chapter iv analysis and interpretation of datashodhganga.inflibnet.ac.in/bitstream/10603/19576/7/7....

Analysis and Interpretation of Data

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Chapter IV

ANALYSIS AND INTERPRETATION OF DATA

The tabulated data has no meaning unless it is analyzed and interpreted by some

sophisticated statistical technique so as to arrive at significant conclusions. How much valid,

reliable and endurable the data may be, these do not serve any worthwhile purpose unless

these are carefully edited, systematically classified and tabulated, scientifically analyzed,

intellectually interpreted and rationally concluded.

The term analysis refers to the computation of certain measures along with searching

for the pattern of relationship that exists among various variables.

Koul (2009) is of the view that analysis of qualitative or quantitative data means

studying the organized material in order to discover the inherent facts. These data are

studied from as many angles as possible, either to explore the new facts or to reinterpret

already known existing facts (pp. 277-296).

The purpose of analyzing the data is to bring out information useful for decision

making. Analysis involves working with data, organizing them, breaking them in to

manageable units, synthesizing them, searching for the pattern and discovering what is

important.

According to Kothari (2007), interpretation refers to the task of drawing inferences

from the collected facts after an analytical and/or experimental study. In fact, it is a search

for broader meaning of research findings. The task of interpretation has two major aspects

viz. i) the effort to establish continuity in research through linking the results of a given

study with those of another, and ii) the establishment of some explanatory concepts.

In the words of Emory (1976) “in one sense, interpretation is concerned with

relationships within the collected data, partially overlapping analysis. Interpretation also

extends beyond the data of study to include the results of other research, theory and

hypotheses”.

Thus, interpretation is the device through which the factors that seem to explain what

has been observed by researcher in the course of study can be better understood and it also

provides a theoretical conception which can serve as a guide for further researches.

Therefore, analysis and interpretation of data collected for the study is important to

draw out significant conclusions.


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The present chapter is devoted to the detailed discussion about the analysis and

interpretation of the data.

4.1 STATISTICAL TECHNIQUES USED

For analyzing the tabulated data collected through Secondary Teacher Education

Curriculum Assessment (STECA) Rubrics, Mean, Range, Standard Deviation, frequency

counts and percentages were used.

In case of Content Analysis (CA) Questionnaires the tabulated data were analyzed by

making use of statistical technique of ranking. The data were collected using five point

scale. However, for the purpose of analysis, the first two scale points viz. ‘Most Relevant’

and ‘Relevant’ have been taken together as ‘Relevant’. The last two scale points viz. ‘Most

Irrelevant’ and ‘Irrelevant’ were clubbed together as ‘Irrelevant’. Thus the five point scale

was changed to three point scale as ‘Relevant’ (R), ‘Undecided’ (UD) and ‘Irrelevant’ (I).

Finally, in statements comprising of modified three point scale viz. ‘Relevant’,

‘Undecided’, ‘Irrelevant’ and rating scale from 1 to 10, total score for each topic and/or sub-

topic was counted and the ranks were assigned to each topic and/or sub-topic on the basis of

total score obtained. Following this procedure ‘1st rank’ was assigned for the highest score,

‘2nd rank’ for next highest score and so on. For few open ended items the tabulated data

were also analyzed in terms of frequencies and percentages.

In case of Curriculum Transaction (CT) questionnaire, and the Questionnaires on the

availability and utilization of the Resource Centers the tabulated data were analyzed by

using frequencies and percentages. In addition to this, the technique of Rank Order was used

in case of items comprising of rating scales 1 to 13 and 1 to 5. The total score for each sub-

item was counted and the ranks were assigned to each sub-item on the basis of total score

obtained. Following this procedure ‘1st rank’ was assigned for the highest score, ‘2nd rank’

for next highest score and so on.

For analyzing the observation data gathered by making use of Flanders’ Interaction

Analysis Technique, the procedure given by Flanders was followed.


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4.2 CONTENT ANALYSIS OF CURRICULUM/COURSE-FRAMEWORK OF

SECONDARY TEACHERS’ PRE-SERVICE TRAINING PROGRAMME IN

HIMACHAL PRADESH

Content analysis of curriculum/course-framework, prescribed and presently

operational for secondary teachers’ pre-service training programme in Himachal Pradesh has

been discussed as under:

4.2.1 CONTENT ANALYSIS USING STECA RUBRICS

The STECA rubrics were completed by the subject experts as they review the

curriculum/course-framework for secondary teachers’ pre-service training programme.

Ratings applied to the rubrics were assigned on the basis of subject experts’ judgment of the

congruence of the curriculum with the descriptions of criteria provided in the rubrics. The

description of ratings assigned by the subject experts is given below:

A. Specific Ratings

After reviewing the curriculum as a whole the subject experts assigned scores to each

of the ten substantive criteria, already discussed in the previous chapter, reflecting how well

the STECA criteria were met. These substantive criteria were assessed using 0 to 4 scale.

The lowest rating of ‘0’ indicates no alignment with the criterion. A score of ‘1’ suggests

curriculum is found to be deficient (weak) on the criterion, while a ‘2’ indicates that the

curriculum is adequate at the criterion, a score of ‘3’ means curriculum is good on the

criterion, and, finally, a score of ‘4’ indicates curriculum is excellent on the criterion.

Table – 4.1 displays the mean, range and standard deviation of the STECA Rubrics’

sustentative criteria scored across the curriculum by the subject experts.

Table – 4.1 Mean, Range, and Standard Deviation for the Curriculum across

Substantive Criteria of STECA Rubrics (N=22) Sl. No. STECA Criteria Mean Range Standard Deviation

1 Course Objectives 2.04 1-3 0.65 2 Course Contents 1.81 1-3 0.66 3 Instructional Strategies 0.45 0-1 0.51 4 Critical Thinking and Problem Solving 1.86 0-3 0.83 5 Interdisciplinary Approach 2.59 1-4 0.90 6 Assessment and Evaluation 2.04 1-4 1.00 7 Personal and Professional Qualities 2.45 1-4 0.96 8 Community Experiences 1.45 0-3 0.91 9 Practical Work 2.00 1-3 0.76 10 Duration of the Course 0.86 0-1 0.35


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From Table – 4.1, it can be seen that the best represented criteria in the curriculum,

that make up this content analysis is ‘Interdisciplinary Approach’, with a mean rating score

of 2.59. Among all the ten criteria, this was the top rated criterion with ‘Personal and

Professional Qualities’ falling just a bit lower at 2.45. Though there was a slight more

variance on ‘Interdisciplinary Approach’ and ‘Personal and Professional Qualities’ with a

range of scores from 1-4 and standard deviations 0.90 and 0.96 respectively, but here the

curriculum appeared to be most effective and meaningful.

‘Course Objectives’ and ‘Assessment and Evaluation’ were the third most rated

criterion with a mean rating score of 2.04. The criterion of ‘Course Objectives’ was

consistently scored from 1 to 3, with a standard deviation of 0.65.

The ‘Assessment and Evaluation’ was the most inconsistently scored criteria from 1

to 4, with a widest variance and standard deviation of 1.00.

‘Practical Work’ was the next top rated criterion with a mean rating score of 2.00,

range of scores from 1 to 3 and standard deviation 0.76.

‘Critical Thinking and Problem Solving’ and ‘Course Contents’ were nearly as

strong as ‘Practical Work’ with a mean rating scores of 1.86 and 1.81 and with standard

deviations of 0.83 and 0.66, respectively.

‘Community Experiences’ received a mean rating score of 1.45 with a standard

deviation of 0.91 which was quite high.

‘Duration of the Course’ was the second weakest rated criterion with a mean rating

score of 0.86, whereas ‘Instructional Strategies’ was the weakest rated criterion with a mean

rating of 0.45. It is significant to note that the two criteria viz. ‘Duration of the Course’ and

‘Instructional Strategies’ were the most consistently scored criteria, among all the ten

criteria, with standard deviations of 0.35 and 0.51, respectively and none of the two criteria

scored over 1.

B. Holistic Ratings

These ratings are also based on the subject experts’ judgment of the congruence of

the curriculum with the four fundamental characteristics of an excellent curriculum:

As with the substantive criteria, the fundamental characteristics are also assessed

using a 0 to 4 scale. The lowest rating of ‘0’ indicates no alignment with the rubrics

characteristic. A score of ‘1’ suggests the curriculum is found to be deficient on the


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characteristic. A score of ‘2’ indicates that the curriculum is adequate at addressing the

characteristic. A score of ‘3’ means the curriculum is good at meeting the characteristic.

And finally, a score of ‘4’ indicates the curriculum is excellent at presenting the

characteristic.

Table – 4.2 displays how the curriculum is scored on the fundamental characteristics

of an “excellent curriculum”.

Table – 4.2 Mean, Range, and Standard Deviation for the Curriculum across Fundamental

Characteristics of STECA Holistic Ratings (N=22) Sl. No. Characteristics Mean Range Standard

Deviation 1 Standards of Teaching and Practices 1.41 1-3 0.59 2 Real World Curriculum 1.55 0-3 0.67 3 Work Place Competencies 1.59 1-3 0.67 4 Access to In-depth Understanding 1.68 1-3 0.65

From Table – 4.2, it can be observed that among the four fundamental characteristics

of an excellent curriculum the top rated characteristics was ‘Access to In-depth

Understanding’ with a mean rating score of 1.68 followed by ‘Work Place Competencies’,

‘Real World Curriculum’ and ‘Standards of Teaching and Practices’ with mean rating scores

of 1.59, 1.55 and 1.41 respectively. It is significant to note that all the characteristics were

scored consistently within the range of scores from 1 to 3, with the exception of ‘Real World

Curriculum’, where some of the experts have also assigned a score of ‘0’ to it. Further, it is

also significant to note that none of experts have assigned a score of excellent to any of these

characteristics.

C. STECA Overall Rating

Finally, the STECA Rubrics afforded subject experts a chance to assign an overall

rating for the curriculum/course-framework under review. The overall rating characterizes

the experts’ overall assessment of the effectiveness of curriculum in helping prospective

teachers acquire the knowledge and skills needed to be successful in the teaching. This

rating was not an average of all the previous ratings, but the experts’ overall judgment of

quality and likely impact of the curriculum.


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The frequencies and percentages of the responses of the subject experts on overall

ratings of curriculum are shown in Table – 4.3, whereas Table – 4.4 displays how the

curriculum is scored on overall ratings of STECA Rubrics.

Table – 4.3 Responses of the Subject Experts on Overall Ratings of the Curriculum

Overall rating Description of Rating F Percentage 0 No alignment with the criteria 0 ------ 1 Weak 5 22.7 2 Adequate 12 54.6 3 Good 5 22.7 4 Excellent 0 ------

N 22 100

Table – 4.4 Mean, Range, and Standard Deviation for Curriculum on

Overall Rating of STECA Rubrics STECA Overall Rating Criteria Mean Range Standard deviation Quality and Impact of Curriculum 2.00 1-3 0.69

Table – 4.3 clearly shows that 54.60 percent of the subject experts have rated

curriculum as adequate and the curriculum has been rated both weak and good by each of

the 22.70 percent subject experts. Further, the mean rating score for overall rating as shown

in Table – 4.4 is 2.00 with a range of scores from 1-3 and standard deviation of 0.69.

Above analysis reveals that more than half of the subject experts have rated the

curriculum as adequate.

4.2.2 CONTENT ANALYSIS USING CA QUESTIONNAIRES

Content analysis of various papers of curriculum/course-framework prescribed for

B.Ed. was done by seeking the opinions and perceptions of teacher educators. Their

responses regarding the relevance of topics and sub-topics prescribed in the various papers

in the curriculum/course-framework were tabulated. The ranks were assigned to each topic

and sub-topic on the basis of total scores obtained, as per the procedure described earlier.

The content analysis of the papers based upon rankings is discussed as under:

CA-1 Education in Emerging Indian Society (Paper-I)

The total scores and ranks assigned to the topics and sub-topics of Paper-I are

presented in Table – 4.5.


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Table – 4.5 Rankings on the basis of Total Scores of Teacher Educators (N=38) for Topics and

Sub-topics of paper entitled ‘Education in Emerging Indian Society’ Topic No.

Topic/Sub-topic R UD I Total Score

Rank Order

1 Education: Nature, meaning, objectives and agencies. 30 08 --- 106 1 2 Education in western context with specific reference to Rousseau,

Pestalozzi, Dewey and Russell; Their impact on educational thought and classroom practices in terms of progressive trends in education.

08 28 2 82 10

3 Indian thought and its contribution to educational practices. 12 23 3 85 8.5 4 Philosophy and education: significance of studying philosophy in

understanding educational practices and problems. 24 14 --- 100 2

5 Major Philosophical Systems – Their salient features and impact on education. 21 17 --- 97 3

5.1 Realism with reference to Aristotle and Jainism. 15 22 1 90 4 5.2 Naturalism with reference to Rousseau and Rabindra Nath Tagore. 17 21 --- 93 3 5.3 Idealism with reference to Plato, Socrates and Advaita Philosophy. 18 20 --- 94 2 5.4 Pragmatism with reference to Dewey ‘Instrumentalism &

Experimentalism’. 20 18 --- 96 1

6 Educational Thinkers and their contribution in developing principles of education: 15 17 06 85 8.5

6.1 M. K. Gandhi: Basic Tenets of Basic Education. 16 21 1 91 4 6.2 Gijju Bhai: The world of child. 17 21 --- 93 2.5 6.3 Swami Vivekananda: Man making education. 18 20 --- 94 1 6.4 Froebel: The play way method. 17 21 --- 93 2.5 6.5 Montessary: The didactic apparatus. 14 23 1 89 5 6.6 Parmahansa Yogananda: How to live education. 11 23 4 83 6 7 Knowledge about Indian constitution and its directive principles. 21 16 1 96 4 7.1 Various articles mentioned in the constitution related to education. 22 16 --- 98 1 7.2 Meaning of secularism, social goals, democracy and socialistic pattern

of society. 17 21 --- 93 2

8 Sociological basis of education: 15 20 3 88 7 8.1 Relationship b/w Individual to individual and individual to society in

terms of norms given by the existing social order. 15 20 3 88 5

8.2 Education as a tool of economic development. 17 19 2 91 3.5 8.3 Education as an agent of social change. 19 18 1 94 1 8.4 Education as a means of national welfare through immediate welfare of

society. 18 18 2 92 2

8.5 Education and Human resource development. 16 21 1 91 3.5 9 Meaning of National integration and Emotional integration and their

need. 19 19 --- 95 5

9.1 Role of teacher and educational institution in achieving National and Emotional integration through democratic interaction.

19 18 1 94 1

9.2 Explanation of Cultural heritage. 11 25 2 85 2 9.3 Contribution of different religions (Hinduism, Buddhism, Sikhism,

Islam, Christianity and Jainism) for the same cause and human upliftment. 11 23 4 83 3

9.4 Philosophy of celebration of Indian festivals. 11 22 5 82 4 10 Meaning of new social order. 15 22 1 90 6 10.1 Eradication of illiteracy. 20 18 --- 96 1 10.2 Objectives of NAEP. 15 21 2 89 4 10.3 Provisions made and channels started for educating socially, culturally

and economically deprived groups. 16 21 1 91 2

10.4 Means and measures taken for equality of educational opportunities in terms of Castes, tribes, Disabled, Gender and Minorities.

14 22 2 88 5

10.5 Achieving a learning society in terms of distance education. 14 24 --- 90 3


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From Table – 4.5, it can be seen that on the basis of the rankings of the total scores

of teacher educators relating to relevance, undecided and irrelevance, the ranks for the

various topics are in the order of: ‘Education: Nature, meaning, objectives and agencies’;

‘Philosophy and Education: significance of studying philosophy in understanding

educational practices and problems’; ‘Major Philosophical Systems – Their salient features

and impact on education’; ‘Knowledge about Indian constitution and its directive

principles’; ‘Meaning of National integration and Emotional integration and their need’;

‘Meaning of new social order’; ‘Sociological basis of education’; ‘Educational Thinkers and

their contribution in developing principles of education’ and ‘Indian thought and its

contribution to educational practices’ and; ‘Education in western context with specific

reference to Rousseau, Pestalozzi, Dewey and Russell: Their impact on educational thought

and classroom practices in terms of progressive trends in education’.

From the above analysis, it may be inferred that the relevance of the topics of Paper-I

is in the order of: ‘Education: Nature, meaning, objectives and agencies’; ‘Philosophy and

Education: significance of studying philosophy in understanding educational practices and

problems’; ‘Major Philosophical Systems – Their salient features and impact on education’;

‘Knowledge about Indian constitution and its directive principles’; ‘Meaning of National

integration and Emotional integration and their need’; ‘Meaning of new social order’;

‘Sociological basis of education’; ‘Educational Thinkers and their contribution in

developing principles of education’ and ‘Indian thought and its contribution to educational

practices’ and; ‘Education in western context with specific reference to Rousseau,

Pestalozzi, Dewey and Russell: Their impact on educational thought and classroom practices

in terms of progressive trends in education’.

Table – 4.5 also shows the rankings of the sub-topics of the few main topics. In case

of main topic ‘Major Philosophical Systems – Their salient features and impact on

education’, the ranks for the various sub-topics are in the order of: ‘Pragmatism with

reference to Dewey Instrumentalism & Experimentalism’; ‘Idealism with reference to Plato,

Socrates and Advaita Philosophy’; ‘Naturalism with reference to Rousseau and Rabindra

Nath Tagore’ and; ‘Realism with reference to Aristotle and Jainism’.

On the basis of above analysis, it can be said that the relevance of the sub-topics of

‘Major Philosophical Systems – Their salient features and impact on education’ decreases


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as: ‘Pragmatism with reference to Dewey Instrumentalism & Experimentalism’; ‘Idealism

with reference to Plato, Socrates and Advaita Philosophy’; ‘Naturalism with reference to

Rousseau and Rabindra Nath Tagore’ and; ‘Realism with reference to Aristotle and

Jainism’.

Among the two sub-topics 7.1 ‘Various articles mentioned in the constitution related

to education’ and 7.2 ‘Meaning of secularism, social goals, democracy and socialistic

pattern of society’ of the main topic ‘Knowledge about Indian constitution and its directive

principles’, the sub-topic 7.1 has been rated as more relevant in comparison to sub-topic 7.2.

In case of main topic ‘Meaning of National integration and Emotional integration

and their need’, the ranks for the various sub-topics are in the order of: ‘Role of teacher and

educational institution in achieving National and Emotional integration through democratic

interaction’; ‘Explanation of Cultural heritage’; ‘Contribution of different religions

(Hinduism, Buddhism, Sikhism, Islam, Christianity and Jainism) for the same cause and

human upliftment’ and; ‘Philosophy of celebration of Indian festivals’.

Above analysis indicates that the relevance of sub-topics of ‘Meaning of National

integration and Emotional integration and their need’ declines as: ‘Role of teacher and

educational institution in achieving National and Emotional integration through democratic

interaction’; ‘Explanation of Cultural heritage’; ‘Contribution of different religions

(Hinduism, Buddhism, Sikhism, Islam, Christianity and Jainism) for the same cause and

human upliftment’ and; ‘Philosophy of celebration of Indian festivals’.

For the main topic ‘Meaning of new social order’, the ranks for various sub-topics

are in the order of: ‘Eradication of illiteracy’; ‘Provisions made and channels started for

educating socially, culturally and economically deprived groups’; ‘Achieving a learning

society in terms of distance education’; ‘Objectives of NAEP’ and; ‘Means and measures

taken for equality of educational opportunities in terms of Castes, tribes, Disabled, Gender

and Minorities’.

Above analysis indicates that the relevance of sub-topics of ‘Meaning of new social

order’ decreases as: ‘Eradication of illiteracy’; ‘Provisions made and channels started for

educating socially, culturally and economically deprived groups’; ‘Achieving a learning

society in terms of distance education’; ‘Objectives of NAEP’ and; ‘Means and measures


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taken for equality of educational opportunities in terms of Castes, tribes, Disabled, Gender

and Minorities’.

In case of main topic ‘Sociological basis of education’, the ranks for various sub-

topics are in the order of: ‘Education as an agent of social change’; ‘Education as a means of

national welfare through immediate welfare of society’; ‘Education as a tool of economic

development’ and ‘Education and Human resource development’ and; ‘Relationship

between Individual to individual and individual to society in terms of norms given by the

existing social order’.

Above analysis indicates that the relevance of sub-topics of ‘Sociological basis of

education’ decreases as: ‘Education as an agent of social change’; ‘Education as a means of

national welfare through immediate welfare of society’; ‘Education as a tool of economic

development’ and ‘Education and Human resource development’ and; ‘Relationship

between Individual to individual and individual to society in terms of norms given by the

existing social order’.

For the main topic ‘Educational Thinkers and their contribution in developing

principles of education’, the ranks for various sub-topics are in the order of: ‘Swami

Vivekananda: Man making education’; ‘Gijju Bhai: The world of child’ and ‘Froebel: The

play way method’; ‘M. K. Gandhi: Basic Tenets of Basic Education’; ‘Montessary: The

didactic apparatus’ and; ‘Parmahansa Yogananda: How to live education’.

This indicates that the relevance of sub-topics of ‘Educational Thinkers and their

contribution in developing principles of education’ declines as: ‘Swami Vivekananda: Man

making education’; ‘Gijju Bhai: The world of child’ and ‘Froebel: The play way method’;

‘M. K. Gandhi: Basic Tenets of Basic Education’; ‘Montessary: The didactic apparatus’ and;

‘Parmahansa Yogananda: How to live education’.

CA-2 Development of Learner and Teaching-learning Process (Paper-II)

The total scores and ranks assigned to the topics and sub-topics of Paper-II are



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Sub-topics of paper entitled ‘Development of Learner and Teaching-learning Process’ Topic No.


Rank Order

1 Psychology: Its meaning, nature, methods & scope; Functions of Educational Psychology

26 11 1 101 3

2 Concept of growth and development. 23 14 1 98 6.5 2.1 General principles of development. 20 17 1 95 2.5 2.2 Types of development – Physical, Social, Intellectual,

Spiritual and Emotional. 20 17 1 95 2.5

2.3 Stage specific characteristics and developmental tasks. 19 18 1 94 4 2.4 Role of teacher in facilitating development. 27 10 1 102 1 3 Characteristics, needs and problems of adolescents. 30 07 1 105 1 4 Nature of learning; Learning theories. 22 15 1 97 9 4.1 Trial and error theory. 13 24 1 88 3 4.2 Conditioning theories – Classical and Operant. 16 21 1 91 2 4.3 Learning by Insight. 17 20 1 92 1 4.4 Information Processing (Roger’s) and Maslow’s

Humanistic theory. 12 24 2 86 4

5 Factors Influencing Learning and Teaching Process. 19 19 --- 95 12 5.1 Learner Related, Teacher Related, Process Related and

Content Related factors. 19 19 --- 95 1

5.2 Memory and forgetting. 14 23 1 89 2 6 Motivation: Nature and types. Techniques for enhancing

learners’ motivation. 26 11 1 101 3

7 Nature and characteristics of intelligence and its development.

22 15 1 97 9

8 Theories of Intelligence: Two Factor Theory; Multifactor Theory (PMA) and SI Model.

15 23 --- 91 15

9 Measuring intelligence – Verbal, Non-verbal and Performance tests (One representative of group test and individual test of each).

20 16 2 94 13

10 Concept of exceptional children; Types, and Characteristics of each type including children with learning disabilities.

