual instructions and
limit verbal instructions to quick statements phrased in
short sentences.
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Behaviours
Programming Guidelines
Inappropriate
behaviours (i.e.,
stereotypical
behaviours, pacing,
toe walking, hand
flapping).
Teachers may have to overlook

behaviours for the sake of
emphasizing access to the
program. Initially, benefits gained
from participating in the program
may be more important than
upsetting a child by trying to stop
an inappropriate behaviour
(Berkeley & Zittel, 1998).
Techniques should be used to
Physical activity may
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be restricted because
of reluctance to
participate in
programs.
Short attention span
may interfere with
learning.
Extra stimuli in the

teaching area may be
distractions.
Difficulty processing
two or more stimuli
may interfere with
learning
Abrupt changes in
routines may
precipitate outbursts
or regression in skill
acquisition.
accommodate individual learning

styles, while implementing a
behaviour modification program.
Activities should be changed
frequently, learning stations
should be employed, and
transitions planned carefully
between stations. A variety of
activities that target the same goal
may be useful.
Actions such as covering
windows, closing doors, storing
unused equipment, turning off
radios, and removing
colourful posters may be
beneficial. Such items may be
gradually reintroduced as the
individual becomes acclimated to
the environment.
Teachers should instruct using
the simultaneously preferred
sensory modality of the student.
Relevant stimuli should be
presented one at a time. Stimuli
in the environment that may be
distracting should be reduced or
eliminated.
Classes should be presented in a
highly structured and predictable
fashion. Students should know
where they will sit or stand and
the order of activities. New skills
should be introduced with a
minimum of disruption to
known and familiar skills.
Non-threatening settings should
be provided for students to
practice social interaction skills.
Significant deficits
in interpersonal
relationships may
develop.
Physical skills taught Skills should be taught in settings
as close as possible to those in
in one environment
which they will be applied. Skill
transfer well to
transfer should not be assumed
other environments
Conclusion
Physical education programs are terrific outlet for
autistic children to vent energy and redirect behaviours
into a more positive direction. As our knowledge grows
on the subject of teaching autistic children, better
teaching methods will continue to develop for autistic
children. Adapted physical education fills an important
gap in the education of these special children.
www.ycjournal.net
References
Barua, M., & Daley, T. C. (2008). Autism Spectrum
Disorders - A Guide for Paediatricians in India. New
Delhi: National Centre for Autism Action for
Autism.
Cowley, G. (2003) Girls, Boys and Autism,
Newsweek.
Retrieved
on
15.01.16
from
http://www.msnbc.com/news/958646.asp
Kitahara, K. (1984) Daily Life Therapy: a method of
educating autistic children, Vols 1-3. Boston MA:
Nimrod.
Retrieved
on
19.06.2017
from
https://www.researchgate.net
Narayan, J., & Srinivas, N. (2007). Educating
Children with Mental Retardation Having Autism
Spectrum Disorders. Secunderabad: National
Institute for the Mentally Handicapped.
O'Connor, J., French, R, & Henderson, H. (2000).
Use of physical activity to improve behavior of
children with autism--Two for one benefits. Palaestra,
16(3), 22-29. Retrieved on 19.06.2017 from
www.freepatentsonline.com.
Quill, K. A. (1997). Instructional considerations for
young children with autism: The rationale for visually
cued instruction. Journal of Autism and
Developmental Disorders, 27, 697-714.
Quill, K., Gurry, S. & Larkin, A. (1989) Daily Life
Therapy: a Japanese model for educating children
with autism, Journal of Autism and Developmental
Disorders, 19, 625-634. Retrieved on 19.06.2017
from https://www.researchgate.net
Ramaa, S. (2007). Management of Autism Spectrum
Disorders and Associated Disabilities in Schools A
source book for Resource Teachers and Master
Trainers. Mysore: Regional Institute of Education
(National council of Educational Research and
Training).
Weber RC and Thorpe J. (1992) Teaching children
with autism through task variation in
physical
education. Except Child. 1992 Sep; 59(1):77-86.
Retrieved
on
20.06.16
from
www.ncbi.nlm.nih.gov/pubmed.
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Adjustment and Academic Achievement of Higher Secondary Students
S. Perundevi
Assistant Professor, C.K. College of Education, Cuddalore, Tamil Nadu
Dr. D. Sivakumar
Assistant Professor, C.K. College of Education, Cuddalore, Tamil Nadu
ABSTRACT
The main aim of the study to find out the significant difference between adjustment and academic achievement
of higher secondary students. Survey method was adopted for this study. The sample consists of 300 higher
secondary students (XI and XII standard) in and around Cuddalore district. Simple Random Sampling
Technique was used. Adjustment Inventory for School Students (AISS) standardized tool developed by A. K. P.
Sinha and R. P. Singh (2000) was used to collect the data. The statistical technique used was mean, standard
deviation and t-test. The findings of the study were: i) there is no significant difference between male and female
higher secondary students in their adjustment ii) There is significant difference between male and female higher
secondary students in their academic achievement, and iii) Their is significant relationship between adjustment
and academic achievement of higher secondary students.
Keywords:
Adjustment, Higher Secondary Students, Achievement.
Introduction
Every individual from the time he or she steps
out of the family and goes to school makes to a long series
of adjustments between the whole unique personality and
the environment. The ardent desires of each boy and girl
to become an individual person having a healthy
physique, a growing intellectual ability, a greater degree of
emotional poise and increased participation in social
groups, such characteristics enhance ones personality.
Even parents, teachers and other significant members of
the society to which person belong will encourage this
desire. Adjustment is the process of finding and adopting
modes of behavior suitable to the environment or the
changes in the environment. It is the process by which a
living organism maintains a balance between its needs
and the circumstances that influence the satisfaction of
these needs. Thus adjustment influences the achievement
of the students in school.
Need for the Study
The school is the major socialization institution
for any child. It is the childs first contract with the world
outside the house. For nearly 12 years a child spends 5 to
7 hours a day in the school. School is one of the most
important foundation pillars on which the childs
personality develops. Children learn proficiencies in
various abilities like, handling emotion, social
communications and the management of day-to-day
interactions at home and school. In reality the growing
child is dependent on the immediate environment that is
the house and the school to meet his growth needs. Every
individual from the time he or she steps out of the family
and goes to school makes to a long series of adjustments
between the whole unique personality and the
environment. School adjustment, teachers adjustment,
emotional adjustment, social adjustment, educational
adjustment and home adjustment are most difficult to
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describe and most important elements in its success or

failure in educating its students. The culture and climate
of a school can be affected by factors from disciplinary
problems and classroom rowdiness to educator pessimism
or student apathy. Culture and climate, however, can
most nearly be described as the sum of all perceptions
and emotions attached to the school, both good and bad,
held by students, faculty, administrators, parents and the
community at large. So the investigator has taken up
this present study for investigation.
To find out the significant difference in adjustment
and its dimensions of higher secondary students with
respect to the gender.
To find out the significant difference in adjustment
and its dimensions of higher secondary students with
respect to the locality.
To find out the significant difference in academic
achievement of higher secondary students with
respect to the gender.
To find out the significant difference in academic
achievement of higher secondary students with
respect to the locality.
To find out the significant relationship between
adjustment and academic achievement of higher
secondary students.
Hypotheses
female higher secondary students in their adjustment
and its dimensions
urban higher secondary students in their adjustment
and its dimensions.
female higher secondary students in their academic
achievement
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urban higher secondary students in their academic
achievement.
5. There is no significant relationship between
secondary students.
Methodology
The researcher adopted the survey method to
study the adjustment and achievement of higher
secondary students.
Population and Sample
The population for the present study consisted of
the higher secondary students in and around Cuddalore
district. 300 higher secondary students (XI & XII
standard) were taken for this investigation.
Tool
Adjustment Inventory (AISS) by A.K.P. Sinha &
R.P. Singh (2000).
Data Analysis
Table 1: Adjustment of Male and Female Higher
Secondary Students
Dimension
s
Emotional
Adjustmen
t
Social
Adjustmen
t
Educationa
l
Adjustmen
t
Adjustmen
t
Male (N=134)
Female
(N=166)
Mean S.D.
tvalue
Remark
s
Mean
S.D.
54.40
3.69
7
54.58
3.68
9
0.78
3
NS
54.61
3.68
2
54.46
3.66
1
0.62
5
NS
54.47
3.73
1
54.48
3.64
0
0.05
2
NS
5.12
0
163.5
3
5.12
0
0.13
9
NS
163.5
3
Table-1 shows that there is no significant

students in their emotional adjustment, social
adjustment, educational adjustment and adjustment.
Table 3: Adjustment of Rural and Urban Higher
Secondary Students
Dimension
s
Rural
(N=162)
Mean S.D.
Urban
(N=138)
Mean S.D.
tvalue
Remark
s
Emotional
Adjustmen
t
Social
Adjustmen
t
Educationa
l
Adjustmen
t
Adjustmen
54.45
3.74
1
54.68
3.54
2
0.87
7
NS
54.49
3.64
9
54.63
3.73
2
0.51
2
NS
54.51
3.62
4
54.39
3.84
1
0.45
4
NS
163.4
5.13
163.6
6.58
0.53
NS
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It is inferred from the above table that there is no

significant difference between nuclear family and joint
family higher secondary students in their emotional
adjustment, social adjustment, educational adjustment
and adjustment.
Table 5: Difference between Boys and Girls Students in
their Achievement
Category
Boys
Mean
55.18
SD
12.05
N
134
Girls
60.15
14.82
166
t-value
2.46
Remarks
Significant
From the above table, since the calculated value

of t is greater than the table value for 298 degrees of
freedom of 5% level, the hypothesis is rejected. Therefore
there is significant difference between boys and girls
students in their achievement in science.
Table 6: Difference between Rural and Urban Students
in their Academic Achievement
Category
Mean
SD
t-value
Remarks
Rural
56.86
11.32
162
2.37
Significant
Urban
61.15
13.53
138
From the above table, since the calculated value

of t is greater than the table value for 298 degrees of
freedom of 5% level, the hypothesis is rejected. Therefore
there is significant difference between rural and urban
students in their academic achievement.
Table 7: Correlation between Adjustment and
Academic Achievement among High School Students
Categ
ory
x y
x 2
y 2
xy
Male
62
03
41
61
3624
39
2589
35
17706
074
11132
953
23808
49
16288
68
0.4
80
0.5
53
Femal
e
463
50
286
81
Remark
s
Signific
ant
Signific
ant
It is inferred from the above table that there is

significant relationship between adjustment and academic
achievement of higher Secondary students in their
achievement in science.
Findings
female higher secondary students in their adjustment
and its dimensions
urban higher secondary students in their adjustment
and its dimensions.
3. There is significant difference between male and
female higher secondary students in their academic
achievement
4. There is significant difference between rural and
urban higher secondary students in their academic
achievement.
5. There is significant relationship between
secondary students.
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Discussion
There is significant difference among boys and
girls students in their academic achievement. Girls were
better than boys this may due their hardworking nature
towards the achievement without any distraction. There is
significant difference between rural and urban high
school students in their achievement urban students have
high. This may be due to the fact that urban students
have complete infrastructural facilities for their studies.
Even in their home too, the parents are ready to offer
separate study room with necessary facilities like study
table with chair, lightings, reference books etc. The study
reveals that there is significant positive correlation
between adjustment and academic achievement among
higher secondary students. The level of adjustment highly
influences or affects the achievement higher secondary
students. In total the investigator has comes out with a
conclusion that adjustment has significant impact on the
academic achievement of high secondary students.
1. Opportunity for participation in extra-curricular and
co-curricular activities like quiz, drama etc., may be
given to widen their adjustment.
2. The higher secondary students can adopt
understanding level and reflective level of teaching
rather than the knowledge level of teaching.
3. Students can be encouraged to actively participate in
cultural and academic competitions to develop their
adjustment.
4. Students can be recommended mini projects to
improve their achievement.
5. Awareness programmes on adjustment and its
characteristics can be organized.
Conclusion
A number of important implications for learning
and teaching and those ideas are considered within the
context of adjustment which impact on the scholastic
achievement that students might employ during learning.
Although much of the research on adjustment has been
conducted with children, the literature on adult
education is cited to prove evidence. In todays
materialistic and highly competitive world, man seems to
be losing their identity and direction. Fast growing
technological changes have put a lot of pressure on them
that blinds their vision for other alternatives of growth
and survival.
References
Vipinder Nagra. (2014). Social Intelligence and
Adjustment of Secondary School Students. Paripex Indian Journal of Research, 3.
Binitha, Chacko. P. (2008). Relationship between
value and adjustment among secondary school
teachers. Journal of Psychological Research, 28(1), 6583.
www.ycjournal.net
Jampalamadhu Bala & Digumarti Bhaskara Rao.

(2010). Adjustment problems of hearing impaired
children at home and school. Vetri Education, 5(3).
Indira Dhull & Neetu Chaudhary. (2011).
Adjustment of visually challenged Adolescents in
Relation to their Gender.
Ampili. (2011). Socio-personal adjustment as a
correlate of multiple intelligence of student-teachers
of Kerala. Journal of Educational & Psychological
Research, 1(2), 63-65.
Hameed, Thahira. (2011). Emotional maturity and
social Adjustment of student teachers. Edutracks,
10(12).
Zareena & Vatsala. (2011). Adjustment problems.
Time Management and Effect of parents socio
economic and Educational status on students
Achievement Edutracks, 10(11), 23-26.
Gupta & Suman Sharma. (2012). Adjustment
problems of secondary school students of Kangra
District in Relation to their sex and locale.
Bhartendu Gupta & Neera Sadh. (2012). Differences
in Adjustment Among secondary school students.
Sakti Ranjan Mishra & Geetha Sharma. (2012).
Adjustment of lecturers in Physical Education in
colleges Affiliated to Kurukshetra and Panjab
Universities: A Comparative Study. Experiments in
Education, 40(3), 23-28.
Najma Unnisa. (2014). Relationship between
adjustment and emotional maturity of IX class
students. Edutracks, 10(12), 19-21.
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A Study on Attitude of Prospective Teachers towards Teaching Profession
A.P. Selvakumar
Principal, Arasan Ganesan College of Preceptors, Sivakasi, Virudhunagar,
Tamil Nadu
M. Goma
Assistant Professor in Tamil, Arasan Ganesan College of Preceptors, Sivakasi,
Virudhunagar, Tamil Nadu
ABSTRACT
Education is the main force, which influence the quality of life. The quality and efficiency of education depend to
a great extend on the quality of teachers who truly add value to the students. The success of the teachers in his
professional life is wholly influenced by his attitude towards his teaching. In Tamil Nadu, recently there is a
mushroom growth of teacher education institution as various levels. The most of these institutions, intake of
students is not based on teaching aptitude or attitude or entrance test, they allowing everyone based on minimum
percentage in their academic. The investigators of this study find that while there was positive attitude of
prospective teachers before entered into training programmes and improvement in attitude of prospective
teachers towards teaching profession after completion of course. The survey method has been adopted and data
were collected from 53 prospective teachers studying in a college of education in Virudhunagar District, Tamil
Nadu. The present study followed stratified random sampling method. This study used standardized attitude scale
for teaching profession consists of 90 statements. The findings of this study on attitude of prospective teachers
towards teaching profession have been described.
Keywords:
Prospective Teachers, Attitude, Teaching Profession.
Introduction
The progress of a country depends upon the
quality of its teachers and for this reason teaching is the
noblest among all profession. Teacher is the most
important pillar of the education system that develops the
learners as well as the society.
Teacher preparation should optimally take into
account in the whole spectrum of teaching learning, i.e.
teachers opportunities to learn from the beginning of
their own prior schooling and throughout their teacher
education programme. This perspective of teacher
development is known as the teacher education. The
irony of fate, however is that teaching is deemed to be the
most unattractive profession. Now-a-days, many teachers
are not liking their profession and not having good
attitude towards their teaching. The success of the
teachers in their professional life is wholly influenced by
his attitude towards his teaching. This would necessitate
the need of developing attitude of teachers profession
among teachers before entering into career.
Need for the Study
To achieve our societal need, we should appoint
a good teacher and evaluation of prospective teachers
attitude towards teaching profession. Many studies
available on prospective teachers have effectiveness and
positive attitude in their in- service period. No study has
yet been reported on the comparative data of attitude of
prospective teacher towards teaching profession before
entering into teacher education programme and
completed their B.Ed. programme. So it is the custom to
study the attitude of prospective teachers towards
teaching profession.
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To study the attitude of prospective teachers towards
To compare the level of attitude of prospective
teachers towards teaching profession before entering
and after completing their teacher education
programme.
To find out the difference in the attitude of
prospective teachers towards teaching profession with
regard to their age, gender, arts and science and
qualification of prospective teachers.
1. There is no significant difference between attitude of
prospective teachers towards teaching profession
before entering and after completing their teacher
education programme
2. There is no significant difference between prospective
teachers aged 23 years and above 23 years in their
attitude towards teaching profession before entering
programme
3. There is no significant difference between arts and
science prospective teachers in their attitude towards
teaching profession before entering and after
completing their teacher education programme.
4. There is no significant difference between UG and
PG qualified prospective teachers in their in their
programme.
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Method: The Survey method has been adopted to study
the attitude of prospective teachers towards teaching
profession.
Population & Sample: 53 prospective teachers were
selected which included both male and female teacher
trainees in a private teacher education institution from
Virudhunagar District, Tamil Nadu using stratified
random sampling method.
Tool: Standardized teacher attitude inventory towards
teaching profession tool was used. It consists of 90
statements based on attitude towards teaching profession.
attitude of prospective teachers towards teaching
profession before entering and after completing their
teacher education programme
Table 1: Mean, SD and t-value for Pre-test and Post-test
score of Prospective Teachers Attitude towards
Teaching Profession
Test
Mean
SD
PreTest
53
238.6624
18.84909
PostTest
53
240.0755
22.47721
tvalue
0.20
Remarks
NS @ 0.05
level
It is inferred from that Table-1, the calculated t

