Indian Educational Abstracts aims to serve the cause of educational
research through disseminating the information about educational
researches available in public domain. The information will contain
abstracts of the researches carried out in India and abroad relevant
to Indian educational scene with bibliographic information. They
include doctoral theses, research projects, published researches in
the form of books and articles in the reputed journals.
This bi-annual periodical solicits abstracts from doctoral students
about their work along with the details of the degree awarding
institution, guide and year of the award.
The periodical requests the research institutions and
professionals to send the abstracts of their work for wide
dissemination.
Editorial team on their own would prepare and publish abstracts
of research articles appearing in professional journals. Reputed
journals are welcome to send copies for abstracting the relevant
research articles.
EDITORIAL ADVISORY COMMITTEE
KRISHNA KUMAR, DIRECTOR, NCERT
G. RAVINDRA, JOINT DIRECTOR, NCERT
M. SEN GUPTA, HEAD, DERPP, NCERT and GENERAL EDITOR
ACADEMIC EDITORS
KAMLESH RAI
SHANKAR SHARAN
PUBLICATION TEAM
PEYYETI RAJAKUMAR, HEAD, PUBLICATION DEPARTMENT
SHIV KUMAR, CHIEF PRODUCTION OFFICER
SHVETA UPPAL, CHIEF EDITOR
GOBIND RAM, EDITORIAL ASSISTANCE
PARKASH TAHILYANI, PRODUCTION ASSISTANT
COVER
D.K. SHENDE
Printed in May 2009
Single Copy : Rs. 75.00
Annual Subscription : Rs. 150.00
INSTRUCTIONS TO THE CONTRIBUTORS
Indian Educational Abstracts carries research abstracts of doctoral
dissertations awarded from Indian and foreign universities on the
topics relevant to Indian Education.
The citation in abstracts of the researchers for the award of
doctoral degree (only Ph.D. or equivalent are accepted and not M.Ed,
or M.Phil.) should follow the format below:
Name of the author, date of the award of degree in brackets, title
of the research, name of the degree, if applicable, university/
institution, discipline in which the degree was awarded (like
Education, Psychology, Sociology, etc.) and name of the guide of the
research candidate.
Example: Thaker, J.J. l996. A Study of Job Satisfaction among
the Principals of Secondary Schools of Saurashtra-Ph.D.
Education, Bhavanagar Univ., Guide: Dr K.U. Lavingia.
Similarly, completed research projects on themes related to
educational policies and practices in the Indian context carried out
in accredited research institutes are also accepted.
The citation in abstracts of the reports of independent/
institutional research projects should follow the format below:
Name of the author, date of the document in brackets, title of
the’ research, name of the institution/university, if published then
publisher, place and name, and if word processed, the place and
name of the institution where the document is available.
Example: Misra, C.K.; and A.P. Verma. (1990). Quick appraisal of
centrally sponsored scheme of vocationalisation of secondary
education in Uttar Pradesh, mimeograph, NCERT, New Delhi.
The text of the abstracts should be around 800 words excluding
the bibliographical details. The text should contain the following
information:
The objectives/research questions pursued
The method followed specifying the salient aspects like the
population and size and labels, the sample and sub-samples,
instruments/tools and research design, if experimental, etc. In the
case of qualitative study, the nature of data and method of collecting
them are to be indicated.
Statistical techniques in quantitative studies
Findings of the study
Number of references cited under bibliography
Name and address of the author of the abstract
Single Copy : Rs 75.00
Annual Subscription : Rs 150.00
Published by the Head, Publication Department, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016,
lasertypeset at Nath Graphics, 1/21, Sarvapriya Vihar, New Delhi 110 016
and printed at Gita Offset, C-90, Okhla Industrial Area 1, New Delhi 110 020
Indian Educational Abstracts aims to serve the cause of educational
research through disseminating the information about educational
researches available in public domain. The information will contain
abstracts of the researches carried out in India and abroad relevant
to Indian educational scene with bibliographic information. They
include doctoral theses, research projects, published researches in
the form of books and articles in the reputed journals.
This bi-annual periodical solicits abstracts from doctoral students
about their work along with the details of the degree awarding
institution, guide and year of the award.
The periodical requests the research institutions and
professionals to send the abstracts of their work for wide
dissemination.
Editorial team on their own would prepare and publish abstracts
of research articles appearing in professional journals. Reputed
journals are welcome to send copies for abstracting the relevant
research articles.
EDITORIAL ADVISORY COMMITTEE
KRISHNA KUMAR, DIRECTOR, NCERT
G. RAVINDRA, JOINT DIRECTOR, NCERT
M. SEN GUPTA, HEAD, DERPP, NCERT and GENERAL EDITOR
ACADEMIC EDITORS
KAMLESH RAI
SHANKAR SHARAN
PUBLICATION TEAM
PEYYETI RAJAKUMAR, HEAD, PUBLICATION DEPARTMENT
SHIV KUMAR, CHIEF PRODUCTION OFFICER
SHVETA UPPAL, CHIEF EDITOR
GOBIND RAM, EDITORIAL ASSISTANCE
PARKASH TAHILYANI, PRODUCTION ASSISTANT
COVER
D.K. SHENDE
Printed in May 2009
Single Copy : Rs. 75.00
Annual Subscription : Rs. 150.00
INSTRUCTIONS TO THE CONTRIBUTORS
Indian Educational Abstracts carries research abstracts of doctoral
dissertations awarded from Indian and foreign universities on the
topics relevant to Indian Education.