26 11 1 101 3

11 Individual differences – Nature; Accommodating individual differences in the classroom.

25 12 1 100 5

12 Learner centered techniques for teaching exceptional children

22 15 1 97 9

13 Personality: Definition, meaning and nature; Development of personality. Methods of assessing personality.

23 14 1 98 6.5

14 Mental hygiene: Meaning and basic principles of mental hygiene.

18 19 1 93 14

14.1 Role of home and school in promoting mental health. 18 19 1 93 1.5 14.2 Characteristics of a mentally healthy person. 18 19 1 93 1.5

15 Guidance. 22 14 2 96 11 15.1 Meaning, Scope and Objectives of Guidance services;

Needs of guidance services. 17 19 2 91 2

15.2 Role of teacher in organizing guidance programmes. 19 17 2 93 1 16 Educational Statistics. 11 26 1 86 16


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various topics are in the order of: ‘Characteristics, needs and problems of adolescents’;

‘Psychology: Its meaning, nature, methods & scope; Functions of Educational Psychology’,

‘Motivation: Nature and types. Techniques for enhancing learners’ motivation’ and

‘Concept of exceptional children; Types, and Characteristics of each type including children

with learning disabilities’; ‘Individual differences – Nature; Accommodating individual

differences in the classroom’; ‘Concept of growth and development’ and ‘Personality:

Definition, meaning and nature; Development of personality. Methods of assessing

personality’; ‘Nature of learning; Learning theories’, ‘Nature and characteristics of

intelligence and its development’ and ‘Learner centered techniques for teaching exceptional

children’; ‘Guidance’; ‘Factors Influencing Learning and Teaching Process’; ‘Measuring

intelligence – Verbal, Non-verbal and Performance tests (One representative of group test

and individual test of each)’; ‘Mental hygiene: Meaning and basic principles of mental

hygiene’; ‘Theories of Intelligence: Two Factor Theory; Multifactor Theory (PMA) and SI

Model’ and; ‘Educational Statistics’.

From the above analysis, it may be inferred that the relevance of the topics of Paper-

II is in the order of: ‘Characteristics, needs and problems of adolescents’; ‘Psychology: Its

meaning, nature, methods & scope; Functions of Educational Psychology’, ‘Motivation:

Nature and types. Techniques for enhancing learners’ motivation’ and ‘Concept of

exceptional children; Types, and Characteristics of each type including children with

learning disabilities’; ‘Individual differences – Nature; Accommodating individual

differences in the classroom’; ‘Concept of growth and development’ and ‘Personality:

Definition, meaning and nature; Development of personality. Methods of assessing

personality’; ‘Nature of learning; Learning theories’, ‘Nature and characteristics of

intelligence and its development’ and ‘Learner centered techniques for teaching exceptional

children’; ‘Guidance’; ‘Factors Influencing Learning and Teaching Process’; ‘Measuring

intelligence – Verbal, Non-verbal and Performance tests (One representative of group test

and individual test of each)’; ‘Mental hygiene: Meaning and basic principles of mental

hygiene’; ‘Theories of Intelligence: Two Factor Theory; Multifactor Theory (PMA) and SI

Model’ and; ‘Educational Statistics’.


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Table – 4.6 also shows the rankings of the sub-topics of the few main topics. In case

of main topic ‘Concept of growth and development’, the ranks for the various sub-topics are

in the order of: ‘Role of teacher in facilitating development’; ‘General principles of

development’ and ‘Types of development – Physical, Social, Intellectual, Spiritual and

Emotional’ and; ‘Stage specific characteristics and developmental tasks’.

Above analysis infers that the relevance of sub-topics of ‘Concept of growth and

development’ is in the order of: ‘Role of teacher in facilitating development’; ‘General

principles of development’ and ‘Types of development – Physical, Social, Intellectual,

Spiritual and Emotional’ and; ‘Stage specific characteristics and developmental tasks’.

For the main topic ‘Nature of learning; Learning Theories’, the ranks for various

sub-topics are in the order of: ‘Learning by Insight’; ‘Conditioning theories – Classical and

Operant’; ‘Trial and error theory’ and; ‘Information Processing (Roger’s) and Maslow’s

Humanistic theory’.

Above analysis indicates that the relevance of sub-topics of ‘Nature of learning;

Learning theories’ declines as: ‘Learning by Insight’; ‘Conditioning theories – Classical and

Operant’; ‘Trial and error theory’ and; ‘Information Processing (Roger’s) and Maslow’s

Humanistic theory’.

Among the two sub-topics 15.1 ‘Meaning, Scope and Objectives of Guidance

services; Needs of guidance services’ and 15.2 ‘Role of teacher in organizing guidance

programmes’ of the main topic ‘Guidance’, the sub-topic 15.2 has been rated as more

relevant in comparison to sub-topic 15.1.

Similarly, among the two sub-topics 5.1 ‘Learner Related, Teacher Related, Process

Related and Content Related factors’ and 5.2 ‘Memory and forgetting’ of the main topic

‘Factors Influencing Learning and Teaching Process’, the sub-topic 5.1 has been rated as

more relevant in comparison to sub-topic 5.2.

In case of sub-topics 14.1 ‘Role of home and school in promoting mental health’ and

14.2 ‘Characteristics of a mentally healthy person’ of the main topic ‘Mental hygiene:

Meaning and basic principles of mental hygiene’, both the topics have been rated as equally

relevant.


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CA-3 Development of Educational System in India (Paper-III)

The total scores and ranks assigned to the topics and sub-topics of Paper-III are


Table – 4.7 Rankings on the basis of Total Scores of Teacher Educators (N=35) for Topics of paper

entitled ‘Development of Educational System in India’ Topic No.

Topic R UD I Total Score

Rank Order

1 Education in India during: a) Vedic, b) Buddhist and c) Medieval periods.

18 17 --- 88 5.5

2 Growth and development of education in Himachal Pradesh: problems and priorities.

19 15 1 88 5.5

3 MaCauley’s Minute and Bentick’s resolution of 1835. Adam’s reports and its recommendations.

13 20 2 81 12.5

4 Wood’s Dispatch of 1854. 15 18 2 83 11 5 Lord Curzon’s Educational Policy. Growth of National

consciousness. National Education Movement. 17 16 2

85 8

6 Recommendations of Indian Education Commission -1882, its influence on the subsequent development of education.

14 21 --- 84 9.5

7 Essential features of Sadler Commission report – 1917. 13 20 2 81 12.5 8 Wardha Scheme of Education – 1937. 15 19 1 84 9.5 9 University Education Commission (1948-49). 17 17 1 86 7 10 Secondary Education Committee report (1952-53). 20 15 --- 90 3 11 Indian Education Commission (1964-66). 19 16 --- 89 4 12 National Policy of Education (1986). 22 13 --- 92 1 13 Revised National Policy (1992). 21 14 --- 91 2

From Table – 4.7 it can be observed that on the basis of the rankings of the total

scores of teacher educators relating to relevance, undecided and irrelevance, the ranks for

the various topics are in the order of: ‘National Policy of Education (1986)’; ‘Revised

National Policy (1992)’; ‘Secondary Education Committee report (1952-53)’; ‘Indian

Education Commission (1964-66)’; ‘Growth and development of education in Himachal

Pradesh: problems and priorities’ and ‘Education in India during: a) Vedic, b) Buddhist and

c) Medieval periods’; ‘University Education Commission (1948-49)’; ‘Lord Curzon’s

Educational Policy, Growth of National consciousness. National Education Movement’;

‘Wardha Scheme of Education – 1937’ and ‘Recommendations of Indian Education

Commission -1882, its influence on the subsequent development of education’; ‘Wood’s

Dispatch of 1854’ and; ‘MaCauley’s Minute and Bentick’s resolution of 1835. Adam’s


99

reports and its recommendations’ and ‘Essential features of Sadler Commission report –

1917’.

On the basis of above analysis, it may be inferred that the relevance of the topics of

Paper-III is in the order of: ‘National Policy of Education (1986)’; ‘Revised National Policy

(1992)’; ‘Secondary Education Committee report (1952-53)’; ‘Indian Education

Commission (1964-66)’; ‘Growth and development of education in Himachal Pradesh:

problems and priorities’ and ‘Education in India during: a) Vedic, b) Buddhist and c)

Medieval periods’; ‘University Education Commission (1948-49)’; ‘Lord Curzon’s

Educational Policy, Growth of National consciousness. National Education Movement’;

‘Wardha Scheme of Education – 1937’ and ‘Recommendations of Indian Education

Commission -1882, its influence on the subsequent development of education’; ‘Wood’s

Dispatch of 1854’ and; ‘MaCauley’s Minute and Bentick’s resolution of 1835. Adam’s

reports and its recommendations’ and ‘Essential features of Sadler Commission report –

1917’.

CA-4 Essentials of Educational Technology (Paper-IV)

The total scores and ranks assigned to the topics and sub-topics of Paper-IV are



100


Sub-topics of paper entitled ‘Essentials of Educational Technology’ Topic No.


Rank Order

1 Definition of Educational technology; Distinction between Hardware & Software technologies and their role in modern educational practices.

23 12 --- 93 4

2 Hardware technologies: Important accessories and their applications.

20 15 --- 90 6

2.1 OHP. 16 17 02 84 3 2.2 Still and Movie Projectors. 14 20 01 83 4.5 2.3 Audio-video recording instruments. 13 22 --- 83 4.5 2.4 TV. 10 25 --- 80 6 2.5 Computers. 24 11 --- 94 2 2.6 New technologies like e-mail, internet etc. 27 08 --- 97 1 3 Use of Strategies viz. Teleconferencing, Programmed

Instruction, CAI, Language laboratory. 21 14 --- 91 5

4 Psychological use of modern technologies. 19 16 --- 89 8 4.1 Cone of experience (Edger Dale). 19 16 --- 89 2 4.2 Multi-sensory instruction and its advantages. 21 14 --- 91 1 5 Communication: Concept, principles and models of

communication. 25 10 --- 95 3

6 Stages of teaching: Pre-active, interactive and post active stages of teaching along with operations involved in them.

26 09 --- 96 2

7 Models of teaching: Concept and elements of teaching model; Glaser’s basic teaching model.

19 16 --- 89 8

8 Modification of teaching behavior: Concept. 28 07 --- 98 1 8.1 Micro-teaching 28 06 01 97 1 8.2 Simulation 24 11 --- 94 2 8.3 Flander’s Interaction Analysis 14 20 01 83 3.5 8.4 Reciprocal Category System (RCS) 14 20 01 83 3.5 8.5 Transactional analysis. 10 19 06 74 5 9 Developing Programmed Instruction material - Linear

and Branching programmes (tryouts and validation etc). 19 16 --- 89 8

10 Meaning, Features, Advantages and Limitations of Technologies of Instruction.

15 20 --- 85 10

10.1 Personalized system of instruction. 12 23 --- 82 3.5 10.2 Audio-tutorial system. 13 21 01 82 3.5 10.3 Co-operative learning. 14 20 01 83 2 10.4 Simulation and games. 11 24 --- 81 5 10.5 Computer assisted instruction. 20 15 --- 90 1

It is evident from Table – 4.8 that on the basis of the rankings of the total scores of

teacher educators relating to relevance, undecided and irrelevance, the ranks for the various

topics are in the order of: ‘Modification of teaching behavior: Concept’; ‘Stages of teaching:

Pre-active, interactive and post active stages of teaching along with operations involved in

them’; ‘Communication: Concept, principles and models of communication’; ‘Definition of


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Educational technology; Distinction between Hardware & Software technologies and their

role in modern educational practices’; ‘Use of Strategies viz. Teleconferencing,

Programmed Instruction, CAI, Language laboratory’; ‘Hardware technologies: Important

accessories and their applications’; ‘Psychological use of modern technologies’, ‘Models of

teaching: Concept and elements of teaching model; Glaser’s basic teaching model’ and

‘Developing Programmed Instruction material - Linear and Branching programmes (tryouts

and validation etc)’ and; ‘Meaning, Features, Advantages and Limitations of Technologies

of Instruction’.

From the above analysis, it may be interpreted that the relevance of the topics of

Paper-IV is in the order of: ‘Modification of teaching behavior: Concept’; ‘Stages of

teaching: Pre-active, interactive and post active stages of teaching along with operations

involved in them’; ‘Communication: Concept, principles and models of communication’;

‘Definition of Educational technology; Distinction between Hardware & Software

technologies and their role in modern educational practices’; ‘Use of Strategies viz.

Teleconferencing, Programmed Instruction, CAI, Language laboratory’; ‘Hardware

technologies: Important accessories and their applications’; ‘Psychological use of modern

technologies’, ‘Models of teaching: Concept and elements of teaching model; Glaser’s basic

teaching model’ and ‘Developing Programmed Instruction material - Linear and Branching

programmes (tryouts and validation etc)’ and; ‘Meaning, Features, Advantages and

Limitations of Technologies of Instruction’.

Table – 4.8 also represents the rankings of the sub-topics of the few main topics. In

case of main topic ‘Modification of teaching behaviour: Concept’, the ranks for the various

sub-topics are in the order of: ‘Micro-teaching’; ‘Simulation’; ‘Flander’s Interaction

Analysis’ and ‘Reciprocal Category System (RCS)’ and; ‘Transactional analysis’.

Above analysis indicates that the relevance of sub-topics of ‘Modification of

teaching behaviour: Concept’ is in the order of: ‘Micro-teaching’; ‘Simulation’; ‘Flander’s

Interaction Analysis’ and ‘Reciprocal Category System (RCS)’ and; ‘Transactional

analysis’.

For the main topic ‘Hardware technologies: Important accessories and their

applications’, the ranks for the various sub-topics are in the order of: ‘New technologies like


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e-mail, internet etc’; ‘Computers’; ‘OHP’; ‘Still and Movie Projectors’ and ‘Audio-video

recording instruments’ and; ‘TV’.

Above analysis infers that the relevance of sub-topics of ‘Hardware technologies:

Important accessories and their applications’ is in the order of: ‘New technologies like e-

mail, internet etc’; ‘Computers’; ‘OHP’; ‘Still and Movie Projectors’ and ‘Audio-video

recording instruments’ and; ‘TV’.

Among the two sub-topics 4.1 ‘Cone of experience (Edger Dale)’ and 4.2 ‘Multi-

sensory instruction and its advantages’ of main topic ‘Psychological use of modern

technologies’, the sub-topic 4.2 has been rated as more relevant in comparison to sub-topic

4.1.

In case of main topic ‘Meaning, Features, Advantages and Limitations of

Technologies of Instruction’, the ranks for the various sub-topics are in the order of:

‘Computer assisted instruction’; ‘Co-operative learning’; ‘Audio-tutorial system’ and

‘Personalized system of instruction’ and; ‘Simulation and games’.

Above analysis indicates that the relevance of sub-topics of ‘Meaning, Features,

Advantages and Limitations of Technologies of Instruction’ is in the order of: ‘Computer

assisted instruction’; ‘Co-operative learning’; ‘Audio-tutorial system’ and ‘Personalized

system of instruction’ and; ‘Simulation and games’.

CA-5 Education for Values, Environment and Human Rights (Paper-V)

The total scores and ranks assigned to the topics and sub-topics of Paper-V are



103


Sub-topics of paper entitled ‘Education for Values, Environment and Human Rights’ Topic No.


Rank Order

1 Values: Concept, nature, classification of values; Need for the Education of Human values.

27 07 --- 95 1

2 Five Universal values: Truth, Righteous conduct, Peace, Love and Non-violence and their sub values as listed by Gokak Committee

22 12 --- 90 3

3 Sources of Values: Cultural, Religio-spiritual and constitutional; Values as enshrined in the Constitution of India.

16 18 --- 84 10.5

4 Methods of teaching Human Values: Direct, Indirect; Integrating values with curricular and co-curricula r activities.

18 16 --- 86 8

5 Environment: meaning, scope, principles and objectives of Environmental Education.

21 13 --- 89 5

6 Environmental pollution: Types, Causes, Remedies. 19 12 03 84 10.5 7 Environmental Hazards: causes & effects (Global and local).

Green House Effect, Ozone layer Depletion, Acid Rain, Polar Melting, Rising of Sea Level and their implications.

19 15 --- 87 6.5

8 Role of school in Environmental Conservation and Sustainable Development.

22 12 --- 90 3

9 Human Rights: Concept, Foundations, and historical background; Universal Declaration of Human Rights and Indian Constitution Provisions.

19 15 --- 87 6.5

10 Human Rights Education at Secondary Level Curriculum and activities for Human Rights Education.

22 12 --- 90 3

11 Enforcement of Human Rights. 18 15 01 85 9 11.1 Concerns for enforcement – necessity, historical background

and present status 17 17 --- 85 1

11.2 Formal mechanisms – UN organs and National levels, NGOs and Press and Media.

16 18 --- 84 2

11.3 Mechanisms in schools for the protection of Human Rights 15 19 --- 83 3

It can be seen from Table – 4.9 that on the basis of the rankings of the total scores of

teacher educators relating to relevance, undecided and irrelevance, the ranks for the various

topics are in the order of: ‘Values: Concept, nature, classification of values; Need for the

Education of Human values’; ‘Five Universal values: Truth, Righteous conduct, Peace, Love

and Non-violence and their sub values as listed by Gokak Committee’, ‘Role of school in

Environmental Conservation and Sustainable Development’ and ‘Human Rights Education

at Secondary Level Curriculum and activities for Human Rights Education’; ‘Environment:

meaning, scope, principles and objectives of Environmental Education’; ‘Environmental

Hazards: causes & effects (Global and local). Green House Effect, Ozone layer Depletion,

Acid Rain, Polar Melting, Rising of Sea Level and their implications’ and ‘Human Rights:


104

Concept, Foundations, and historical background; Universal Declaration of Human Rights

and Indian Constitution Provisions’; ‘Methods of teaching Human Values: Direct, Indirect;

Integrating values with curricular and co-curricular activities’; ‘Enforcement of Human

Rights’ and; ‘Environmental pollution: Types, Causes, Remedies’ and ‘Sources of Values:

Cultural, Religio-spiritual and constitutional; Values as enshrined in the Constitution of

India’.

From the above analysis, it may be inferred that the relevance of topics of Paper-V is

in the order of: ‘Values: Concept, nature, classification of values; Need for the Education of

Human values’; ‘Five Universal values: Truth, Righteous conduct, Peace, Love and Non-

violence and their sub values as listed by Gokak Committee’, ‘Role of school in

Environmental Conservation and Sustainable Development’ and ‘Human Rights Education

at Secondary Level Curriculum and activities for Human Rights Education’; ‘Environment:

meaning, scope, principles and objectives of Environmental Education’; ‘Environmental

Hazards: causes & effects (Global and local). Green House Effect, Ozone layer Depletion,

Acid Rain, Polar Melting, Rising of Sea Level and their implications’ and ‘Human Rights:

Concept, Foundations, and historical background; Universal Declaration of Human Rights

and Indian Constitution Provisions’; ‘Methods of teaching Human Values: Direct, Indirect;

Integrating values with curricular and co-curricular activities’; ‘Enforcement of Human

Rights’ and; ‘Environmental pollution: Types, Causes, Remedies’ and ‘Sources of Values:

Cultural, Religio-spiritual and constitutional; Values as enshrined in the Constitution of

India’.

From Table – 4.9, it can also be seen that the ranks for various sub-topics of

‘Enforcement of Human Rights’ are in the order of: ‘Concerns for enforcement – necessity,

historical background and present status’; ‘Formal mechanisms – UN organs and National

levels, NGOs and Press and Media’ and; ‘Mechanisms in schools for the protection of

Human Rights’.

Above analysis indicates that the relevance of the sub-topics of ‘Enforcement of

Human Rights’ decreases as: ‘Concerns for enforcement – necessity, historical background

and present status’; ‘Formal mechanisms – UN organs and National levels, NGOs and Press

and Media’ and; ‘Mechanisms in schools for the protection of Human Rights’.


105

CA-6 School Management (Paper-VI)

The total scores and ranks assigned to the topics and sub-topics of Paper-VI are



Sub-topics of paper entitled ‘School Management’ Topic No.


Rank Order

1 School management: Concept, characteristics and scope. 24 10 --- 92 3.5 2 Management approaches: Man-Power, Cost-Benefit, Social-

Demand, and Social-Justice Approach. Decision making: Concept and techniques.

14 20 --- 82 8.5

3 Physical Infrastructure: Availability, adequacy and utilization.

15 18 01 82 8.5

3.1 Management of space. 10 21 03 75 2 3.2 Problems and difficulties in space management and allocation

procedures. 15 17 02 81 1

4 School Head: Qualities and duties of school head as per H.P. Education Code.

24 10 --- 92 3.5

4.1 Role of Head in planning, monitoring, supervision and evaluation.

23 11 --- 91 1

4.2 Delegation of authority and accountability. 17 17 --- 85 2 5 Teacher: Teaching as Profession – Characteristics,

Professional traits of a teacher. 26 08 --- 94 2

5.1 Role of Teacher – Instructional Input, manager, facilitator, counselor, and community leader.

24 10 --- 92 2

5.2 Classroom management: Concept, principles, Influencing factors and techniques of Classroom Management.

26 08 --- 94 1

6 Educational administration in H.P. State. 10 23 01 77 10 6.1 The administrative structure of education in the state. 10 23 01 77 3 6.2 Control of Education. 12 21 01 79 2 6.3 Function of the State and State Board of School Education in

Controlling secondary schools. 12 22 --- 80 1

7 Co-curricular activities: Concepts, types, importance, principles of organization of co-curricular activities and role of teacher.

24 09 01 91 5

8 Time-table: Concept, importance, types, principles & problems of time-table construction, role of teacher.

27 07 --- 95 1

9 School-records and registers: Types and need. How to maintain records?

22 12 --- 90 6

10 Supervision and Inspection: Concept, Types, Scope and Aims of supervision. Supervision in schools of Himachal Pradesh (Supervision Staff, supervision report, steps in conducting supervision and guidelines to supervision staff).

19 15 --- 87 7

From Table – 4.10, it can be observed that on the basis of the rankings of the total


the various topics are in the order of: ‘Time-table: Concept, importance, types, principles &


106

problems of time-table construction, role of teacher’; ‘Teacher: Teaching as Profession –

Characteristics, Professional traits of a teacher’; ‘School management: Concept,

characteristics and scope’ and ‘School Head: Qualities and duties of school head as per H.P.

Education Code’; ‘Co-curricular activities: Concepts, types, importance, principles of

organization of co-curricular activities and role of teacher’; ‘School-records and registers:

Types and need. How to maintain records?’; ‘Supervision and Inspection: Concept, Types,

Scope and Aims of supervision. Supervision in schools of Himachal Pradesh (Supervision

Staff, supervision report, steps in conducting supervision and guidelines to supervision

staff)’; ‘Physical Infrastructure: Availability, adequacy and utilization’ and ‘Management

approaches: Man-Power, Cost-Benefit, Social-Demand, and Social-Justice Approach.

Decision making: Concept and techniques’ and; ‘Educational administration in H.P. State’.

On the basis of above analysis, it may be interpreted that the relevance of topics of

Paper-VI is in the order of: ‘Time-table: Concept, importance, types, principles & problems

of time-table construction, role of teacher’; ‘Teacher: Teaching as Profession –

Characteristics, Professional traits of a teacher’; ‘School management: Concept,

characteristics and scope’ and ‘School Head: Qualities and duties of school head as per H.P.

Education Code’; ‘Co-curricular activities: Concepts, types, importance, principles of

organization of co-curricular activities and role of teacher’; ‘School-records and registers:

Types and need. How to maintain records?’; ‘Supervision and Inspection: Concept, Types,

Scope and Aims of supervision. Supervision in schools of Himachal Pradesh (Supervision

Staff, supervision report, steps in conducting supervision and guidelines to supervision

staff)’; ‘Physical Infrastructure: Availability, adequacy and utilization’ and ‘Management

approaches: Man-Power, Cost-Benefit, Social-Demand, and Social-Justice Approach.

Decision making: Concept and techniques’ and; ‘Educational administration in H.P. State’.

Table – 4.10 also represents the rankings of sub-topics of few main topics. Among

the two sub topics 5.1 ‘Role of Teacher – Instructional Input, manager, facilitator, counselor,

and community leader’ and 5.2 ‘Classroom management: Concept, principles, Influencing

factors and techniques of Classroom Management’ of main topic ‘Teacher: Teaching as

Profession – Characteristics, Professional traits of a teacher’, the sub-topic 5.2 has been

rated as more relevant in comparison to the sub-topic 5.1.