value (0.20) is less than the table value (1.96). There is no
significant difference between the attitude of prospective
teachers towards teaching profession before entering and
after completing their teacher education programme.
While comparing the mean score of post test is higher
than the mean score of the pretest. So the teacher
training program slightly changes the attitude of teacher
trainees towards the teaching professions.
prospective teachers aged 23 years and above 23 years in
their attitude towards teaching profession before entering
and after completing their teacher education programme.
Score of Prospective Teachers Attitude towards
Teaching Profession: Age
Test
23 Years
(N=32)
Mean
SD
Above 23 Years
(N=21)
Mean
SD
tvalue
Remarks
PreTest
237.21
20.24
242.28
17.09
1.45
NS at 0.05
level
PostTest
236.46
22.24
245.57
22.22
From Table-2, the calculated t-value (1.45) is less

than that of table value (1.96). There is no significant
difference between prospective teachers aged 23 years and
above 23 years in their attitude towards teaching
teacher education programme. While comparing the
pretest mean scores with post test, prospective teachers
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aged above 23 years possess more attitude towards

teaching profession than the prospective teachers aged
below 23 years.
arts and science prospective teachers in their in their
attitude towards teaching profession before entering and
after completing their teacher education programme.
Score of Art and Science Prospective Teachers Attitude
towards Teaching Profession
Test
PreTest
PostTest
Arts (N=35)
Mean
244.94
SD
17.44
Science
(N=18)
Mean
SD
228.11 17.35
241.45
24.92
237.38
t-value
Remarks
0.69
NS at
0.05 level
17.05

than the table value (1.96). So there is no significant
difference between arts and science prospective teachers
in their attitude towards teaching profession before
entering and after completing their teacher education
programme. While comparing pretest mean scores with
post test arts prospective teachers attitude towards
teaching profession is higher than the science prospective
teachers.
UG and PG qualified prospective teachers in their in
their attitude towards teaching profession before entering
and after completing their teacher education programme.
Score of UG and PG Qualified Prospective Teachers
Attitude towards Teaching Profession
Test
UG (N=39)
PG (N=14)
Pre-Test
Mean
238.82
SD
20.18
Mean
240.35
SD
15.96
Post-Test
239.41
22.06
241.92
24.33
tvalue
Remarks
0.34
NS at
0.05
level

than the table value (1.96). So there is no significant
difference between UG and PG qualified prospective
teachers in their in their attitude towards teaching
teacher education programme. While comparing pretest
mean scores with post test PG qualified prospective
teachers attitude towards teaching profession is higher
than the science prospective teachers.
Findings
There is no significant difference between attitude of
prospective teachers towards teaching profession
before entering and after completing their teacher
education programme.
There is no significant difference between prospective
teachers aged 23 years and above 23 years in their
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programme.
There is no significant difference between arts and
science prospective teachers in their attitude towards
teaching profession before entering and after
completing their teacher education programme.
There is no significant difference between UG and
PG qualified prospective teachers in their in their
programme.
Conclusion
In fact, it can be said that the whole human
capital formation of the country is dependent on
teachers attitude towards teaching and training is an
urgent need for the development of proper attitude
among the teachers. Basically, attitude of teachers refers
to wishes, feeling, ideas, liking or disliking towards
teaching. Thus this study recommends, every teacher
education institution has to check attitude of students
during admission or before entering into teacher training
course through entrance examination. It helps to identify
the students level of attitude towards profession and give
more training to students to develop the attitude towards
References
Carter, D.S.G. & Carree, C.G. (2010). Students
teacher changing perceptions of their subject matter
for pre-service teacher education programme.
Educational Research, 35(1).
www.ycjournal.net
Rasul Mohaideen, S. & Maheswari, H. (2009).

Attitude of Prospective Teachers towards Students
Evaluation of Teachers. Indian Journal of Teacher
Education, 6(2).
Annamalai, A.R. (2000). A study on Attitude of
teachers towards teaching. Experiments in Education,
28(4).
Manju Pandey & Rama Maikhuri. (2001). A Study of
the attitude of effective and ineffective teachers
towards teaching profession. Indian Journal of
Psychometery and education, Vol. 30(1).
RESEARCH TRACKS
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Amalgamation of Life Skills and Education
Dr. Anjali Khirwadkar
Assistant Professor, Department of Education, Faculty of Education and Psychology,
The Maharaja Sayajirao University of Baroda, Vadodara, Gujarat
Eisha
UGC Research Scholar, Department of Education, Faculty of Education and
Psychology, The Maharaja Sayajirao University of Baroda, Vadodara, Gujarat
ABSTRACT
Life Skills are an important part of education as they are the key ingredients in promoting positive outlook and
healthy behaviour. It enables the individual to: translate knowledge, attitude, skills and values into action; behave
responsibly and this leads to healthy living; develop positive attitude towards themselves and others; develop full
potential; promote the state of mental well being as this motivates them and others; promote risk free behavior;
communicate effectively; develop negotiation skills; improve self perception by building self confidence, building
self esteem, building self worth. Life Skill Education prepares students for healthy future. Along with the
development of skills, there is development of positive attitude, positive social skills & etiquette, effective
communication skills, organizational skills, healthy lifestyle: personal hygiene & nutrition, positive work ethics,
and increase value in our communities. In simple words, life skill education is a practice or reinforcement which
will help students to know about their inner potential and nourish their hidden abilities. This is a developed form
of education which makes balance between knowledge and skills. The Paper highlights the importance of life
skills in education. The focus of the present paper is on the importance of life skill education at all the stages of
school level.
molding students. Informed and skilled youth are likely
Introduction
Education is the process of learning that takes
to make better decisions concerning their careers,
place in formal setting such as schools, where
relationships, habits and physical and mental health.
accumulated knowledge and values of the society is
They are also more likely to be socially adept, successful
transferred to next generation of society. Now days, the
and an asset to the society.
goal of education is no longer to train students to store
By weaving life skills into the fabric of our
and retrieve mastered information.
In this world of
educational systems, we could provide our younger
technical revolution and modernization, everything is
generation with the necessary tools which could aid them
undergoing a rapid transition, whether it is value,
to cope with new challenges and help in making their way
knowledge, health or anything else. Under such
in the world confidently. According to Nelson Mandela,
circumstances, development of the students in single
Education is the most powerful weapon which you can
aspect (education) alone may not be sufficient for the
use to change the world. Life skill education is one such
overall development of the students, which is important
concept which could be proved as a helpful tool for
for survival in this challenging world. It is a very
empowering young students to meet the upcoming
important that youth are properly nurtured and guided as
challenges in life. It is necessary to bring in effective
this will determine a bright future for them ahead, which
changes in the young minds through proper guidance and
ultimately results in the development of society and
incorporating skills which facilitate them to deal with
country at large. Thus, student has to learn all the
upcoming complex situations in life and helping them to
qualities of head, hand and heart through the process of
develop into a well rounded personality and also
education.
successful in life. Life Skill, not only, have impact on
In order to cope with new, advanced, more
behavioral problems of students but also have influence
complex and more challenging life situations, there is a
on their future as it is an important part of education and
need of skills that enables young generation to evaluate
basic ingredient in promoting positive outlook and
the situation, and to make safe choices based on wellhealthy behaviour. Life Skill Education acknowledges
developed sense of self, and not just by doing what others
many issues that excessively face todays society, such as
do. Various studies suggest that training of life skills has
gender-based violence, discrimination, school drop-out,
been found to be very effective in reducing substance
poverty, unstable housing, survival sex, the need for
abuse such as cigarette smoking (Botvin et.al, 1980), drug
gender affirmation, and challenges accessing culturally
abuse and alcohol (Botvin et.al, 1995, 2012), tobacco
competent healthcare, many of which directly or
prevention (Zollinger et.al, 2003 and Botvin et.al, 2003),
indirectly result from the social stigma and the realities of
enhancing self-confidence, self- esteem, reproductive
being trans today. Throughout the past two decades life
health, gender issues (Khera & Khosla, 2012), developing
skills education has come to be seen as important for
behaviour (Nair, 2005) and play an important role in
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young people to negotiate and mediate challenges and
risks to enable productive participation in society.
Concept of Life Skills and Life Skill Education
Life Skills:
The World Health Organization (1997) has defined life
skills as, "the abilities for adaptive and positive behavior
that enable individuals to deal effectively with the
demands and challenges of everyday life". Adaptive
means that a person is flexible in approach and is able to
adjust in different circumstances. Positive behavior
implies that a person is forward looking and even in
difficult situations, can find a ray of hope and
opportunities to find solutions.
United Nations International Childrens
Education Fund (UNICEF 2004) defines life skills as a
behavior change or behavior development approach
designed to address a balance of three areas: knowledge,
attitude and skills. The UNICEF definition is based on
research evidence that suggests that shifts in risk behavior
are unlikely if knowledge, attitudinal and skills based
competency are not addressed.
Life Skills means Individual's capacity to fully
function and participate in daily life. The life skill
approach combines knowledge, attitudes and skills into
actual abilities i.e. What to do and how to do it. Life
Skills mean being active and taking the responsibility of
behaving in a particular manner, in a particular situation
for healthy living. Life skills may be directed toward
personal actions or actions toward others, as well as
toward actions to change the surrounding environment.
Practicing life skills leads to qualities such as self-esteem,
sociability and tolerance, to action competencies to take
action and generate change, and to capabilities to have
the freedom to decide what to do and who to be.
Life Skill Education
The Mental Health Promotion and Policy (MHP)
team in World Health Organizations (WHO 1999)
Department of Mental Health has produced this
definition of life skill Education: Life skills education is
designed to facilitate the practice and reinforcement of
psychosocial skills in a culturally and developmentally
appropriate way; it contributes to the promotion of
personal and social development, the prevention of
health and social problems, and the protection of human
rights. The main objective of Life Skill Education is to
prepare students for healthy future. Along with the
development of skills, there is development of positive
attitude, positive social skills & etiquette, effective
communication skills, organizational skills, healthy
lifestyle: personal hygiene & nutrition, positive work
ethics, and increase value in our communities. Life skills
help students learn how to think and make correct
decisions, learn how to prepare for responsible
independent living.
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In simple words, life skill education is a practice

or reinforcement which will help students to know about
their inner potential and nourish their hidden abilities.
This is a developed form of education which makes
balance between knowledge and skills.
Some objectives of Life-Skill education as given
by CBSE Teachers Manual on Life Skills classes IX-X
(2010) are given below:
It should not only address knowledge and attitude
change but more importantly, behaviour change.
Traditional "information-based" approaches are
generally not sufficient to yield changes in attitudes
and behaviors. For example, a lecture on safe
behaviour will not necessarily lead to the practice of
safe behaviour. Therefore, the lecture should be
substantiated with exercises and situations where
participants can practice safe behaviour and
experience its effects. Most learning theories
emphasize that learners learn best that which they can
associate with their experience and practice.
It will work best when augmented or reinforced. If a
message is given once, the brain remembers only 10
percent of it one day later and when the same
message is given six times a day, the brain remembers
90 percent of it. Hence the needs to repeat, recaps,
reinforce and review.
It will work best if combined with policy
development, access to appropriate health services,
community development and media.
To develop skills to empower young adolescents to
respond to real life situations in positive and
responsible ways.
To increase awareness among youth about the social
concerns and to alleviate social evils.
The concept is elastic and includes a range of
skills and knowledge. Important in its conception are the
personal, interpersonal and cognitive psychosocial skills
that enable students to interact appropriately, manage
their own emotional states and make decisions and
choices for an active, safe and productive life. Life skill
education is now recognized as a methodology to address
a variety of issues of child and youth development and
thematic responses including as expressed in United
Nations General Assembly Special Session (UNGASS) on
HIV/AIDS (2001), UNGASS on Children (2002), World
Youth Report (2003), World Program for Human Rights
Education (2004), UN Decade on Education for
Sustainable Development (2005), UN Secretary Generals
Study on Violence Against Children (2006), 51st
Commission on the Status of Women (2007), and the
World Development Report (2007).
Key Life Skills:
Ten Core Life Skills which are accepted by World
Health Organization (WHO), United Nations
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International Children's Emergency Fund (UNICEF) and
United Nations Fund for Population Activities UNFPA
(UNICEF 2004; Module 7: Life Skill, 2011):
Self-awareness
Empathy
Critical thinking
Creative thinking
Decision making
Problem Solving
Effective communication
Interpersonal relationship
Coping with stress
Coping with emotion
These ten life skills can be divided into three
main groups, which have further divisions (provided in
chapter 4 of CCE Manual by CBSE).
Creative Thinking
Thinkin
g Skills
Problem Solving
Decision Making
Critical Thinking
Communication Skills
Life Skills
Social
Skills
Empathy
Interpersonal
Relationships
Coping with Emotions
Emotion
al Skills
Coping with Stress

Self Awareness
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Efforts to introduce Life Skills in Education