The citation in abstracts of the researchers for the award of
doctoral degree (only Ph.D. or equivalent are accepted and not M.Ed,
or M.Phil.) should follow the format below:
Name of the author, date of the award of degree in brackets, title
of the research, name of the degree, if applicable, university/
institution, discipline in which the degree was awarded (like
Education, Psychology, Sociology, etc.) and name of the guide of the
research candidate.
Example: Thaker, J.J. l996. A Study of Job Satisfaction among
the Principals of Secondary Schools of Saurashtra-Ph.D.
Education, Bhavanagar Univ., Guide: Dr K.U. Lavingia.
Similarly, completed research projects on themes related to
educational policies and practices in the Indian context carried out
in accredited research institutes are also accepted.
The citation in abstracts of the reports of independent/
institutional research projects should follow the format below:
Name of the author, date of the document in brackets, title of
the’ research, name of the institution/university, if published then
publisher, place and name, and if word processed, the place and
name of the institution where the document is available.
Example: Misra, C.K.; and A.P. Verma. (1990). Quick appraisal of
centrally sponsored scheme of vocationalisation of secondary
education in Uttar Pradesh, mimeograph, NCERT, New Delhi.
The text of the abstracts should be around 800 words excluding
the bibliographical details. The text should contain the following
information:
The objectives/research questions pursued
The method followed specifying the salient aspects like the
population and size and labels, the sample and sub-samples,
instruments/tools and research design, if experimental, etc. In the
case of qualitative study, the nature of data and method of collecting
them are to be indicated.
Statistical techniques in quantitative studies
Findings of the study
Number of references cited under bibliography
Name and address of the author of the abstract
Single Copy : Rs 75.00
Annual Subscription : Rs 150.00
Published by the Head, Publication Department, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016,
lasertypeset at Nath Graphics, 1/21, Sarvapriya Vihar, New Delhi 110 016
and printed at Gita Offset, C-90, Okhla Industrial Area 1, New Delhi 110 020
ISSN 0972-5652
INDIAN EDUCATIONAL ABSTRACTS
Volume 8
Number 1
January 2008
CONTENTS
Curriculum Evaluation
3
Educational Assessment and Evaluation
5
Educational Technology
18
Environmental Education
19
Higher Education
21
Language Education
23
Mathematics Education
27
Organisation and Management of Education
27
Philosophy of Education
31
Physical and Health Education
32
Primary Education
34
Psychology of Education
43
Science Education
49
Special Education
51
Teacher Education
58
Teacher Evaluation
61
Value Education
64
Women Education
65
2
Indian Educational Abstracts
Seventh All India School Education Survey
(7th AISES)
Schools, Physical and Ancillary Facilities
Rs 325.00/524 pp
For further enquiries, please visit www.ncert.nic.in or contact the Business Managers at
the addresses of the regional centres given on the copyright page.
January 2008
3
CURICULLUR EVALUATION
[1] Vashishtha, K.K. and Jain, Manju. and Sharma, R.D. and
Paranjpe, Sandhya. and Upadhyay, G.C. (2001). Curriculum Load
on Children at Pre-Primary and Primary Stages: An Exploratory
Study. N.C.E.R.T., New Delhi.
Objectives: (i) To explore the existing physical and infrastructural
facilities and school practices in pre-primary and primary schools
managed by government, private bodies and Kendriya Vidyalaya
Sangat han in six states; (ii) to assess the nature and magnitude of
curriculum load at pre-primary and primary stages in defferently
managed schools in the six states; (iii) to study the problem of
curriculum load as perceived by teachers, parents and children up
to primary stage; (iv) to ascertain factors responsible for curriculum
load up to primary stage in the six states; and (v) to suggest ways
and means to overcome problem of curriculum load at pre-primary
and primary stages. Method: The study was planned in two phases.
The first phase of the study focused on obtaining a quick feedback
on the perception of head teachers, teachers, parents and students
with regard to various aspects related to the issue of curriculum
load at the pre-primary and primary stages of education. The results
of the first phase of the study prompted the investigators to expand
it up to the national level. Hence in the second phase of the study it
was extended to four more states, namely – Rajasthan, Madhya
Pardesh, Orissa and Karnataka. The sample of the study included
134 pre-primary centres and 151 primary schools, 133 pre-primary
teachers, 361 primary teachers, 311 parents of the pre-primary
children, 408 parents of primary school children and 456 children
studying in Classes III to V. Findings: (1) Pre-primary education in
most cases is treated as downward extension of primary education.
This practice is most dominant in urban public schools. Rural schools
also adhere to the some practice but to a lesser extent. (2) Teaching
of the 3 R’s is considered to be the natural content area for preschool education. There is little consideration to the play-way methods
and activity-based learning. (3) Large number of underage children’s
are admitted in pre-schools, children as young as 2.5 years of age
are admitted to pre-schools who do not get age-specific and
developmentally appropriate curriculum to follow. (4) One of the
significant reasons for pressure on children is the big distances
children are compelled to travel regularly, specifically in case of public
schools in cities and metropolitan cities. It has been found that many
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children in big cities travel 5 to 7 kms to reach their schools. (5) With
regard to perception of teachers on curriculum load, it was revealed
that majority of teachers did not visualise the load on children on
account of pre-school curriculum and methods. (6) The absence of
any regulatory mechanism to exercise control over the curriculum,
method and teacher training requirements necessary for a nursery
teacher are hardly adhered to while appointing teachers in nursery
schools. Engagement of unqualified persons for educating pre-schools
perpetuates practices of elementary stage to pre-school adding to
the problem of curriculum load.