107

In case of sub-topics 4.1 ‘Role of Head in planning, monitoring, supervision and

evaluation’ and 4.2 ‘Delegation of authority and accountability’ of the main topic ‘School

Head: Qualities and duties of school head as per H.P. Education Code’, the sub-topic 4.1 has

been rated as more relevant in comparison to the sub-topic 4.2.

Among the two sub-topics 3.1 ‘Management of space’ and 3.2 ‘Problems and

difficulties in space management and allocation procedures’ of the main topic ‘Physical

Infrastructure: Availability, adequacy and utilization’, the sub-topic 3.2 has been rated as

more relevant in comparison to the sub-topic 3.1.

In case of main topic ‘Educational administration in H.P. State’, the ranks for various

sub-topics are in the order of: ‘Function of the State and State Board of School Education in

Controlling secondary schools’; ‘Control of Education’ and; ‘The administrative structure of

education in the state’.

Above analysis indicates that the relevance of the sub-topics of ‘Educational

administration in H.P. State’ decreases as: ‘Function of the State and State Board of School

Education in controlling secondary schools’; ‘Control of Education’ and; ‘The

administrative structure of education in the state’.

CA-7 Teaching of Physical Sciences [Paper-VII (A)]

The total scores and ranks assigned to the topics and sub-topics of Paper-VII (A) are



108


Sub-topics of paper entitled ‘Teaching of Physical Sciences’ Topic No.


Rank Order

1 Nature of modern sciences. 14 20 --- 82 10 1.1 Nature of physical sciences. 12 22 --- 80 1 1.2 Eminent World scientists. 10 23 01 77 3.5 1.3 Eminent Indian scientists. 10 23 01 77 3.5 1.4 Professions in the area of sciences. 12 21 01 79 2 2 Justification for including science as a subject in school curriculum. 25 09 --- 93 2 2.1 Objectives of teaching physical sciences. 23 11 --- 91 1.5 2.2 Taxonomy of educational objectives. 23 11 --- 91 1.5 2.3 Concept of entering and terminal behavior. 15 19 --- 83 3 2.4 Organizing learning experiences for achieving specified behavioural

outcomes. 14 19 01 81 4

3 Major models of instruction useful for science education. 10 21 03 75 13 4 Defining desired outcomes (Statement of objectives) for different

levels of education. 16 15 03 81 11.5

5 Co-curricular and non-formal approaches: Activity approaches and non-formal methods of science teaching in terms of Field trips, school gardening, science clubs, visit to science museums; organizing science fairs and excursion.

22 12 --- 90 4

6 Planning for teaching. 26 08 --- 94 1 6.1 Developing Yearly plans, Unit plans, lesson plans, content analysis

and identification of important concepts 26 08 --- 94 1

6.2 Use of Piagetian, Brunerian, Gagnesian principles in developing lesson plan.

06 26 02 72 5

6.3 Preparation and Development of Improvised apparatus. 16 18 --- 84 4 6.4 Preparation, selection and use of teaching aids. 22 11 01 89 2.5 6.5 Innovations in teaching the subject in terms of Team-teaching,

programmed teaching, seminars and computer assisted teaching. 21 13 --- 89 2.5

7 Curriculum and resource utilization. 16 18 --- 84 9 7.1 Approaches to curriculum designing. 16 18 --- 84 4 7.2 Adapting the curriculum to local needs and requirements and the

availability of local resources availabilities. 17 17 --- 85 3

7.3 Practical Work in science teaching. 20 14 --- 88 1.5 7.4 Report writing for science projects. 20 14 --- 88 1.5 8 Methods of teaching Physical Sciences. 23 11 --- 91 3 8.1 Lecture-demonstration method, Project method, Problem-solving

method and CAI. 23 11 --- 91 1

8.2 Analysis of Teaching methods used by teachers in schools for teaching Physical Sciences.

16 18 --- 84 2

9 Curricular Accessories and support material – Textbooks, Journals, Handbooks, Students’ workbooks, Display slides, Laboratory materials and Audio-visual support materials.

14 19 01 81 11.5

10 Evaluating outcomes of science teaching. 18 15 01 85 7.5 10.1 Construction of norm-referenced and criterion-referenced tests. 18 14 02 84 2 10.2 Preparing different types of items in accordance with the Blooms’

taxonomy of instructional objectives 18 15 01 86 1

10.3 Limitations and advantages of different types of items 15 18 01 82 3 11 Diagnostic testing and remedial teaching: Developing formative

evaluation instruments as aids to learning. 20 14 --- 88 5.5

12 Designing lesson plans: formation of unit and lesson plans. 18 15 01 85 7.5 13 Teaching aids. 22 10 02 88 5.5 13.1 Classification of Teaching aids and their description. 22 10 02 88 1.5 13.2 Importance of teaching aids in teaching physical sciences. 22 10 02 88 1.5


109



various topics are in the order of: ‘Planning for teaching’; ‘Justification for including science

as a subject in school curriculum’; ‘Methods of teaching Physical Sciences’; ‘Co-curricular

and non-formal approaches: Activity approaches and non-formal methods of science

teaching in terms of Field trips, school gardening, science clubs, visit to science museums;

organizing science fairs and excursion’; ‘Teaching aids’ and ‘Diagnostic testing and

remedial teaching: Developing formative evaluation instruments as aids to learning’;

‘Evaluating outcomes of science teaching’ and ‘Designing lesson plans: formation of unit

and lesson plans’; ‘Curriculum and resource utilization’; ‘Nature of modern sciences’;

‘Defining desired outcomes (Statement of objectives) for different levels of education’ and

‘Curricular Accessories and support material – Textbooks, Journals, Handbooks, Students’

workbooks, Display slides, Laboratory materials and Audio-visual support materials’ and;

‘Major models of instruction useful for science education’.

From the above analysis it can be inferred that the relevance of topics of Paper-VII

(A) is in the order of: ‘Planning for teaching’; ‘Justification for including science as a

subject in school curriculum’; ‘Methods of teaching Physical Sciences’; ‘Co-curricular and

non-formal approaches: Activity approaches and non-formal methods of science teaching in

terms of Field trips, school gardening, science clubs, visit to science museums; organizing

science fairs and excursion’; ‘Teaching aids’ and ‘Diagnostic testing and remedial teaching:

Developing formative evaluation instruments as aids to learning’; ‘Evaluating outcomes of

science teaching’ and ‘Designing lesson plans: formation of unit and lesson plans’;

‘Curriculum and resource utilization’; ‘Nature of modern sciences’; ‘Defining desired

outcomes (Statement of objectives) for different levels of education’ and ‘Curricular

Accessories and support material – Textbooks, Journals, Handbooks, Students’ workbooks,

Display slides, Laboratory materials and Audio-visual support materials’ and; ‘Major

models of instruction useful for science education’.

Further, Table – 4.11 also shows the rankings of sub-topics of few main topics. In

case of main topic ‘Planning for teaching’, the ranks for various sub-topics are in the order

of: ‘Developing Yearly plans, Unit plans, lesson plans, content analysis and identification of

important concepts’; ‘Preparation, selection and use of teaching aids’ and ‘Innovations in


110

teaching the subject in terms of Team-teaching, programmed teaching, seminars and

computer assisted teaching’; ‘Preparation and Development of Improvised apparatus’ and;

‘Use of Piagetian, Brunerian, Gagnesian principles in developing lesson plan’.

Above analysis indicates that the relevance of sub-topics of ‘Planning for Teaching’

declines as: ‘Developing Yearly plans, Unit plans, lesson plans, content analysis and

identification of important concepts’; ‘Preparation, selection and use of teaching aids’ and

‘Innovations in teaching the subject in terms of Team-teaching, programmed teaching,

seminars and computer assisted teaching’; ‘Preparation and Development of Improvised

apparatus’ and; ‘Use of Piagetian, Brunerian, Gagnesian principles in developing lesson

plan’.

For the main topic ‘Justification for including science as a subject in school

curriculum’, the ranks for various sub-topics are in the order of: ‘Objectives of teaching

physical sciences’ and ‘Taxonomy of educational objectives’; ‘Concept of entering and

terminal behavior’ and; ‘Organizing learning experiences for achieving specified

behavioural outcomes’.

Above analysis indicates that the relevance of sub-topics of ‘Justification for

including science as a subject in school curriculum’ declines as: ‘Objectives of teaching

physical sciences’ and ‘Taxonomy of educational objectives’; ‘Concept of entering and

terminal behavior’ and; ‘Organizing learning experiences for achieving specified

behavioural outcomes’.

Among the two sub-topics 8.1 ‘Lecture-demonstration method, Project method,

Problem-solving method and CAI’ and 8.2 ‘Analysis of Teaching methods used by teachers

in schools for teaching Physical Sciences’ of the main topic ‘Methods of teaching Physical

Sciences’, the sub-topic 8.1 has been rated as more relevant in comparison to the sub-topic

8.2.

In case of sub-topics 13.1 ‘Classification of teaching aids and their description’ and

13.2 ‘Importance of teaching aids in teaching physical sciences’ of the main topic ‘Teaching

Aids’, both the topics are rated as equally relevant.

In case of main topic ‘Evaluating outcomes of science teaching’, the ranks for

various sub-topics are in the order of: ‘Preparing different types of items in accordance with


111

the Blooms’ taxonomy of instructional objectives’; ‘Construction of norm-referenced and

criterion-referenced tests’ and; ‘Limitations and advantages of different types of items’.

From the above analysis it can be interpreted that the relevance of sub-topics of

‘Evaluating outcomes of science teaching’ declines as: ‘Preparing different types of items in

accordance with the Blooms’ taxonomy of instructional objectives’; ‘Construction of norm-

referenced and criterion-referenced tests’ and; ‘Limitations and advantages of different types

of items’.

For the main topic ‘Curriculum and resource utilization’, the ranks for various sub-

topics are in the order of: ‘Practical Work in science teaching’ and ‘Report writing for

science projects’; ‘Adapting the curriculum to local needs and requirements and the

availability of local resources availabilities’ and; ‘Approaches to curriculum designing’.

On the basis of above analysis, it may be inferred that the relevance of sub-topics of

‘Curriculum and resource utilization’ is in the order of: ‘Practical Work in science teaching’

and ‘Report writing for science projects’; ‘Adapting the curriculum to local needs and

requirements and the availability of local resources availabilities’ and; ‘Approaches to

curriculum designing’.

In case of main topic ‘Nature of modern sciences’, the ranks for various sub-topics

are in the order of: ‘Nature of physical sciences’; ‘Professions in the area of sciences’ and;

‘Eminent World scientists’ and ‘Eminent Indian scientists’.

This indicates that the relevance of sub-topics of ‘Nature of modern sciences’

decreases as: ‘Nature of physical sciences’; ‘Professions in the area of sciences’ and;

‘Eminent World scientists’ and ‘Eminent Indian scientists’.

CA-8 Teaching of Life Sciences [Paper-VII (B)]

The total scores and ranks assigned to the topics and sub-topics of Paper-VII (B) are



112


Sub-topics of paper entitled ‘Teaching of Life Sciences’ Topic No.


Rank Order

1 Importance, Aims and Objectives of Life Sciences 21 10 --- 83 5 1.1 Importance of Life Science in School curriculum. 21 10 --- 83 1.5 1.2 General aims and objectives of teaching Life Science. 20 11 --- 82 3 1.3 Bloom’s taxonomy of educational objectives. 16 15 --- 78 4 1.4 Formulation of specific objectives in behavioural terms. 21 10 --- 83 1.5 2 Content and Pedagogical Analysis 15 14 02 75 8 2.1 Curriculum: Concept, scope and Principles of Curriculum

construction. 18 13 --- 80 1

2.2 Principles of Analysis of the Curriculum of Life Sciences at secondary level in terms of its relevance and suggestions for improvement.

16 15 --- 78 2

3 Development of instructional material. 22 09 --- 84 3.5 3.1 Unit Planning. 17 13 01 78 5 3.2 Lesson Planning. 18 13 --- 80 4 3.3 Preparation of teaching aids. 22 09 --- 84 1 3.4 Development of aquarium, vivarium etc. 19 12 --- 81 2.5 3.5 Development of demonstration experiments. 19 12 --- 81 2.5 4 Teaching aids. 22 09 --- 84 3.5 4.1 Classification of teaching aids and their description. 22 09 --- 84 1.5 4.2 Importance of teaching aids in teaching life-sciences. 22 09 --- 84 1.5 5 Text book. 19 11 01 80 6.5 5.1 Characteristics of good text book on life sciences. 19 11 01 80 1.5 5.2 Evaluation of the text book. 19 11 01 80 1.5 6 Laboratory organization. 19 11 01 80 6.5 6.1 Layout of laboratory. 19 11 01 80 1.5 6.2 Buying and care of equipment for life-science laboratory. 17 13 01 78 3 6.3 Accident prevention and first aid requirements in life-science

laboratory. 19 11 01 80 1.5

7 Methods of Teaching. 27 04 --- 89 1 7.1 Lecture-demonstration method, Project method, Problem-

solving method and CAI. 27 04 --- 89 1

7.2 Analysis of teaching methods used by teachers in schools for teaching life sciences.

14 16 01 75 2

8 Evaluation. 23 08 --- 85 2 8.1 Purpose of Evaluation and types of evaluation: Diagnostic,

Formative and Summative. 22 09 --- 84 1.5

8.2 Steps in the construction of achievement test; attributes of a good achievement test.

22 09 --- 84 1.5

9 Organization of Biological Associations, fairs and exhibition. 12 19 --- 74 9



the various topics are in the order of: ‘Methods of Teaching’; ‘Evaluation’; ‘Development of

instructional material’ and ‘Teaching aids’; ‘Importance, Aims and Objectives of Life


113

Sciences’; ‘Text book’ and ‘Laboratory organization’; ‘Content and Pedagogical Analysis’

and; ‘Organization of Biological Associations, fairs and exhibition’.

On the basis of above analysis, it may be inferred that the relevance of topics of

Paper-VII (B) is in the order of: ‘Methods of Teaching’; ‘Evaluation’; ‘Development of

instructional material’ and ‘Teaching aids’; ‘Importance, Aims and Objectives of Life

Sciences’; ‘Text book’ and ‘Laboratory organization’; ‘Content and Pedagogical Analysis’

and; ‘Organization of Biological Associations, fairs and exhibition’.

Further, Table – 4.12 also displays the rankings of the sub-topics of few main topics.

Among the two sub-topics 7.1 ‘Lecture-demonstration method, Project method, Problem-

solving method and CAI’ and 7.2 ‘Analysis of teaching methods used by teachers in schools

for teaching life sciences’ of the main topic ‘Methods of Teaching’, the sub-topic 7.1 has

been rated as more relevant in comparison to the sub topic 7.2.

In case of sub-topics 8.1 ‘Purpose of Evaluation and types of evaluation: Diagnostic,

Formative and Summative’ and 8.2 ‘Steps in the construction of achievement test; attributes

of a good achievement test’ of the main topic ‘Evaluation’, both the sub-topics are rated as

equally relevant.

In case of main topic ‘Development of instructional material’, the ranks for various

sub-topics are in the order of: ‘Preparation of teaching aids’; ‘Development of aquarium,

vivarium etc.’ and ‘Development of demonstration experiments’; ‘Lesson Planning’ and;

‘Unit Planning’.

Above analysis indicates that the relevance of various sub-topics of ‘Development of

instructional material’ is in the order of: ‘Preparation of teaching aids’; ‘Development of

aquarium, vivarium etc.’ and ‘Development of demonstration experiments’; ‘Lesson

Planning’ and; ‘Unit Planning’.

Among the two sub-topics 4.1 ‘Classification of teaching aids and their description’

and 4.2 ‘Importance of teaching aids in teaching life-sciences’ of the main topic ‘Teaching

Aids’, both the sub-topics are rated as equally relevant.

In case of main topic ‘Importance, Aims and Objectives of Life Sciences’, the ranks

for various sub-topics are in the order of: ‘Importance of Life Science in School curriculum’

and ‘Formulation of specific objectives in behavioural terms’; ‘General aims and objectives

of teaching Life Science’ and; ‘Bloom’s taxonomy of educational objectives’.


114

Above analysis indicates that the relevance of various sub-topics of ‘Importance,

Aims and Objectives of Life Sciences’ is in the order of: ‘Importance of Life Science in

School curriculum’ and ‘Formulation of specific objectives in behavioural terms’; ‘General

aims and objectives of teaching Life Science’ and; ‘Bloom’s taxonomy of educational

objectives’.

Among the two sub-topics 5.1 ‘Characteristics of good text book on life sciences’

and 5.2 ‘Evaluation of the text book’ of the main topic ‘Text book’, both the sub-topics are

rated as equally relevant.

In case of the main topic ‘Laboratory organization’, the ranks for various sub-topics

are in the order of: ‘Layout of laboratory’ and ‘Accident prevention and first aid

requirements in life-science laboratory’ and; ‘Buying and care of equipments for life-science

laboratory’.

Above analysis indicates that the relevance of sub-topics of ‘Laboratory

organization’ is in the order of: ‘Layout of laboratory’ and ‘Accident prevention and first aid

requirements in life-science laboratory’ and; ‘Buying and care of equipments for life-science

laboratory’.

Among the two sub-topics 2.1 ‘Curriculum: Concept, scope and Principles of

Curriculum construction’ and 2.2 ‘Principles of Analysis of the Curriculum of Life Sciences

at secondary level in terms of its relevance and suggestions for improvement’ of the main

topic ‘Content and Pedagogical Analysis’, the sub-topic 2.1 has been rated as more relevant

in comparison to the sub-topic 2.2.

CA-9 Teaching of Mathematics [Paper-VII (C)]

The total scores and ranks assigned to the topics and sub-topics of Paper-VII (C) are



115


Sub-topics of paper entitled ‘Teaching of Mathematics’ Topic No.


Rank Order

1 Meaning of Mathematics. 19 12 --- 81 4 1.1 History of Mathematics. 10 20 01 71 2 1.2 Contribution of mathematician’s with reference to

Bhaskaracharya, Aryabhatta, Leelabathi, Ramanujam and contributions of Euclid, Pythagorous, Rene-Descarte.

13 18 --- 75 1

2 Objectives of teaching mathematics in terms of instruction and behavior.

21 10 --- 83 3

2.1 Approaches of teaching mathematics viz. Inductive, deductive, analytical, synthetic, heuristic, project and laboratory.

20 10 01 81 2

2.2 Using various techniques for teaching mathematics viz. oral, written, drill, assignment and supervised study.

22 09 --- 84 1

3 Meaning and importance/purpose of a lesson plan. 23 08 --- 85 1 3.1 Proforma of a lesson plan and its rationality. 17 14 --- 79 2 3.2 Meaning and Purpose of a Unit and unit plan. 19 12 --- 81 1 3.3 Developing/Preparing low cost improvised teaching aids

relevant to local ethos.

17 13 01 78 3

3.4 Skill in maintaining and using blackboard, models, charts, TV, films, video tapes and VCR.

16 14 01 77 4

4 Methods of teaching mathematics. Analysis of teaching methods used by teachers in schools for teaching mathematics.

17 14 --- 79 6

5 Principle and rationale of curriculum development. 17 14 --- 79 5 5.1 Preparing syllabi both logically and psychologically according

to the age groups of children. 16 15 --- 78 1

5.2 Critical study of existing syllabi of mathematics syllabus of Himachal Pradesh at the secondary level.

12 18 01 73 2

6 Textbooks in mathematics. 16 14 01 77 7 6.1 Qualities of a good textbook in mathematics, its functions and

process. 16 14 01 77 1

6.2 Evaluation of text book in mathematics. 12 18 01 73 2 7 Education of exceptional children in mathematics. 14 17 --- 76 8 7.1 Backwardness in mathematics – diagnosis and remedies. 20 11 --- 82 1 7.2 Enrichment programmes for the gifted children in

mathematics. 17 14 --- 79 2

8 Evaluation in mathematics. 22 09 --- 84 2



various topics are in the order of: ‘Meaning and importance/purpose of a lesson plan’;

‘Evaluation in mathematics’; ‘Objectives of teaching mathematics in terms of instruction

and behavior’; ‘Meaning of Mathematics’; ‘Principle and rationale of curriculum

development’; ‘Methods of teaching mathematics: Analysis of teaching methods used by


116

teachers in schools for teaching mathematics’; ‘Textbooks in mathematics’ and; ‘Education

of exceptional children in mathematics’.

On the basis of above analysis, it may be inferred that the relevance of topics of

Paper-VII (C) is in the order of: ‘Meaning and importance/purpose of a lesson plan’;

‘Evaluation in mathematics’; ‘Objectives of teaching mathematics in terms of instruction

and behavior’; ‘Meaning of Mathematics’; ‘Principle and rationale of curriculum

development’; ‘Methods of teaching mathematics: Analysis of teaching methods used by

teachers in schools for teaching mathematics’; ‘Textbooks in mathematics’ and; ‘Education

of exceptional children in mathematics’.

Table – 4.13 also represents the rankings of sub-topics of few main topics.

In case of main topic ‘Meaning and importance/purpose of a lesson plan’, the ranks

for various sub-topics are in the order of: ‘Meaning and Purpose of a Unit and unit plan’;

‘Proforma of a lesson plan and its rationality’; ‘Developing/Preparing low cost improvised

teaching aids relevant to local ethos’ and; ‘Skill in maintaining and using blackboard,

models, charts, TV, films, video tapes and VCR’.

On the basis of above analysis, it may be interpreted that the relevance of sub-topics

of ‘Meaning and importance/purpose of a lesson plan’ decreases as: ‘Meaning and Purpose

of a Unit and unit plan’; ‘Proforma of a lesson plan and its rationality’;

‘Developing/Preparing low cost improvised teaching aids relevant to local ethos’ and; ‘Skill

in maintaining and using blackboard, models, charts, TV, films, video tapes and VCR’.

Among the two sub-topics 2.1 ‘Approaches of teaching mathematics viz. Inductive,

deductive, analytical, synthetic, heuristic, project and laboratory’ and 2.2 ‘Using various

techniques for teaching mathematics viz. oral, written, drill, assignment and supervised

study’ of the main topic ‘Objectives of teaching mathematics in terms of instruction and

behavior’, the sub-topic 2.2 has been rated as more relevant in comparison to the sub-topic

2.1.

In case of sub-topics 1.1 ‘History of Mathematics’ and 1.2 ‘Contribution of

mathematician’s with reference to Bhaskaracharya, Aryabhatta, Leelabathi, Ramanujam and

contributions of Euclid, Pythagorous, Rene-Descarte’ of the main topic ‘Meaning of

Mathematics’, the sub-topic 1.2 has been rated as more relevant in comparison to the sub-

topic 1.1.


117

Among the two sub-topics 5.1 ‘Preparing syllabi both logically and psychologically

according to the age groups of children’ and 5.2 ‘Critical study of existing syllabi of

mathematics syllabus of Himachal Pradesh at the secondary level’ of the main topic

‘Principle and rationale of curriculum development’, the sub-topic 5.1 has been rated as


In case of sub-topics 6.1 ‘Qualities of a good textbook in mathematics, its functions

and process’ and 6.2 ‘Evaluation of text book in mathematics’ of the main topic ‘Textbooks

in mathematics’, the sub-topic 6.1 has been rated as more relevant in comparison to the sub-

topic 6.2.

Among the two sub-topics 7.1 ‘Backwardness in mathematics – diagnosis and

remedies’ and 7.2 ‘Enrichment programmes for the gifted children in mathematics’ of the

main topic ‘Education of exceptional children in mathematics’, the sub-topic 7.1 has been

rated as more relevant in comparison to the sub-topic 7.2.