With the life situation becoming more complex
and challenging, there is a great need for the next
generation to learn how to cope with change. Life Skills
enable them to take on the challenges of life with
confidence and courage. Acquisition of Life Skills by
students enables them to deal effectively with life's harsh
conditions and stressful moments with a sense of calm
and confidence. Life Skills enable the students to:
translate knowledge, attitude, skills and values into
action; behave responsibly and this leads to healthy living;
develop positive attitude towards themselves and others;
develop full potential; promote the state of mental well
being as this motivates them and others; promote risk free
behavior; communicate effectively; develop negotiation
skills; improve self perception by building self confidence,
building self esteem, building self worth.
It means that life skills are objectives of holistic
education. A parallel can be drawn between objectives of
education mentioned in Delors Commission Report
(1993) with life skills. The life skills may be grouped in to
four objects of education proposed in the report of
Delors Commission (UNESCO 2005). Thus learning to
know comprises knowledge and critical thinking, learning
to do imply practical skills, learning to be is synonymous
with personal skill while learning to live is all about social
skills. There are many studies related to life skill
education such as Sheetal (2010), Sangeeta and Bhamini
(2012), emphasized on the introduction of life skill
education in schools and all these studies implied that a
well developed strategy could be developed to encourage
students in their social, physical and emotional issues. In
the workshop organized by UNESCO on life skill
education in 1998, it was discussed that life skills should
not be taught in isolation, but should be mingled with
education. The objective of the workshop organized by
the Department of Adult and Continuing Education at
the University of Madras in 2006 is to integrate life skill
education in the curriculum at college level.
The Central Board of School Education has
introduced Life Skills Education as an integral part of the
curriculum of class VI from the academic year 2003-04
and in class VII in 2004-05. The CBSE has introduced it
as an individual subject. The transaction should be both
through formal modes of learning as well as through cocurricular activities and other informal approaches to
learning.
According to NCF (Position paper on Aims of
Education, 2005), Individual children frequently have
capacities and skills which do not find adequate
recognition in the school environment. Development and
flourishing of these skills and capacities would not only
enhance the individuals life but also enrich the life of the
community. The school is an appropriate place for the
introduction of Life Skills Education because:
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It is one of the most important agencies of

socializing the child.
It has an abundant potential to provide them
with varied experiences in their formative years.
It remains in constant contact with the parents
and the community.
It has experienced teachers who can effectively
deliver the Life Skills program to the students
and help them become more responsible, healthy
and resilient adults.
The psychosocial aims of life skill education
require a conceptualization of the curriculum that
includes not only knowledge and skills but also
behaviour, attitudes and values. This has been a driver to
use more participatory and interactive teaching and
learning methodologies in the delivery of life skills
education.
According to the Teachers Manual on Life Skills
classes IX-X of CBSE (2010), it was felt that life skill
education facilitated the learners to fight the consumerist
tendencies and to face life with a sense of confidence,
conviction and skill. The objective of introducing the Life
Skills in education is to empower the affective domain of
the learners so that students are able to develop a sense of
self-confidence, eco-sensitivity and right approaches to life
processes etc. CBSE also introduced components of LifeSkills in the formal modes of learning such as Language
Textbooks, Science- Textbooks and Social-Science
Textbooks.
Importance of Life Skill Education at School level
When students come to the educational
institutions, they have different family backgrounds and
have certain characteristics such as their personality
makeup, assets and liabilities, and other dispositions e.g.
attitude, interest, aptitude and show their interaction
with the school uniquely and differently, it may be
productive and healthy or unproductive and destructive.
It depends on the teacher how he or she changes his or
her students incompatibilities into compatibilities and
develops his or her personality into tomorrows leaders.
The Life Skill education is aimed at guiding and
preparing learners for life and its possibilities, including
equipping learners for meaningful and successful living in
a rapidly changing and transforming society. Through
Life Skills learners are exposed to a range of knowledge,
skills and values that strengthen their physical, social,
personal, emotional and cognitive development; creative
and aesthetic skills and knowledge through engaging in
dance, music, drama and visual art activities; knowledge
of personal health and safety; understanding of the
relationship between people and the environment;
awareness of social relationships, technological processes
and elementary science.
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It is given in the Teachers Manual on Life Skills

class VII of CBSE (2013), According to developmental
scientists, early adolescence (10-14 years) is singled out as
a critical moment of opportunity for building skills and
positive habits, since at this age there is recognition of
self, ability to think and solve problems. An early
adolescent is expected to move from the security of a
middle school to the challenges of a secondary school
education. The wider social context of early and middle
adolescence provides varied situations in which there is
motivation to practice new skills with peers and other
individuals outside the family. Developing skills and
competencies are recognized as critical to a child's
growing sense of identity.
The transition to high school is also a challenge
for students, both academically and socially. Effective
strategies for coping with problems, planning and time
management skills, problem solving and decision making
skills are among the factors identified as instrumental in
students making a successful transition from middle
school (6th-8th grade) to high school (9th-12th grade).
Researchers recommend that middle schools can foster
these skills by providing students with opportunities to
improve the Life Skills. Higher secondary education is
one of the very important stages of education which
succeeds secondary education and precedes higher
education. It is very crucial stage for the students,
because in this stage they have thirst for knowledge and
their mental abilities are in a developing stage. Students
develop the ability to think about abstract concepts and
capable of hypothetical and deductive reasoning. At this
particular stage, they could be deviated from their path, if
right and proper information is not provided; their mind
is full of questions and if they are not rightly answered,
they could be harmful. The benefits to life skill education
at this stage are clear if students had an established
concept of how to present and test their ideas
independently and to evaluate material put in, as well as
having something to take outside the classroom for the
future.
The importance of life skills as per CBSE
Teachers Manual on Life Skills classes IX-X (2010) is:
With the enhancement of thinking skills, an individual
demonstrates the ability to be original, flexible and
imaginative. Instead of taking all that comes in his/her
way, he/she raises questions and thinks critically,
identifies and analyses problems. Social skills help a
person to demonstrate the ability to identify, verbalize
and respond effectively to others emotions in an
empathetic manner. With enhanced emotional skills an
individual is able to identify causes and effects of stress on
oneself and develop and use multi-faceted strategies to
deal with it.
Life Skill Education has proven very effective in
empowering young generation and helpful in solving
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many life issues and problems in their later life. In
addition to enhancing knowledge, the focus of Education
in schools should be on development of value enhanced
Life Skills in students, which would help them in resisting
peer pressure, taking informed decisions and making
healthy choices. As per CBSE Teachers Manual on life
skills for classes IX-X (2010); when young people acquire
Knowledge, Attitudes, Value Enhanced Life Skills
(KAVELS), they benefit in variety of way. These life skills
help adolescents to make informed decisions, solve
problems, think critically and creatively, communicate
effectively, build healthy relationships, empathize with
others and cope with and manage their lives in a healthy
and productive manner. Such knowledge and skills can
lead to behaviors that prevent disease and injury, foster
healthy relationships and enable young people to play
leadership roles.
Conclusion
Life skills can play an important role in
understanding human rights and upholding these rights.
As the World Development Report (2007) advocated
enhancing capabilities through life skill education as one
of the policy directions recommended assisting young
people to develop and contribute to society. Young
people can act as the agents of change towards a just
society as the informed and rightly motivated individuals
can influence their household members, peer groups and
the community in the positive direction, thereby breaking
the cycle of exclusion, exploitation, poverty and violence.
Life skill education seeks outcomes of changed attitudes
and behaviour, and has highlighted the need for new
forms of monitoring and assessment able to capture
attitudinal and behavioral change. This need has
remained largely unmet. According to Dr. Abdul Kalam,
Students must be inculcated with the capacities for
research or inquiry, for creativity and innovation, to use
high technology, entrepreneurial leadership and moral
leadership to turn them into nation-builders.
Bibliography
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Integrating Culture into Mathematics Classroom Teaching: Suggested Lesson Plan
Dr. Geeta Pathak
Assistant Professor in Education,
Guru Ram Dass College of Education, Delhi
ABSTRACT
The need to integrate culture and its teaching into mathematics education is not a new debate, and has long been
highlighted in countless studies. Yet, it seems to be common practice that mathematics textbooks and classrooms
frequently overlook the conclusions drawn in such studies and neglect the essential need to target the cultural
understanding of students for better mathematical knowledge. This paper draws attention to this ignorance by
using Culture as an application tool, and argues that there will always be something missing in maths learners
proficiency and use, if culture is left out in their learning. Thus, mathematics teachers are advised specific ways of
integrating culture into their classroom lesson plans and supplementing their learning activities with cultural
elements. As an implication, the paper provides a practical macro-plan that includes a lesson showing
practitioners how to teach about mensuration by a Cultural tool like Rangoli to Indian students. This sample
lesson demonstrates one of the creative ways for teachers to incorporate culture into their classrooms.
Culture, Culturally Relevant Teaching, Lesson Plan, Rangoli, Mathematics Teaching.
Keywords:
Introduction
Culture is the way of life and schools are the
places where we let our future generations to learn and
master the refined way of living life. Thus culture is an
important tool of School education. Kuykendall (1989),
"Culture determines how children perceive life and their
relationship to the world. Because culture also influences
how and what children learn, educators can use culture to
improve self-image and achievement. Not only must
teachers show an appreciation of cultural diversity, they
must also incorporate teaching strategies that are
congruent with the learning styles of their students". Long
before that even John Dewey (1889) argued that the
development of curricula should be based on students'
own interests. Education, he felt, should be a childcentred process. He strongly believed in connecting
curriculum to the interests and activities of students. He
also urged teachers to connect each child's life experiences
and interests to the existing curriculum. As a result,
students would be able to understand and succeed in the
traditional curriculum.
The role of Culture in Teaching-Learning process
is not only to enhance the quality of experiences and
understanding but it also accelerates the process of
application of the theoretical knowledge to normal day to
day life. Culture needs to be the soul of Curriculum and
pedagogy. The teacher has to understand that culturally
responsive or relevant teaching can make students not
only theoretically sound but practically constructive in
society. Culturally responsive (or relevant) teaching has
been described by Billings(1994) as "a pedagogy that
empowers students intellectually, socially, emotionally,
and politically by using cultural references to impart
knowledge, skills, and attitudes" What does this mean? It
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means that teachers make standards-based content and

curricula accessible to students and teach in a way that
students can understand. To do this, teachers must
incorporate relatable aspects of students' daily lives into
the curriculum. Such familiar aspects include language
(which may include jargon or slang), social customs, local
literature, and extracurricular interests such as music, arts
and sports. Once students feel comfortable with socially
relevant and their daily life related examples and
activities, they will feel comfortable enough to focus and
try to learn the content.
Culturally Relevant Teaching is an approach to
education that puts the culture, language, and
background of the students at the forefront, rather than
the unrecognized background of the classroom. Gay
(2001) defines culturally relevant teaching as using the
cultural characteristics, experiences, and perspectives of
ethnically diverse students as conduits for teaching them
more effectively." She says it is based on the assumption
that when academic knowledge and skills are situated
within the lived experiences and frames of reference of
students, they are more personally meaningful, have a
higher interest appeal, and are learned more easily and
thoroughly.
Culturally Relevant Teaching in Mathematics
Classrooms
No rules or scales, No inches or feet; No dates or
numbers, on hours or street
No price or weight, No determining heights; No hour
running through, Days and night
No zero, no birthday, No way to subtract; all of the guess
work, surrounding the facts
No sizes for shoes, or suit or hat.; would not it be awful,
to live like that?
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This poem explains how numbers and their
relation i.e. mathematics is an essential part of life. We
cant live without mathematics and it will not be
exaggeration to say that mathematics is a way of life. But
the way of life phenomenon is termed as Culture.
Culture is the evolved human capacity to classify and
represent experiences with Symbols, and to act
imaginatively and creatively. The same concept can be
expressed as Mathematics, the Science of Creativity, and
the Art of Imagination and the Language of Symbols.
Hence how can we isolate mathematics from Culture?
Teaching and Learning of Mathematics need culture as a
tool of application.
Moses (2001) in his Algebra Project underlies a
principle which implies that mathematical concepts in
general and algebra in particular, are discussed in
language that is natural and intuitive for students before
those students are exposed to the technical terms found
in textbooks. Analysis of schools using the Algebra Project
has shown improvement in test scores.
Mathematics is an analytical tool to make-sense
of, critique and transforms the world. Thus Students
must develop knowledge and skills to succeed in the
traditional sense (standardized tests, graduation
requirements). Therefore Student orientation to
mathematics must change from disinterest and
disconnection toward an appreciation of its power to
solve complex problems and actively change inequities.
Recent reform efforts in mathematics education
stress teaching mathematics for understanding in an
environment that is accessible to all students (NCTM,
2000). Literature on the nature of teacher planning in
light of reform efforts to change the teaching and learning
of mathematics is sparse (Simon, 1995; Simon & Tzur,
1999). The majority of research on teacher planning is
not specific to mathematics nor does it address how
teachers attend to the cultural aspects of teaching and
learning or what teachers need to do to promote learning
mathematics for understanding (McCutcheon, 1980;
Yinger, 1980; Zahorik, 1975). Additionally, research has
not addressed how teaching mathematics for
understanding and attending to students cultural
backgrounds can effectively be incorporated into teachers
lesson planning practices (Eisenhart, et al., 1993;
Gutstein, Lipman, Hernandez & de los Reyes, 1997;
Ladson-Billings, 1995; Putnam, Heaton, Prawat &
Remillard, 1992).
Culturally Relevant Pedagogy in Mathematics Class
Ladson-Billings (1994) has coined the term
culturally relevant pedagogy (CRP) and defines it as a
pedagogy that empowers students intellectually, socially,
emotionally, and politically by using cultural referents to
impart knowledge, skills, and attitudes. They Chose the
mathematics teaching cycle because it is grounded in the
constructivists view of learning, and as such, are
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consistent with CRP and teaching for understanding. The

framework design utilized the three major components of
the mathematics teaching cycle:
PLANNING (drawing on teacher knowledge and
the creation of a hypothetical learning trajectory),
TEACHING (the enactment of classroom
activities) and
ASSESSMENT (formative).
An Example of CRP Lesson plan for a topic of Geometry
(2 Dimensional shapes) can be understood herewith:
Planning Stage:
Class: 7th standard
Objectives:
To identify Two-dimensional shapes.
To comprehend the Relation between the Shape
and its Area.
To illustrate the Two-dimensional shapes through
Cultural (Tangible Art) objects.
To Solve the Problems related to the Area of
Two-dimensional shapes (Square, Rectangle,
Triangle, and Circle).
Teaching Aids: Rangoli Slide, Rangoli Stencil, and
Rangoli Colours.
Teaching Stage:
Teacher will show the Rangoli slide and will ask
about its relevance in Indian Festivals. After establishing
its link with students cultural life, Teacher will ask them
to draw a Geometric Rangoli Pattern using Rangoli
stencil. Teacher will involve students in identifying its
geometric shapes and relating the shapes to the food
items used in Festival celebrations. Then Teacher will ask
the students to fill Rangoli colours in the pattern and
measure the area covered by different colours. This will
lead to understanding the concept of 2D geometric
shapes by relating it to a cultural symbol i.e. Rangoli.
Evaluation Stage:
Teacher will ask the students to illustrate the 2D
shapes from their stationary, from their kitchen, from
their devotional room and find their areas.
Culturally Relevant Teaching and Teachers
Although the role of the teacher is by no means
the exclusive factor involved in creating a Culturally
Relevant Classroom environment, it is nevertheless
perhaps the single most influential factor involved. There
has been substantial research that has been done to
establish a broad understanding of the specific
characteristics of Culturally Relevant teachers and
elements of Culturally Relevant Pedagogy. Villegas and
her associates (2002) outline six characteristics that are
important culturally responsive teachers:
Teacher is socio-culturally conscious...;
Has affirming views of students from diverse
backgrounds...;
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Sees himself or herself as both responsible for and

capable of bringing about educational change that
will make schools more responsive to all students;
Understands how learners construct knowledge and
is capable of promoting learners' knowledge
construction;
Knows about the lives of his or her students; and
Uses his or her knowledge about student lives to
design instruction that builds on what they already
know while stretching them beyond the familiar.
Ladson-Billings (2001) identifies three clear
characteristics of culturally competent teachers. She has
pointed out that Successful teachers focus on individual
students' academic achievement, develop students'
cultural competence, and foster students' sense of socio
political consciousness. She further elaborates about
specific indicators of whether these skills and attitudes
have been adopted.
Pedagogical Suggestions
There is a shift we need to make in the teaching
of maths in Indigenous contexts. It is quite simply this:
Rather than trying to bring out the culture in maths, we
need to bring out the maths in culture. We also need to
shift our understanding of what culture is for the
purposes of education. Material culture is very important,
but arguably is the least productive aspect of our culture
to include in curricula. The more productive side of
culture is the intangible, the unseen, the previously
unexamined i.e. the genuine lived reality of our students.
Some of the inputs for Culturally Relevant Pedagogy CRP
Lesson plan topics can be:
Studying Rangoli (Geometric Patterns) to
recognise 2D shapes and to measuring their areas
and volumes.
Working with plants and natural phenomena,
biology and even measuring the dimensions of
their own bodies.
Finding the height of Historical monument
through sextant and deriving its Trigonometric
Concepts.
A unit on Fibonacci can cover sequences,
equations, geometry, decimals, multiplication,
division, measurement, etc. As such, this theme
can inform community-based projects like
gardens, murals, etc.
Studying the aerodynamics in the flight of
boomerangs.
Studying the trajectory of swings in local parks.
Using pictorial graphs to make learning maps
showing student progress and desired outcomes.
Measuring natural objects from the local
landscape.
Sweat Shop Math: This activity examines the
wages in states of India. The goal is to help
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students to understand how these wages effect