[2] Sharma. Indu. (2006). Learning Guarantee Programme: An
Innovation for Improving Retention and Learning Achievement
of Children. NCERT, New Delhi.
Objectives: The objectives of the study were – (i) To identify major
initiatives adopted under the Learning Guarantee Programme to
improve retention and learning achievement of children at the
elementary level; (ii) to document the processes adopted under the
Learning Guarantee Programme for improving the retention and
learning achievement of children at the elementary level; and (iii) to
document significant features of the innovative practice for wider
application as a replicable model and for upscaling in the concerned
state. Method: A case study approach was followed for conducting
the study of a qualitative nature. The study is based on detailed
fieldwork, which was carried out in the selected schools of two blocks,
i.e. Gulbarga and Aland blocks of Gulbarga district during August
21-August 29, 2005. The district, sub-district functionaries, school
head teachers/teachers, the local community including parents,
chairman and members of the school development and monitoring
committee and the students formed the four major categories of
respondents in the study. Findings: The Learning Guarantee
Programme (LGP) is an attempt toward making the delivery of learning
an accountable process. In this endeavour, the programme aims at
moving from traditional rote learning, i.e. content-based tests to
learning where understanding, application and analytical ability of
the child is fostered through competency-based testing. The
programme concentrates on building self-reliant, innovative, qualityenhancing school processes by mobilising the community and the
schools. The major findings of the study about the programme are
as follows: (1) The programme has been successful in introducing
consciousness amongst state functionaries about the notion of
January 2008
5
‘quality’ and the need to improve the quality of education in primary
and upper primary classes. (2) School-community networking
emerged as a critical factor ensuring the attendance of children and
providing necessary facilities to promote their active participation. It
generated thinking and reflection among major stakeholders on issues
critical to quality improvement. (3) After the introduction of LGP the
School Development Monitoring Committee (SDMC) started
participating in a positive manner in school activities to ensure that
the school delivers ‘Guarantee Learning ‘ and at the same time binds
teachers for a serious approach in their teaching. (4) The programme
facilitated greater interaction between parents, teachers and officers
of the state education department. (5) It initiated a movement in
schools towards self-assessment for identifying problem-areas and
make focused attempts towards overcoming them by building selfcorrecting mechanisms. (6) Child-wise, class-wise and subject-wise
evolution generated pressure on the administration to improve the
overall school environment and professional development of teachers.
As a result, the teachers become more concerned about student
progress. (7) External evolution played as a key factor in the whole
scheme of Learning Guarantee Programme and it helped schools
and district functionaries in understanding the learning achievement
levels of the children. (8) Regular teaching developed curiosity, interest
and consciousness among children towards their studies which was
not happening earlier. The children felt free and closer to the teachers.
This motivated them to work hard to achieve the set larger of 90 per
cent achievement level to earn a prize for them. (9) The practices of
remedial teaching and group learning helped comparatively weaker
children in improving their performance from lower to higher levels.
This provided them an opportunity for exploration, experimentation
and better interaction among themselves and with the teachers.
EDUCATIONAL ASSESSMENT AND EVALUATION
[3] Deo, S A (2001). Evaluation of Mass Programme of Functional
Literacy Carried on by the University of Bombay (1988-89 to
1990-91). Ph.D., Education, Pune University, Pune. Guide: Dr Suman
Karandikar
Objectives: (i) To find out to what extent the objectives of Mass
Programme of Functional Literacy (MPFL) were realised during the
period under study; (ii) to find out the difficulties in the
implementation of the MPFL; (iii) to find out whether the MPFL was a
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Indian Educational Abstracts
mass movement; (iv) to find out various motivations for students for
their participation in the MPFL; and (v) to judge the actual
performance of the learners by development tool. Method: Descriptive
and evaluative. Sample for this study was universal taken from 26
colleges. Total 32,789 students, 31,816 learners and 946 teachers
comprised the sample. They were from different Degree, B. Ed.,
Medical and Girls colleges from Bombay, Thane, Raigad, Ratnagiri
and Sindhudurg. Tools used were Interview Schedule, Questionnaire,
Observation Sheet and Literacy Test Findings: (1) The role of other
functionaries except MTs and POs was not supportive to MPFL.
(2) The learners’ evaluation was not carried out effectively and
seriously; (3) The University organised training for the MTs and POs;
(4) The Vice Chancellor personally wrote a letter to the principals
and to the Learners for the motivation. Total 26 citations were given
in the study.
[4] Soni, R.B.L. (2005). The Problem of Retention of Learners as
Perceived by Teachers and Community with reference to
Classroom Processes in North-east States. NCERT New Delhi.
Objectives: (i) To study the problem of retention of learners at primary
stage in Meghalaya and Mizoram as perceived by teachers and
community; (ii) to find out dropout students perceptions on classroom
processes; (iii) to find out parental perceptions regarding dropout of
their children from school prior to completion of primary education;
and (iv) to study the classroom processes including strategies being
used at primary stage for retention and academic achievement of
students in Meghalaya and Mizoram. Method: Normative survey
method was used. The following five tools were developed and used;
1. The interview schedule for teachers. 2. The interview schedule for
the dropout students. 3. The interview schedule for parents/
guardians. 4. The interview schedule for community members.