CA-10 Teaching of Social Sciences [Paper-VII (D)]

The total scores and ranks assigned to the topics and sub-topics of Paper-VII (D) are



118


Sub-topics of paper entitled ‘Teaching of Social Sciences’ Topic No.


Rank Order

1 Need for teaching the subjects under Social Sciences/studies (History, Geography, Civics, sociology and Economics) in schools.

18 13 01 81 1

1.1 Concept of Social studies and how it differs from social sciences.

17 14 01 80 1

1.2 Present perception about social studies/social sciences. 16 13 03 77 2 1.3 Rationale for including these areas in school curriculum. 12 17 03 73 3 2 Objectives of teaching social studies. 16 15 01 79 3.5 2.1 Objectives of teaching the subject at different levels. 15 16 01 78 1 2.2 Discipline-oriented teaching of social studies and social

reconstruction approach. 09 17 06 67 2

3 Principles of designing a social studies curriculum with weightage to component areas. Approaches to organizing social studies curriculum in terms of Correlation, integration, concentric, spiral, unit and chronological approaches.

14 16 02 76 7.5

4 Instructional strategies, methods and models. 14 17 01 77 6 4.1 Importance of instructional strategies. 14 17 01 77 1.5 4.2 Strategies for teaching social studies in terms of specific

method viz. lecture, lecture cum discussion, projects, and source methods, socialized recitation and supervised study.

14 17 01 77 1.5

5 Planning of instruction: Unit and lesson plan. 17 13 02 79 3.5 6 Arranging and organizing field trips to places of cultural

importance through planning, preparing, executing, recording and following up the field trip for learning the underlying importance of content of the subject; Team teaching, organizing social studies clubs; social studies laboratories and thought provoking programmes like quizzes and word searches etc.

13 18 01 76 7.5

7 Purpose of evaluation in social studies. 17 14 01 80 2 7.1 Formative and summative evaluation and their salient

features. 17 14 01 80 1

7.2 Remedial Teaching.

12 19 01 75 2.5

7.3 Question proportion and objectivity in essay type examinations.

09 19 04 69 4

7.4 Preparation of unit tests and tests of performance like product preparation, model construction, enactment of role play etc.

13 17 02 75 2.5

8 Construction of norm-referenced and criterion-referenced tests. Preparing different types of items in accordance with Blooms’ taxonomy of instructional objectives. Limitations and advantages of different types of items.

15 16 01 78 5




119

various topics are in the order of: ‘Need for teaching the subjects under Social

Sciences/studies (History, Geography, Civics, sociology and Economics) in schools’;

‘Purpose of evaluation in social studies’; ‘Planning of instruction: Unit and lesson plan’ and

‘Objectives of teaching social studies’; ‘Construction of norm-referenced and criterion-

referenced tests, Preparing different types of items in accordance with Blooms’ taxonomy of

instructional objectives. Limitations and advantages of different types of items’;

‘Instructional strategies, methods and models’ and; ‘Principles of designing a social studies

curriculum with weightage to component areas; Approaches to organizing social studies

curriculum in terms of Correlation, integration, concentric, spiral, unit and chronological

approaches’ and ‘Arranging and organizing field trips to places of cultural importance

through planning, preparing, executing, recording and following up the field trip for learning

the underlying importance of content of the subject; Team teaching, organizing social

studies clubs; social studies laboratories and thought provoking programmes like quizzes

and word searches etc.’.

On the basis of above analysis, it can be interpreted that the relevance of various

topics of Paper-VII (D) is in the order of: ‘Need for teaching the subjects under Social

Sciences/studies (History, Geography, Civics, sociology and Economics) in schools’;

‘Purpose of evaluation in social studies’; ‘Planning of instruction: Unit and lesson plan’ and

‘Objectives of teaching social studies’; ‘Construction of norm-referenced and criterion-

referenced tests, Preparing different types of items in accordance with Blooms’ taxonomy of

instructional objectives. Limitations and advantages of different types of items’;

‘Instructional strategies, methods and models’ and; ‘Principles of designing a social studies

curriculum with weightage to component areas; Approaches to organizing social studies

curriculum in terms of Correlation, integration, concentric, spiral, unit and chronological

approaches’ and ‘Arranging and organizing field trips to places of cultural importance

through planning, preparing, executing, recording and following up the field trip for learning

the underlying importance of content of the subject; Team teaching, organizing social

studies clubs; social studies laboratories and thought provoking programmes like quizzes

and word searches etc.’.

Further, Table – 4.14 also shows the rankings of sub-topics of few main topics. In

case of main topic ‘Need for teaching the subjects under Social Sciences/studies (History,


120

Geography, Civics, sociology and Economics) in schools’, the ranks for various sub-topics

are in the order of: ‘Concept of Social studies and how it differs from social sciences’;

‘Present perception about social studies/social sciences’ and; ‘Rationale for including these

areas in school curriculum’.

Above analysis indicates that the relevance of sub-topics of the main topic ‘Need for

teaching the subjects under Social Sciences/studies (History, Geography, Civics, sociology

and Economics) in schools’ decreases as: ‘Concept of Social studies and how it differs from

social sciences’; ‘Present perception about social studies/social sciences’ and; ‘Rationale for

including these areas in school curriculum’.

For the main topic ‘Purpose of evaluation in social studies’, the ranks for various

sub-topics are in the order of: ‘Formative and summative evaluation and their salient

features’; ‘Preparation of unit tests and tests of performance like product preparation, model

construction, enactment of role play etc.’ and ‘Remedial Teaching’ and; ‘Question

proportion and objectivity in essay type examinations’.

On the basis of above analysis, it can be said that the relevance of sub-topics of

‘Purpose of evaluation in social studies’ is in the order of: ‘Formative and summative

evaluation and their salient features’; ‘Preparation of unit tests and tests of performance like

product preparation, model construction, enactment of role play etc.’ and ‘Remedial

Teaching’ and; ‘Question proportion and objectivity in essay type examinations’.

Among the two sub-topics 2.1 ‘Objectives of teaching the subject at different levels’

and 2.2 ‘Discipline-oriented teaching of social studies and social reconstruction approach’ of

the main topic ‘Objectives of teaching social studies’, the sub-topic 2.1 has been rated as


In case of sub-topics 4.1 ‘Importance of instructional strategies’ and 4.2 ‘Strategies

for teaching social studies in terms of specific method viz. lecture, lecture cum discussion,

projects, and source methods, socialized recitation and supervised study’ of the main topic

‘Instructional strategies, methods and models’, both the sub-topics have been rated as

equally relevant.


121

CA-11 Teaching of English [Paper-VII (E)]

The total scores and ranks assigned to the topics of Paper-VII (E) are presented in

Table – 4.15.


entitled ‘Teaching of English’ Topic

No Topic/Sub-topic R UD I Total

Score Rank Order

1 Nature of language. 21 13 --- 89 5 2 Importance of language. 20 14 --- 88 7 3 Functions of language. 18 16 --- 86 10.5 4 Linguistics principles. 19 15 --- 87 9 5 Aims and objectives of teaching English. 23 11 --- 91 3 6 Stating objectives in behavioural terms. 24 10 --- 92 2 7 Teaching of prose, poetry, composition and grammar. 29 05 --- 97 1 8 Pedagogical analysis based on unit analysis, objectives,

learning experiences, chosen methods and materials and evaluation of at least one topic from prose, poetry, composition and grammar.

16 18 --- 84 14.5

9 Difference between approach and method. Major methods of teaching English: Grammer-cum-translation method, direct method and bilingual method.

22 12 --- 90 4

10 Structural approach: Meaning of structure and pattern, principles of selection and gradation of structure, presentation and practice of structure.

20 14 --- 88 7

11 Latest development in the approach and methods of teaching English including the linguistic communicative approach.

17 17 --- 85 12.5

12 Importance of Instructional material and their effective use. 18 16 --- 86 10.5 13 Use of following aids: Chalk board, Flannel board, pictures,

record players, OHP, language laboratory etc. 18 14 02 84 14.5

14 Basic principles of testing English. The difference between measurement and evaluation.

14 20 --- 82 16

15 The meaning and significance of comprehensive and continuous evaluation in English.

20 14 --- 88 7

16 Development of good test items in English (objective type, short answer type & essay type).

17 17 --- 85 12.5



the various topics are in the order of: ‘Teaching of prose, poetry, composition and

grammar’; ‘Stating objectives in behavioural terms’; ‘Aims and objectives of teaching

English’; ‘Difference between approach and method. Major methods of teaching English:

Grammar-cum-translation method, direct method and bilingual method’; ‘Nature of

language’; ‘Importance of language’, ‘Structural approach: Meaning of structure and

pattern, principles of selection and gradation of structure, presentation and practice of


122

structure’ and ‘The meaning and significance of comprehensive and continuous evaluation

in English’; ‘Linguistics principles’; ‘Functions of language’ and ‘Importance of

Instructional material and their effective use’; ‘Latest development in the approach and

methods of teaching English including the linguistic communicative approach’ and

‘Development of good test items in English (objective type, short answer type & essay

type)’; ‘Use of following aids: Chalk board, Flannel board, pictures, record players, OHP,

language laboratory etc.’ and ‘Pedagogical analysis based on unit analysis, objectives,

learning experiences, chosen methods and materials and evaluation of at least one topic from

prose, poetry, composition and grammar’ and; ‘Basic principles of testing English. The

difference between measurement and evaluation’.

From the above analysis, it may be interpreted that the relevance of the topics of

Paper-VII (E) is in the order of: ‘Teaching of prose, poetry, composition and grammar’;

‘Stating objectives in behavioural terms’; ‘Aims and objectives of teaching English’;

‘Difference between approach and method. Major methods of teaching English: Grammar-

cum-translation method, direct method and bilingual method’; ‘Nature of language’;

‘Importance of language’, ‘Structural approach: Meaning of structure and pattern, principles

of selection and gradation of structure, presentation and practice of structure’ and ‘The

meaning and significance of comprehensive and continuous evaluation in English’;

‘Linguistics principles’; ‘Functions of language’ and ‘Importance of Instructional material

and their effective use’; ‘Latest development in the approach and methods of teaching

English including the linguistic communicative approach’ and ‘Development of good test

items in English (objective type, short answer type & essay type)’; ‘Use of following aids:

Chalk board, Flannel board, pictures, record players, OHP, language laboratory etc.’ and

‘Pedagogical analysis based on unit analysis, objectives, learning experiences, chosen

methods and materials and evaluation of at least one topic from prose, poetry, composition

and grammar’ and; ‘Basic principles of testing English. The difference between

measurement and evaluation’.

CA-12 Teaching of Hindi [Paper-VII (F)]

The total scores and ranks assigned to the topics and sub-topics of Paper-VII (F) are



123


Sub-topics of paper entitled ‘Teaching of Hindi’ Topic No.


Rank Order

1 ekr`ÒkÔk ekr`ÒkÔk ekr`ÒkÔk ekr`ÒkÔk fÓÕÆ% v…Z] Lo:i] egRo ,oa CfÓÕÆ% v…Z] Lo:i] egRo ,oa CfÓÕÆ% v…Z] Lo:i] egRo ,oa CfÓÕÆ% v…Z] Lo:i] egRo ,oa Cywe }kjk ywe }kjk ywe }kjk ywe }kjk fuÌZkfjrfuÌZkfjrfuÌZkfjrfuÌZkfjr vu÷nsÓukRed mís';vu÷nsÓukRed mís';vu÷nsÓukRed mís';vu÷nsÓukRed mís';AAAA

24 07 --- 86 3

2 ÒkÔkÃ d©Óyä dk lkekU; KkuÒkÔkÃ d©Óyä dk lkekU; KkuÒkÔkÃ d©Óyä dk lkekU; KkuÒkÔkÃ d©Óyä dk lkekU; KkuAAAA 23 08 --- 85 5.5 2-1 JoÆ d©Óy 23 08 --- 85 2.5 2-2 ÒkÔÆ d©Óy 20 11 --- 82 4 2-3 iBu d©Óy 23 08 --- 85 2.5 2-4 ysÂu d©Óy 24 07 --- 86 1 3 fgUnh esa mPpkjÆµfÓÕÆ] vÕjµfoU;kl ,oa fgUnh esa mPpkjÆµfÓÕÆ] vÕjµfoU;kl ,oa fgUnh esa mPpkjÆµfÓÕÆ] vÕjµfoU;kl ,oa fgUnh esa mPpkjÆµfÓÕÆ] vÕjµfoU;kl ,oa fojke fpUgfojke fpUgfojke fpUgfojke fpUgAAAA 27 04 --- 89 1 4 lø{elø{elø{elø{e fÓÕÆ }kjk fofÒUu d©Óyä dkąKkufÓÕÆ }kjk fofÒUu d©Óyä dkąKkufÓÕÆ }kjk fofÒUu d©Óyä dkąKkufÓÕÆ }kjk fofÒUu d©Óyä dkąKkuAAAA 18 13 --- 80 10 4-1 ç'u d©Óy 18 13 --- 80 2 4-2 mnkgjÆ d©Óy 18 13 --- 80 2 4-3 O;k[;k d©Óy 18 13 --- 80 2 5 ikBikBikBikB ;¨tuk;¨tuk;¨tuk;¨tuk dk vÉZ] egRo ,oa :i jsÂkdk vÉZ] egRo ,oa :i jsÂkdk vÉZ] egRo ,oa :i jsÂkdk vÉZ] egRo ,oa :i jsÂkAAAA 24 07 --- 86 3 6 fgUnh fÓÕÆ esa vu÷nsÓkRed lkexzh dk vÉZ] egRofgUnh fÓÕÆ esa vu÷nsÓkRed lkexzh dk vÉZ] egRofgUnh fÓÕÆ esa vu÷nsÓkRed lkexzh dk vÉZ] egRofgUnh fÓÕÆ esa vu÷nsÓkRed lkexzh dk vÉZ] egRo ,oa ,oa ,oa ,oa

mfpr ç;¨xmfpr ç;¨xmfpr ç;¨xmfpr ç;¨xAAAA 20 11 --- 82 8

7 fgUnhfgUnhfgUnhfgUnh dh fofÒUu foÌkv a dkdh fofÒUu foÌkv a dkdh fofÒUu foÌkv a dkdh fofÒUu foÌkv a dk fÓÕÆfÓÕÆfÓÕÆfÓÕÆAAAA 24 07 --- 86 3 7-1 dfork fÓÕÆ ¼jl ikB ,oa c¨Ì ikB ds :i esa½A 24 07 --- 86 2.5 7-2 x| fÓÕÆA 24 07 --- 86 2.5 7-3 O;kdjÆ fÓÕÆ ¼v©ipkfjd ,oa vu©ipkfjd½ 24 07 --- 86 2.5 7-4 jpuk fÓÕÆ ¼dgkuh :i esa] ié ,oa fucUÌ½ 24 07 --- 86 2.5 8 fgUnhfgUnhfgUnhfgUnh ikB~;Øe fuekZÆ ,oa lehÕkikB~;Øe fuekZÆ ,oa lehÕkikB~;Øe fuekZÆ ,oa lehÕkikB~;Øe fuekZÆ ,oa lehÕkAAAA 21 10 --- 83 7 9 fgUnh ikfgUnh ikfgUnh ikfgUnh ikB~;i÷Lrd dh foÓsÔrk,a ,oa lehÕkB~;i÷Lrd dh foÓsÔrk,a ,oa lehÕkB~;i÷Lrd dh foÓsÔrk,a ,oa lehÕkB~;i÷Lrd dh foÓsÔrk,a ,oa lehÕkAAAA 20 10 01 81 9 10 fgUnh fgUnh fgUnh fgUnh esa eøY;kadu ,oa xg dk;Zesa eøY;kadu ,oa xg dk;Zesa eøY;kadu ,oa xg dk;Zesa eøY;kadu ,oa xg dk;ZAAAA 23 08 --- 85 5.5 10-1 fgUnh esa eøY;kadu v…Z o Lo:iA 23 08 --- 85 2 10-2 foÌkvä esa eøY;kadu çfØ;kA 23 08 --- 85 2 10-3 fgUnh fÓÕÆ esa xgµdk;Z Lo:i ,oa laÓ¨ÌuA 23 08 --- 85 2



the various topics are in the order of: ‘fgUnh esa mPpkjÆµfÓÕÆ] vÕjµfoU;kl ,oa fojke

fpUg’; ‘ ekrÒkÔk fÓÕÆ% v…Z] Lo:i] egRo ,oa Cywe }kjk fuÌZkfjr vu÷nsÓukRed mís';’,

‘ikB ;¨tuk dk vÉZ] egRo ,oa :i jsÂk’ and ‘fgUnh dh fofÒUu foÌkv a dk fÓÕÆ’;

‘ÒkÔkÃ d©Óyä dk lkekU; Kku’ and ‘fgUnh esa eøY;kadu ,oa xg dk;’; ‘ fgUnh ikB~;Øe

fuekZÆ ,oa lehÕk’; ‘ fgUnh fÓÕÆ esa vu÷nsÓkRed lkexzh dk vÉZ] egRo ,oa mfpr

ç;¨x’; ‘ fgUnh ikB~;i÷Lrd dh foÓsÔrk,a ,oa lehÕk’ and; ‘lø{e fÓÕÆ }kjk fofÒUu

d©Óyä dkąKku’.


124

On the basis of above analysis, it may be inferred that the relevance of various topics

of Paper-VII (F) is in the order of: ‘fgUnh esa mPpkjÆµfÓÕÆ] vÕjµfoU;kl ,oa fojke

fpUg’; ‘ ekrÒkÔk fÓÕÆ% v…Z] Lo:i] egRo ,oa Cywe }kjk fuÌZkfjr vu÷nsÓukRed mís';’,

‘ikB ;¨tuk dk vÉZ] egRo ,oa :i jsÂk’ and ‘fgUnh dh fofÒUu foÌkvä dk fÓÕÆ’;

‘ÒkÔkÃ d©Óyä dk lkekU; Kku’ and ‘fgUnh esa eøY;kadu ,oa xg dk;’; ‘ fgUnh ikB~;Øe

fuekZÆ ,oa lehÕk’; ‘ fgUnh fÓÕÆ esa vu÷nsÓkRed lkexzh dk vÉZ] egRo ,oa mfpr

ç;¨x’; ‘ fgUnh ikB~;i÷Lrd dh foÓsÔrk,a ,oa lehÕk’ and; ‘lø{e fÓÕÆ }kjk fofÒUu

d©Óyä dkąKku’.

Table – 4.16 also shows the rankings of various sub-topics of few main topics. In

case of sub-topics 7.1 ‘dfork fÓÕÆ ¼jl ikB ,oa c¨Ì ikB ds :i esa½’, 7.2 ‘x|

fÓÕÆ’, 7.3 ‘O;kdjÆ fÓÕÆ ¼v©ipkfjd ,oa vu©ipkfjd½’ and 7.4 ‘jpuk fÓÕÆ ¼dgkuh

:i esa] ié ,oa fucUÌ½’ of the main topic ‘fgUnh dh fofÒUu foÌkv a dk fÓÕÆ’, all the

sub-topics have been rated as equally relevant.

For the main topic ‘ÒkÔkÃ d©Óyä dk lkekU; Kku’, the ranks for various sub-

topics are in the order of: ‘ysÂu d©Óy’; ‘JoÆ d©Óy’ and ‘iBu d©Óy’ and; ‘ÒkÔÆ

d©Óy’.

Above analysis indicates that the relevance of various sub-topics of ‘ÒkÔkÃ d©Óyä

dk lkekU; Kku’ is in the order of: ‘ysÂu d©Óy’; ‘JoÆ d©Óy’ and ‘iBu d©Óy’ and;

‘ÒkÔÆ d©Óy’.

Among the sub-topics 10.1 ‘fgUnh esa eøY;kadu v…Z o Lo:i’, 10.2 ‘foÌkvä esa

eøY;kadu çfØ;k’ and 10.3 ‘fgUnh fÓÕÆ esa xgµdk;Z Lo:i ,oa laÓ¨Ìu’ of the main topic

‘ fgUnh esa eøY;kadu ,oa xgµdk;Z’, all the sub-topics have been rated as equally relevant.

Similarly, among the sub-topics 4.1 ‘ç'u d©Óy’, 4.2 ‘mnkgjÆ d©Óy’, and 4.3

‘ O;k[;k d©Óy’ of the main topic ‘lø{e fÓÕÆ }kjk fofÒUu d©Óyä dkąKku’, all the sub-

topics have been rated as equally relevant.

CA-13 Teaching of Commerce [Paper-VII (I)]

The total scores and ranks assigned to the topics and sub-topics of Paper-VII (I) are



125


Sub-topics of paper entitled ‘Teaching of Commerce’ Topic No.


Rank Order

1 Meaning, nature and concept of Commerce. 15 06 --- 57 1 1.1 Meaning, Nature and Scope of Commerce. 15 06 --- 57 1 1.2 Place of commerce in secondary schools curriculum. 11 10 --- 53 4.5 1.3 Aims, objectives and values of teaching commerce. 14 07 --- 56 2.5 1.4 Bloom’s taxonomy of objectives. 11 10 --- 53 4.5 1.5 Stating objectives in behavioural terms. 14 07 --- 56 2.5 2 Content and Pedagogical analysis of Office, Bank, Trade and

Insurance (Demonstration of one of the above topics by teacher educators following the points: Identification of the concepts, Listing behavioural outcomes, listing activities and experiments and listing evaluation techniques).

10 11 --- 52 4

3 Development of Instructional Material. 07 13 01 48 5 3.1 Development and designing of curriculum. 06 13 02 46 5 3.2 Development of text-books. 08 12 01 49 3 3.3 Development of self-instructional material modules. 07 13 01 48 4 3.4 Development, utilization of instructional aids – Charts, Maps,

Graphs, Tables, Models, filmstrips, T.V. and computers. 11 10 --- 53 2

3.5 Development of lesson plans. 12 09 --- 54 1 4 Methods of Teaching and Skills of Teaching. 12 09 --- 54 2.5 4.1 Method: Discussion method, Project Method and Problem-

solving method. 12 09 --- 54 1

4.2 Skills of teaching commerce (Skill of Narration, probing questions and stimulus variation).

12 08 01 53 2

5 Evaluation. 12 09 --- 54 2.5 5.1 Meaning and importance of evaluation. 12 09 --- 54 1.5 5.2 Evaluation devices – Written, oral, observation and records. 12 09 --- 54 1.5 5.3 Preparation of unit test.

11 10 --- 53 3



various topics are in the order of: ‘Meaning, nature and concept of Commerce’; ‘Methods of

teaching and Skills of Teaching’ and ‘Evaluation’; ‘Content and Pedagogical analysis of

Office, Bank, Trade and Insurance (Demonstration of one of the above topics by teacher

educators following the points: Identification of the concepts, Listing behavioural outcomes,

listing activities and experiments and listing evaluation techniques)’ and; ‘Development of

Instructional Material’.

From the above analysis it may be interpreted that the relevance of topics of Paper-

VII (I) is in the order of: ‘Meaning, nature and concept of Commerce’; ‘Methods of teaching

and Skills of Teaching’ and ‘Evaluation’; ‘Content and Pedagogical analysis of Office,


126

Bank, Trade and Insurance (Demonstration of one of the above topics by teacher educators

following the points: Identification of the concepts, Listing behavioural outcomes, listing

activities and experiments and listing evaluation techniques)’ and; ‘Development of

Instructional Material’.

Table – 4.17 also shows the rankings of sub-topics of few main topics. In case of

main topic ‘Meaning, nature and scope of commerce’, the ranks for various sub-topics are in

the order of: ‘Meaning, Nature and Scope of Commerce’; ‘Aims, objectives and values of

teaching commerce’ and ‘Stating objectives in behavioural terms’ and; ‘Place of commerce

in secondary schools curriculum’ and ‘Bloom’s taxonomy of objectives’.