living conditions and life. Students make
mathematical connections to data analysis, and
statistical inference.
"Educational researchers have proven time and
again that culturally responsive teaching methods increase
student achievement. So if our teaching is not culturally
relevant, then we as educators are not relevant." - Chike
Akua.
References
Bequette, James W. (2007). Traditional Arts
Knowledge, Traditional Ecological Lore: The
Intersection of Art Education and Environmental
Education. Studies in Art Education, 48(4), 360-374.
Brown, M.R. (2007). Educating All Students:
Creating
Culturally
Responsive
Teachers,
Classrooms, and Schools. Intervention in School and
Clinic, 43(1), 57-62.
Edgington, C.P. (2009).Teaching mathematics for
understanding: the social culture of the classroom.
North Carolina State University; cpedging@ncsu.edu.
Eisenhart, M., Borko, H., Underhill, R., Brown, C.,
Jones, D. & Agard, P. (1993). Conceptual knowledge
falls through the cracks: complexities of learning to
teach mathematics for understanding. Journal for
Research in Mathematics Education, 41, 8-41.
Ensign, Jacque (2003). Including Culturally Relevant
Math in an Urban School. Educational Studies,
34(4), 414-423.
Gay, G. (2002). Preparing for culturally responsive
teaching. Journal of Teacher Education, 53(2), 106116.
Gutstein, E., Lipman, P., Hernandez, P., & de los
Reyes, R. (1997). Culturally relevant Mathematics
teaching in a Mexican American context. Journal for
Research in Mathematics Education, 28(6), 709-737.
Gutstein, E. & Peterson, B. (2005). Rethinking
Mathematics: Teaching Social Justice by the
Numbers. Rethinking Schools, Milwaukee, WI. 5361, 160-161.
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K.
C., Wearne, D., Murray, H., Olivier, A., & Human,
P. (1997). Making sense: Teaching and learning
mathematics with understanding. Portsmouth, NH:
Heinemann.
Howard, Tyrone C. (2001) Telling Their Side of the
Story: African American Students Perceptions of
Culturally Relevant Teaching. The Urban Review,
33(2), 131-149.
Ladson-Billings, Gloria (1995). But That's Just Good
Teaching! The Case for Culturally Relevant
Pedagogy. Theory into Practice, 34(3), 159-165.
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Ladson-Billings, G. (2001). Crossing over to Canaan:
The journey of new teachers in diverse classrooms.
San Francisco: Jossey-Bass.
Lynn, Marvin (2006) Education for the Community:
Exploring the Culturally Relevant Practices of Black
Male Teachers. Teachers College Record, 108(12),
2497-2522.
Montero, M. K., et al. (2006). Teachers Can't Teach
What They Don't Know: Teaching Teachers about
International and Global Children's Literature to
Facilitate Culturally Responsive Pedagogy. Journal of
Children's Literature, 32(2), 27-35
Nieto, Sonia (1994). Lessons from Students on
Creating a Chance to Dream. Harvard Educational
Review, 64(4), 392-426.
Pierce, Erika (2005) Culturally Relevant Teaching: A
Teacher's Journey to "Get It Right". Multicultural
Education, 12(4), 48-49.
Seelye, H. (1993). Teaching culture strategies for
intercultural communication (3rd ed.). National
Textbook Company. Lincolnwood, IL.
Simon, M.A. (1995). Reconstructing mathematics
pedagogy from a constructivist perspective. Journal
for Research in Mathematics Education, 26(2), 114145.
Simon, M.A. & Tzur, R. (2004). Explicating the role
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Swars, S. L., Stinson, D. W., & Lemons-Smith, S.

(Eds.). (2009). Proceedings of the 31st annual meeting
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Villegas, A.M. et al. (2002). Preparing culturally
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Journal of Teacher Education, 53(1), 20-32.
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Self Concept of Student Teachers and Their Attitude towards Teaching Profession
Dr. Ranjini Devi, S.
Assistant Professor, N.S.S. Training College,
Pandalam, Kerala
ABSTRACT
There is a growing realization that all educational progress depends ultimately on the quality of teacher. It is
understood that without good teacher even the best system of education bound to fail and with good teachers
even the defects of a system can be largely overcome. The quality of the teacher will depend largely on the type of
teacher education programme prevalent in the community. Favourable and unfavourable attitudes of teachers are
influential in determining the mode of teachers actions. The success of educational system of a country depends
upon the quality of teachers which depends on self concept of teachers to a great extent. The objective of the study
is to find out the association between self concept and attitude towards teaching profession of student teachers for
the total sample and subsamples in terms of gender and locale. The present study has been conducted on a sample
of 462 student teachers from various training colleges of Kerala University selected by stratified random sampling
technique. The tools used for the study are general data sheet, self concept inventory and attitude scale. The
major statistical technique used for the study is Pearsons product moment coefficient of correlation.
Conclusions of this study revealed that there is significant relationship between self concept and attitude towards
teaching profession of student teachers for the total sample, female, rural and urban groups and there is no
significant relationship between self concept and attitude towards teaching profession for male student teachers.
main spring of all educational innovations in every
Introduction
However lofty the aims, however modern and
country. It is obvious that the future of a nation depends
abundant the equipments, however effective the
upon the quality of the teachers, the country has. The
administration or whatever policies may be laid down, in
quality of the teacher will depend largely on the type of
the ultimate analysis these have to be interpreted and
teacher education programme prevalent in the
implemented by the teachers as much through their
community. So it is essential to attract and retain the
personal example as through teaching learning process.
rights type of men and women into the profession, give
Teaching is both an art and a science. Teaching is
them necessary training to increase their efficiency and
sometimes referred to as mother of all professions. A
create conditions in which enthusiasm for work is
teacher should be a person who can make some
maintained throughout their professional life.
contributions of his own to the teaching profession.
There is a growing realization that all educational progress
A teacher has a very important function to impart
depends ultimately on the quality of teacher. It is
appropriate message to the future generation, not only
understood that without good teacher even the best
through his pupils, but also through his own role model
system of education bound to fail and with good teachers
and personal example. In any training or teaching
even the defects of a system can be largely overcome.
programme, the role of the committed teacher is of
Thus the success of the educational system of a country
crucial importance. Teachers are the pivots around which
depends upon the quality of teachers to a great extent.
all education revolves. Favourable and unfavourable
Individuals self concept is considered as one of the most
attitudes of teachers are influential in determining the
basic and crucial component of the personality. The self
mode of teachers actions. This point out the need for
concept of an individual deeply affects not only his
understanding the correct attitude of student teachers
relationship to himself but his relation to other people
towards teaching profession. The success of educational
and the world at large. Teachers cannot discharge their
system of a country depends upon the quality of teachers
duties properly without a proper understanding of the
which depends on self concept of teachers to a great
society which they are to serve and the ideals it is striving
extent. In this context attitude towards teaching
to realize. Attitude determine what a man will do or say
profession and self concept of student teachers deserve
in a particular situation, his likes or dislikes, his approach
special attention.
to other people and his reactions to events in his own life
Objectives
and in the world around. Home, school and the wider
To find out the association between self concept and
society all have their part to play in the inclination of
attitude towards teaching profession of student
right attitudes in children.
teachers for the total sample and subsamples in terms
Teacher education today is an integral part of any
of gender and locale.
educational system. The teacher is now considered as the
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Hypotheses
1. There will be significant relationship between self
concept and attitude towards teaching profession of
student teachers for the total sample and subsamples
in terms of gender and locale.
Sample
The present study has been conducted on a sample
of 462 student teachers from various training colleges of
Kerala University selected by stratified random sampling
technique.
Table 1: Correlation between Self Concept and Attitude
towards Teaching Profession of Student Teachers (Total
Sample)
Sample
N
r
t
Remark
Total
Sample
462
0.1966
4.300
Significant
@0.01
From Table-1, the coefficient of correlation (r)

between self concept and attitude towards teaching
profession of student teachers for the total sample is
0.1966. When tested for significance using t-test it was
found that the r is significant at 0.01 level. Hence the
obtained correlation is highly significant. Since the
obtained r is positive there is a positive relationship
profession of student teachers for the total sample. The
higher a student teachers self concept the higher will be
his/her attitude towards teaching profession and viceversa.
towards Teaching Profession of Student Teachers (Male)
Sample
N
r
t
Remark
63
0.0901
0.7066
Not
Male
significant
profession of male student teachers is 0.0901 .When
tested for significance using t- test it was found that the r
is not significant. Hence there is no significant
relationship between self concept and attitude towards
teaching profession of male student teachers.
towards Teaching Profession of Student Teachers
(Female)
Sample
N
r
t
Remark
399
0.217
4.4291
Significant
Female
@0.01
profession of female student teachers is 0.217 .When
tested for significance using t-test it was found that the r
is significant at 0.01 level. Hence the obtained correlation
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is highly significant. Since the obtained r is positive

there is a positive relationship between self concept and
attitude towards teaching profession of female student
teachers. The higher a female student teachers self
concept the higher will be his/her attitude towards
teaching profession and vice-versa.
(Urban)
Sample
N
r
t
Remark
Significant
@0.01
profession of urban student teachers is 0.1814 .When
attitude towards teaching profession of student teachers
of urban area. The higher an urban student teachers self
(Rural)
Sample
N
r
t
Remark
286
0.2083
3.5889
Significant
Rural
@0.01
profession of rural student teachers is 0.2083 .When
attitude towards teaching profession of student teachers
of rural area. The higher a rural student teachers self
Conclusions and Implications of the Study
The objective of the study is to find out the
association between self concept and attitude towards
teaching profession of student teachers for the total
sample and subsamples in terms of gender and locale.
Conclusions of this study revealed that there is significant
relationship between self concept and attitude towards
teaching profession of student teachers for the total
sample, female, rural and urban groups and there is no
significant relationship between self concept and attitude
towards teaching profession for male student teachers.
The conclusions of the study imply that there should be
ample provision in teacher education institutions to
develop a proper attitude towards teaching profession and
Urban
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2.9213
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also for enhancing positive self concept. The curriculum
and the educators should give proper emphasis to this
aspect so as to produce a group of highly dedicated
teachers.
References
Berg, John A. (1988). Teacher self concept of
teaching ability: Does it make a difference? The Ohio
State University; Dissertation Abstracts International.
Vol. 49, No. 4, October, P.792-A.
Chandrasekaran, Premila. (1987). Self concept and
attitude to school. Journal of Educational Research
and Extension, 23(3), 175-185.
Mishra, Rama. (1985). Professional attitudes of
teachers in relation to their teaching behavior,
Journal of Educational Research and Extension,
21(3), 165-169.
Ramkumar, Vasantha. (1973). Self concept and
achievement.
Thiruvananthapuram:
Radha
Publications.
Skariah, Sunny. (1994). A study of creativity in
student teachers in relation to their self concept,
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attitude towards teaching, success in teaching.

Doctoral dissertation, University of Kerala,
Thiruvananthapuram.
Thorndike, R.M. et al. (1991). Measurement and
evaluation in psychology and education. New York:
The Macmillan and Co.
Thurston, L.L. & Chave, E.J. (1956). The
measurement of attitude. Illiniois: University of
Chicago Press.
www.ijoart.org
www.aare.edu.au
connection.ebscohost.com
uwispace.sta.uwi.edu
www.openscienceonline.com
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Adaptation in Language Subjects for the Visually Impaired Children
S. Lavanya
Research Scholar, Department of Education,
Dr. M. Malarvizhi
ABSTRACT
The word adaptation can be viewed in many ways. Personal adaptations, environmental adaptations, social
adaptations, academic adaptations, management adaptations etc., In general, it gives the meaning, the process of
making suitable for a new use, need, situation etc., In the context of the impaired children adaptation refers to
adjustments in the general curriculum meant for the sighted children in the regular schools. It bridges the gap
between the sighted and impaired in the process of attaining the learning experiences and opportunities on par
with sighted children many occasions and the optimum experiences some times. The emphasis of this approach is
the analysis of the climacterics of the impaired in understanding the concepts, acquiring skills and obtaining lively
experiences which are not very different from fellow beings. The very aim is not to change the set up already in
existence, but to plan as to how best the available sources through our methods; instructions and material
management can be utilized for the impaired children without changing the normal atmosphere. To quote the
encyclopaedia of Educational Research(1960), From the very beginning of educational facilities for blind
children, it was an accepted proposition that the subject matter taught to blind children should be the same as
that included in the curriculum for seeing children with as few omissions and modification as possible. The
preparation of adapted instructional material for the use of the impaired is a pioneering task in fulfilling the
present vital need of the education of the visually impaired. It is not a hard nut to crack, when we plan
systematically, rationally, intellectually more than that manly as how best the available sources can be used for the
mainstreaming of the differently abled children.
A Preamble
Skill Development in Language
The word adaptation can be viewed in many
Since the language development is packed with
ways. Personal adaptations, environmental adaptations,
other factors such as intelligence, concept development,
social adaptations, academic adaptations, management
listening skills, auditory abilities etc., a careful and
adaptations etc., In general, it gives the meaning, the
systematic approach is essential in developing the
process of making suitable for a new use, need, situation
language skills of the visually impaired children. To this
etc., In the context of the impaired children adaptation
end, every language teacher should assess the pre-requisite
refers to adjustments in the general curriculum meant for
skills already attained by the child. Skills and abilities are
the sighted children in the regular schools. It bridges the
developed in two ways. Listening and comprehending
gap between the sighted and impaired in the process of
(The auditory decoding) is one. The other is performing
attaining the learning experiences and opportunities on
the assigned tasks (auditory, vocal, and vocal association).
par with sighted children many occasions and the
It may be the areas of recognition, basic study skills
optimum experiences some times. The emphasis of this
comprehension and adjustment to the specific types of
approach is the analysis of the climacterics of the
materials. In the case of visually impaired children
impaired in understanding the concepts, acquiring skills
recognition would mean the perception of Braille dots
and obtaining lively experiences which are not very
(configuration) during writing. Basic study skills will
different from fellow beings. The very aim is not to
mean free flow of reading and Braille lines without
change the set up already in existence, but to plan as to
scrubbing or butter flying. The visually impaired must be
how best the available sources through our methods,
prepared to read the Braille books which are very tedious
instructions and material management can be utilised for
job for the tiny hands of visually impaired child in the
the impaired children without changing the normal
beginning.
atmosphere. To quote the encyclopaedia of Educational
Words of Visual Observation
Research(1960), From the very beginning of educational
There are many descriptive words in the language
facilities for blind children, it was an accepted
which children learn to understand from visual
proposition that the subject matter taught to blind
observation. For example, sameness and difference; what
children should be the same as that included in the
is the meaning of terms such as top and Bottom; small
curriculum for seeing children with as few omissions and
and big; long and Short. This is a language which a child
modification as possible.
must know in order to develop communication skills
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when he needs to explain the environment, persons and
things around him.
Speech Development
Brie land reports the observation commonly
made in the literature regarding the speech of blind:
1. The blind show less vocal variety
2. Lack of modulation is more critical among the blind
3. The blind tend to talk louder than the sighted
4. The blind speak at a lower rate
5. Less effective use of gesture and bodily action is
typical of the blind
The blind sue lip movement in the articulation of
sounds. On realising the above facts, the Government of
India have emphasised the need for the Integrated
Education Programme. Integrated Education gives the
blind an opportunity to enjoy a near normal competitive
school experience like seeing peers (Dr. Stanely E.
Bourgeault).
Verbalism of the Visually Impaired
Visually impaired children are experientially
deprived due to their visual limitations. In most occasions
the visually impaired child knows the word from the
sighted counterparts. Visual deficit causes poor cognitive
development and perceptual skills. Many a times the
perception of the objects is confirmed by the sight. For
example, Look at her, Her face is like the moon.
Being visually impaired, she may not get the total idea of
the moon. Due to the lack of visual stimuli, they are not
aware of the nature of the beauty of the moon. Cutsforth
(1951) in his research study with congenitally blind
children found that these type of verbalisms were in terms
of learned, associative visual responses rather than of the
childrens own tactile or hearing experiences. He stated
that they responded with words that were unrealistic to
them. They are using these terminologies in their day to
day life. When the visually impaired use the words
without understanding the meaning of it, it is called
verbalism. To quote Carrol (1961), visual perception and
beautiful is one of the losses occurring as a consequence
of blindness. Experiences have shown that they can be
minimised to a greater extent when they are given more
opportunities.
Pre-Requisite Skills
It is true that visually impaired children do not
have the visual imitative cues available which are many
times utilised by sighted children in the development of
articulation; this seems to be crucial lack. But this is
amply compensated by the greater role of the oral and
aural perceptive and communication skills. Of course,
compensatory skills are not automatic. This must be
planned in sequence and logical.
In the case of writing, sighted children can easily
imitate and scribble in the beginning. With the little
effort, the same children can be taught to write their own
name, objects name etc., But for the visually impaired
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children it is too difficult. The need some special skills to