5. The observation schedule. The sample for this study were selected
from the both states (Meghalaya and Mizoram) respectively. Findings:
Re Meghalaya State: (1) The factors inside the school and classroom
processes in West Khasi Hills and South Garo Hills are almost
identical suggesting that the environment in both the district is
similar and it is not conducive for retention of children in schools.
(2) The mean values for classroom processes in both the district are
very low and there is not much difference between the two, suggesting
that these processes need more attention to all children until they
complete primary education. (3) The factors inside the schools and
January 2008
7
classroom processes are more responsible for low retention of students
in primary classes than the factors outside the school. Punctuality
of teachers and their taking regular classes need to be ensured. (4)
Corporal punishment is used widely in Meghalaya and this is one of
the factors for dropout of children. (5) There is an urgent need of
providing in-service training to teachers to improve their skills to
involve students in the teaching-learning processes. (6) Many of the
teachers did not receive pre-service training and therefore in-service
training of such teachers is extremely important. (7) Physical facilities,
such as number of classrooms, drinking water, separate toilets for
boys and girls will have to be arranged. (8) Besides, number of
teachers in accordance with the number of classes and separate
classrooms are some of the steps that could help improve retention
of students to complete primary education. (9) Participation of parents
and community is school activities is very low. Re Mizoram state–
(1) The factors inside the school in both the districts is almost identical
in terms of physical and educational facilities and trained teachers
suggesting that the academic environment in schools of Kolasib and
Aizwal is similar. (2) Classroom processes need more attention in
terms of teacher training, monitoring and supervision in order to
ensure retention of all children until they complete primary education.
(3) The majority of teachers both in Kolasib and Aizwal reported that
poverty, migration of labour families, broken families, lack of parental
interest in education and handicaps of some students are major
causes of dropout. (4) Corporal punishment to children could be one
of the reasons for high dropout rate; therefore, this practice must be
stopped by creating awareness among the teachers during in-service
training programmes. (5) There is an urgent need of providing inservice training to teachers to improve their skills to involve students
in the teaching-learning processes. (6) Many of the teachers did not
receive pre-service training and therefore, in-service training of such
teachers is extremely important. (7) Physical facilities, such as
number of classrooms, drinking water, separate toilets for boys and
girls will have to be arranged. (8) Besides number of teachers in
accordance with the number of classes, separate classrooms for each
class are some of the steps that could help improve retention of
students to complete primary education. (9) Participation of parents
and community in school activities is very low and there is a need
for increasing their participation in order to ensure retention of all
children in schools.
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Indian Educational Abstracts
[5] Yadav, Padma; Gupta, Swarna; Upadhyay, G.C. and Soni, Romila.
(2005). A Status Study of ECCE Programme as an Innovative
Activity under Sarva Shiksha Abhiyan. NCERT.
New Delhi.
Objectives: (i) To assess the nature and extent of utilisation of
financial provisions made for the districts and to study its impact on
various developmental aspects of ECCE programme; (ii) to study the
perception of State Project Directors (SPDs) and other district level
officials on the implementation of ECCE programme and adequacy
of the provisions made; (iii) to study the development of ECCE
programme in terms of: (a) Development of teaching-learning material
for ECCE workers, children and parents; (b) Capacity building of
ECCE workers; (c) Advocacy Programmes for generating awareness;
(d) Activities/methods followed for joyful learning; (e) Programme
planning and management; and (f) Convergence with ICDS, etc.
Method: Participant observation technique was used for this study.
The states were selected using the purposive sampling technique.
Selecting of the states depended upon the high and low utilization.
For data collection two states, Punjab and Tamil Nadu were visited.
In each state, as per the sample planned minimum two blocks in
each district were covered. Findings: (1) After the study it was felt
that ECCE was not provided a due place which it deserved, instead
it was relegated to an innovative activity under SSA. (2) The
implementation process in the area of ECCE programme was found
slow. (3) Under SSA programme, according to the data received from
MHRD in the year 2003-05, a total 79,401 ECE centres were
operational under DPEP, SSA and NPEGEL. Tamil Nadu was the State,
where maximum numbers of ECCE centres were operational under
SSA. (4) Assam, Chhattisgarh, Delhi, Manipur, Mizoram, Punjab and
Tripura were the States where fund utilization under SSA was nil,
no fund was utilized till 2003-04. (5) In Punjab since there was no
utilisation of funds till the years 2003-04, in the year 2004-05 the
SSA Punjab planned to open 500 new nursery schools all over Punjab.
At the end of the year 2004-05, it was found that more than 10,000
Anganwadi Centres were being strengthened by giving educational
and material support. (6) In Tamil Nadu under ICDS scheme 40.633
Anganwadis were functioning, Under SSA (innovation component)
assistance was given to strengthen these existing centres.
January 2008
9
[6] Joshi, R. P. (2001). A Study of Unaided English Medium Schools
in Pune District and their Problems. Ph.D., Education, Pune
University, Pune. Guide: Dr A. V. Gadgil.
Objectives: (i) Identification and grading of Unaided English medium
schools in Pune District; (ii) to study the administration and financial
management of these schools; (iii) to study the quality of education
along with the SSC and HSC results; (iv) to find out difficulties
encountered and problems faced by these schools. Method: The study
followed Descriptive Survey method. The population for the study
was 91 unaided schools in which 69 responded. Tools used were
Questionnaire and SCERT criteria. Percentage was used for analysis.
Findings: (1) The unaided schools are functioning on their own and
serve the society. (2) Teaching and non-teaching staff are found to
be adequate. (3) Most of the teachers are ladies and trained
graduates. (4) The salary paid to the staff is consolidated and in very
few schools it is paid in accordance with the fifth pay commission.