Above analysis indicates that the relevance of sub-topics of ‘Meaning, nature and

scope of commerce’ is in the order of: ‘Meaning, Nature and Scope of Commerce’; ‘Aims,

objectives and values of teaching commerce’ and ‘Stating objectives in behavioural terms’

and; ‘Place of commerce in secondary schools curriculum’ and ‘Bloom’s taxonomy of

objectives’.

Among the two sub-topics 4.1 ‘Method: Discussion method, Project Method and

Problem-solving method’ and 4.2 ‘Skills of teaching commerce (Skill of Narration, probing

questions and stimulus variation)’ of the main topic ‘Methods of Teaching and Skills of

teaching’, the sub-topic 4.2 has been rated as more relevant in comparison to the sub-topic

4.1.

For the main topic ‘Evaluation’, the ranks for the sub-topics are in the order of:

‘Meaning and importance of evaluation’ and ‘Evaluation devices – Written, oral,

observation and records’ and; ‘Preparation of unit test’.

Above analysis indicates that the relevance of the sub-topics of ‘Evaluation’ is in the

order of: ‘Meaning and importance of evaluation’ and ‘Evaluation devices – Written, oral,

observation and records’ and; ‘Preparation of unit test’.

In case of main topic ‘Development of Instructional Material’, the ranks for various

sub-topics are in the order of: ‘Development of lesson plans’; ‘Development, utilization of

instructional aids – Charts, Maps, Graphs, Tables, Models, filmstrips, T.V. and computers’;

‘Development of text-books’; ‘Development of self-instructional material modules’ and;

‘Development and designing of curriculum’.


127

On the basis of above analysis, it can be said that the relevance of various sub-topics

of ‘Development of Instructional Material’ decreases as: ‘Development of lesson plans’;

‘Development, utilization of instructional aids – Charts, Maps, Graphs, Tables, Models,

filmstrips, T.V. and computers’; ‘Development of text-books’; ‘Development of self-

instructional material modules’ and; ‘Development and designing of curriculum’.

CA-14 Work Education and Work Experience (Theory) [Paper-VIII (A)]

The total scores and ranks assigned to the topics of Paper-VIII (A) are presented in

Table – 4.18.


entitled ‘Work Education and Work Experience (Theory)’ Topic No.

Topic R UD I Total Score

Rank Order

1 Chalk board writing 22 12 --- 90 2.5 2 Preparing teaching aids and handling of equipments 26 08 --- 94 1 3 Computer applications 22 12 --- 90 2.5 4 Photography --- 27 07 61 10 5 Yoga 16 17 01 83 7 6 Library organization 12 19 03 77 8.5 7 Medical first aid 22 11 01 89 4 8 Campus beautification 10 23 01 77 8.5 9 Population/Environmental awareness campaign 19 14 01 86 5 10 Physical Education 17 16 01 84 6



the various topics are in the order of: ‘Preparing teaching aids and handling of equipments’;

‘Chalk board writing’ and ‘Computer applications’; ‘Medical first aid’;

‘Population/Environmental awareness campaign’; ‘Physical Education’; ‘Yoga’; ‘Library

organization’ and ‘Campus beautification’ and; ‘Photography’.

From the above analysis it may be inferred that the relevance of topics of Paper-VIII

(A) is in the order of: ‘Preparing teaching aids and handling of equipments’; ‘Chalk board

writing’ and ‘Computer applications’; ‘Medical first aid’; ‘Population/Environmental

awareness campaign’; ‘Physical Education’; ‘Yoga’; ‘Library organization’ and ‘Campus

beautification’ and; ‘Photography’.


128

CA-15 Work Education and Work Experience (Practicum) [Paper-VIII (B)]

The total scores and ranks assigned to the topics of Paper-VIII (B) are presented in

Table – 4.19.


entitled ‘Work Education and Work Experience (Practicum)’ Topic

1 2 3 4 5 6 7 8 9 10 Score Ranking

Chalk-board writing 14 3 5 1 4 --- 3 2 --- 2 258 2 Preparing teaching aids and hand writing equipments

5 11 6 2 2 2 1 2 3 --- 249 3

Computer applications 7 11 11 --- 2 1 --- 2 --- --- 280 1 Photography --- --- --- --- --- 1 --- 3 4 26 48 10 Yoga 1 3 4 12 1 3 5 3 2 --- 207 4 Library organization --- 1 --- 4 4 5 2 8 9 1 137 9 Medical first aid 3 --- 1 6 8 7 4 5 --- --- 194 5 Campus beautification 1 1 --- 2 6 4 6 6 8 --- 147 8 Population/Environment awareness campaign

--- 2 3 4 4 4 7 3 6 1 164 6

Physical Education 1 1 3 3 2 6 6 9 --- 3 160 7


of teacher educators relating to ratings from 1 to 10, the ranks for the various practical topics

are in the order of: ‘Computer applications’; ‘Chalk-board writing’; ‘Preparing teaching aids

and hand writing equipments’; ‘Yoga’; ‘Medical first aid’; ‘Population/Environment

awareness campaign’; ‘Physical Education’; ‘Campus beautification’; ‘Library organization’

and; ‘Photography’.

From the above analysis it may be interpreted that the usefulness and relevance of

practical topics of Paper-VIII (B) is in the order of: ‘Computer applications’; ‘Chalk-board

writing’; ‘Preparing teaching aids and hand writing equipments’; ‘Yoga’; ‘Medical first aid’;

‘Population/Environment awareness campaign’; ‘Physical Education’; ‘Campus

beautification’; ‘Library organization’ and; ‘Photography’.

CA-16 Skill in Teaching [Paper-IX (A & B)]

The total scores and ranks assigned to the components of Paper-IX (A & B) are



129

Table – 4.20 Rankings on the basis of Total Scores of Teacher Educators (N=34) for the

Components of paper entitled ‘Skill in Teaching’ Sl. No. Component R UD I Total Score Rank Order

1 Micro-teaching for developing teaching skills 25 08 1 92 2 2 Simulation for helping real teaching in schools 22 12 --- 90 3 3 Micro-teaching and simulation as continuous process 17 16 1 84 4 4 Observation lessons 15 18 1 82 5 5 Real Teaching in schools 30 04 --- 98 1



the various components are in the order of: ‘Real Teaching in schools’; ‘Micro-teaching for

developing teaching skills’; ‘Simulation for helping real teaching in schools’; ‘Micro-

teaching and simulation as continuous process’ and; ‘Observation lessons’.

On the basis of above analysis, it can be said that the relevance of various

components of Paper-IX (A & B) is in the order of: ‘Real Teaching in schools’; ‘Micro-

teaching for developing teaching skills’; ‘Simulation for helping real teaching in schools’;

‘Micro-teaching and simulation as continuous process’ and; ‘Observation lessons’.

4.2.3 PERCEPTIONS OF TEACHER EDUCATORS FOR THE MODIFICATION

OF VARIOUS PAPERS

The frequencies and percentages of the perceptions of the teacher educators for the

modification of various papers of the course-framework for the B.Ed. programme are


Table – 4.21 Perceptions of Teacher Educators for the Modification of Various Papers

Sl. No.

Paper Perception

I II III IV V VI VII (A)

VII (B)

VII (C)

VII (D)

VII (E)

VII (F)

VII (I)

VIII (A)

F (%)

F (%)

F (%)

F (%)

F (%)

F (%)

F (%)

F (%)

F (%)

F (%)

F (%)

F (%)

F (%)

F (%)

1 More content based on emerging issues to be added in this paper and less relevant topics to be removed

30 (79)

25 (66)

25 (71)

26 (74)

21 (62)

20 (59)

21 (62)

19 (61)

23 (74)

23 (72)

24 (71)

20 (65)

16 (76)

18 (53)

2 The content of paper to be retained as such

--- 11

(29) 07

(20) 08

(23) 12

(35) 13

(38) 04

(12) 12

(39) 06

(19) 07

(22) 06

(18) 11

(35) 05

(24) 06

(18)

3 The content of the paper to be reduced

08 (21)

02 (05)

01 (03)

--- --- --- 09

(26) ---

02 (07)

02 (06)

03 (09)

--- --- 05

(15) 4 This paper to be

made optional --- --- 02

(06) 01

(03) 01

(03) 01

(03) --- --- --- ---

01 (03)

--- --- 04

(12) 5 This paper to be

removed at all --- --- --- --- --- --- --- --- --- --- --- --- ---

01 (03)

Total 38 (100)

38 (100)

35 (100)

35 (100)

34 (100)

34 (100)

34 (100)

31 (100)

31 (100)

32 (100)

34 (101)

31 (100)

21 (100)

34 (101)

214 214 34


130

The data in Table – 4.21 reveals that 79, 66, 71, 74, 62, 59, 62, 61, 74, 72, 71, 65, 76

and 53 percent of the teacher educators, for Paper-I, Paper-II, Paper-III, Paper-IV, Paper-V,

Paper-VI, Paper-VII (A), Paper-VII (B), Paper-VII (C), Paper-VII (D), Paper-VII (E),

Paper-VII (F) and Paper-VIII (A) of curriculum/course-framework for B.Ed., respectively,

were of the view that more content based on emerging issues should be added in these

papers and less relevant topics should be removed.

On the basis of above analysis, it can be inferred that most of the teacher educators

were of the view that more content based on emerging issues should be added in all the

papers and less relevant topics should be removed.

4.2.4 SUGGESTIONS OF TEACHER EDUCATORS FOR RESTRUCTURING

THE CONTENTS OF VARIOUS PAPERS

The frequencies and percentages of the responses of the teacher educators as

suggestions, for restructuring the contents of various papers of the curriculum/course-

framework for B.Ed. programme are presented in Table – 4.22.

Table – 4.22 Suggestions of Teacher Educators for Restructuring Contents of Various Papers

Sl. No. Suggestions F %

1 The topics and sub-topics to be clearly specified. 83 38.78 2 Repetition of topics and sub-topics to be avoided. 79 36.92 3 Time to complete a particular section and topic in hours to be specified. 52 24.29

From Table – 4.22, it can be seen that 38.78, 36.92, and 24.29 percent of the teacher

educators suggested that the topics and sub-topics should be clearly specified, repetition of

topics and sub-topics should be avoided and time to complete a particular section and topic

in hours should be specified, respectively.

Above analysis indicates that some of the teacher educators suggested that topics and

sub-topics should be clearly specified in all the papers, repetition of topics and sub-topics

should be avoided and, time to complete a particular section and topic in hours should be

specified.


131

4.2.5 VIEWS OF TEACHER EDUCATORS FOR WEIGHTAGE TO T HE

OBSERVATIONS OF TEACHER EDUCATOR IN-CHARGE DURING

PRACTICE TEACHING IN FINAL SKILL-IN-TEACHING EXAM

The frequencies and percentages of the views of the teacher educators on weightage

to the observations of teacher educator in-charge during practice teaching, in final skill-in-

teaching exam are presented in Table – 4.23 and Table – 4.24.

Table – 4.23 Views of Teacher Educators for Weightage to the Observations of Teacher Educator

In-charge during Practice Teaching in Final Skill-in-teaching Exam (N=34) Sl. No. Suggestion Yes No

F % F % 1 Weightage to be given for the observations of teacher in-

charge during practice teaching. 30 88.24 4 11.76

Table – 4.24 Weightage to be given to the Observations of Teacher Educator In-charge during

Practice Teaching in Final Skill-in-teaching Exam (N=30) Sl. No. Marks as Weightage F %

1 10 Marks 01 3.33 2 20 Marks 08 26.67 3 30 Marks 02 6.67 4 More Than 30 Marks 19 63.33

From Table – 4.23, it can be seen that 88.24 percent of the teacher educators were of

the view that weightage to the observations of teacher educator in-charge during practice

teaching, in final skill-in-teaching exam should be given, whereas 11.76 percent did not

agree to this. This is indicative of the fact that majority of teacher educators were of the

view that weightage to the observations of teacher educator in-charge during practice

teaching, in final skill-in-teaching exam should be given.

From Table – 4.24, it can be observed that 3.33, 26.67, 6.67 and 63.33 percent of the

teacher educators favoured the weightage of 10 marks, 20 marks, 30 marks and more than

30 marks, respectively, to the observations made by teacher educator in-charge during

practice teaching, in final skill-in-teaching exam. From this, it may be inferred that majority

of teacher educators favoured the weightage of more than 30 marks to the observations of

teacher educator in-charge during practice teaching, in final skill-in-teaching exam.


132

4.2.6 VIEWS OF TEACHER EDUCATORS ABOUT ESSENTIALITY , DURATION

AND SCHEDULE OF PRACTICE TEACHING

The frequencies and percentages of the views of the teacher educators about

essentiality, duration and schedule of practice teaching in the training programme are

presented in Table – 4.25, Table – 4.26 and Table – 4.27.

Table – 4.25 Views of Teacher Educators about Practice Teaching as an Essential Component of

Teacher Training (N=34) Sl. No. Suggestion Yes No

F % F % 1 Practice Teaching to be an essential component of

teacher training. 34 100 --- ---

Table – 4.26 Views of Teacher Educators about Duration of Practice Teaching (N=34)

Sl. No. Duration of Practice Teaching F % 1 20 Days --- --- 2 30 Days 12 35.29 3 More than 30 Days 22 64.71

Table – 4.27 Views of Teacher Educators about Schedule of Practice Teaching (N=34)

Sl. No. Schedule of Practice Teaching F % 1 One stretch 14 41.18 2 Two stretches 20 58.82

From Table – 4.25, it can be seen that hundred percent of the teacher educators were

of the view that practice teaching should be an essential component of teacher training

programme. This indicates that all the teacher educators were of the view that practice

teaching should be the essential component of teacher training programme.

From Table – 4.26, it can be seen that 64.71 percent of the teacher educators were of

the view that duration of practice teaching should be more than 30 days and 35.29 percent

opined it for 30 days. From this, it may be inferred that majority of teacher educators were

of the view that duration of practice teaching should be more than 30 days in the training

programme.

Further, Table – 4.27 shows that 58.82 percent of the teacher educators were of the

view that practice teaching should be carried out in two stretches whereas, 41.18 percent

opined that it should be carried out in one stretch. This indicates that more than half of the


133

teacher educators were of the view that practice teaching should be carried out in two

stretches.

4.3 ANALYSIS OF CURRICULUM TRANSACTION PROCEDURES

The main objective of the present investigation was to study the curriculum

transaction procedures being followed in Secondary Teachers’ Pre-service Training

Programme i.e. B.Ed. programme in the Colleges of Education through formal mode. The

copies of the detailed comprehensive CT questionnaire were distributed to the teacher

educators. The responses of the teacher educators were analyzed item-wise as under:

4.3.1 PLANNING

The responses of the teacher educators were taken about the planning for academic

and co-curricular activities, types of planning for these activities, reasons for planning and

non-planning. The analysis on the basis of frequencies and percentages of the responses of

teacher educators on the above are discussed as under:

A) Academic Activities

From the responses of the teacher educators, it was found that 96.26 percent of them

carry out planning for academic activities, whereas 3.74 percent do not. This indicates that a

large majority of the teacher educators carry out planning for academic activities.

Out of 96.26 percent of the teacher educators who carry out planning for academic

activities, the frequencies and percentages of teacher educators carrying out different types

of planning are given in Table – 4.28.

Table – 4.28 Responses of Teacher Educators about the Types of Planning for

Academic Activities (N=206) Sl. No. Type of Planning F %

1 Course Planning 75 36.41 2 Unit planning 71 34.46 3 Yearly Planning 71 34.46 4 Monthly planning 63 30.58 5 Weekly Planning 72 34.95 6 Daily lesson planning 108 52.43 7 Fortnightly Planning 03 1.46

From the percentages of the responses of the teacher educators, as shown in Table –

4.28, it can be seen that 36.41 percent of the teacher educators preferred course planning,

34.46 percent each unit and yearly planning, 30.58 percent monthly planning, 34.95 percent


134

weekly planning, 52.43 percent daily lesson planning and 1.46 percent fortnightly planning

for academic activities.

On the basis of above analysis, it may be inferred that out of those teacher educators

who carry out planning for academic activities, among them most preferred type of planning

was daily lesson planning followed by course planning; weekly planning; unit planning;

yearly planning; monthly planning and; fortnightly planning which was the least preferred

type of planning.

Reasons of Planning for Academic Activities

The frequencies and percentages of the responses of the teacher educators, about the

reasons of planning for academic activities, are presented in Table – 4.29.

Table – 4.29 Responses of Teacher Educators about the Reasons of Planning for

Academic Activities (N=206) Sl. No. Reasons F %

1 Necessary in the training programme. 45 21.84 2 Plays a substantial role in the execution of any task. 65 31.55 3 Caters to the proper realization of aims or purposes. 64 31.07 4 Helps in proper realization of time and energy. 65 31.55 5 Makes teaching-learning process quite effective and efficient. 142 68.93 6 Helps a teacher in delivering the quality lessons. 74 35.92

Table – 4.29 shows that 21.84, 31.55, 31.07, 31.55, 68.93 and 35.92 percent of the

teacher educators were of the view that planning for academic activities is necessary in the

training programme; plays a substantial role in the execution of any task; caters to the proper

realization of time and energy; helps in proper realization of time and energy; makes

teaching-learning process quite effective and efficient and; helps a teacher in delivering the

quality lessons, respectively.

From the above analysis, it can be interpreted that the main reasons of planning for

academic activities by the teacher educators are in the order of: i) Making teaching-learning

process quite effective and efficient; ii) helping a teacher in delivering the quality lessons;

iii) playing a substantial role in the execution of any task and helping in proper realization of

time and energy; iv) catering to the proper realization of aims or purposes and; v) necessary

for the training programme.


135

Reasons of Non-Planning for Academic Activities

Out of those teacher educators (3.74 percent) who do not carry out planning for

academic activities, the frequencies and percentages of the responses of the teacher

educators about the reasons of non-planning are presented in Table – 4.30.

Table – 4.30 Responses of Teacher Educators about the Reasons of Non-Planning for

Academic Activities (N=08) Sl. No. Reasons F %

1 Not essential in daily teaching --- --- 2 Not possible to follow the planning exactly 08 100 3 Time consuming --- --- 4 Lack of sufficient time for planning --- ---

Table – 4.30 reveals that all the teacher educators who do not carry out planning for

academic activities, opined that it is not possible to follow the planning exactly as the main

reason of non-planning.

B) Co-curricular Activities


carry out planning for co-curricular activities, whereas 4.67 percent do not. This indicates

that a large majority of the teacher educators carry out planning for the organization of co-

curricular activities.

Out of 95.33 percent of the teacher educators who carry out planning for the

organization of co-curricular activities, their frequencies and percentages about different

types of planning are given in Table – 4.31.

Table – 4.31 Responses of Teacher Educators about the Types of Planning for the Organization of

Co-curricular Activities (N=204) Sl. No. Types of Planning F %

1 Annual Activity Calendar 136 66.67 2 Monthly planning 13 6.37 3 Weekly Planning 55 26.96

Table – 4.31 indicates that 66.67 percent of the teacher educators expressed that they

prepare annual activity calendar, 6.37 percent of them carry out monthly planning and 26.96

percent of them weekly planning for the organization of co-curricular activities.


136

From the above analysis it can be inferred that majority of the teacher educators

prepare annual activity calendar; few of them carry out weekly planning and very few

monthly planning for the organization of co-curricular activities.

Reasons of Planning for the Organization of Co-curricular Activities

The frequencies and percentages of the responses of the teacher educators, about the

reasons of planning for the organization of co-curricular activities, are presented in Table –

4.32.

Table – 4.32 Responses of Teacher Educators about the Reasons of Planning for

the Organization of Co-curricular Activities (N=204) Sl. No. Reasons F %

1 Necessary in the training programme 62 30.39 2 Always play a substantial role in the execution of any task 75 36.76 3 Helps in proper realization of time and energy 65 31.86 4 Makes organization and execution process quite effective and

efficient 97 47.55

5 Helps in fostering desired qualities among the prospective teachers

142 69.60

Table – 4.32 shows that 30.39, 36.76, 31.86, 47.55 and 69.60 percent of the teacher

educators were of the view that planning for the organization of co-curricular activities is

necessary in the training programme; always play a substantial role in the execution of any

task; helps in proper realization of time and energy; makes organization and execution

process quite effective and efficient and; helps in fostering desired qualities among the

prospective teachers, respectively.

From the above analysis, it can be interpreted that the main reasons of planning for

the organization of co-curricular activities by the teacher educators are in the order of: i)

Helping in fostering desired qualities among the prospective teachers; ii) making

organization and execution process quite effective and efficient; iii) playing a substantial

role in the execution of any task; iv) helping in proper realization of time and energy and; v)

necessary for the training programme.

Reasons of Non-Planning for the Organization of Co-curricular Activities

4.67 percent of the teacher educators who do not carry out planning for the

organization of co-curricular activities, opined that: i) It is not possible to follow the


137

planning exactly; ii) there is lack of time for planning and; iii) lack of time for the

organization of co-curricular activities.

4.3.2 TEACHING METHOD(S) AND STRATEGIES

The responses of the teacher educators about the use of various teaching methods

and strategies are discussed as under:

Use of Teaching Methods

As per the scoring given under Statistical Techniques Used, method wise total scores

were computed and then ranked, which are presented in Table – 4.33.

Table – 4.33 Rankings on the basis of Total Scores of Teacher Educators on the Use of

Teaching Methods (N=194) Sl. No.

Method(s)/Strategies 1 2 3 4 5 6 7 8 9 10 11 12 13 Total Score

Rank order

1 Lecture 99 35 19 10 3 6 3 1 1 3 4 5 5 2162 1 2 Demonstration 2 12 36 51 20 19 11 11 5 7 5 10 5 1644 4 3 Lecture-

demonstration 54 20 60 13 8 6 9 5 8 3 4 1 3 2014 3

4 Discussion 26 71 36 27 19 5 4 0 3 0 2 1 0 2118 2 5 Brain-storming 6 4 10 14 7 14 40 15 22 15 19 16 12 1192 9 6 Project 0 2 12 9 15 21 24 28 9 42 16 10 6 1172 10 7 Problem-solving 1 4 15 21 20 17 14 44 19 10 12 8 9 1310 7 8 Assignment 0 0 24 21 40 29 13 23 14 13 3 7 7 1447 5 9 Self-discovery 1 1 5 5 5 9 10 20 21 22 34 41 20 834 11 10 Presentations 5 5 7 15 29 39 22 22 13 14 11 9 3 1386 6 11 Play/Drama 0 1 2 1 4 7 6 3 14 18 30 33 75 569 13 12 Seminars 0 3 13 16 21 21 46 9 12 15 18 14 6 1280 8 13 Quiz/Debate 0 3 1 4 5 11 14 16 23 17 21 28 51 767 12

From Table 4.33, it can be seen that the rankings of teaching methods used by the

teacher educators are in the order of: i) Lecture; ii) Discussion; iii) Lecture-demonstration;

iv) Demonstration; v) Assignment; vi) Presentations; vii) Problem-solving; viii) Seminars;

ix) Brain-storming; x) Project; xi) Self-discovery; xii) Quiz/Debate and; xiii) Play/Drama.

On the basis of above analysis, it may be interpreted that the use of various teaching

methods by the teacher educators, for transacting the contents of the curriculum/course-

framework, is in the order of: i) Lecture; ii) Discussion; iii) Lecture-demonstration; iv)

Demonstration; v) Assignment; vi) Presentations; vii) Problem-solving; viii) Seminars; ix)

Brain-storming; x) Project; xi) Self-discovery; xii) Quiz/Debate and; xiii) Play/Drama.


138

Guidance provided by NCTE/NCERT related to Teaching Methods

From the responses of the teacher educators, it was found that 14.01 percent of the

teacher educators expressed that they receive guidelines related to teaching methods from

NCTE/NCERT and 85.99 percent did not. This indicates that majority of teacher educators

expressed that they do not get any guidance from NCTE/NCERT regarding the use of

various teaching methods for transacting the contents to the prospective teachers in the

classroom.