read and write. In most occasions, beginners are provided
with readiness materials and supplementary material in a
bid to prepare them for general class room instruction.
They need practice at the outset. Most of their learning
occurs by mediatory learning. The language of the visually
impaired children is studied by aural, written, oral, and
reading methods.. They depend highly upon the Braille
reading and Braille writing for their reading and writing.
For a better performance in language training the
following areas is essential.
I.
Auditory abilities
a) Sound-object identification
b) Sound-action identification
c) Sound localisation
d) Sound tracking
e) Sound discrimination
II.
Listening Skill
a) Attending to the language of the teacher
b) Label things around the child
c) Telling
the
meaning
of
common
environmental sounds from simple to
complex
d) Associating the words with the objects
around him.
These skills may be later used for:
Listening main ideas
Listening for inference - What did he mean?
Listening for specific information, ideas or
words.
III.
Braille reading
Positional concepts
Finger manipulation
Tactual discrimination
Turning pages
Proper hand position
Movement of the hand
IV.
Braille writing
Fine motor co-ordination and control of
muscles
Identifying the familiar Braille cells
Finger Manipulation
Ability to punch dots in the slate with stylus
It is the duty of every teacher to see that the
above skills are acquired by the child. If the child is found
inadequate, the above skills must be taught to the visually
impaired in a structured, sequential, formal manner.
However, the teacher can also teach those skills in
indirect and informal manner.
Curriculum Approaches
a) Provision of plus curriculum
This does not mean giving something extra input to
the visually impaired children. It is not emphasising a
complete change meant for the sighted. But it is the
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matter of giving some inputs through devices and
equipment which compensate their loss due to lack of
visual perception. For example, the sighted children
can read printed text books and write by using
pencil/pen, But for the visually impaired, Braille text
books, Braille slate and stylus are provided to enable
him to cope with the regular class room activities.
b) Tactual versus Visual Orientation
Moreover, with respect to pictures for the little ones,
and later diagrams and maps for other children, there
is a tendency toward TOO MUCH detail. It has been
our experience that one of the most difficult things to
present to new, young teachers in preparation is the
ability to think tactually, rather than visually. We
often ask out children to close their eyes, to explore
the Braille page with their fingers and then ask
themselves the question: Did I understand that
outline? Did that feel like a bird, the answer is No?
In fact, the blind youngster may sometimes be further
confused by our well-intended but highly visually
oriented approach without realising it. We have made
the material MORE difficult, rather than EASIER
(Dr. Stanley E. Bourgeault).
c) Tactual versus Visual Orientation
Braille reading and Braille writing seem to be the
special areas in developing the language efficiency of
the visually impaired children.
Therefore, we usually analyse the information to be
provided in three ways:
1. We give DUPLICATE experiences
For example, if it is a rhyme like
Twinkle Twinkle Little Star
How I wonder what you are.
It can be brailed and explained without any
change in the format when the above principle is not
possible.
2. MODIFY Experiences sometimes. These modification
may be in-terms of
- Content
- Method of display
- Type of materials used
- Responses expectation from the child etc.
For example, in the print books different pictures
may be given to give the child, the difference between
singular and plural.
This is dog
These are dogs
This is pen
These are pens
These concepts can be explained to the visually
impaired children by the things like buttons and sticks.
The very purpose of giving pictures is just for stimulating
the children to learn. Hundred such concepts can best be
taught to the visually impaired by using the hand
language. When there is no chance for such
modifications.
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3. SUBSTITUTE one kind of lesson for the visually

impaired which as closely as possible that presented
to the sighted. For example, if it is the lesson about
coins, the real coins can be made available for the
child, when the pictures of such things give no sense
to the visually impaired child, the real objects give the
substituted experience to the child. But in the first
year of the child.
4. We may sometimes OMITa lesson. Pictures such as
moon, star in different motley should be omitted,
oral explanation is possible. Recent research studies
done in the above principles have revealed the fact
that the rate of duplication is very less during the
early schooling of the visually impaired children they
need more modified and substituted experiences.
When the standard increases, the duplication starts
increasing.
Russells study (1928) on ability to learn by visual
and aural means revealed the fact that auditory method of
presentation was superior in the lower grade, and the
visual method was slightly superior at the higher grade
level. From this study we can convince that aural learning
is considered to be the best means at the primary level,
language of the visually impaired children (if we exclude
concepts which require vision) is not deficient. Since
much of the language is acquired through auditory mode
of the visually impaired unlike the deaf can develop
language usage similar to that of seeing individuals.
Special Features of Braille Reading and Writing:
The visually impaired child can not start writing
as quickly as the sighted. Before he starts to writing, he
has to acquire certain pre-requisite skills such as
identifying the back and front of the book, top, bottom,
turning pages, following the lines, hand movements from
left to right etc., They very reading requires some
adaptations, for example, the Braille readers sheet may be
clipped at the night top corner so that he understand the
right position of the reading material.
In writing Language subjects, specific
contractions are used instead of writing all the (embossed
dots) Braille letters. For example if we write
o o
o . it means and we need not write as o . o o o
o
o o
. . . . . o
. .o . . .
Similarly we can use contractions for all the
words we use in English Language. On understanding the
above problems we cannot except the same amount of
hand writing work from the visually impaired child
particularly the beginners, speed, accuracy and
elaboration cannot be the criteria at the primary level.
Here it is important for the regular teacher to sensitise
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this problem and make adaptations according to the
capability of the child.
Adaptation in Evaluation Procedures in Language
Subjects
Taking examination involves Braille writing
which demands fine motor co-ordination of the child.
First of all, the child must be able to understand when he
writes. Moreover the page layout, right and left side, top
and bottom of the paper, writing in lines are the skills
expected while reading and writing. Therefore, Braille
reading is recommended always after introducing Braille
reading and in this case, the child who has attained
Braille writing skills can be asked to take examination in
Braille usually children of the III standard level (towards
the end of the academic year) and IV standard can be
allowed to take examination in Braille.
When the children are admitted at a later stage,
we cannot expect them to learn Braille immediately. Like
the beginners, they have also to undergo the various
processes but the difference is the maturation level. These
children can be given intensive training by the resource
teacher for catching up with sufficient instruction. These
children will be able to pick up in a period of one to one
and a half years.
At the I & II standard level, as mentioned earlier,
the children may not be having the necessary skills to
write. In view of this, oral examinations are suggested.
However consultation between the resource teacher and
the regular teacher is necessary especially in case of marks
awarded to hand writing; neatness of work etc., As soon
as the children pick up Braille, a steady transition must be
made to the examination procedures.
Some Suggestions for the Future Plan of Action
Recently, two International projects are available
on Adapted Instructional material for the visually
impaired children. These will be the best models to follow
in India with little adjustments made in line with social,
cultural, environmental and academic condition of India.
SAVI (Science Adaption for the Visually Impaired
Children) (1981)
This is at present in nationwide distribution to
regular and special schools. This was conducted by
Lawrence Hall of Education, Berkley, California. The
other project is MAVIS (1981) (Material Adaption for
Visually Impaired Children in Social Studies). This
project evoked the adapted materials for visually impaired
children in mainstreaming programmes. This is really a
gift for the Integrated Education Programmes.
Edited Reading Materials
At present, Regional Braille Press, Poonamalle,
Madras is producing Tamil Braille text book in Regional
Language and disseminate to all the schools in southern
states. Since lot of reading skills need to be developed
apart from the (transcribed) Braille text book, the visually
impaired need Adapted Instructional Material. The
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SCERT may have to take steps to prepare this kind of

material in regional language.
In-service Training
The regular teachers who are involved in the
Programmes like Integrated Education Programme and
Inclusive Education Programmes should be given inservice training or the orientation course in handling the
visually impaired children.
Use of Sight Vocabularies
The teachers should be instructed not to excuse
the visually impaired children but they have flexibilities in
handling them. For example, I standard level, the visually
impaired children may show tardy progress in the
beginning and he may not write even. It does not mean
that he should be exempted from being assigned this
work. He has to punch the Braille dots in the papers. He
has to develop the skills such as Braille mechanism
(moving the hands), line following, identifying the right
page (right hand top corner is clipped). With the cooperation of Resource teacher (Specialised in the
Integrated Education Programme) this is quite possible.
Our experiences with the children give the consensus that
the children in the later stage (after primary level) may
show progress gradually. In writing compositions Hayes
observed, the blind children were equal to sighted in
ability.
Recognition of the Resource Teachers
As of now, there are about 100 Resource teachers
working in the (minority Institution) in the private
institutions. They are rendering valuable services to the
visually impaired population in various schemes such as
SSA, RMSA etc. Their services have not been recognised
so far. Such teachers should be inducted into the
Government service so that the present unreached
impaired children may avail the service of these teachers.
Conclusion
A Chinese Monk says, A thousand mile journey
starts with the first step. We may start the little work to
satisfy the call of the downtrodden society but it is steady
and consistent. The preparation of adapted instructional
material for the use of the impaired is a pioneering task in
fulfilling the present vital need of the education of the
visually impaired. It is not a hard nut to crack, when we
plan systematically, rationally, intellectually more than
that manly as how best the available sources can be used
for the mainstreaming of the differently abled children.
References
Berthold Lowenfeld: Blind Children Learn to Read.
Samual A. Krik. (1962). Educating Exceptional
Children
T.D. Cutsforth (1951). The Blind in School Society.
Herbert Resalem. Coping with the unseen
environment.
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S.P. Hayes. Contribution to a psychology of
Blindness.
Encyclopaedia of Educational Research (3rd Edition)
(1960).
Workshop Document (1988). Workshop report on
Adjustment of Textual materials and methods to the
needs of visually handicapped children in Regular
schools.
Robert W. Bischoff (1979). Journal of visual
impairment & Blindness.
B. Dhandapani (1983). A diagnostic study of the
common errors in writing Tamil Braille.
A.S. Ravi Raj Kumar (1988). A study on the plus
curricular skills to be taught at the primary level
visually impaired child in the Integrated Setting.
Leelamma Alexander (1985). A Study on the skills of
visually handicapped children of the residential
schools and the integrated schools in associating
activities for commonly used Tamil words.
Mani, M.N.G. (1983). A study of curriculum for
visually handicapped children in integrated schools.
Stanley E. Bourgeault. Reading Materials prepared for
the training programme of B.Ed. and M.Ed.
Integrated Education Programme of the visually
handicapped.
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Teacher Effectiveness of Secondary Teachers in Tiruvallur District
V. Ramaprabha
Senior Lecturer, DIET, Tirur, Tiruvallur, Tamil Nadu
Dr. N. Kalaiarasi
Associate Professor, N.K.T. National College of Education for Women,
Chennai, Tamil Nadu
ABSTRACT
Education is a nation building task and the process of education is largely lies in the hands of teacher. In the
formal education system, infrastructure, finance and community support was provided by Government and
stakeholders of education. But the process of molding the future citizens of India depends upon the quality of
teacher. Effective teaching is a par excellence attribute of quality education. An effective teacher may be
understood as one who helps in the development of basic skills, understanding, proper work habits, desirable
attitude and value judgment. Teacher effectiveness concerns with these outcomes and the objectives of education.
This study has the focus on the gap between the teacher effectiveness and quality education at secondary level. A
sample of 200 secondary teachers from fourteen blocks of Tiruvallur district has been selected for this study. The
Teacher Efficacy Scale developed by the investigator was used for the study. It is a five point scale and the
reliability value of the tool was found as 0.89, and the validity was found to be 0.94. The data were analyzed for (i)
entire sample, (ii) types of school, (iii) gender, (iv) locale and (v) marital status. The findings are the teacher
effectiveness of secondary teachers are significant with respect to the locality. All other demographic variables
namely gender, marital status, types of school are not influencing teacher effectiveness of secondary teachers.
Hence except locality, all variables do not affect the effectiveness of teachers in Tiruvallur district. If this effective
teaching is sustained definitely there will be significant improvement in academic achievement of students at
secondary level.
range of skills and competencies are necessary for a
Introduction
Education is a nation building task and the
teacher, to perform his/her functions in an effective
process of education is largely lies in the hands of teacher.
manner. The teacher is expected to be a role model, good
In the formal education system, infrastructure, finance
scholar, passionate, task manager and facilitator for an
and community support was provided by Government
effective classroom transaction. Unless the teacher is
and stakeholders of education. But the process of
effective, all efforts put for quality education will go
molding the future citizens of India depends upon the
waste. Teachers are expected to reach students by all
quality of teacher. Kothari Commission report says that
means for the successful transaction of subject matter.
"Of all the different factors which influence the quality of
The teacher plays highly significant role in every
education and its contribution to national development,
individual's life. Only profession which is capable of
the quality, competence and character of teachers are
producing experts in various fields like Medicine,
undoubtedly the most significant" (Report of the
Engineering, Scientist, Poet, Writers, Journalists, and
Education Commission - 1964-66, 1970, p.84).
Teachers etc. is teaching profession. Hence achievement
According to the saying, No system can raise
of children in various fields demands effectiveness of
above the level of its teachers", the quality of education
teachers.
depends totally on its teachers. The government is
Teacher Effectiveness
responsible for appointing the qualified teachers for the
In order to identify an effective teacher, the role
system. At present, in addition to their necessary
and contribution of the teacher to the product of
qualification for teachers, the candidates have to get
education needs to be examined. This enfolds that good
enough scoring in Teacher Eligibility Test conducted by
teacher should possess the knowledge of learners
either Central or State level has become mandatory by
characteristics, learning process, classroom management,
"Right of Children to Free and Compulsory Education
requisite skills to be able to contribute significantly to the
Act 2009". As far as the classroom transactions are
outcome of educational process which is the growth of
concerned, teacher has to follow various methodologies
students in the right direction. There are many activities
and techniques to make the children understand the
in this respect. The effectiveness of the educational system
concepts. As per National Curriculum Framework 2005,
largely depends upon the active, resourceful and
the concept learnt within the four walls of a classroom
competent teachers. An effective teacher not only imparts
has to be linked with the life outside the classroom and
the entire educational curricula allotted to him in the best
vice-versa. In a country like India which is rural and
and most efficient manner but also ensures the best
backward in its nature, depends greatly on the
possible academic performance and an optimum
competence and effectiveness of its teachers. A wide
development of the personalities among children. In the
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present scenario when there is a fierce competition in
every sphere of life, effectiveness of teachers becomes
imperative to empower the students for facing the
emerging challenges of global world.
Effective teaching is a par excellence attribute of
quality education. An effective teacher may be
understood as one who helps in the development of basic
skills, understanding, proper work habits, desirable
attitude and value judgment. Teacher effectiveness
concerns with these outcomes and the objectives of
education. It aims at the effects of a teacher in the
classroom situation. Teaching in the classroom depends
upon how the teacher performs. According to Southern
(1974), an effective teacher is the one who has a sense of
humor, ability to explain things clearly so that students
can easily understand what is being taught, ability to
make any subject interesting to learn, ability to control
the class, ability to be ready and willing to help students
when they need and ability to be as fair as possible in
dealing with students. In the words of Anderson (1991)
An effective teacher is the one who is quite consistently
achieves goals, which either directly or indirectly focuses
on the learning of his/her students. The positive and
negative behaviors exhibited by teachers determine, to a
great extent, their effectiveness in the classroom and,
ultimately, the impact they have on student achievement.
Need for the Study
Today's competitive world demands good quality
in every field; schools and students are not an exception
to it. Teacher effectiveness is an important factor which
influences quality education. In spite of all other facilities
like infrastructure, content materials, teaching
methodologies and also qualified and efficient teachers
are needed to enhance the quality in the system of
education. Teacher is expected to reach students
effectively for transactions of contents together with
behavior modification to be complete and hence achieve
the goal of quality among learners. Due to the
significance of the teacher effectiveness for the system to
effective, the investigator has selected the problem to
carry out her study in this field.
To compare the effectiveness of secondary teachers
with respect to types of school.
To measure the effectiveness of secondary teachers
with respect to Locality.
To analyze the effectiveness of secondary teachers
with respect to gender.
To juxtapose the effectiveness of secondary teachers
with respect to marital status.
Methodology
The present investigation is meant to study the
teacher effectiveness of secondary teachers in Tiruvallur
district. Normative survey method was adopted for the
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conduct of the present study. The sample consisted of