(5) Most of the schools have not been inspected for a number of years.
(6) There is no uniformity in rates of admission, tuition, term and
other fees. A total of 28 citations were given in the study.
[7] Koshi, Suja (2005). Enhancing the Reading Skills of Advantaged
and Disadvantaged Children of Standard I through Systematic
Reading of Children’s Literature. Ph.D., Education, Pune University,
Pune. Guide: Dr V.S. Deshpande.
Objectives: (i) To study the impact of the reading of children’s
literature on the decoding skills and reading comprehension skills
of the advantaged and disadvantaged children of Standard I; (ii) to
determine the effectiveness of interactive reading of children’s
literature by this experiment. Method: The study had a quasiexperimental research pre-test/post-test design. TreatmentImplementation of conventional reading programme experimental
intervention of reading aloud of stories and poems. Population sample
was 450. Random sample was 250 and in the final only 120 students.
Tools used in this study were Reading Readiness Test, Picture Story
Telling Test, Attitude Scale for Teachers and Reading Test. Interviews
percentage and ‘t’ value scale is used for analysis. Findings:
(1) Reading aloud of stories and poems can help the children to
enhance their use of literature language. A total of 376 citations are
there in the study.
10
Indian Educational Abstracts
[8] Sinha, Smita. (2008) Cultural Conflicts in Non-tribal Culturebased Tribal Education. EduTracks, Hyderabad, Vol. 8, No.1,
September 2008. pp. 25-27.
Objective: The objective of the study is to find out whether the
language of instruction is the real cause of failure of students in
school and dropout or whether there are other cultural reasons.
Method: For the purpose, randomly selected tribal school teachers
of various tribal areas of Orissa constitute the sample. The study is
based on visits to various tribal areas of orissa and interviewing of
tribal children of primary schools, their parents as well as teachers.
The interviews were recorded with the help of tape recorders and
then were transcribed, translated and analysed to draw conclusion
and suggestions. Findings: (1) In a tribal area school the language
of instruction and cultural conflicts appears to be the main cause of
school dropout. (2) At present the school curriculum is largely based
on the dominant culture. (3) The tribal concept of space and time
and etiquette are not in conformity with the modern concept. (4) The
textbooks used in schools are also based on dominant culture .There
are almost absence of tribal stories and folklore, sacrifices of tribal
heroes in the freedom struggle, etc. (5) Tribal culture is based on
trust and responsibility among the members as they have similar
interest, beliefs and attitudes and face disagreements and conflicting
interest. But in the non-tribal culture-based education system tribal
children find that when conflicts arise in the classroom and become
defined in competitive ways communication is often broken or
destroyed. (6) To elevate the position of the non-tribal children there
seems a unwitting tendency to downgrade the tribal children’s
position.
[9] Chamundeswar, S. and Uma, V.J. (2008). Achievement
Motivation and Classroom Climate among Students at the Higher
Secondary Level. Journal of Educational Research and Extension,
Coimbatore, Vol. 45, No. 2,. April-June 2008. pp. 21-27.
Objectives: (i) To investigate the possible differences in achievement
motivation and classroom climate among students in different
systems of education at the higher secondary level; (ii) to investigate
the possible relationship between achievement motivation and
classroom climate among students in different systems of education
at the Higher Secondary level. Method: Analytical method was used
in this study. The target population for the present study was the
January 2008
11
students in various categories of school following different systems
of education at the higher secondary level. From the target population
a sample of 300 students {100 from state board, 100 from
matriculation board and 100 from central board (CBSC) schools}
were chosen from the higher secondary level. Findings: From this
study they found that each student is predisposed to having little
desire to accomplish certain tasks. It has been shown that all
students are influenced by achievement motivation. All students may
benefit from increased motivation from teachers with proper
training.The teacher can guide and motivate students for better
academic achievement and for successful completion of the tasks
undertaken by them. Achievement of students in the class is not
only influenced by the motivation of the teachers but also by a positive
climate. A classroom is a unique place marked by interpersonal
relationship among its members. This interpersonal relationship
precisely acknowledges the teacher-student relationship and the
peer relationship.
[10] Nagraj, Amutha; Raj, S Antony; Sandres, Merlyn and Kumaran,
D. (2006). Operation Research Technique for the Enhancement
of Academic Achievement. EduTracks, Hyderabad, Vol.6, No. 4,
December 2006, pp. 19-25.
Objective: The objective of the study is to identify the most appropriate
learning style variables and other cognitive, affective and personality
variables, beside measuring their percentage contribution that would
optimized (maximize) the academic achievement in mathematics.
Method: To meet the objective, required data were collected from a
total of 1,000 students drawn from 30 schools by giving due
representation to various school-related factors like gender, subject,
group and community. Parental education were also given due
representation while selecting the sample. Two mathematics scales
were used to measure the factors (decision variables) affecting
academic achievement. Findings: From the optimal solution obtained
it may be concluded that if the students adopt reflexive learning
style to a greater extent ( about 76% ) they can score about 22% of
the overall score and if they attach 96% importance to the subject
mathematics, they can score about 25% of the overall score. If a
student has about 90% Internal Locus control, he can score about
19% of the overall score. If he has 100% left brain dominance he will
be able to score about 22% of the overall score.
12
Indian Educational Abstracts
[11] Adeniyi, Adeoye Hammed and Ayebamivi, Victor Torubeck.