Provision of Separate Period(s) for Library Consultation to the Prospective Teachers


teacher educators expressed that separate periods for library consultation are provided to the

prospective teachers, whereas 77.57 percent of them expressed that separate periods for

library consultation are not provided. This indicates that majority of the teacher educators

expressed that separate periods for library consultation are not provided to the prospective

teachers.

Further, the teacher educators (22.43 percent) who responded positively for the

provision of separate period(s) for library consultation, the frequencies and percentages of

their responses about the number of periods for library consultation are given in Table –

4.34.

Table – 4.34 Responses of Teacher Educators about the Number of Periods Provided for

Library Consultation to the Prospective Teachers (N=48) Sl. No. Number of Periods for Library Consultation F %

1 One period per week 6 12.50 2 Two periods per week 7 14.58 3 Three periods per week 3 06.25 4 In the absence of teacher educators, to engage prospective teachers. 32 66.67

From Table – 4.34, it can be observed that 12.50, 14.58 and 6.25 percent of the

teacher educators expressed that there is the provision of one period, two periods and three

periods per week, respectively. However, 66.67 percent of the teacher educators expressed

that for library consultation, the prospective teachers are provided vacant periods of teacher

educators.

On the basis of above analysis, it may be interpreted that majority of the teacher

educators, who responded positively for separate period for library consultation, expressed


139

that for library consultation, the prospective teachers are provided vacant periods of teacher

educators.

Reasons for Not Providing Separate Period(s) for Library Consultation

77.57 percent of the teacher educators, who expressed that in their colleges of

education a separate period for library consultation is not provided, pointed out the

following reasons for the same: i) lengthy syllabus and; ii) very short duration of the training

programme.

Organization of Guest Lectures

89.25 percent of the teacher educators expressed that guest lectures are organized in

their colleges of education, whereas 10.75 percent expressed that guest lectures are not

organized. This indicates that a large majority of the teacher educators expressed that guest

lectures are organized in their colleges of education.

Out of 89.25 percent of the teacher educators who expressed that guest lectures are

organized, the frequencies and percentages of their responses about the frequency of

organization of guest lectures are presented in Table – 4.35.

Table – 4.35 Responses of Teacher Educators about the Frequency of Organization of Guest

Lectures in the Colleges of Education in the Present Year (N=191) Sl. No. Frequency of Organization of Guest Lectures F %

1 No Lecture in the present year 13 6.80 2 Once 25 13.09 3 Twice 62 32.46 4 Thrice 60 31.41 6 More than thrice 31 16.23

From Table – 4.35, it can be seen that 6.80 percent of the teacher educators

expressed that guest lectures were not organized in the present year, whereas 13.09, 32.46,

31.41 and 16.23 percent of them expressed that guest lectures were organized once, twice,

thrice and more than thrice, respectively.

On the basis of above analysis, it may be interpreted that some of the teacher

educators expressed that guest lectures were organized twice or thrice. Few of them

expressed that guest lectures were organized more than thrice or only once, whereas, very

few of them expressed that guest lectures were not organized in the present year.


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Reasons for the Non-Organization of Guest Lectures

10.75 percent of the teacher educators who expressed that guest lectures are not

organized in their colleges of education, pointed out the following reasons for the same as: i)

non-availability of resource persons; ii) high investment on the organization of such

activities; iii) management or principal do not permit and; iv) lack of time.

4.3.3 MEDIA: PRINT AND ELECTRONICS

The responses of the teacher educators about the availability and use of various

audio, visual and audio-visual aids in the colleges of education are discussed as under:

Availability of Audio-Visual Aids

The frequencies and percentages of the responses of the teacher educators about the

availability of the audio, visual and audio-visual teaching aids are presented in Table – 4.36.

Table – 4.36 Responses of Teacher Educators about the Availability of Teaching Aids (N=214)

Type of Aids Sl. No. Teaching Aids Yes No F % F %

AUDIO AIDS I Radio 153 71.50 061 28.50 II Tape-recorder 190 88.79 024 11.21

VISUAL AIDS

I Pictures/Charts 212 99.07 002 00.93 II Slide projector 172 80.37 042 19.63 III OHP 205 95.79 009 04.21 IV Slides 169 78.97 045 21.03 V Film Strips 006 02.80 208 97.20 VI Bulletin board 079 36.92 135 63.08 VII Maps 211 98.60 003 01.40 VIII Chalk board 214 100.00 --- --- IX Real objects/specimen 188 87.85 26 12.15

AUDIO - VISUAL

AIDS

I Computer 214 100.00 --- --- II Television 193 90.19 21 09.81 III VCD/DVD player 201 93.93 13 06.07 IV LCD/DLP projector 163 76.17 51 23.83

From Table – 4.36, it can be seen that in case of audio aids, 71.50 and 88.79 percent

of the teacher educators expressed that radios and tape-recorders are available in their

colleges of education.

Above analysis indicates that most of the teacher educators expressed that in their

colleges of education, the availability of audio aids is in the order of: Tape-recorders and;

radios.

Further, from Table – 4.36, it can be seen that in case of visual aids 100.00, 99.07,

80.37, 95.79, 78.97, 98.60 and 87.85 percent of the teacher educators expressed that chalk-

boards, pictures and charts, slide projectors, OHP, slides, maps and real objects,


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respectively, are available in the colleges of education. On the other hand, 97.20 and 63.08

percent expressed that film strips and bulletin boards, respectively, are not available in the


On the basis of above analysis it can be interpreted that the availability of various

visual aids in the colleges of education is in the order of: i) Chalk boards, which are

available in all the colleges of education; ii) Pictures and charts; iii) maps; iv) OHPs; v) real

objects and specimen; vi) slide projectors and; vii) slides. On the other hand most of the

teacher educators expressed that film strips and more than half of the teacher educators

expressed that bulletin boards are not available in their colleges of education.

Table – 4.36 further shows that in case of audio-visual aids, 100.00, 90.19, 93.93 and

76.17 percent of the teacher educators expressed that computers, television, VCD/DVD

player and LCD/DLP projector, respectively, are available in their colleges of education.

From the above analysis, it may be inferred that the availability of various audio-

visual aids in the colleges of education is in the order of: i) Computers, which are available

in all the colleges of education; ii) VCD/DVD player; iii) television and; iv) LCD/DLP

projector.

Utilization of Audio-visual Aids



Table – 4.37 Rankings of the Total Scores of the Teacher Educators about the

Utilization of Audio-visual Aids (N=181) Sl. No.

Aids 1 2 3 4 5 6 7 8 9 10 11 12 13 Total Score

Rank Order

1 Radio 0 0 0 4 3 6 9 10 5 21 25 14 84 534 13 2 Tape-recorder 0 1 4 0 6 13 8 13 20 24 15 26 51 692 11 3 Pictures and

Charts 10 59 29 34 13 8 5 4 6 2 7 2 2 1802 2

4 Slide projector 0 5 15 12 10 14 10 35 11 26 23 15 5 1090 8 5 OHP 7 25 31 35 24 17 10 13 9 7 1 2 0 1662 3 6 Film Strips 1 2 0 2 10 10 11 10 18 10 16 12 79 645 12 7 Maps 0 9 25 17 17 18 21 9 9 13 5 4 34 1205 7 8 Chalk board 144 4 5 6 8 2 6 1 2 0 2 0 1 2188 1 9 Real objects and

specimen 1 22 19 22 18 19 6 12 3 6 6 7 40 1245 6

10 Computer 7 13 29 26 29 17 16 9 3 4 2 2 24 1454 4 11 Television 0 2 0 5 5 17 10 19 20 16 20 18 49 748 10 12 VCD/DVD player 0 8 2 4 9 8 23 14 15 16 12 19 51 812 9 13 LCD/DLP

projector 11 25 14 14 15 4 12 9 32 5 6 4 30 1278 5


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From Table 4.37, it can be seen that rankings of the utilization of various audio,

visual and audio-visual teaching aids, by the teacher educators, are in the order of: i) Chalk

board; ii) Pictures and Charts; iii) OHP; iv) Computer; v) LCD/DLP projector; vi) Real

objects and specimen; vii) Maps; viii) Slide projector; ix) VCD/DVD player; x) Television;

xi) Tape-recorder; xii) Film Strips and; xiii) Radio.

On the basis of above analysis, it may be interpreted that the utilization of various

audio, visual and audio-visual teaching aids by the teacher educators, is in the order of: i)

Chalk board; ii) Pictures and Charts; iii) OHP; iv) Computer; v) LCD/DLP projector; vi)

Real objects and specimen; vii) Maps; viii) Slide projector; ix) VCD/DVD player; x)

Television; xi) Tape-recorder; xii) Film Strips and; xiii) Radio.

4.3.4 EVALUATION STRATEGIES (ASSESSMENT AND EVALUAT ION

PROCEDURES)

The responses of the teacher educators about the assessment and evaluation

procedures such as modes of assessment, type of tests, intervals/periods of evaluation and

the suggestions for the improvement of assessment and evaluation procedures, are given as

under:

Modes of Assessment


modes of assessment of prospective teachers’ performance are presented in Table – 4.38.

Table – 4.38 Responses of Teacher Educators about the Modes of Assessment of Prospective

Teachers Performance (N=214) Sl. No. Mode of Assessment F %

1 Internal 11 5.14 2 External --- --- 3 Both Internal and external 203 94.86

From Table – 4.38, it can be observed that 5.14 percent of the teacher educators

expressed that internal mode of assessment is used, whereas 94.86 percent of them

expressed that both internal and external modes of assessment are used.

From the above analysis, it may be inferred that for assessing prospective teachers’

performance, majority of the teacher educators expressed that both internal and external


143

modes of assessment are used, whereas very few of them expressed that only internal mode

of assessment is used.

Different Components Used in the Assessment of Prospective Teachers Performance

From the responses of the teacher educators it can be said that following components

viz. i) Attendance; ii) participation in various activities; iii) performance during micro-

teaching and simulation and; iv) achievement in unit tests and house exams, are given

weightage for assessing the performance of prospective teachers.

Types of Tests Used



Table – 4.39 Rankings of the Total Scores of Teacher Educators about the

Types of Tests Used (N=184) Sl. No.

Types of Tests 1 2 3 4 5 Total Score

Rank Order

1 Verbal and Oral tests 115 31 20 12 6 789 1 2 Essay type tests 28 63 35 31 27 586 3 3 Objective type tests 14 37 43 72 18 509 5 4 Short answer type tests 12 62 52 44 14 566 4 5 Combination of various types of tests 50 65 17 22 30 635 2

Table – 4.39 shows that the rankings for the use of various types of tests are in the

order of: i) Verbal and oral tests; ii) combination of various types of tests; iii) essay type

tests; iv) short answer type tests and; v) objective type tests.

From the above analysis, it can be inferred that the use of various types of tests, by

the teacher educators, is in the order of: i) Verbal and oral tests; ii) combination of various

types of tests; iii) essay type tests; iv) short answer type tests and; v) objective type tests.

Intervals/Periods of Assessment and Evaluation


intervals/periods of assessment and evaluation of prospective teachers’ performance are



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Table – 4.40 Responses of Teacher Educators about the Intervals/Periods of

Assessment and Evaluation (N=214) Sl. No. Interval/Period F %

1 Daily 112 52.34 2 Weekly 78 36.45 3 Fortnightly 51 23.83 4 Monthly 74 34.58 5 Quarterly/Half-Yearly 56 26.17 6 Annually 48 22.45

Table – 4.40 indicates that 52.34, 36.45, 23.83, 34.58, 26.17 and 22.45 percent of the

teacher educators expressed that they assess and evaluate prospective teachers’ performance

daily, weekly, fortnightly, monthly, quarterly/half-yearly and annually, respectively.

On the basis of above analysis, it may be interpreted that more than half of the

teacher educators assess and evaluate prospective teachers’ performance on continuous basis

i.e. daily, whereas some weekly, monthly and a few quarterly/half-yearly, fortnightly and

annually.

Suggestions for the Improvement of Evaluation Procedures

For the improvement of the evaluation procedures, most of the teacher educators

suggested that duration of the training programme i.e. B.Ed. programme should be increased

from one year to two years.

4.3.5 ORGANIZATION OF CO-CURRICULAR ACTIVITIES

The responses of the teacher educators about the organization of various types of co-

curricular activities such as: Educational; Cultural and Recreational; Games and Sports and;

activities based upon community experiences, are presented in Table – 4.41, 4.42, 4.43 and

4.44.

Educational Activities


organization of various educational activities are presented in Table – 4.41.


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Table – 4.41 Responses of Teacher Educators about the Organization of Various

Educational Activities (N=214) Sl. No. Educational Activities F %

1 Seminars 198 92.52 2 Work-shops 126 58.88 3 Orientation Programmes 068 31.78 4 Conferences 053 24.77 5 Quizzes 189 88.32 6 Teaching aid competitions 163 76.16 7 Chalk board writing competitions 118 55.14 8 Science day celebration 094 43.92 9 Teacher’s day celebration 214 100.00 10 Debate/declamation on topics of current importance 201 93.93 11 Micro Skills in Teaching Competition 017 07.94

From Table – 4.41, it can be observed that hundred percent of the teacher educators

expressed that teacher’s day is celebrated in their colleges of education.

Table – 4.41 further indicates that 92.52, 58.88, 31.78, 24.77, 88.32, 76.17, 55.14,

43.92, 93.93 and 7.94 percent of the teacher educators expressed that seminars, work-shops,

orientation programmes, conferences, quizzes, teaching aid competitions, chalk board

writing competitions, science day celebration, debate/declamation on topics of current

importance and micro skill in teaching competitions, respectively, are organized in their


From the above analysis, it can be interpreted that all the teacher educators expressed

that teacher’s day is celebrated. A large majority of the teacher educators (more than 90

percent) expressed that debate/declamation on topics of current importance and seminars are

organized. Most of the teacher educators (more than 75 percent) expressed that quizzes and

teaching aid competitions are organized in the colleges of education. More than a half of the

teacher educators (55 to 59 percent) expressed that work-shops and chalk board writing

competitions are organized. Less than half of the teacher educators expressed that science

day is celebrated. Few of them (25 to 32 percent) expressed that orientation programmes and

conferences are organized, and very few expressed that micro skill in teaching competitions

are organized in their colleges of education.

Cultural and Recreational Activities


organization of various cultural and recreational activities are presented in Table – 4.42.


146


Cultural and Recreational Activities (N=214) Sl. No. Cultural and Recreational Activities F %

1 Talent hunt 180 84.11 2 Mehandi competition 214 100.00 3 Rangoli competition 214 100.00 4 Greeting card making competition 101 47.20 5 Best out of waste competition 096 44.86 6 Flower arrangement competition 120 56.07 7 Collage making competition 123 57.48 8 Poetry competition 163 76.17 9 Singing competition 214 100.00 10 Dance competition 214 100.00 11 Folk Dance/Skit Play/Group song/Modeling/Mimicry/Ad-Mad

Show 011 05.14

12 Fancy Dress Competition 020 09.35

Table – 4.42 indicates that hundred percent of the teacher educators expressed that

mehandi, rangoli, singing and dance competitions are organized in their colleges of

education.

Table – 4.42 further indicates that 84.11, 47.20, 44.86, 56.07, 57.48, 76.17, 5.14 and

9.35 percent of the teacher educators expressed that talent hunt, greeting card making

competition, best out of waste competition; flower arrangement competition, collage making

competition, poetry competition, folk-dance/skit play/modeling/mimicry/ad-mad show etc.

and fancy dress competition are organized in their colleges of education, respectively.

On the basis of above analysis, it may be inferred that all the teacher educators

expressed that mehandi, rangoli, singing and dance competitions are organized in their

colleges of education. Majority of the teacher educators (76 to 84 percent) expressed that

talent hunt and poetry competitions are organized. More than a half of the teacher educators

(56 to 58 percent) expressed that flower arrangement and collage making competitions are

organized. Less than a half of them (44 to 47 percent) expressed that greeting card making

and best out of waste competitions are organized, and very few of them (5 to 9 percent)

expressed that folk dance/skit/play/modeling/mimicry/ad-mad show etc. and fancy dress

competitions are organized in their colleges of education.

Games and Sports Activities


organization of various games and sports activities are displayed in Table – 4.43.


147


Games and Sports Activities (N=214) Sl. No. Games and Sports Activities F %

1 Chess competition 180 84.11 2 Carom board competition 173 80.84 3 Table tennis match 112 52.34 4 Football match 088 41.12 5 Volley ball match 187 87.38 6 Cricket match 119 55.61 7 Hockey match 019 08.88 8 Badminton match 199 92.99 9 Athletics (Shot-put, Gabling, Basket ball, Kho-Kho etc.) 014 06.54

From Table – 4.43, it can be seen that 84.11, 80.84, 52.34, 41.12, 87.38, 55.61, 8.88,

92.99 and 6.54 percent of the teacher educators expressed that chess competition, carom

board competition, table tennis, foot ball, volley ball, cricket, hockey, and badminton

matches and, athletics are organized in their colleges of education, respectively.

From the above analysis, it may be inferred that most (80 to 93 percent) of the

teacher educators expressed that chess and carom board competitions, volley ball and

badminton matches are organized in the colleges of education. More than a half (52 to 56

percent) of them expressed table tennis and cricket matches are organized. Less than a half

(41 percent) of them expressed football matches are organized and very few (less than 10

percent) of them expressed hockey matches and athletics are organized in their colleges of

education.

Activities based on Community Experiences


organization of various activities based on community experiences are displayed in Table –

4.44.


Activities based on Community Experiences (N=214) Sl. No. Activities based on Community Experiences F %

1 Environment day celebration 191 89.25 2 Adult literacy activities 077 35.98 3 Plantation 162 75.70 4 Social Forestry 061 28.50 5 Awareness rallies 182 85.05 6 NSS campaign/activities 045 21.03 7 Blood Donation, Red Ribbon, Rouse and Scout 007 03.27


148

Table – 4.44 shows that 89.25, 35.98, 75.70, 28.50, 85.05, 21.03 and 3.27 percent of

the teacher educators expressed that environment day celebration, adult literacy activities,

plantation, social forestry, awareness rallies, NSS campaigns/activities and activities like

blood donation camp, red ribbon and, rouse and scout are organized in their colleges of

education, respectively.

On the basis of above analysis, it can be interpreted that most of the teacher

educators (75 to 89 percent) expressed that activities like celebration of environment day,

awareness rallies and plantation are organized in their colleges of education. Few of them

(21 to 36 percent) expressed that adult literacy activities, social forestry and NSS campaigns

are organized and very few of them (3 percent) expressed that activities like blood donation,

red ribbon and, rouse and scout are organized in their colleges of education.

4.3.6 PRACTICE TEACHING

The responses of the teacher educators about the various aspects of micro-teaching,

simulation and real teaching in schools are discussed as under:

A) Micro-teaching

The responses of the teacher educators on the various aspects of micro-teaching such

as: methods employed for orienting prospective teachers to micro-teaching; demonstration

lessons on various skills by the teacher educators; skills practised by the prospective

teachers, number of skills practised; duration of micro-teaching and; satisfaction of the

teacher educators with the procedure and duration of the micro-teaching etc. are presented in

Table – 4.45, 4.46, 4.47 and 4.48.

Methods Employed for Orienting Prospective Teachers to Micro-teaching


methods employed for orienting prospective teachers to micro-teaching are displayed in

Table – 4.45.

Table – 4.45 Responses of Teacher Educators about the Methods Employed for Orienting

Prospective Teachers to Micro-teaching (N=214) Sl. No. Method F %

1 Lecture 013 06.07 2 Demonstration 009 04.20 3 Lecture-Demonstration 186 86.92 4 Power point presentation 005 02.34 5 Workshop 001 00.47


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From Table – 4.45, it can be seen that 6.07, 4.20, 86.92, 2.34 and 0.47 percent of the

teacher educators expressed that they use lecture, demonstration, lecture-demonstration

method, power point presentations and workshops for orienting prospective teachers to

micro-teaching, respectively.

Above analysis reveals that lecture-demonstration method was used by the large

majority of the teacher educators for orienting prospective teachers to micro-teaching.

Demonstration Lessons by Teacher Educators


give demonstration lessons on specific teaching skills and 12.62 percent do not. This

indicates that a large majority of the teacher educators used to give demonstration lessons on

specific teaching skills.

Further, 87.38 percent of the teacher educators who give demonstration lessons

opined that demonstration lessons bring clarity about the various components of a particular

skill and make the understanding of the skill easy for the prospective teachers.

On the other hand 12.62 percent of the teacher educators who do not give

demonstration lessons responded that demonstration lessons are given only by the teacher

educators teaching educational technology.

Teaching Skills Practised by the Prospective Teachers during Micro-teaching Sessions


various teaching skills practiced by the prospective teachers during micro-teaching sessions

are displayed in Table – 4.46.


150

Table – 4.46 Responses of Teacher Educators about the Teaching Skills

Practised by Prospective Teachers (N=214) Sl. No. Name of the Micro-teaching Skill F %

1 Appropriateness of instructional objectives 080 37.38 2 Organization of the content in the lesson 058 27.10 3 Creating set for introducing the lesson 067 31.31 4 Introducing the lesson 151 70.56 5 Probing Questions 208 97.20 6 Delivery and Distribution of questions 051 23.83 7 Response Management 031 14.48 8 Explaining 214 100.00 9 Illustration with example 154 71.96 10 Use of Teaching Aids (Other than blackboard) 094 43.93 11 Stimulus variation 214 100.00 12 Use of verbal and non-verbal reinforcers (Reinforcement) 214 100.00 13 Pacing of the lesson 046 21.50 14 Promoting pupil participation 064 29.91 15 Use of blackboard 183 85.51 16 Closure of the lessons 048 22.43 17 Diagnosing learning difficulties and taking remedial measures 029 13.55 18 Evaluation of pupil progress 047 21.96 19 Management of the class 068 31.78 20 Giving assignment 057 26.64

From Table – 4.46, it can be seen that hundred percent of the teacher educators

expressed that skill of ‘Explaining’, ‘Stimulus variation’, and ‘Use of verbal and non-verbal

reinforcers (Reinforcement)’ are practised by the prospective teachers during micro-teaching

sessions.

Table – 4.46 further indicates that 37.38 percent of the teacher educators expressed

that skill of ‘Appropriateness of instructional objectives’, ‘Organization of the content in the

lesson’ (27.10 percent), ‘Creating set for introducing the lesson’ (31.31 percent), skill of

‘Introducing the lesson’ (70.56 percent), ‘Probing Questions’ (97.20 percent), ‘Delivery and

Distribution of questions’ (23.83 percent), ‘Response Management’ (14.48 percent),

‘Illustration with example’ (71.96 percent), ‘Use of Teaching Aids (Other than blackboard)’

(43.93 percent), ‘Pacing of the lesson’ (21.50 percent), ‘Promoting pupil participation’

(29.91 percent), ‘Use of blackboard’ (85.51 percent), ‘Closure of the lessons’ (22.43

percent), ‘Diagnosing learning difficulties and taking remedial measures’ (13.55 percent),

‘Evaluation of pupil progress’ (21.96 percent), ‘Management of the class’ (31.78 percent),

and ‘Giving assignment’ (26.64 percent) are practised by the prospective teachers during

micro-teaching sessions.


151

From the above analysis, it may be inferred that skill of ‘Explaining’, ‘Stimulus

variation’ and ‘Use of verbal and non-verbal reinforcers (Reinforcement)’ are practised by

the prospective teachers as per the views of all the teacher educators. Skill of ‘Probing

question’, ‘Use of Black board’, ‘Illustration with example’, and ‘Introducing the lesson’ are

practised as per the opinions of large majority of the teacher educators. The skill of ‘Use of

Teaching Aids (Other than blackboard)’ is practised by the prospective teachers as per the

views of less than half of the teacher educators. Skill of ‘Appropriateness of instructional

objectives’, ‘Management of the class’, ‘Creating set for introducing the lesson’, ‘Promoting

pupil participation’, ‘Organization of the content in the lesson’, ‘Giving assignment’,

‘Delivery and Distribution of questions’, ‘Closure of the lessons’, ‘Evaluation of pupil

progress’, and ‘Pacing of the lesson’ are practised as per the opinions of the few of the

teacher educators. Skill of ‘Response Management’ and ‘Diagnosing learning difficulties

and taking remedial measures’ are practised by the prospective teachers as per the views of

very few of the teacher educators in their colleges during micro-teaching sessions.