200 secondary teachers randomly selected from fourteen
blocks of Tiruvallur district in Tamilnadu. In order to
collect data for the study the Tamil translation of the tool
which was constructed and validated by the investigator
to assess the Teacher Effectiveness was used. The tool was
arrived with 39 items. It is a five point scale. The five
point scale has descriptors as Strongly Agree, Agree,
Undecided, Disagree and Strongly Disagree. The scores
given as 5, 4, 3, 2 and 1 respectively. The subjects are
expected to give their opinion on each of the thirty nine
statements. The reliability value of the tool was found as
0.89, and the validity was found to be 0.94.
Data Analysis
Table 1: Teacher Effectiveness of Secondary Teachers
Variable
Size
Teacher Effectiveness
200
Maximum
Possible Score
195
Mean
SD
153.49
14.91
`
From Table-1, it is seen that the mean score of
teacher effectiveness of the entire sample is 153.49 which
is 78.76%. This shows that teacher effectiveness of
secondary teachers of Tiruvallur district is in remarkable
range. The standard deviation of the entire sample is
14.91. It may be inferred that the secondary teachers of
Tiruvallur district are effective in their teaching.
Table 2: Comparison of Teacher Effectiveness of
Secondary Teachers With Regard To Types of School
Source of
Variation
Between
Groups
Within
Groups
Total
Sum of
Squares
287.480
43958.475
44245.955
df
2
197
199
Mean
Square
143.740
223.139
F
0.644
Level of
Significance
0.526
The above table reveals that there is no

significant difference in teacher effectiveness among
secondary teachers from different types of school namely
government, government aided and self-finance schools.
Table 3: Comparison of Teacher Effectiveness of SemiUrban and Rural Area Secondary Teachers
Locale
Mean
SD
t-value
Semi
Urban
Rural
89
150.83
14.335
2.290
111
155.61
15.085
Level of
Significance
0.05
From the above table, it is obvious that the mean

teaching effectiveness of teachers from semi urban area is
150.83 and the mean score of teachers from rural area
schools is found to be 155.61. The Standard deviation of
teachers from rural school is 15.085 and that of teachers
from semi urban schools is 14.335. The t-value is found
to be 2.290 which is significant at five percent level of
significance. Hence, there is a significant difference
among secondary teachers with regard to their locality of
school in teacher effectiveness. It may be concluded from
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the mean values that teachers from rural schools are more
effective than teachers from semi urban schools.
Table 4: Comparison of Teacher Effectiveness of Male
and Female Secondary Teachers
Gender
Mean
SD
Male
Female
48
152
152.94
153.66
14.452
15.096
tvalue
0.298
Level of Significance
Not Significant
From the table above, the Standard deviation of

teacher effectiveness of male teachers is 14.452 and that
of female teachers is 15.096. The t-value is found to be
0.298 which is not significant. Hence it may be concluded
that there is no significant difference in teacher
effectiveness of secondary teachers with respect to gender.
Table 5: Comparison of Teacher effectiveness of
Married and Unmarried Secondary Teachers
Marital
Status
Married
Unmarried
Mean
SD
180
20
153.40
154.25
15.011
14.327
tvalue
0.250
Level of
Significance
Not Significant
From Table-5, it is observed that the Standard

deviation of teachers married teachers is 15.011 and that
of unmarried teachers is 14.327. The t-value is found to
be 0.250 which is not significant. Hence it may be
concluded that there is no significant difference in
teacher effectiveness of secondary teachers with respect to
marital status.
Findings & Discussion
1. The effectiveness of secondary teachers in Tiruvallur
district is 78.76%. This shows that teachers are highly
interested and make their teaching effective in their
classroom transactions.
2. There is no significant difference in the effectiveness
of secondary teachers due to different types of schools
namely government, government aided and selffinanced schools. The teachers are performing their
duties equally effective for the benefit of the students
in all types of schools.
3. There is a significant difference in teacher
effectiveness of secondary teachers with respect to
their locality of schools. Moreover, it is inferred that
teachers of rural schools are more effective than
teachers of semi urban schools. This contradicts the
findings of the study conducted by Fatima Islahi and
Nasreen (2013) which reveals that locality, does not
influence the effectiveness of teachers.
4. There is no significant difference in teacher
effectiveness of secondary teachers due to gender
difference. This contradicts the findings of Anju
Kalita (2012), who has conducted study on managing
effectiveness of secondary school teachers in
Guwahati city, India. The study tries to relate teacher
effectiveness with qualification, sex, training, teaching
experience, age etc. The finding of Anju Kalita
(2012) reveals that female teachers are more effective
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than male teachers which resemble the finding of this

study.
5. There is no significant difference in teacher
effectiveness of secondary teachers with respect to
their marital status. But unmarried teachers have
slightly higher effectiveness in their teaching than
that of married teachers. This reflects the findings of
the study conducted by Fatima Islahi and Nasreen
(2013) which reveals that marital status has negative
impact on the effectiveness of teachers. This may be
due to the added responsibility of family together
with the professional responsibility.
Conclusion
The present findings are derived from the
empirical data collected for the present study. This study
attempted to find out the teacher effectiveness of
secondary teachers from Tiruvallur district with regard to
demographic variables such as type of school, locality,
gender and marital status. The study may be extended to
post graduate teachers as well as primary teachers of the
district. The findings may be helpful to identify the gaps
and plan for remedial measures in the form of in-service
trainings or other treatments to increase the effectiveness
of teaching which in turn increase the quality of the
education in the district.
References
Anju Kalita (2012). A study on managing
effectiveness of secondary school teachers in
Guwahati city, India. The Clarion international
Multidisciplinary Journal, 1(2), 238-241.
Fatima Islahi & Nasreen (2013). Who make effective
teachers, Men or Women? An Indian Perspective.
Universal Journal of Educational Research, 1(4), 285293.
Renjith Kumar, R. & Fezeena Khadir (2013). A Study
on Teaching Effectiveness of Self-Financing
Engineering
College
Teachers
in
Kerala.
International Journal of Asian Social Science, 3(1): 19.
Alex Moore. The Good Teacher: Dominant
discourses in Teaching and Teacher Education.
James H. Strange, Pamela D. Tucker, & Jennifer L.
Hindman. Handbook for Qualities of Effective
Teachers.
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A Study of Relation between Job Satisfaction and Leadership Behavior among Secondary School Teachers
B. Mekala
Research Scholar, Bharathiar University, Ciombatore, Tamil Nadu
Dr. K. Vijayarani
Assistant Professor, Department of Education, SDE, Bharathiar University,
Ciombatore,Tamil Nadu
ABSTRACT
The personal characteristics of employees and organizational climate have a significant effect on innovation and
workers creativity. The term Job Satisfaction is generally used in organizational endeavor in business
management. Job Satisfaction can be applicable more to parts of an individuals job. Behavioral theories of
leadership are based upon the belief that great leaders are made, not born. The quality or effectiveness of teachers
is considered to be associative with his satisfaction towards his profession, his satisfaction with his values. In this
paper the investigator concerned about the relation of job satisfaction and leadership behavior of secondary
school teachers. The hypotheses of the study was if there was any relationship between job satisfaction and
leadership behavior and the impacts of sex and subject taught by teachers on job satisfaction and leadership
behavior. The population of the study was secondary school teachers and the sample size was 300 secondary
school teachers. The investigator collected the data by using two different adopted questionnaires one is scale on
Job Satisfaction and other is Leadership Behavior rating scale. Simple random sampling technique was used and
by SPSS packages the t-test, f-test and correlation was calculated. Findings revealed that there was no impact of sex
and subject taught by teachers on job satisfaction and leadership behavior. There was the positive correlation
between the job satisfaction and leadership behavior of secondary school teachers.
whose care the children are entrusted for a prolonged
Introduction
Advances in technology, intense competition and
period and that it realize that teachers are truly
changes in the form and function of the organizations in
indispensible and their quality should be matter of deep
the last decades have elevated the importance of
concern as social well being and social advancement
innovation, and the workers creativity as a survival
depend on a marked measure upon their excellence. The
mechanism for corporations in the market place. The
quality or effectiveness of teachers is considered to be
personal characteristics of employees and organizational
associative with his satisfaction towards his profession, his
climate have a significant effect on innovation and
satisfaction with his values. If the teacher is too rigid or
workers creativity. The term Job Satisfaction is generally
has a doctrine belief of that his methods are right and
used in organizational endeavor in business management.
those of any one who disagrees with him are wrong, then
Job Satisfaction is the favorableness or unfavourableness
he will be depriving his children of range of possible
with which employees view their work (Bruneberg, 1976).
learning experiences, to their disadvantages and to his
It signifies the amount of agreement between ones
own. So the investigator has taken job satisfaction and
expectations of the job and the rewards to the job
leadership behavior and its relation.
provides. Job satisfaction is concerned with a person or a
Objectives
group in the organization. Job Satisfaction can be
To find out the impact of sex on job satisfaction
applicable more to parts of an individuals job.
among secondary school teachers.
Behavioral theories of leadership are based upon the
To find out the impact of sex on leadership behavior
belief that great leaders are made, not born. Rooted in
behaviorism, this leadership theory focuses on the actions
To find out the impact of subject taught on job
of leaders not on mental qualities or internal states.
satisfaction among secondary school teachers.
According to this theory, people can learn to become
To find out the impact of subject taught on
leaders through teaching and observation. School
leadership behavior among secondary school teachers.
leadership has currently become a more challenging,
To find out the relation between job satisfaction and
ambiguous and complex role due to the schools
exposure to rapid changes and growing uncertainties in
Hypotheses
the educational environments.
1. There is no significant mean score difference in job
Need for the Study
satisfaction with regard to sex among secondary
Job satisfaction is the great importance to the
school teachers.
teachers. Like any other profession teaching has got
2. There is no significant mean score difference in
certain aspects contusive to job satisfaction and certain
leadership behavior with regard to sex among
others that level to dissatisfaction. It is essential that the
secondary school teachers.
society understands the significant role of teachers to
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3. There is no significant mean score difference in job
satisfaction based on subject taught among secondary
school teachers.
4. There is no significant mean score difference in
leadership behavior based on subject taught among
5. There is no significant relation between job
satisfaction and leadership behavior among secondary
school teachers.
Method: Considering the objectives of the study the
investigator had adopted survey method.
Sample: The present study concerned with the secondary
school teachers. The teachers from government and
private schools were taken to constitute the population
for the present study. The simple random sampling
technique is adopted in the present study. The size of the
sample is 300.
Tool: The questionnaire was the scale on job satisfaction
among secondary school teachers and the scale on
The scale on job satisfaction was adopted by the
investigator which was consisted 44 questions. For
leadership behavior, the questionnaire was consisted 25
questions which were related to leadership behavior of
secondary school teachers. The investigator has calculated
the Test-Re-test method to find the reliability of the scale
on job satisfaction among secondary school teachers and
the value of reliability was 0.92.
The leadership behavior rating scale is adopted by
the investigator which was taken from the source of
Gorton and it was structured by S. Sathiyagiriraan. Testretest method of administration has found and the
Correlation Coefficient value r is 0.85.
Data Analysis
Hypothesis 1: There is no significant mean score
difference in job satisfaction with regard to sex among
Table 1: Job Satisfaction among Secondary School
Teachers with regard to Sex
Job
Satisfacti
on
Sex
Mean
SD
df
Male
54
170.3
3
23.92
4
298
Fema
le
24
6
175.9
2
26.02
0
82.88
7
tvalu
e
1.45
0
1.53
0
Pvalu
e
0.14
8
Resu
lt
NS
From Table-1, the P-value is not statistically

significant at the 0.05 level, Hence, it can be concluded
that there is no significant mean score difference in job
satisfaction between the male and female secondary
school teachers.
difference in leadership with regard to sex among
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Table 2: Leadership Behavior among Secondary School

Teachers with regard to Sex
Leadersh
ip
Behavior
Sex
Mea
n
SD
df
Male
54
24
6
16.03
9
49.33
2
298
Femal
e
77.2
8
82.2
7
259.54
7
tvalu
e
.735
1.30
5
Pvalu
e
0.46
3
Resu
lt
NS
From Table-1, the P-value is not statistically

significant at the 0.05 level, Hence, it can be concluded
that there is no significant mean score difference in
leadership behavior between the male and female
difference in job satisfaction based on subject taught
Table 3: Job Satisfaction among Secondary School
Teachers based on Subject Taught
Job
Satisfactio
n
Source
of
Varianc
e
Betwee
n
Groups
Within
Groups
Total
Sum of
squares
df
Mean
square
Sig.
Resul
t
167.701
55.900
0.08
4
0.96
9
NS
197425.2
16
197592.9
17
29
6
29
9
666.97
7
From Table-3, the F-value is not statistically

significant at the 0.05 level. Hence, it can be concluded
that there is no significant mean score difference in job
satisfaction between subject taught by secondary school
teachers.
difference in leadership behavior based on subject taught
Table 4: Leadership Behavior among Secondary School
Teachers based on Subject Taught
Leadersh
ip
Behavior
Source
of
Varian
ce
Betwee
n
groups
Within
groups
Total
Sum of
squares
df
Mean
square
Sig
14560.08
2
4853.36
1
2.40
9
0.06
7
596430.1
05
610990.1
87
29
6
29
9
2014.96
7
Resul
t
NS
From Table-4, F-value is not statistically

significant at the 0. 05 level. Hence, it can be concluded
that there is no significant mean score difference in
leadership behavior based on subject taught by secondary
school teachers.
Hypothesis 5: There is no significant relation between job
satisfaction and leadership behavior among secondary
school teachers
Table 5: Relation between Job Satisfaction and
Leadership Behavior among Secondary School Teachers
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Job Satisfaction
Leadership
Behavior
Mean
SD
r-value
174.92
81.37
25.707
45.204
300
300
0.150
0.150
Pvalue
0.10
Result
S
Table-5 shows that the correlation value of job

satisfaction and leadership is statistically significant at the
0.01 level. It can be concluded that there is significant
positive relation between job satisfaction and leadership
behavior.
Major Findings
The sex had no influence on job satisfaction between
the male and female secondary school teachers.
The sex had no influence on leadership behavior
between male and female secondary school teachers.
The subject had no influence on job satisfaction
between subjects taught by secondary school teachers.
The subject had no influence on leadership behavior
based on subject taught by secondary school teachers.
There is positive relation between job satisfaction and
References
Job Satisfaction of Secondary School Teachers: A
Comparative Analysis of Gender, Urban and
Rural Schools by Azhar Mahmood.
What is Job satisfaction? Definition, causes and
factors by Rob Wengrazyn.
Educationia Confab, Vol. 2, No. 1, January 2013
by Gurkirat Kaur,
www.ycjournal.net
The impact of Principals entrepreneurial