(2008). Five Variables as Predictor of Academic Achievement
among School-going Adolescents. Perspectives in Education,
Baroda, Vol. 24, No.2, April 2008. pp. 113-120.
Objective: The purpose of the study was to investigate the predictive
effects of home, school, society and government on the academic
achievements of school-going adolescents in Indian Metropolis of Oye
State, Method: The participants were 200 senior secondary school
(the SS2) students randomly selected from five secondary schools in
Indian Metropolis of Oye State. Their age ranged between 16 and 21
years with a mean age of 17.04 and standard deviation of 2.01. The
participants comprised 110 boys and 90 girls. A validated instrument,
namely, Academic Performance five factors Inventory (APSS-fI) was
used to collect data. Findings: The result showed that the five
variables compositely predicted academic performance of students.
They also revealed that the factor resident in the child uniquely
predicted academic performance of the respondent than did other
factors.
[12] Saravan Kumar, A. R. and Mohan, S. (2007). Effect of Stimulus
Variation on Enhancing Student’s Attention. EduTracks,
Hyderabad, Vol.7, No. 3, November 2007. pp. 32-33.
Objectives: (i) To identify the factors related to stimulus variation
that enhances a student’s attention; (ii) to implement stimulus
variation techniques in classroom teaching; (iii) to find out the
effectiveness of stimulus variation technique on students attention.
Method: In this study experimental method was adopted. Single group
design such as pretest and post test was used. Stimulus variation
techniques were attempted and experimental sessions were carried
out for five weeks. The investigators selected all the 40 students of
Class X with lessons selected from science subjects. Findings: (1)
There is a significant difference between pre-test and post-test
performance of the students in experimental group. (2) The students
who had been taught through effective stimulus variation on
enhancing attention technique pattern fared better in their
achievement.
[13 ] Ramdas, V. and Divya, T. (2007). Grading in Schools:
Knowledge, Attitude and Practice of Elementary Teachers.
EduTracks, Hyderabad, Vol. 6, No.11, July 2007. pp. 17-21.
January 2008
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Objectives: The study was designed: (i) to analyse the knowledge,
attitude and practice of elementary school teachers on grading
system; (ii) to analyse the relationship among knowledge, attitude
and practice of the teachers on grading identify the problems faced
by the teachers in implementing the grading. Method: The study
adopted a descriptive survey method to investigate the problems.
The study was carried out on 186 elementary school teachers selected
from 14 schools in the Kannur and Palakkad district of Kerala that
included eight government and six private schools. Findings:
(1) Most of the teachers possess substantial knowledge about the
system of grading being implementing in Kerala. However, a
considerable number of them still have to understand the new system
properly. (2) The teachers have high appreciation for the grading,
but they do not accept it wholeheartedly as most of them are neutral
in their attitude towards the implementation of the new system. (3)
A considerable number of teachers face difficulties in assessing
student’s performance as desired by the grading system.
[14] Mohanty, Namita. (2007). Teachers Demographic
Characteristics, Attributes and Students Cognitive Dimensions.
EduTracks, Hyderabad, Vol.6, No. 9, May 2007. pp.34-37.
Objective: The study incorporates some of the demographic variables
of the teachers like educational qualification, age, experience, income
and their attributes like expectations, competency and teaching
strategy. On the basis it attempts to examine the relationship
between the teachers’ demographic variables, their attributes and
whether these variables are related to student’s psychological
differentiation and academic achievements. Method: The study based
on 120 teachers and 600 primary students examined the relationship
between teachers’ demographic characteristics (educational
qualification, age, experience and income) and their attributes
(expectation, competency and teaching strategy). It sought to find
out how they in turn were related to students’ academic achievement
and psychological differentiation. Findings: The result of the study
showed that teachers’ income significantly correlated with their
expectations, competency and adoption of meaningful orientation
teaching strategy. However, age and expectations were negatively
related and students’ psychological differentiation and academic
achievement were independent of teachers’ demographic
characteristics.
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[15] Raina, Jyoti. (2006). Non-Cognitive Correlates of Problem
Solving, Ph.D., Education, Delhi University. New Delhi. Guide: Prof.
Bharati Baveja.
Objectives: (i) To investigate the problem-solving processes of children
studying in different schools situated in different context; (ii) to analyse
the psychological tools used by children in the processes of problemsolving; (iii) to identify the psychological tools appropriated by children
belonging to different contexts; (iv) to examine the relationship
between psychological tools used by children and the contextual
conditions in which these tools are appropriated. Method: This
research is an exploratory study. It uses descriptive and nonexperimental methodology. The instruments for the study of children’s
problem-solving are domain specific problems formulated by the
researcher. The data for the study were gathered over a period of six
months, from those participating children who are in eight grades
from four schools of Delhi. Findings: The problem-solving of all the
participants from schools A and B in both the content domains of
light and refraction, and sensitizing in living beings seemed to be
characterized by the psychological tools of theoretical comprehension,
generalisation, metacognition, reflective abstraction, deductive
reasoning and inductive reasoning. The nature of the concepts on
which their problem-solving was based upon was scientific concepts.
[16 ] Sarika. (2008). Locus of Control in Relation to Academic
Achievement and Adjustment. Indian Social and Psychological
Studies, Patna, Vol. 2, No. 1, March-2008. pp. 100-103.