Number of Micro-lessons per Teaching Subject Practised by the Prospective Teachers

The frequencies and percentages of the responses of the teacher educators on the

number of micro-lessons per teaching subject practised by the prospective teachers are


Table – 4.47 Responses of Teacher Educators on the Number of Micro-lessons per Teaching Subject

Practiced by the Prospective Teachers (N=214) Sl. No. Number of Micro-teaching Lessons F %

1 5 011 05.14 2 10 182 85.05 3 15 008 03.74 4 20 009 04.20 5 25 004 01.87

Table – 4.47 indicates that 5.14, 85.05, 3.74, 4.20 and 1.87 percent of the teacher

educators expressed that 5, 10, 15, 20 and 25 micro-lessons per teaching subject are

practised by the prospective teachers in their colleges of education, respectively.

On the basis of above analysis, it may be inferred that 10 micro-lessons per teaching

subject are practiced by the prospective teachers as per the responses of the large majority of

the teacher educators.


152

Duration of Micro-teaching


duration of micro-teaching are given in Table – 4.48.

Table – 4.48 Responses of Teacher Educators about the Duration of Micro-teaching (N=214)

Sl. No. Duration of Micro-teaching F % 1 10 days 13 06.07 2 20 days 29 13.55 3 30 days 41 19.16 4 30 - 40 days 26 12.15 5 60 - 90 days (2-3 periods for 4 days in a week) 27 12.62 6 Continuous Process throughout the academic session (2-3 periods

for 4 days in a week) 78 36.45

From Table – 4.48, it can be seen that 6.07 percent of the teacher educators

expressed that duration of micro-teaching is 10 days, 20 days (13.55 percent), 30 days

(19.16 percent), 30 to 40 days (12.15 percent) and 60 to 90 days (12.62 percent). However,

36.45 percent of the teacher educators expressed that micro-teaching is carried out as a

continuous activity throughout the academic session for 4 days a week with 2 to 3 periods

per day.

From the above analysis, it may be interpreted that micro-teaching is carried out for

different durations in the colleges of education.

Satisfaction of Teacher Educators with the Procedure and Duration of Micro-teaching


teacher educators were satisfied with the procedure and duration of the micro-teaching and

43.46 percent were not. This indicates that more than a half of the teacher educators were

satisfied with the procedure and duration of the micro-teaching.

Further, the teacher educators (56.54 percent) who were feeling satisfied pointed out

that micro-teaching goes as per time table and each prospective teacher gets ample time to

practice a particular micro-teaching skill.

On the other hand the teacher educators (43.46 percent) who were feeling unsatisfied

pointed out that there is no clear cut strategy for its execution and time is less than the time

required for this activity.


153

Maintenance of Records of Micro-teaching

All the teacher educators expressed that records of all the micro-teaching lessons

practised during micro-teaching are maintained by the prospective teachers.

B) Simulation

The responses of the teacher educators on the various aspects of simulation such as:

methods used for orienting prospective teachers to simulation; number of macro-lessons

practised; duration of simulation and; satisfaction of the teacher educators with the

procedure and duration of the simulation are presented in Table – 4.48, 4.49, and 4.50.

Methods Used for Orienting Prospective Teachers to Simulation


methods used for orienting prospective teachers to simulation are displayed in Table – 4.49.

Table – 4.49 Responses of Teacher Educators about the Methods Used for Orienting

Prospective Teachers to Simulation (N=214) Sl. No. Method F %

1 Lecture 009 04.20 2 Demonstration 012 05.61 3 Lecture-Demonstration 186 86.92 4 Power point presentation 006 02.80 5 Workshop 001 00.47

From Table – 4.49, it can be seen that 4.20, 5.61, 86.92, 2.80 and 0.47 percent of the

teacher educators expressed that they use lecture, demonstration, lecture-demonstration

method, power point presentations and workshops for orienting prospective teachers to

simulation, respectively.

Above analysis reveals that lecture-demonstration method was used by the large

majority of the teacher educators for orienting prospective teachers to simulation.

Number of Macro-lessons Practised by the Prospective Teachers during Simulation


number of macro-lessons per teaching subject practised by the prospective teachers during

simulation are presented in Table – 4.50.


154

Table – 4.50 Responses of Teacher Educators on the Number of Macro-lessons per Teaching

Subject Practised by Prospective Teachers during Simulation (N=214) Sl. No. Number of Macro-lessons F %

1 5 163 76.17 2 10 038 17.76 3 15 006 02.80 4 20 007 03.27

Table – 4.50 indicates that 76.17, 17.76, 2.80 and 3.27 percent of the teacher

educators expressed that 5, 10, 15 and 20 macro-lessons per teaching subject are practiced

by the prospective teachers during simulation in their colleges of education, respectively.

On the basis of above analysis, it may be inferred that 5 macro-lessons per teaching

subject are practiced by the prospective teachers during simulation as per the responses of

the most of the teacher educators.

Duration of Simulation


duration of simulation are displayed in Table – 4.51.

Table – 4.51 Responses of Teacher Educators about the Duration of Simulation (N=214)

Sl. No. Duration of Simulation F % 1 10 days 034 15.89 2 20 days 053 24.77 3 30 days 102 47.66 4 30 - 40 days 025 11.68

From Table – 4.51, it can be seen that 15.89, 24.77, 47.66 and 11.68 percent of the

teacher educators expressed that duration of simulation is 10, 20, 30 and 30-40 days in their

colleges of education, respectively.

From the above analysis, it may be interpreted that simulation is carried out for

different durations in the colleges of education.

Satisfaction of Teacher Educators with the Procedure and Duration of Simulation


teacher educators were satisfied with the procedure and duration of simulation, whereas

41.59 percent were not. This indicates that more than a half of the teacher educators were

satisfied with the procedure and duration of the simulation.


155

Further, the teacher educators (58.41 percent) who were feeling satisfied pointed out

that simulation goes as per time table and is not focused on a particular skill or component

of the skill and prospective teachers teach independently.

The teacher educators (41.59 percent) who were feeling dissatisfied pointed out the

following reasons for their dissatisfaction: i) No clear cut strategy for its execution and; ii)

less time to complete the simulation as it is carried out after the completion of micro-

teaching.

Maintenance of Records of Simulation

All the teacher educators expressed that records of all the macro-lessons practiced by

the prospective teachers during simulation are maintained by the prospective teachers.

C) Real Teaching in Schools

The responses of the teacher educators on the various aspects of real teaching

practice component of the training programme such as: types of schools taken for organizing

the real teaching practice; duration of real teaching practice in schools; number of lessons

delivered; observation of lessons by the prospective teachers; other activities in which

prospective teachers participate during real teaching practice; maintenance of records;

satisfaction of teacher educators with the procedure and duration of the real teaching

practice; mode of prospective teachers’ evaluation in final skill-in-teaching exam and;

satisfaction of teacher educators with the mode of prospective teachers’ evaluation in skill-

in-teaching exam etc. are discussed as below:

Types of Schools Taken for Conducting Real Teaching Practice


types of schools taken for conducting real teaching practice of prospective teachers are


Table – 4.52 Responses of Teacher Educators about the Types of Schools Taken for

Conducting Real Teaching Practice (N=214) Sl. No. Types of Schools F %

1 Government 214 100.00 2 Private 013 06.07 3 Government 017 07.94 4 Missionary --- ---


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Table – 4.52 shows that hundred percent of the teacher educators expressed that

government schools are taken for conducting real teaching practice of the prospective

teachers. In addition to this, 6.07 and 7.94 percent of the teacher educators expressed that

private and government aided schools are also taken for conducting real teaching practice of

the prospective teachers, respectively.

Above analysis indicates that the real teaching practice of prospective teachers is

mostly conducted in government schools, whereas it is also conducted in some of

government aided and private schools.

Duration of Real Teaching Practice in Schools

The frequencies and percentages of the responses of teacher educators about the

duration of real teaching practice in schools are presented in Table – 4.53.

Table – 4.53 Responses of Teacher Educators about the Duration of Real Teaching

Practice in Schools (N=214) Sl. No. Duration for Real Teaching Practice F %

1 20 days 017 07.94 2 30 days 189 88.32 3 40 days 008 03.74

From Table – 4.53, it can be seen that 7.94, 88.32 and 3.74 percent of the teacher

educators expressed that the duration of real teaching practice of prospective teachers in

schools is 20, 30 and 40 days, respectively.

On the basis of above analysis, it can be interpreted that the duration of real teaching

practice of prospective teachers is 30 days as per the responses of the large majority of the

teacher educators.

Number of Lessons per Teaching Subject Delivered by the Prospective Teachers

during Real Teaching


number of lessons per teaching subject delivered by the prospective teachers during real

teaching practice in schools are displayed in Table – 4.54.


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Table – 4.54 Responses of Teacher Educators on the Number of Lessons per Teaching Subject

Delivered by the Prospective Teachers during Real Teaching (N=214) Sl. No. Number of Lessons per Teaching Subject F %

1 10 006 02.80 2 15 005 02.34 3 20 165 77.10 4 22-25 031 14.49 5 25-30 007 03.27

Table – 4.54 indicates that 2.80, 2.34, 77.10, 14.49 and 3.27 percent of the teacher

educators expressed that 10, 15, 20, 22-25 and 25-30 lessons per teaching subject are

delivered by the prospective teachers during real teaching practice in schools, respectively.

On the basis of above analysis, it can be said that mostly 20 lessons per teaching

subject are delivered by the prospective teachers during real teaching practice in schools.

Number of Lessons Observed by the Prospective Teachers during Real Teaching

Practice


number of lessons observed by the prospective teachers during real teaching practice are


Table – 4.55 Responses of Teacher Educators on the Number of Lessons Observed by the

Prospective Teachers during Real Teaching Practice (N=214) Sl. No. Number of Lessons Observed F %

1 10 117 54.67 2 15 006 02.80 3 20 091 42.52

From Table – 4.55, it can be seen that 54.67, 2.80 and 42.52 percent of the teacher

educators expressed that 10, 15 and 20 lessons are observed by the prospective teachers

during real teaching practice in schools, respectively.

On the basis of above analysis, it can be said that mostly 10 lessons are observed by

each prospective teacher during real teaching practice in schools.


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School Activities in Which Prospective Teachers Participate During Real Teaching

Practice


school activities in which prospective teachers participate during real teaching practice are


Table – 4.56 Responses of Teacher Educators about the School Activities in which Prospective

Teachers Participate during Real Teaching Practice (N=214) Sl. No. Activity F %

1 Morning assembly 214 100.00 2 Maintaining attendance register 208 97.19 3 Checking home work given to the students 208 97.19 4 Preparing school leaving certificates 124 57.94 5 Preparing and maintaining other school records and registers 027 12.62

From Table – 4.56, it can be seen that 100.00, 97.19, 97.19, 57.94 and 12.62 percent

of the teacher educators expressed that prospective teachers participate in morning

assembly, maintain attendance registers, check home work given to the students, prepare

school leaving certificates and, prepare and maintain other school records and registers

during real teaching practice in schools, respectively.

On the basis of above analysis, it can be interpreted that most of the prospective

teachers participate in morning assembly, prepare and maintain attendance registers, check

home work given to the students and also prepare school leaving certificates.

Maintenance of Records of all the Activities Performed during Real Teaching by the

Prospective Teachers

All the teacher educators expressed that records of all the activities performed during

real teaching practice in schools are maintained by the prospective teachers.

Satisfaction of Teacher Educators with the Procedure and Duration of Real Teaching

Practice

From the responses of the teacher educators it was found that 54.21 percent of the

teacher educators were satisfied with the procedure and duration of the real teaching

practice, whereas 45.79 percent were not. This indicates that more than a half of the teacher

educators were satisfied with the procedure and duration of the real teaching practice and

less than a half of them were not.


159

Furthermore, the teacher educators (54.21 percent) who were feeling satisfied

pointed out that in this duration pupil teachers get adequate acquaintance about the

functioning of school and get enough time to teach and work in school.

However, the teacher educators (45.79 percent) who were feeling dissatisfied pointed

out the following reasons for their dissatisfaction: i) The functioning of schools cannot be

understood properly by the prospective teacher in this short duration and; ii) justice cannot

be done with teaching.

Mode of Prospective Teachers’ Evaluation in Final Skill-in-Teaching Exam


mode of prospective teachers’ evaluation in final skill-in-teaching exam are presented in

Table – 4.57.

Table – 4.57 Responses of Teacher Educators about the Mode of Prospective Teachers’ Evaluation

in Final Skill-in-Teaching Exam (N=214) Sl. No. Mode of Evaluation F %

1 Final Lesson only 147 68.69 2 Final Lesson and Records of Micro-teaching and Simulation 014 06.54 3 Final Lesson and Records of Real Teaching Practice 014 06.54 4 Final Lessons and Records of Micro-teaching, Simulation and

Real Teaching Practice 039 18.23

From Table – 4.57, it can be seen that 68.69, 6.54, 6.54 and 18.23 percent of the

teacher educators expressed that during final skill-in-teaching exam the prospective teachers

are evaluated on the basis of ‘final lesson only’, ‘final lesson and records of micro-teaching

and simulation’, ‘final lesson and records of real teaching practice’ and ‘final lesson and

records of micro-teaching, simulation and real teaching practice’, respectively.

On the basis of above analysis, it may be interpreted that during final skill-in-

teaching exam the prospective teachers are evaluated on the basis of final lesson only.

Time Spent by the External Examiner for Evaluating a Prospective Teacher during

Final Skill-in-Teaching Exam


time spent by the external examiner for evaluating a prospective teacher during final skill-in-

teaching exam are presented in Table – 4.58.


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Table – 4.58 Responses of Teacher Educators about the Time Spent by the External Examiner for

Evaluating a Prospective Teacher during Final Skill-in-Teaching Exam (N=214) Sl. No. Duration F %

1 2-5 minutes 122 57.01 2 5-10 minutes 060 28.04 3 10-15 minutes 009 04.20 4 Availability of time with the Examiner 023 10.75

Table – 4.58 indicates that 57.01, 28.04 and 4.20 percent of the teacher educators

expressed that external examiners spend 2-5 minutes, 5-10 minutes and 15-20 minutes for

evaluating a prospective teacher during final skill-in-teaching exam, respectively. However,

10.75 percent of the teacher educators expressed that time spent depends upon the

availability of time with the examiners.

From the above analysis, it may be inferred that mostly 2-5 minutes (only) are spent

by the external examiner for evaluating a prospective teacher in final skill-in-teaching exam.

Evaluation of each Prospective Teacher by the Entire Team of Examiners

From the responses of teacher educators, it was found that 39.72 percent of them

expressed that each prospective teacher is evaluated by the entire team of all the three

examiners, whereas 60.28 percent expressed that each prospective teacher is not evaluated

by the entire team of all the three examiners.

This indicates that mostly the prospective teacher is evaluated by one or two

members of the team and not by the entire team of all the three examiners.

Time Taken for the Evaluation of a Unit of 100 Prospective Teachers


time taken for the evaluation of a unit of 100 students are presented in Table – 4.59.

Table – 4.59 Time Taken for the Evaluation of a Unit of 100 Prospective Teachers (N=214)

Sl. No. Time taken F % 1 2 days 199 92.99 2 3 days 015 07.01

From Table – 4.59, it can be seen that 92.99 and 7.01 percent of the teacher

educators expressed that team of external examiners takes 2 and 3 days to evaluate a unit of

100 prospective teachers, respectively.


161

Above analysis indicates that mostly two days are taken by the team of external

examiners to evaluate a unit of 100 prospective teachers.

Satisfaction of Teacher Educators with the Mode of Prospective Teachers’ Evaluation

in Final Skill-in-Teaching Exam

From the responses of the teacher educators it was found that 28.04 percent of the

teacher educators were satisfied with the mode of prospective teachers’ evaluation in final

skill-in-teaching exam, whereas 71.96 percent were not. This indicates that majority of the

teacher educators were not satisfied with the mode of prospective teachers’ evaluation in

final skill-in-teaching exam.

Further, the teacher educators (71.96 percent) who were feeling dissatisfied with the

mode of prospective teachers’ evaluation in final skill in teaching exam pointed out the

following reasons for their dissatisfaction: i) No consideration for the overall performance of

the prospective teacher throughout the academic session; ii) no weightage to the observation

of teacher educator in-charge during teaching practice; iii) not possible to evaluate a

prospective teacher in 2-5 minutes; iv) not possible to evaluate 100 students in two days that

too in 3-4 hours duration in a day and; v) favouritism towards the students who are close to

the teacher educators, close to the examiner.

4.4 AVAILABILITY AND UTILIZATION OF VARIOUS RESOURC E CENTERS

IN THE TRAINING PROGRAMME

The responses of teacher educators on the availability of various resource centers in

the colleges of education and their utilization during curriculum transaction in secondary

teachers’ pre-service training programme were tabulated, analyzed and interpreted item

wise, the details of which are given as under:

4.4.1 AVAILABILITY OF RESOURCE CENTERS


availability of various resource centers viz. Physical Sciences, Life Sciences, Mathematics,

Social Sciences, English Language, Hindi Language, Computer, Psychology and

Educational Technology resource centers are presented in Table – 4.60.


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Table – 4.60 Responses of Teacher Educators on the Availability of Resource Centers

Response Physical Sciences Resource Centre

Life Sciences Resource Centre

Mathematics Resource Centre

Social Sciences Resource Centre

Language Resource Centre

Computer Resource Centre

Psychology Resource Centre

Educational Technology Resource Centre English Hindi

Yes F 33 31 22 27 29 26 34 38 35

% 97.06 100 70.97 84.38 85.29 83.87 100 100 100

No F 01 --- 09 05 05 05 --- --- ---

% 02.94 --- 29.03 15.62 14.71 16.13 --- --- ---

Total 34 31 31 32 34 31 34 38 35


expressed that Life Sciences, Computer, Psychology and Educational Technology Resource

Centers are available in their colleges of education.

Table – 4.60 further shows that 97.06, 70.97, 84.38, 85.29 and 83.87 percent of the

teacher educators expressed that Physical Sciences, Mathematics, Social Sciences, English

Language and Hindi Language resource centers are available in their colleges of education,

respectively.

From the above analysis, it may be inferred that the availability of various resource

centers in the colleges of education is in the order of: i) Life Sciences, Computer,

Psychology and Educational Technology; ii) Physical Sciences; iii) English Language; iv)

Social Sciences; v) Hindi Language and; vi) Mathematics.

4.4.2 TYPE OF RESOURCE CENTRE


type of resource centers, which are available in the colleges of education, are presented in

Table – 4.61.

Table – 4.61 Responses of Teacher Educators about the Type of Resource Centre

Response Physical Sciences Resource Centre








Separate F 18 14 04 22 21 21 34 24 21 % 54.55 45.16 18.18 81.48 72.41 80.77 100 63.16 60.00

Multi-purpose

F 15 17 18 05 08 05 --- 14 14 % 45.45 54.84 81.82 18.52 27.59 19.23 --- 36.84 40.00

Total 33 31 22 27 29 26 34 38 35

Table – 4.61 indicates that hundred percent of the teacher educators expressed that

Computer resource centre exist as a separate unit in the colleges.


163

Table – 4.61 further shows that 54.55, 81.48, 72.41, 80.77, 63.16 and 60.00 percent

of the teacher educators expressed that Physical Sciences, Social Sciences, English

Language, Hindi Language, Psychology and Educational Technology resource centers,

respectively, exist as separate units, whereas 54.84 and 81.82 percent of the teacher

educators expressed that Life Sciences and Mathematics resource centers, respectively, exist

as multipurpose units in the colleges.

On the basis of above analysis, it can be inferred that Computer resource centre

exists as a separate unit in all the colleges; Social Sciences, Hindi Language and English

Language resource centers as separate unit in most of the colleges; Psychology and

Educational Technology resource centers as separate units in more than half of the colleges

and; Physical Sciences resource centre as a separate unit in a little more than half of the

colleges. On the other hand Mathematics resource centre exists as a multipurpose unit in

most of the colleges, whereas Life Sciences resource centre exists as multipurpose unit in a

little more than half of the colleges.

4.4.3 ADEQUACY OF MATERIALS AND EQUIPMENTS IN VARIO US

RESOURCE CENTERS


adequacy of materials and equipments in Physical Sciences, Life Sciences, Mathematics,

Social Sciences, English Language, Hindi Language, Computer, Psychology and

Educational Technology Resource Centers are presented in Table – 4.62.

Table – 4.62 Responses of Teacher Educators on the Adequacy of Materials and Equipments in

Various Resource Centers Response Physical

Sciences Resource Centre








Yes F 24 23 13 19 24 18 32 34 26 % 72.73 74.19 59.09 70.37 82.76 69.23 94.12 89.47 74.29

No F 09 08 09 08 05 08 02 04 09 % 27.27 25.81 40.91 29.63 17.24 30.77 5.88 10.53 25.71

Total 33 31 22 27 29 26 34 38 35

From Table – 4.62, it can be seen that 72.73, 74.19, 59.09, 70.37, 82.76, 69.23,

94.12, 89.47 and 74.29 percent of the teacher educators expressed that Physical Sciences,

Life Sciences, Mathematics, Social Sciences, English Language, Hindi Language,


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Computer, Psychology and Educational Technology resource centers have adequate

materials and equipments, respectively.

On the basis of above analysis, it can be inferred that adequacy of materials and

equipments in various resource centers is in the order of: Computer; Psychology; English

Language; Educational Technology; Life Sciences; Physical Sciences; Social Sciences;

Hindi Language and; Mathematics resource centre.

4.4.4 ADDITION OF NEW MATERIALS AND LATEST EQUIPMEN TS

The frequencies and percentages of the responses of the teacher educators for the

addition of new materials and latest equipments in the various resource centers are presented

in Table – 4.63.

Table – 4.63 Responses of Teacher Educators for the Addition of New Materials and

Latest Equipments in the Various Resource Centers Response Physical









Yes F 08 07 05 06 04 07 --- 05 --- % 23.53 22.58 22.72 22.22 13.79 26.92 --- 13.16 ---

No F 26 24 17 21 25 19 34 33 35 % 76.47 77.41 77.27 77.78 86.21 73.08 100 86.84 100

Total 34 31 22 27 29 26 34 38 35

From Table – 4.63, it can be seen that 76.47, 77.41, 77.27, 77.78, 86.21, 73.08,

100.00, 86.84 and 100.00 percent of the teacher educators expressed that the new materials

and latest equipments are not added yearly in the Physical Sciences, Life Sciences,

Mathematics, Social Sciences, English Language, Hindi Language, Computer, Psychology

and Educational Technology resource centers, respectively.

On the basis of above analysis, it can be interpreted that the new materials and latest

equipments are not added yearly in Physical Sciences, Life Sciences, Mathematics, Social

Sciences, English Language, Hindi Language, Computer, Psychology and Educational

Technology resource centers in majority of the colleges.


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4.4.5 USE OF VARIOUS RESOURCE CENTERS FOR CONDUCTING

EXPERIMENTS OR CARRYING OUT ACTIVITIES

The frequencies and percentages of the responses of the teacher educators on the use

of various resource centers for getting experiments conducted or carrying out activities by

the prospective teachers are presented in Table – 4.64.