leadership behaviour on school organizational
innovativeness. 2013. Life Science Journal, 10(2)
by Zaidatol Akmaliah Lope Pihie & Afsaneh
Bagheri.
Otunga, Ruth N. 2009. A response to Leadership
for school justice a transnational Dialogue.
The effects of leader behavior on job satisfaction: a
research on technology fast 50 Turkey companies.
3 July, 2015, Vol. 192 by Buket Akdol, F. Sebnem
Arikboga.
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Role Of Technology In Education
Dr. Meena K. Rokade
Associate Professor, Shri Shivaji College of Education,
Amravati, Maharashtra
ABSTRACT
This is an era of everyday changes in every filed including education due to rapid advancements in science and
technology. Simultaneously, Knowledge is expanding at lightening speed. To keep track of the advancements, the
learners need to learn more, better and faster. This can be made possible today with the help of Information and
communication Technology. The rapid evolution of Information and communication Technologies (ICT) and
the emergence of the Information society create numerous new opportunities for the improvement of the quality
of education. Technology changes rapidly and in the next few years this could look very different. Education in
the 21st century has remarkable changes in terms of the methods of imparting and receiving. Technology based
learning can be viewed as an innovative approach for delivering well designed, learner centered, interactive and
facilitated learning environment to anyone at any place, anytime by utilizing the attributes and resources of
various digital technologies along with other forms of learning materials suited for open and distributed learning
environment.
Introduction
ICT in Education
Indian Educational system is known for its
Information and communication technology has
special type of educational practices since, Gurukula
become an integral part of today's teaching- learning
period where activities based learning are be given top
process. Countries across the world are using ICT in
priority in teaching and learning process. When formal
facilitating
information
dissemination
and
educational system came into force where the text books
communication in all areas of education and training.
laid a platform for traditional classroom process in which
There are now educational and training institutions
instructions was mostly on encyclopedic, memory
imparting skills in the basic and advanced concepts of
oriented, recitative methods are concerned with
ICT. Besides, ICT is being used in facilitating distance
accumulation and reproduction of vast store of unrelated
learning. It is enabling online designing of courses, online
and isolated facts where memory was focal point. Today it
delivery of courses, computer - aided teaching, online
is been proved that concrete experiences should form the
assessment, besides management and networking of a
basis of meaningful learning. The pivotal role of
large number of educational institutions. ICT based
education as an instrument of social change by altering
systems. C.D. based courses, online courses and digital
the human perspective and transforming the traditional
libraries, discussion forums, digital portfolios,
mindset of society is well recognized. The right to
teleconference etc has made e-learning a reality today.
education is recognized as fundamental for each citizen,
Technology can actually assist with some of these
yet access to it is not guaranteed. In the developing world,
expectations and make teachers and their students more
the essential building blocks for education systems are
successful. However, as the world becomes more complex
suffering from deficiencies. The universalization of
virtually year- to year instead of the generation to
education has become the top priority, especially for the
generation pace of most of the last century, educational
developing countries but the extension of quality
needs continue to shift from teaching and learning
education to remote and rural regions becomes a
isolated skills and information within each content area,
herculean or phenomenal task for a large country like
to teaching skills that enable students to solve complex
India with multi lingual and multi-cultural population
problems across many areas. Educators must prepare of a
separated by vast geographical distances and in many
technologically rich future and keep up with change by
instances it becomes an inaccessible terrain. Since
updating and adopting effective strategies that infuse
independence, India has seen substantial increase in the
lessons with appropriate technologies. This make an
number of educational institutions at primary, Secondary
authentic assessment needs even more important, which
and higher levels as well as the student enrolment. But
must keep pace with effective instructional technology
the lack of adequate facilities in rural areas and its
use. Teacher educators at all levels should actively involve
educational infrastructure and non-availability of good
and pursue professional qualities that enables a lifelong
teacher's insufficient numbers adversely affect the efforts
exploration of new ways to enhance the teaching learning
made in education.
process.
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Using technology to enhance our classroom
teaching may allow us to conduct novel activities that
would be impossible without it. Effective use of
technology can motivate students, make our classes more
dynamic and interesting, and renew teacher enthusiasm
as they learn new skill techniques. Computers, video,
audio and other technology can all bring the outside
world into our classroom making them appear more
realistic and helping students to understand any abstract
concepts clearly. Audio is probably the easiest technology
to introduce music, listening exercises, includes accent
training voice modulation and brings other native
speakers into the classroom.
Innovative Practices of Technology in Education
As we enter the third millennium, education via
the internet, intranet or network represents great and
exciting opportunities for both educators and learners.
Educators have witnessed the rapid development of
computer networks and improvement in the processing
power of personal computers. In addition, the internet
and World Wide Web (www) have made the computer a
dynamic force in distance education, providing a new and
interactive means of overcoming time and distance to
reach learners. Electronic learning (e-learning) is an
evolving, dynamic and rapidly changing educational
opportunity that is a product of the advanced
information technology environment. E-learning is
essentially the network enabled transfer of skills and
knowledge. The internet is the largest, most powerful
computer network in the world. It encompasses several
million computers with internet addresses that are used
by millions of people around the world. As increasingly
more colleges, universities, elementary and secondary
schools, companies and private citizens can have access to
the internet, more possibilities are opened for distance
educator, to overcome time and distance to reach
students. Through the internet, all sources of information
on different subjects at different levels are available
anytime, anywhere.
Very soon, the percentage of training time
delivered by learning technologies such as the internet
and e-learning is projected to grow much more. It is
expected that e- learning will soon play a greater role at
the higher education level as well as middle and primary
school levels and non-formal education will become one
of the main functions of e-learning. Half decode ago, the
internet was limited both in what it could do and in who
used it. Many people had heard the word but did not
have a clue what it was. Today, most teachers have not
only been exposed to the internet but also have access at
home or at school. In fact, a large number of schools are
being retrofitted to place the internet in every classroom.
Even more exciting emerging technology then this is
wireless. A school can purchase a "Portable Classroom"
that consists of laptops networked together, allowing
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students to work at their desks without wires. If the

laptops are networked to a printer, Students can print
from their personal computer to the classroom printer.
Imagine the possibilities!
Technology in Indian Classroom
Satellites can establish the connectivity between
urban
educational
institutions
with
adequate
infrastructure imparting quality education and the large
number of rural and semiurban educational institutions
that lack the necessary infrastructure. Besides supporting
formal education, a satellite system can facilitate the
dissemination of knowledge to the rural and remote
population about important aspects like health, hygiene
and personality development and allow professionals to
update their knowledge base as well. Thus, inspite of
limited trained and skilled teachers, the aspirations of the
growing student population at all levels can be met
through the concept of tele-education. The concept of
beaming educational programmes through satellite was
effectively demonstrated for the first time in India in
1975-76 through the Satellite Instructional Television
Experiment (SITE) conducted using the American
Application Technology Satellite (ATS -6). During this
unique experiment, which is hailed as the largest
Sociological experiment conducted anywhere in the world
programmes pertaining to health, hygiene and family
planning were telecast directly to about 2,400 Indian
villages spread over six states. Later, with commissioning
of INSAT System in 1983, a variety of educational
programmes is being telecast. A need was felt to launch a
satellite dedicated for educational service and ISRO
conceived the EDUSAT project in October 2002, EDU
SAT is the first exclusive satellite for serving the
educational sector. It is specially configured for audiovisual medium, employing digital interactive class room
and multimedia multicentric system. The satellite will
have multiple regional beams covering different parts of
India five ku-band transponders with spot beams covering
northern, north -eastern, eastern, southern and western
regions of the country.
Technological Delivery between Teacher and Students
Chickering and Ehrmann (1996) considered the
research findings of good practice in innovative
technology enhanced and technology-delivered education.
They determined that there were at least seven factors as
follows that were critical in manifesting effective good
practice of technology use.
Encourage contacts between students and faculty,
especially those students who were unwilling to speak
out in face to face classroom settings.
Develop reciproity and co-operation among students
allowing for the benefits of peer learning.
Use active learning techniques that made students
active learner.
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Give necessary prompt feedback

Emphasize time on task
Communicate high expectations
Respect diverse talents and ways of learning
Conclusion
Technology can not replace a teacher but it can
only be used as a supplement tool in teaching learning
process, there by enhancing learning environment. Using
technology without a clear goal of purpose, just own sake,
is unlikely to result in positive learning outcomes.
Technology is a tool, and it should be used because it is
the best tools to accomplish a task. It should not be used
just because it is new and teachers want to try it out, but
rather to achieve a specific goal. Updating the technical,
professional knowledge and skills of teacher is necessary
hour. Even though teachers may have mastered the
traditional pedagogies in teaching their students, the
rapid changing world dictates that these are no longer
sufficient. The teachers must acquire new knowledge and
skills themselves before they can prepare their students to
meet the demands and challenges of the 21st Century.
Opportunities to do so are increasing through formal and
non-formal channels. In order to make education
meaningful, exciting, interesting and accessible to all,
technology must be linked with the process of learning.
The new technology is capable of overcoming the barriers
due to its importance and use in the field of education.
The effective handling of ICT in classroom by teachers
will change the very nature of instructional process.
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References
Improving Teaching in Higher Education, University
teaching methods. London Teaching and Training.
Mills H.R. Macmillan press Ltd U.K.
Kumar K.L. (2005). Educational technology. New age
International Publishers, New Delhi.
Mohanthy, Jagannath (2009), Modern Trends in
Educational Technology. Neel Kamal Publications
Pvt. Ltd., Hyderabad.
Sharma R.A. (2002) Distance Education. Meerut;
Loyal Book Depot.
Training
and
Technology
(2006).
H.R.D.
Professionals Kearsely, Greg, Addison-wesley
Publishing Co.
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A Study on Selection of Appropriate Media to the Teaching Learning Process of History in Secondary Schools
Dr. Girija N. Srinivasalu
Professor, New Horizon College of Education, Bangalore, Karnataka
ABSTRACT
Qualitative Child centric Education is highlighted as most urgent at present. Students should be motivated by
bringing in variety and using different media. Teachers should always be on the lookout for the best methods to
motivate the children. Technology has the potential for improving the quality of education at every level. To
realize this potential a long term commitment to research and development is essential in this area. Media as an
intervening substance is defined as the channel of instruction through which the teacher communicates and the
students interact, which includes both software and hardware. Media is selected on the basis of the economic and
the practical constraints along with the teacher-learner preferences to the teaching. In social science while
providing various Experiences, role of media is considered as most important. Thus it was felt that a study on
media selection has to be made. Knowledge of the availability of various Media to the teaching and learning
process of History is considered and Selection of appropriate Media from the available resources to teaching and
learning process is focused in the study.
selection has to be made. Knowledge of the availability of
Introduction
Qualitative Child centric Education is
various Media to the teaching and learning process of
highlighted as most urgent at present. Students should
History is considered and selection of appropriate Media
always be motivated by bringing in variety and using
from the available resources to teaching and learning
different media. Teachers should always be on the
process is focused in the study.
lookout for the best methods to motivate the children.
Technology has the potential for improving the quality of
To find the opinion of the secondary school teachers
education at every level. The successful teaching always
towards the availability of different media in teaching
depends upon the development of an appropriate
of history.
programme by the teacher. Media selection as one of the
To find out the opinion about the selection of
important program in teaching which, involves many
appropriate Media in teaching of history at Secondary
steps. Media as an intervening substance is defined as the
School.
channel of instruction through which the teacher
To locate the need in the modification of various
communicates and the students interact, which includes
media in teaching learning process of history in
both software and hardware. The goals of society are
secondary schools.
translated into educational programme which in turn, set
Development of content analysis for the VIII
the parameters of the media programme.
Standard history with the help of system approach.
The media programme applies principles of the
Study about the uses of the media in teaching of
best educational practices and techniques for developing
history at VIII Standard level.
more technologically responsible systems.
Development of comprehensive list of alternative
The process of gathering, evaluating, utilizing and
media for teaching of history at VIII standard level.
generating information constitutes a substantial part of
Hypotheses
any educational programme. Each of these processes
1. There is no significant difference in the opinion of
provides opportunity for media programme development
the secondary school teachers towards the availability
and selection of suitable, appropriate media.
of different media in teaching of history.
Media is selected on the basis of the economic
2. There is no significant difference in the opinion
and the practical constraints along with the teacherabout the selection of appropriate Media in teaching
learner preferences to the teaching. To realize this
of history at Secondary School.
potential a long term commitment to research and
3. There is no significant difference in locating the
development is essential in this area.
needs in the modification of various media in
Need for the Study
teaching learning process of history in secondary
For students learning of various subjects, effective
schools.
planning is needed and opportunities have to be provided
Sample
with varied Experiences. In social science while providing
The investigator has limited the study to the VIII
various Experiences, role of media is considered as most
Standard History content and History teachers of
important. Thus it was felt that a study on media
Bangalore south Zone English medium schools. The
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investigator in order to collect the necessary data from
VIII Standard History teachers has selected a purposive a
sample. It was decided to collect information from
teachers of different types of schools in Bangalore south
Zone.
Their
distribution
is
from
Government/Corporation, private aided and unaided
schools.
Tools: Two questionnaires have been constructed and
designed on the basis of suggestions received as a result of
discussion with some of the teacher Educators and
experts in the field of study. The first Questionnaire,
deals with the questions which elicit information about
existing situation in teaching History for VIII Standard
students with reference to methods and media used. The
second questionnaire deals with the development of
detailed task analysis using the technique of systems
approach and selection of media on the basis of content
analysis and available alternative media for each chapter.
Each chapter has been sub divided into units so as to be
in accordance with the duration of a 45 minutes period
of the school and the prescribed number of periods for
each chapter by D.S.E.R.T. While the study aimed to
have coverage of 175 teachers, 50 each from
Government/Corporation, private aided and unaided
schools, but there was only 50% return of the
questionnaires. The data collected with the help of the
questionnaires has been analyzed and interpreted using
percentages.
Findings and Discussions
1. Irrespective of the type of schools, a vast majority of
the teachers have used more than the allotted
number of periods for teaching the Units I & II.
2. Avery negligible percentage (of below 50%) actually
have used less than the prescribed number of periods
for teaching the Units I & II.
3. With regard to the methods of teaching irrespective
of the type of schools, as high as 90% of teachers use
the narration method followed by discussion and
storytelling methods. This in spite of numerous other
methods that could be effectively used in teaching of
History.
4. The media selected by the teachers is primarily visual,
(more than 93%) in teaching both Chapters I & II.
5. The other media such as Audio, Audio-Visual and
printed, they are sparingly used.
6. The reasons as given by the teachers for not using
other than visual medium is that of non-availability
power, lack of time and suitability of the media.
7. Lack of time is given mainly because of the extent of
content to be covered in a short duration. This is
explained by the fact that even without the use of
media the teachers require more than the prescribed
number of periods for teaching the chapters.
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8. It is observed that the vast majority of teachers

selected visual and printed media rather than other
media.
9. Chapter wise analysis of each and every chapter
reveals a shift in the selection of media from visual
and printed to Audio-Visual Media. This shows that
the teachers are in favor of Audio-Visual media like
film show and Video-cassette.
10. The media selected for teaching by some teachers
consists of charts, pictures, black board summary,
flash cards and film shows. There is a change in
selection from visual to Audio-Visual Aids as film
shows. By this it is observed that the teachers
consider the appropriate and usefulness of selecting
media.
11. Provided a comprehensive list of available media, it is
observed that the teachers are able to select the
appropriate visual and printed media to other media.
The importance given to visual and printed media is
to a greater extent in the teaching of Chapter II are in
the order of work book, film slides, PLM, film show
etc. This shows that the teachers prefer and favor the
media in the order of visual, printed and AudioVisual.
12. Irrespective of the types of schools the highest
percentage of teachers have preferred media in the
order of visual, printed and audio-visual media with
emphasis on Dramatization as a medium in teaching.
13. By this, it is clear that the use of Dramatization and
Demonstration is given less importance but there is
an obvious shift in their selections.
14. Surprisingly quite a high percentage of teachers opt
the use of puppets (53.3%), dramatization and
tableau (46.6%) in teaching unit (b) of chapter II.
15. Thus there is preference for visual and participatory
media of dramatization and tableau to other media in
this unit. All these media involve teachers
preparation and students active participation to a
greater extent and consequently are time consuming.
Hence we can conclude that there is evidence of
shifts from visual to printed and Audio-Visual media
in teaching unit (b) of chapter II. This shows that the
teachers are evaluative of the appropriateness of the
media to be used in teaching.
Conclusion
Usage of various Media is an emergency because
it provides various experiences by Appealing to sense
organs. The approach with various Media aim at helping
slow learners also. This approach develops Scholastic and
non-scholastic aspects in the field. Various cognitive
abilities are developed through varieties of Media. All the
domains of behavior are given equal importance. Saves
the time of Social Sciences Teachers. It would give
freedom for creative thinking. Develops various skills by
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respecting various capacities of children. Child Centered
Education to give joyful Learning.
Though important progress is being made in the
direction of learning theories in Educational Psychology
and Technology. Educational Methodologies need to be
enriched in India, to make better choice of theoretical
learning. To help young students to develop their ability
to establish authentic task oriented relationships, the task
analysis and description should be taught to teachers and
students. In all these an integration between theories of
teaching-learning and media is being considered more
and more necessary and it would not be wrong to assume
that the growing interaction between teaching and media
is going to bring about the fundamental changes in all
teaching pedagogy. A system should centralize the learner
and carefully construct the effective learning resources.
To improve the qualitative aspect of education, audiovisual aids have proved more effective than any other
source. Hence it is absolutely necessary for teachers to get
a clear idea of importance of Audio-Visual Aids in
teaching.
Bibliography
Aggarwal, J.C. (1995). Essentials of Educational
Technology. New Delhi: Vikas Publishing House Pvt.
Ltd.
Arthur C. Binng (1986). Teaching of social studies in
secondary schools. Tata McGraw Hill Publication Co.
www.ycjournal.net
Heinich Robert. (1985). Instructional Media. New