Objectives: There are two main objectives of the present study:
(i) One purpose was to examine the relationship of academic
achievement with endogenous and exogenous locus of control in the
case of both boy and girl respondents; and (ii) Another purpose was
to examine the effect of locus of control over patterns of adjustment
of the respondents. Method: The study was conducted on 120 boys
and 120 girls of high school of Patna town. Locus of control was
measured using Hashain’s and Joshi’s Rotters locus of control scale,
the patterns of adjustment was measured using Moshin-Shamshed
Bell’s Adjustment Inventory (Hindi adaptation). The Academic
Achievement was measured on the basis of academic records of the
last two successive examinations of the respondents. Scatter diagram
method of correlation was employed for the analysis is the obtain
data. Findings: In the light of results a significant and positive
January 2008
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correlation was employed for the analysis of the obtained data. In
the light of results a significant and positive correlation was found
between endogenous locus of control and academic achievement and
also between endogenous locus of control and overall adjustment of
the respondents. Similarly, a significant and negative correlation
was reported between exogenous locus of control and academic
achievement and also between exogenous locus of control and overall
adjustment of the results. It was concluded that endogenous locus
of control is concussive to academic achievement on the one hand
and adjustment pattern on the other whereas exogenous locus of
control hinders both in cases of academic achievement and overall
adjustment.
[17 ] Sangai, Sandhya. (2002). Review of the functioning of District
Resource Units (DRUs) in the Context of Sarva Shiksha Abhiyan.
NCERT. New Delhi.
Objectives: The study is designed with the following objectives: (i) To
seek an appraisal of the functioning of District Resource Units DRUs
and the problems faced by them during the years 1992-2002 in the
implementation of the scheme of Non-formal Education; (ii) to study
the willingness of their new role and the facilities required for a smooth
functioning; (iii) to review the strengths and weaknesses of the DRUs
for performing the emerging new role; and (iv) To indicate to the MHRD
the status of DRUs and their relevance for promoting the scheme of
EGS and AIE under SSA. Method: For the present study the data
were collected from both primary and secondary sources. The primary
data were collected with the help of a set of three tools. Those were:
1. A letter was sent to the in-charges officials of DRUs to give precise
information about their respective units. 2. A questionnaire cuminterview schedule for the DRU functionaries. 3. The third tool was
prepared to get firsthand information from trainees on the training
programmes attended by them. And one observation schedule was
also prepared for the use of field investigators. Findings: (1) All the
DRUs started functioning for non-formal education from 1991-2000.
Activities including training of functionaries, orientation of
volunteers, training of members of the Village Education Committees
and other local level bodies were taken up and conducted. The DRUs
got their budget and Programmes approved by their respective PAC
and later on the MHRD released grants as per the financial norms
stipulated under the scheme of DRUs. (2) The general areas in which
DRUs become gradually operational and specialized are organising
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training courses, seminars, workshops, conferences on literacy,
universalisation of primary education, programmes and activities
regarding non-formal education, adult literacy and other issues
relevant to such clientele. (3) During 1992-2002, the DRUs were visited
by individuals/teams from the NCERT, state institutes and DIETs,
Indian Institute of Education, Pune and some other institutions.
(4) Some major problems which affected the functioning of DRUs are
academic problems. There has not been any pre-induction training
for the DRU personnel on the scheme, issues and its aspects. (5) The
existing scheme provides that instructors will be deputed by the
voluntary organisations for training and the training programmes
will not be funded by the voluntary organisation. Many of the NGOs
did not comply with this provision and they did not send instructors
for training. (6) There have not been any studies on evaluation of the
material produced or training programmes organised by various
DRUs. (7) Trainees revealed that though the training organised by
DRUs have improved their performance but there should be more
training on regular basis and for a longer duration. The training
programmes should also have the component of field visits and
exposure.
[18 ] Sangai, Sandyha. (2008). Operation Quality Programme of
Madhya Pardesh – A Case Study. NCERT. New Delhi.
Objectives: (i) To study the salient features of the ‘Operation Quality’
programme; (ii) to look into the course contents and transactional
methodologies with a view to ascertain its equivalence with D.Ed.
though distance mode and regular D.Ed. through face to face mode
provided by DIETs; (iii) to analyse the strengths and weakness of the
programme by understanding theoretical constructs and verifying
them through field visits; (iv) to document the major components of
the programme from explicability point of view; and (v) to suggest
measures for further strengthening the programme. Method: The
case study has been conducted in a pure research way. First of all
the researcher read the basic documents, developed by the state, to
know about the need for conceptualising the programme, the course
structure and implementation modalities. The course material
developed by the SCERT for this programme was also referred to
gain insights about the format of modules, language
comprehensibility, printing quality, self-check question terminal
exercise, etc. For verifying the development of practical skills, the
project work undertaken by trainees and seen during the field visits.
January 2008
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After getting acquainted with the programme objectives and
transactional modalities the researcher undertook field visit to
Bhopal, Vidisha and Rajgarh. Small interviews were conducted with
the following officials: (1) State Project Director. (2) Additional Project
Director. (3) Educational Secretary, Primary Education. (4) Vice
Chancellor, M. P. Bhoj (Open) University. Findings: ‘Operation
Quality’ Programme has been appreciated by the beneficiaries and
educational administrators for its strengths such as: (a) Enrollment
of all un-trained teachers irrespective of experience, age, sex, nature
of appointment, rural or urban background etc. (b) Free and ‘on the
job’ training for two years through distance education mode.
(c) Training course approved by the state government and NCTE.
(d) Excellent study material developed by the SCERT (SRK).
(e) Continuous support of mentors for a group of 20-25 teachers.