Table – 4.64 Responses of Teacher Educators on the use of Various Resource Centers for getting

Experiments conducted or Carrying out Activities by the Prospective Teachers Response Physical









Yes F 18 18 08 11 17 05 34 38 22 % 54.55 58.06 36.36 40.74 58.62 19.23 100 100 62.86

No F 15 13 14 16 12 21 --- --- 13 % 45.45 41.94 63.64 59.26 41.38 80.77 --- --- 37.14

Total 33 31 22 27 29 26 34 38 35

Table – 4.64 shows that 54.55, 58.06, 58.62, 100.00, 100.00 and 62.86 percent of the

teacher educators expressed that they use Physical Sciences, Life Sciences, English

Language, Computer, Psychology and Educational Technology resource centers,

respectively, for getting experiments conducted or carrying out activities by the prospective

teachers. On the other hand, 63.64, 59.26 and 80.77 percent of the teacher educators

expressed that they do not use Mathematics, Social Sciences and Hindi Language resource

centers, respectively, for carrying out activities by the prospective teachers.

On the basis of above analysis, it can be inferred that for conducting experiments or

carrying out activities by the prospective teachers: Computer and Psychology resource

centers are used by all the teacher educators; Physical Sciences, Life Sciences, English

Language and Educational Technology resource centers are used by more than half of the

teacher educators. On the other hand, for conducting experiments or carrying out activities

by the prospective teachers, Hindi Language resource center is not used by majority of the

teacher educators, whereas Mathematics and Social Sciences resource centers are not used

by more than half of the teacher educators.


166

4.4.6 NUMBER OF EXPERIMENTS CONDUCTED OR ACTIVITIES CARRIED

OUT BY THE PROSPECTIVE TEACHERS

Those teacher educators who make prospective teachers to conduct experiments or

carry out activities in various resource centers, the frequencies and percentages of their

responses on the number of experiments or activities are presented in Table – 4.65.

Table – 4.65 Number of Experiments Conducted or Activities carried out by the Prospective

Teachers in Various Resource Centers Response Physical









1-5 F 11 04 03 05 07 03 --- 38 19

% 61.11 22.22 37.50 45.45 41.18 60.00 --- 100 86.36

6-10 F 07 14 05 06 10 02 34 --- 03

% 38.89 77.78 62.50 54.55 58.82 40.00 100 --- 13.64

Total 18 18 08 11 17 05 34 38 22


expressed that prospective teachers conduct or carry out 1 to 5 and 6 to 10 experiments or

activities in Psychology and Computer resource centers, respectively.

Table – 4.65 further indicates that 61.11, 60.00, and 86.36 percent of the teacher

educators expressed that prospective teachers conduct or carry out 1 to 5 experiments or

activities in Physical Sciences, Hindi Language and Educational Technology resource

centers, respectively. On the other hand 77.78, 62.50, 54.55 and 58.82 percent of the teacher

educators expressed that prospective teachers carry out 6 to 10 experiments or activities in

Life Sciences, Mathematics, Social Sciences and English language resource centers,

respectively.

Above analysis reveals that mostly 1-5 experiments or activities are conducted or

carried out by the prospective teachers in Psychology, Physical Sciences, Hindi Language

and Educational Technology resource centers, whereas 6-10 experiments or activities are

conducted or carried out by the prospective teachers in Computer, Life Sciences,

Mathematics, Social Sciences and English language resource centers.


167

4.4.7 TEACHING THE ART OF MAKING GOOD USE OF RESOUR CE

CENTERS IN REAL SITUATIONS

The frequencies and percentages of the responses of the teacher educators on

teaching prospective teachers the art of making good use of resource center in real situations

are presented in Table – 4.66.

Table – 4.66 Responses of the Teacher Educators on Teaching Prospective Teachers the Art of

making Good Use of Resource Center in Real Conditions Response Physical









Yes F 10 11 07 06 09 05 34 38 12 % 30.30 35.48 31.82 22.22 31.03 19.23 100 100 34.28

No F 23 20 15 21 20 21 --- --- 23 % 69.70 64.52 68.18 77.78 68.97 80.77 --- --- 65.71

Total 33 31 22 27 29 26 34 38 35


expressed that they teach prospective teachers the art of making good use of Computer and

Psychology resource centers in real situations, whereas 69.70, 64.52, 68.18, 77.78, 68.97,

80.77 and 65.71 percent of the teacher educators expressed that they do not teach

prospective teachers the art of making good use of Physical Sciences, Life Sciences,

Mathematics, Social Sciences, English Language, Hindi Language and Educational

Technology resource centers in real situations, respectively.

On the basis of above analysis, it can be interpreted that all the teacher educators

expressed that they teach prospective teachers the art of making good use of Computer and

Psychology resource centers in real situations. On the other hand, most of the teacher

educators expressed that they do not teach prospective teachers the art of making good use

of Hindi Language, Social Sciences, Physical Sciences, English Language, Mathematics and

Life Sciences resource centers in real situations.

Reasons for not teaching Prospective Teachers the Art of Making Good Use of

Resource Centre in Real Situations

Further, the teacher educators who do not teach prospective teachers the art of

making good use of resource centers in real situations pointed out the following reasons: i)

Lack of proper training/orientation of teacher educators on the use of resource centre; ii)


168

lack of time; iii) absence of experiments or activities in the syllabus or curriculum and; iv)

unavailability of manuals on the use of resource centers.

4.4.8 USEFULNESS OF THE VARIOUS RESOURCE CENTERS IN THE

TRAINING PROGRAMME


usefulness of the various resource centers in the secondary teachers’ pre-service training

programme are presented in Table – 4.67.

Table – 4.67 Responses of Teacher Educators about the Usefulness of the Various Resource Centers

in the Secondary Teachers’ Pre-service Training Programme Response Physical









Yes F 19 18 15 20 20 13 34 38 22 % 57.58 58.06 68.18 74.07 68.97 50.00 100 100 62.86

No F 14 13 07 07 09 13 --- --- 13 % 42.42 41.94 31.82 25.93 31.03 50.00 --- --- 37.14

Total 33 31 22 27 29 26 34 38 35

From Table – 4.67, it can be seen that hundred percent of the teacher educators were

of the view that Computer and Psychology resource centers are useful in the training

programme.

Table – 4.67 further shows that 57.58, 58.06, 68.18, 74.07, 68.97, 50.00 and 62.86

percent of the teacher educators were of the view that Physical Sciences, Life Sciences,

Mathematics, Social Sciences, English Language, Hindi Language and Educational

Technology resource centers are useful in the training programme, respectively.

On the basis of above analysis, it can be inferred that the usefulness of various

resource centers, as per the responses of teacher educators, is in the order of: Computer;

Psychology; Social Sciences; English Language; Mathematics; Educational Technology;

Life Sciences; Physical Sciences and; Hindi Language resource center.

Reasons for Non-usefulness of the Resource Centre in the Training Programme

Further, the teacher educators who expressed that they do not find the resource

centers useful in the training programme pointed out the following reasons: i) Lack of time

and; ii) No specific guidelines on the use resource centers in the curriculum.


169

4.4.9 SUGGESTIONS FOR THE EFFECTIVE UTILIZATION OF THE

RESOURCE CENTERS

The responses of the teacher educators for the effective utilization of the resource

centers are presented in the Table – 4.68.

Table – 4.68 Suggestions of the Teacher Educators for the Effective Utilization

of the Resource Centers (N=214) Sl. No. Suggestions F %

1 Orientation programmes for the effective utilization of the resource centers to be organized by the university.

35 16.36

2 Manuals for the utilization of Resource Centers to be provided by the affiliating university.

67 31.31

3 List of experiments or activities to be carried out by the prospective teachers to be specified in the curriculum or syllabus.

89 41.59

4 Resource centers to be properly maintained in the institutions. 55 25.70 5 Proper supervision and inspection of the resource centers to be made by the

affiliating university. 27 12.62

It is evident from Table – 4.68 that 41.59 percent of the teacher educators suggested

that list of experiments or activities to be carried out by the prospective teachers should be

specified in the curriculum or syllabus. 31.31 percent suggested that manuals for the

utilization of resource centers should be provided by the affiliating university. 25.70 percent

suggested that resource centers should be properly maintained in the institutions. 16.36

percent suggested that orientation programmes for the effective utilization of the resource

centers should be organized by the university and 12.62 percent suggested that proper

supervision and inspection of the resource centers should be done by the affiliating

university.

4.5 FLANDERS’ INTERACTION ANALYSIS AND INTERPRETATI ON

The observation data, collected in the form of different categories through Flanders’

interaction analysis technique was tabulated and organized for further analysis and

interpretation. The necessary details about the tabulation, organization and, analysis and

interpretation of the observation data are discussed as under:

4.5.1 TABULATION OF OBSERVATION DATA

The observation data was tabulated by following the procedure described as under:


170

Preparation of 10x10 Matrices

After observing the classroom behaviours of each of the 28 teacher educators as

subjects of sample, while transacting the curriculum to the prospective teachers in actual

classrooms and collecting the observation data on observation sheets, a separate 10x10

matrix for each of the teacher educator was prepared by following the procedure described

earlier, in Chapter III. So, in totality 28 observation matrices were prepared. A sample copy

of the 10x10 matrix is given in Appendix-VII.

Preparation of Composite Master Matrix

One master 10x10 matrix based on twenty eight 10x10 matrices of teacher educators

teaching in actual classrooms was prepared. The procedure followed was the cell to cell

addition of each of the twenty eight matrices.

A copy of the composite master matrix is given in Appendix-VIII.

4.5.2 ORGANIZATION OF DATA

Interactions between teacher educators and prospective teachers while transacting the

curriculum contents in actual classroom situations are organized in to certain behaviour

ratios, for the purpose of interpretation, as suggested by Flanders. Behaviour ratios for

composite master matrix of 28 teacher educators were calculated and converted in to

percentages using the following formula in terms of various stages as discussed below:

Time involved in Classroom Interaction

Time involved in classroom interaction was calculated with the help of following

formula:

Average rate of coding = Total Coding Time in Seconds/Matrix Total

Classroom Climate

The data related to classroom climate in terms of different ratios was converted in to

percentages using the following formula:

(i) Teacher Talk (TT)

The Flanders Interaction Analysis Categories (FIAC) system of interaction analysis

has referred to categories 1, 2, 3, 4, 5, 6 and 7 as indicative of Teacher Talk (TT). It is

defined as actions taken by the teacher that reflect the tendency of teacher talk. It is

calculated as:


171

Teacher talk (TT) = ∑ f (Columns 1 to 7) /N x 100

Where, N represents total tallies in the matrix.

(ii) Pupil Talk (PT)

Categories 8 and 9 are referred to as indicative of pupil talk. It is defined as the

percentage of pupil talk falling in categories 8 and 9. It is calculated as:

Pupil Talk (PT) = ∑ f (Columns 8 to 9) /N x 100

(iii) Silence or Confusion (SC)

Category 10 is referred to as indicative of silence or confusion. It is defined as the

percentage of tallies falling in category 10 and is calculated as:

Silence or Confusion (SC) = ∑ f (Column 10) /N x 100

(iv) Teacher Response Ratio (TRR)

It is defined as an index which corresponds to teachers’ tendency to react to the ideas

and feelings of the pupils. It is calculated as:

Teacher Response Ratio (TRR) = ∑ f (Columns 1to3) /∑ f (Columns 1,2,3,6,7) x 100

(v) Teacher Question Ratio (TQR)

It is defined as an index representing the tendency of a teacher to use questions when

guiding the content orienting part of the class discussion. It is calculated as:

Teacher Question Ratio (TQR) = ∑ f (Column 4) /∑ f (Columns 4 to 5) x 100

(vi) Pupil Initiative Ratio (PIR)

It is proposed to indicate what proportion of pupil talk is judged by the observer to

be an act of pupil initiation. It is calculated as:

Pupil Initiative Ratio (PIR) = ∑ f (Column 9) /∑ f (Columns 8 to 9) x 100

Checking the Level of Interaction within the Class

The data pertaining to checking the level of interaction within the class in terms of

different ratios was converted in to percentages using the following formula:

(i) Instantaneous Teacher Response Ratio (ITRR89)

It is defined as the teachers’ tendency to praise or integrate the ideas and feelings of

the pupils in the class discussion, at the moment the pupils stop talking. It is calculated as:

ITRR89 = ∑ f(Rows 8,9 & Columns 1,2,3) /∑ f(Rows 8,9 & Columns 1,2,3,6,7) x 100


172

(ii) Instantaneous Teacher Question Ratio (ITQR89)

It is defined as the tendency of the teacher to respond to pupil talk with questions

based on his own ideas, compared to his tendency to lecture. It is calculated as:

ITQR89 = ∑ f(Rows 8,9 & Column 4) /∑ f(Rows 8,9 & Columns 4,5) x 100

(iii) Content Cross Ratio (CCR)

It is an indication that the main focus of class discussion becomes on the subject

matter, that attention to motivation and discipline problem is minimum. It is calculated as:

CCR = ∑ f (Columns 4,5) /N x 100

(iv) Steady State Ratio (SSR)

It reflects the tendency of the teacher and pupil talks to remain in the same category

for periods longer than three seconds. It is determined as the percentage of all tallies that lie

within steady state cells (1-1, 2-2, 3-3, 4-4, 5-5, 6-6, 7-7, 8-8, 9-9 and 10-10) and is

computed as:

SSR = ∑ f (Steady state cells) /N x 100

Depicting the Sequence of Activities

In order to understand the nature of the change of sequence of classroom activities

qualitatively i.e. in terms of events, the clockwise flow diagram and box flow diagram of the

composite master matrix, as suggested by Flanders were prepared.

Further, the minimum frequency of 100 was chosen to be marked in the flow

diagram. Which mean all the cells with this frequency or higher will have entry and exit

arrows.

4.5.3 CLASSROOM INTERACTION BETWEEN TEACHER EDUCATO RS AND

PROSPECTIVE TEACHERS

The details of analysis and interpretation of classroom interaction between teacher

educators and prospective teachers are discussed as below:

A) Time Involved in Classroom Interaction

The investigator observed the teacher educator in the class for 20 minutes and

computed the tallies on a 10x10 matrix. The investigator then totaled the tallies in this

matrix. The total tallies were 400 in 1200 seconds. The average rate of coding came out to

be 3 second. This indicated that both the rate of coding and total time involved in live

classroom interaction was appropriate as every tally was recorded in every 3 seconds. It


173

means that the investigator recorded 20 tallies in one minute, 60 tallies in 3 minutes and 400

tallies in 20 minutes in terms of actual classroom interactions.

B) Classroom Climate

The classroom climate was estimated through interaction in terms of: i) total teacher

talk, pupil talk and silence or confusion and; ii) checking the balance of teacher response

and initiation as compared to student initiation.

i) Teacher Talk, Pupil talk and Silence or Confusion

The responses related to the interaction in the classroom situation, while transacting

the secondary teacher’ training curriculum, were estimated from teacher talk, pupil talk and

the time spent in silence or confusion. The data related to these three indices were computed

and are presented in Table – 4.69.

Table – 4.69 Responses in terms of Teacher talk, Pupil Talk, Silence/Confusion

Sl. No. Indices % 1 Teacher Talk 86.18 2 Pupil Talk 08.68 3 Silence or Confusion 05.14

From Table – 4.69, it can be seen that while transacting the secondary teacher’

training curriculum the teacher talk was 86.18 percent, student talk was 8.68 percent and

silence or confusion was 5.14 percent. This indicates that teacher talk was very high as

compared to pupil talk as well as silence or confusion. Very high teacher talk is an

indication of teacher dominated classroom with authoritarian climate and very less pupil talk

reveals minimum discussion in the classroom.

From the above analysis, it may be inferred that while transacting the secondary

teachers’ training curriculum to the prospective teachers, the teacher educators’ dominated

the class with authoritarian climate and very less time was given for prospective teachers’

talk.

ii) Balance of Teacher Response/Initiation as Compared to Students Initiation

For checking the balance between teacher response and initiation compared to pupil

initiation, Teacher Response Ratio (TRR), Teacher Question Ratio (TQR) and Pupil

Initiation Ratio (PIR) were computed and are presented in Table – 4.70.


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Table – 4.70 Responses in terms of Teacher Response Ratio (TRR), Teacher Question Ratio (TQR)

and Pupil Initiation Ratio (PIR) Sl. No. Ratios %

1 Teacher Response Ratio (TRR) 61.74 2 Teacher Question Ratio (TQR) 08.89 3 Pupil Initiation Ratio (PIR) 05.84

From Table – 4.70, it can be observed that teacher response ratio (TRR) was 61.74

percent, whereas teacher question ratio (TQR) was 8.89 percent and pupil initiation ratio

was 5.84 percent.

On the basis of above analysis, it can be interpreted that teacher educators responded

very often to the prospective teachers queries as TRR was high. Very low TQR reveals

fewer tendencies of teacher educators to ask questions and indicates most of the time spent

by the teacher educators was on lecturing. Very low PIR indicates that the prospective

teachers’ initiation in introducing their own ideas in class situations was negligible or very

less.

C) Level of Interaction within the Classroom

The level of interaction within the class was studied through: i) Initial reactions of

teacher educators to the termination of prospective teachers’ talk and; ii) through the

tendencies of the teacher educators towards content emphasis and sustained talk.

(i) Initial Reactions of Teacher Educators to the Termination of Prospective

Teachers’ Talk

To study the initial reactions of teacher educators to the termination of prospective

teachers’ talk two ratios viz. an Instantaneous Teacher Response Ratio (ITRR89) and

Instantaneous Teacher Question Ratio (ITQR89) were computed and are presented in Table –

4.71.

Table – 4.71 Responses in terms of Initial Reactions of Teacher Educators to the Termination of

Prospective Teachers’ Talk Sl. No. Ratios %

1 Instantaneous Teacher Response Ratio (ITRR89) 83.38 2 Instantaneous Teacher Question Ratio (ITQR89) 42.45

Table – 4.71 shows that ITRR89 was 83.38 percent and ITQR89 was 42.45 percent.


175

On the basis of above analysis it can be inferred that ITRR89 was very high and

ITQR89 was low. It reflects the very high tendency of teacher educators to praise or integrate

prospective teachers’ ideas and feelings in to class discussion, at the moment prospective

teachers stop talking, and a very healthy emotional climate and high level of communication

in the live class when teacher educators were teaching. However, low ITQR89 reflects the

fewer tendencies of the teacher educators in responding to prospective teachers’ talk with

questions based on their own ideas compared to their tendency to lecture.

(ii) Classroom Interaction in the form of Tendencies towards Content Emphasis

and Sustained Talk

Classroom interaction in the form of tendencies towards content emphasis and

sustained talks by the teacher educators were studied through two ratios viz. Content Cross

Ratio (CCR) and the Steady State Ratio (SSR). The two computed ratios are presented in

Table – 4.72.

Table – 4.72 Responses on Tendency towards Content Emphasis and Sustained Talk

Sl. No. Ratios % 1 Content Cross Ratio (CRR) 77.98 2 Study State Ratio (SSR) 78.53

It is evident from Table – 4.72 that CCR was 77.98 and SSR was 78.53.

The high CCR indicates that during classroom interaction the main focus of the

teacher educators was on subject matter i.e. most of the time teacher educators were

lecturing and they were the most active participants in the classroom discussion with very

little or no attention to motivation or discipline problems in the class. Further, a very high

SSR indicates that on the average there was less rapid interchange between the teacher

educators and prospective teachers during discussion in the class.

4.5.4 SEQUENCE OF ACTIVITIES DEPICTED THROUGH FLOW PATTERN OF

CLASSROOM INTERACTION

The clockwise flow diagram which was prepared with the help of composite master

matrix (Appendix-VIII) depicting the sequence of activities in the classroom is presented in

Figure – 4.1.


176

Category 1 2 3 4 5 6 7 8 9 10 Total

1 2 5 --- 2 6 7 3 18 --- 7 50

2 1 10 8 33 33 14 1 43 1 14 158

3 1 21 58 8 7 39 --- 3 360

4 4 28 4 13 21 5 --- 60 778

5 1 12 1 84 --- 16 30 7978

6 1 6 2 29 92 64 1 13 1 23 232

7 1 7 --- 7 21 7 51 17 1 8 120

8 36 46 45 48 15 40 --- 12 918

9 3 3 3 --- 13 --- 11 --- 24 --- 57

10 --- 20 1 58 12 1 26 --- 577

Total 50 158 360 778 7978 232 120 918 57 577 11228

Figure – 4.1

Clock Wise Flow Diagram of the Classroom Interaction of All the Teacher Educators

From Figure – 4.1, it can be seen that there are 9835 tallies in the marked cells,

covering about 87.60 percent of the total tallies in the composite master matrix. Most of the

classroom verbal behaviour during the transaction of the secondary teacher education

curriculum has been presented through circled cells and the looping arrows.

It may be observed from the figure that the highest probability of starting the

classroom events was from lecturing, because the highest tallies 7484 were concentrating in

the (5-5) cell. There seems to be two probabilities, firstly lecturing seems to be followed by

questioning, which continued for more than three seconds in (4-4) cell, then questioning

seems to be followed by pupil response, which remained in steady state (8-8) cell for more

than three seconds, then pupil response, followed by teachers’ accepts and use of pupil

ideas, which remained in steady state (3-3) cell for more than three seconds and then

followed by lecturing. The another probability was that lecturing seems to be followed by

silence or confusion, which remained in steady state (10-10) cell for more than three

seconds. The period of silence or confusion was broken by lecturing and continued for more

than three seconds in (5-5) cell.

122 101

333 310

7484 213 137

436 240

313 146


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4.5.5 INTENSITY OF ACTIVITIES IN A PARTICULAR SEQUE NCE THROUGH

BOX FLOW DIAGRAM

The box flow diagram, which was also prepared from the composite master matrix,

indicates changes in the steady state pairs of events and transition among them. The major

changes in classroom flow of behavior during the transaction of the secondary teacher

education curriculum are presented in Figure – 4.2.


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Teacher Talk Pupil Talk

Figure – 4.2 Box Flow Diagram of Classroom Interaction of All the Teacher Educators

The steady state pairs of teacher talk and pupil talk have been marked clearly in the

form of squares and transition of events in the form of arrows in Figure – 4.2.

(4-4)

F=333

(8-8)

F=436

(5-5)

F=7484

(10-10)

F=313

(3-3)

F=101

(5-4

) F

=2

13

(4-8) F=310

(8-3) F=240

(3-5)

F=122

(10-5)

F=146

(5-10)

F=137

(8-4)

F=45

(4-5

)

F=

13

(5-8

)

F=

16

(8-5)

F=48

(5-3

)

F=

1


179

The (5-5) cell, steady state of lecturing, is the largest square with 7484 tallies. There

is a heavy transition from category 5 to 4, slight transition from category 5 to 10 and

insignificant transition from category 5 to 8. However, this cell has transition of events from

category 3 and 10. From this it may be inferred that lecturing was followed either by

questioning or by the period of silence or confusion and very rarely by pupil responses.

However, acceptance and use of students’ ideas, and silence or confusion were usually

followed by lecturing.

The (8-8) cell, steady state of pupil responses, is the second largest square with 436

tallies. It has the largest transition from category 4, which is also the largest transition of

classroom interaction having 310 tallies in the (4-8) cell, which indicates that questioning

was mostly followed by pupil responses.

The (4-4) cell, steady state of questioning, is the third largest square with 333 tallies.

It has heavy transition from category 5 and a smaller amount of transition from category 8.

From this it may be inferred that lecturing was mostly followed by questioning, whereas,

pupil responses were rarely followed by questioning.

The study state (10-10) cell of silence/confusion is the fourth largest square, with

313 tallies. It has transition to category 5, which shows that period of silence or confusion

was usually broken by lecturing.

The (3-3) cell, steady state of accepts and uses of pupils’ ideas, is the fifth largest

cell with 101 tallies. There is very heavy transition from category 8 to this cell having 240

tallies. From this it may be inferred that student responses were followed by acceptance or

use by the teachers for a very shorter period as the number of tallies is very small (101). This

cell also has transition to category 5, which indicates that acceptance or use of ideas of

pupils was usually followed by lecturing by the teacher educators.

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