York: MacMillan Publishing Company.
Prabhat K. Andleigh & Kiran Thakrar. (2002). Multi
Media Systems Design. New Delhi: Prentice Hall of
India.
Taylor, C.W. Williams, F. (Eds.) (1966). Instructional
Media and Creativity, John Wiley and Sons Inc. New
York.
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Perception of Higher Secondary School Teachers on the Impact of Anthropogenic Global Warming on Health
Aneeshya, P.
Assistant Professor in Natural Science, Department of Teacher Education,
Dharmasala, Kannur University, Kannur, Kerala
ABSTRACT
Global Warming, the term used to describe a gradual increase in the average temperature of the earths
atmosphere and its oceans, a change that is believed to be permanently changing the earths climate forever.
Anthropogenic global warming refers to the increase in the average temperature of the earth near surface air and
oceans in recent decades because of human induced actions. Anthropogenic global warming is a worldwide
environmental problem not only affecting the nature, but it also affects the life and homes of millions of people.
Anthropogenic global warming can be minimized to a great extent, if we eliminate the causes which are mostly
human made. The responsibility of controlling anthropogenic global warming rests both on individual as well as
the state. The present investigation was conducted to study the perception of higher secondary school teachers on
the impact of anthropogenic global warming on health. Normative survey was conducted among 390 higher
secondary school teachers of various schools of Kannur, Thrissur and Trivandrum districts. Tool used for the
study was Teachers Perception Scale on the Impact of Anthropogenic Global Warming (TPSIAGW). The
findings of the study reveal that higher secondary school teachers are having average perception regarding the
impact of anthropogenic global warming on health. It was also found that there exists a significant difference in
the perception of Science and Non Science teachers regarding the impact of anthropogenic global warming on
health and there exists no significant difference in their perception when analyzed on the basis of sub sample
gender, locale and type of management.
Global Warming, Anthropogenic Global Warming, Environmental Problem.
Keywords:
Introduction
Global Warming, the term used to describe a
gradual increase in the average temperature of the earths
atmosphere and its oceans, a change that is believed to be
permanently changing the earths climate forever. It is the
increase in average temperature of the earth, particularly
at the lower atmosphere due to the abundant increase of
greenhouse gases. This is primarily due to the humans
intervention and lifestyle they have adapted in the recent
years. In common usage, the term refers to recent
warming and implies a human influence. Anthropogenic
global Warming refers to the increase in the average
temperature of the earths near surface air and oceans in
recent decades because of human induced actions. The
increased volume of carbon dioxide and other greenhouse
gases released by the burning of fossil fuels, deforestation,
agriculture, land clearing and other human activities are
believed to be the primary sources of global warming that
has occurred over the past 50 years. Human activities
have altered the chemical composition of the atmosphere
through the buildup of greenhouse gases.
Anthropogenic global warming is a worldwide
environmental problem by which there is an abnormal
increase in the level of temperature, particularly in a
natural environment. Anthropogenic global warming is
not only affecting the nature, but it affects the life and
homes of millions of people. Human beings are exposed
to climate change through changing weather patterns
(temperature, precipitation, sea-level rise and more
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frequent extreme events) and indirectly through changes

in water, air and food quality and changes in ecosystems,
agriculture, industry and settlements and the economy.
IPCC (2007) projected that, the health status of millions
of people would be affected through, for example,
increases in malnutrition; increased deaths, diseases and
injury due to extreme weather events; increased burden of
diarrhoeal diseases; increased frequency of cardiorespiratory diseases due to high concentrations of groundlevel ozone in urban areas related to climate change; and
altered spatial distribution of some infectious diseases.
The most direct effect of climate change on
humans might be the impacts of hotter temperatures
themselves. Extreme high temperatures increase the
number of people who die on a given day for many
reasons: people with heart problems are vulnerable
because one's cardiovascular system must work harder to
keep the body cool during hot weather, heat exhaustion,
and some respiratory problems increase. Global warming
could mean more cardiovascular diseases. Higher air
temperature also increases the concentration of ozone at
ground level. In the lower atmosphere, ozone is a harmful
pollutant. It damages lung tissues and causes problems for
people with asthma and other lung diseases.
Global warming may extend the favorable zones
for vectors conveying infectious disease such as dengue
fever, West Nile virus, and malaria. In poorer countries,
this may simply lead to higher incidence of such diseases.
The World Health Organization (WHO) says global
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warming could lead to a major increase in insect-borne
diseases in Britain and Europe, as northern Europe
becomes warmer, ticks which carry encephalitis and Lyme
disease and sand flies which carry visceral leishmaniasis
are likely to move in. However, malaria has always been a
common threat in European past, with the last epidemic
occurring in the Netherlands during the 1950s. The
World Health Organization estimates 150,000 deaths
annually "as a result of climate change", of which half are
in the Asia-Pacific region. A UNICEF UK Report found
that global warming is already reducing the quality of the
world's most vulnerable children's lives. Global warming
will reduce access to clean water and food supplies,
particularly in Africa and Asia. Disasters, violence and
disease are expected to be more frequent and intense,
making the future of the world's poorest children bleaker.
Rationale for the Study
The unprecedented increase in population and
intensity of human activities, which have occurred largely
in this century, has been brought about by the growing
mastery of science and its application. This has produced
prosperity, improved standards of life and expanded
opportunities beyond what earlier generations could have
imagined. But these developments have damaged and
deteriorated the ecological systems and caused widespread
destruction of natural resources base, on which human
life and well being depends. The uncontrolled activities of
human beings are damaging the healthy environment
more and more. These all result in increased human
mortality due o malnutrition and various diseases.
The potential of education as an effective
instrument in preventing and solving the environmental
degradation has been recognized since long. The teaching
community has to be taken into consideration, for it is
the teachers who are molding pupil, the future citizens.
He can bear the responsibility for preserving the
environment from the problems like anthropogenic
global warming. He can bear the responsibility only when
he himself is aware about environment, environmental
problems and health problems associated with this. So, it
becomes necessary to study the perception of higher
secondary school teachers on the impact of
anthropogenic global warming on health.
To study the perception of Higher Secondary
School Teachers regarding the impact of
anthropogenic global warming on health.
To find out whether there is significant
difference in the mean scores of perception of
Higher Secondary School Teachers regarding the
impact of anthropogenic global warming on
health when analyzed on the basis of:
a. Subject (Science and Non Science)
b. Gender
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c. Locale
d. Management
1. Higher Secondary School Teachers have low
perception regarding the impact of anthropogenic
global warming on health.
2. There will be significant difference in the mean scores
of perception of Higher Secondary School Teachers
regarding the impact of anthropogenic global
warming on health when analyzed on the basis of:
a. Subject (Science and Non Science)
b. Gender
c. Locale
d. Management
Methodology
Examining the objectives of the data, the
investigator followed normative survey method for the
study. The sample selected for the study constitutes a
representative group of Higher Secondary School
Teachers (N=390) from various Higher Secondary Schools
of Kannur, Thrissur and Thiruvananthapuram districts.
Tools used for the study was Teachers Perception Scale
on the Impact of Anthropogenic Global Warming
(TPSIAGW).
Result and Discussion
Based on the scores, obtained on the teachers
perception scale on the impact of anthropogenic global
warming on health, the total group was classified into
High (above M+), Average (between M+ & M-) and
Low (M- ) perception groups.
Table 1: Distribution of the Subjects into Different
Levels
Teachers Perception Group
High perception group regarding the

impact of anthropogenic global
warming on health (above M+ ).
Average perception group regarding
the impact of anthropogenic global
warming on health (between M+ &
M- ).
Low perception group regarding the
impact of anthropogenic global
warming on health (below M- )
Total
Subject
N
47
%
12
293
75
50
13
390
100
Table-1 shows that only 12% of the teachers are

having high perception regarding the health impact of
anthropogenic global warming. Among the total sample,
majority of the teachers (75%) are having an average
perception and few (13%) teachers are having low
perception regarding health impact of anthropogenic
global warming. This shows that majority of the teachers
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are having an average perception about the actual impact
of anthropogenic global warming on health.
Table 2: Comparison of Mean Scores of Perception of
Higher Secondary School Teachers Regarding the
Impact of Anthropogenic Global Warming on Health
based on Sub-Sample Subject, Gender and Locale
Sub-sample
Subject
Gender
Locale
Science
Non
Science
Male
Female
Rural
Urban
Mean
SD
C.R
172
218
48.29
46.25
9.85
10
2.06
Level of
Significance
0.05
150
240
256
134
48.66
46.23
47.38
46.23
7.73
10.8
9.33
11.49
2.61
0.01
NS
From Table-2, the t-value obtained by comparing

the mean scores of perception of Science and Non
Science teachers regarding the health impact of
anthropogenic global warming is 2.06 (P<0.05) which is
significant at 0.05 level. This shows that Science teachers
are having more awareness than Non Science teachers
regarding the health impact of anthropogenic global
warming.
The t-value obtained by comparing the mean
scores of perception of male and female teachers
warming is 2.61 (P<0.01) which is significant at 0.01
level. This shows that there exists significant difference
between the mean scores of male and female teachers
warming.
In the case of sub-sample Locale, the obtained
value of the critical ratio is 1 (P>0.05), which is not
significant. This indicates that there is no significant
difference in the mean scores of rural and urban teachers
warming.
Table 3: Comparison of Mean Scores of Perception of
Government, Aided & Unaided Higher Secondary
School Teachers Regarding the Impact of
Anthropogenic Global Warming on Health
Source of
variation
Between
groups
Within
groups
Some of
squares
Sb2 =
521.1
Sw2 =
38217.17
df
2
Mean square
variance
260.55
387
98.75
F
2.63
The computed value of F is 2.63 which are lower

than both the critical values of F at 0.05 and 0.01level of
significance. Hence it should be taken as not significant.
So there is no significant difference exists among
government, aided and unaided Higher Secondary School
Teachers regarding the impact of anthropogenic global
warming on health.
Conclusion
The human population is rising day by day. The
uncontrolled human activities are damaging the healthy
environment more and more. It is high time to take
actions for controlling anthropogenic global warming. So,
be positive enough to take proper actions for controlling
anthropogenic global warming. As good citizens, we can
play a vital role in creating a better environment for the
future. It could be a small step like planting trees in more
areas or keeping our vehicle exhaust smoke to the
minimum or practicing 3Rs etc. So lets do our bit to
control anthropogenic global warming and to create a
clear and healthy environment. That is the best thing we
can leave behind for our future generation.
References
Abrahamson, D. E. (1989). The Challenge of Global
Warming. Washingdon, D.C: Island Press.
Best, J. W., & Kahn, J. U. (1992). Research in
Education. New Delhi: Prentice Hall of India Pvt.
Ltd.
Blake, D. R. (1989). Methane, CFCs, and other
Greenhouse gases. In D. E. Abrahamson (Ed.), The
Challenge of Global Warming (pp248-255).
Washington, D.C: Island Press.
Garrett, H. E. (1981). Statistics in Psychology and
Education. Bombay: Vakils, Feffer and Simons Ltd.
Johnson, B., & Christensen, L. (2008). Educational
Research: Quantitative, Qualitative, and Mixed
Approach (3rd ed.). Los Angeles. London. New Delhi.
Singapore: SAGE Publications.
Joy, K. P. (2009). Global Warming, Global Water
Crisis and Global Public Goods. Tree India.
Kalkstein, L. S. (1991). A new approach to evaluate
the impact of climate on human mortality.
Environmental Health Perspectives. Vol. 96, pp 145150.
From Table-3, the F-value is referred for 2 degrees

of freedom for smaller mean square variance on the lefthand side, and 387 degrees of freedom for greater mean
square variance across the top. The critical values of F
obtained by interpretation are as follows.
Critical ratio of F = 3.03 at 0.05 level; Critical ratio of F =
4.68 at 0.01 level
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VOLUME III, ISSUE II, JULY 2016

IMPACT FACTOR 0.711 (ISRA)

An International Indexed, Refereed & Peer Reviewed Bi-Annual Journal in Education

Dr. G.S. Shivakumar

Impact Factor 0.711 (ISRA)

Prof. B.K. Passi

VOLUME III, ISSUE II, JULY 2016

IMPACT FACTOR 0.711 (ISRA)

An International Indexed, Refereed & Peer Reviewed Bi-Annual Journal in Education

Peer Review Board

Prof. Haseen Taj

Prof. Pravat Kumar Dhal

Dr. P.K. Gogoi

Dr. Renu V. Bayaskar (Sadar)

Dr. Asheesh Srivastava

VOLUME III, ISSUE II, JULY 2016

IMPACT FACTOR 0.711 (ISRA)

An International Indexed, Refereed & Peer Reviewed Bi-Annual Journal in Education

VOLUME III, ISSUE II, JULY 2016

IMPACT FACTOR 0.711 (ISRA)

An International Indexed, Refereed & Peer Reviewed Bi-Annual Journal in Education

Photocopy of this form may be used

VOLUME III, ISSUE II, JULY 2016

IMPACT FACTOR 0.711 (ISRA)

An International Indexed, Refereed & Peer Reviewed Bi-Annual Journal in Education

Author & Institute/College

Role of Teacher in Environmental

Dr. Renginy, K.R.

A Study of Investigation into Group

VOLUME III, ISSUE II, JULY 2016

IMPACT FACTOR 0.711 (ISRA)

An International Indexed, Refereed & Peer Reviewed Bi-Annual Journal in Education

Associate Professor, Department of Education, University of

Sucharita Roy Chowdhury

Team Teaching: Innovative and

Effect of Metacognitive Strategies in

Emotional Intelligence among

Prospective of Massive Open

VOLUME III, ISSUE II, JULY 2016

IMPACT FACTOR 0.711 (ISRA)

An International Indexed, Refereed & Peer Reviewed Bi-Annual Journal in Education

Dr. Shazli Hasan Khan

Dr. Shivalika Sarkar

Dr. M. Mahendra Prabu

Five Years Plans for Elementary

Quality in Teacher Education

A Study on Achievement in Science

Assessment of Higher Order

VOLUME III, ISSUE II, JULY 2016

IMPACT FACTOR 0.711 (ISRA)

An International Indexed, Refereed & Peer Reviewed Bi-Annual Journal in Education

Information and Communication

Dr. T.S. Reena Ruby

Dr. J. Master Arul Sekar

Achievement Motivation and

Emotional Maturity across Certain

New Trends in Education Smart

Influence of Self-Efficacy on StressCoping Strategies among

Emerging Trends in ICT in

VOLUME III, ISSUE II, JULY 2016

IMPACT FACTOR 0.711 (ISRA)

An International Indexed, Refereed & Peer Reviewed Bi-Annual Journal in Education

Effectiveness of Information and

A Study on Attitude of Prospective