(f) DIETs being a central hub for all the activities and records.
(g) Academic and monitoring support by DIETs, SCERT (SRK), IASEs
and CTEs. (h) Judicious mix of theory and practical experience.
i) Continuous and comprehensive evaluation of teacher-student.
j) Final examination by external agency. However the investigator,
while working on the project, came across a few weaknesses as well.
These are as follows: (a) The trainees belonged to different age groups
and possessed different levels of qualifications. However, there was
no difference in transactional methodology. (b) The programme does
not provide for interface opportunities between the trainees. (c) The
programme has no building up or continuity provisions. (d) Though
there is a paper on ICT but there are not enough opportunities for
‘Hands on Practice’. (e) The training of mentors should be systematic
and some materials like training modules or handbooks should have
been prepared for the mentors.
[19 ] Tali, D. B. (2002). Impact of Education on the Developmental
Pattern of Tribals in Orissa. Ph.D., Education, Kurukshetra
University, Kurukshetra. Guide: Dr D. S. Yadav.
Objectives: (i) To study the impact of education on different aspects,
such as family, marriage, status of women, religion, etc, of social
development of the tribal people; (ii) to study the impact of education
on the economic development of the tribals; (iii) to study the impact
of education on the political consciousness of the tribals. Method:
The study has followed a normative survey method. The sample for
the study consisted of 300 tribal households selected in three stages.
First three districts of Orissa namely, Bolangir, Kalahandi and Boudh
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were selected purposively. Among them one block from each district
selected randomly. They were Gudvella from Bolangir, Madanpur
Rampur from Kalahandi and Kantamal from Boudh. At the second
stage 10 villages from each block with similar development index
were selected. At the third and final stage ten households from each
village with similar household assets were selected, thus making
the whole sample of 300 households. Three kind of tools were used
by the researcher all developed by himself. They were village
development index, household assets schedule and an interview
schedule. The collected data was analysed by statistical technique
named Chi-square test of independence to test dependence/
relatedness of the attributes. Findings: (1) The tribal people with
relatively higher educational level had positive opinions towards
family planning and were democratic regarding decision making
process on family matters. (2) The tribals with education also favour
post-school education for girls sending their daughters away from
home for higher education. (3) There was no evidence of any real
association between educational level and opinion of tribals towards
religion. (4) In comparison to low educated tribal people the high
educated ones have reported better economic development as reflected
in their knowledge and use of scientific and improved method of
agriculture. They also took advantage of mechanisms like a cooperative society. (5) Tribals with low education were found more
conservative in their voting behaviour and political outlook in
comparison to the high educational group. In the later case women
also found participating in politics.
EDUCATIONAL TECHNOLOGY
[20 ] Mehra, Vandana. (2007). Teacher’s Attitude towards
Computer use Implications for Emerging Technology
Implementation in Educational Institutions. Journal of Teacher
Education and Research, NOIDA, Vol. 2, No.2, December 2007. pp. 1-13.
Objectives: The purpose of this study was to determine the attitudes
of school teachers of Chandigarh towards use of computer technology
for instructional purposes: (i) To study the attitudes of high school
teachers towards computer use; (ii) to study the perceptions of school
teachers with respect to computer attributes, level of computer
competence and their access to computers. Method: The present
study was conducted on 200 government senior secondary school
teachers of Chandigarh to explore the teachers’ attitudes of computer
January 2008
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use. Findings: The findings revealed that teachers possessed fairly
positive attitude towards computer uses but majority of the teachers
needs to be provided training for using computers in instructional
settings.
[ 21] Rajesekar, S. and Vaijapuri, Raja P. (2008). Higher Secondary
Teacher’s Computer Anxiety. EduTracks, Hyderabad, Vol.7, No. 8,
April 2008. pp.39-40.
Objectives: (i) To study the level of teachers computer anxiety; (ii) to
study if there is any significant difference between the: (a) male and
female teachers; (b) teachers working in urban schools and rural
schools; (c) teachers handling the subject of Art group and Science
group; (d) teachers who have attended or not attended any computer
classes in respect of their computer anxiety. Method: Normative
survey technique has been adopted in the present study on the
sample of 670 teachers belonging to the Cuddalore Educational
district in Tamilnadu. The cluster survey technique was used for
this population. Findings: It is found that the entire sample of
teachers has high level of computer anxiety. The teachers handling
the subjects of the Science group and those who have not attended
any computer classes have high level computer anxiety than their
counterparts in the Arts group.
ENVIRONMENTAL EDUCATION
[22] Abraham, Mercy and Arjun, N.K. (2005). Environmental
Interest of Secondary School Students in relation to their
Environmental Attitude. Perspectives in Education, Baroda, 2005.
Vol. 21, No. 2, pp. 100-105.
Objective: The present investigation is intended to environmental
interest of secondary school students in relation to their
environmental attitudes. Method: The environmental interest
inventory and the environmental attitude scale constructed and
standardised for the purpose of the present investigation were used
for collecting data from a sample of 624 secondary school students
of Kerala, selected on the basis of ‘stratified random sampling
technique.’ The sample consisted of 306 boys and 318 girls, the rural
and urban students representation being 339 and 285 respectively.
Findings: The result showed that secondary school students did
not have a high level environmental interest. A differential effect of
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gender and locale were observed in their environmental interest.
The boys and urban subjects were found to have more interest in
environmental matters compared to their rural counterparts. A high
level positive and significant correlation was found to exist between
environmental attitudes in all the sample groups studied.
[23] Sengupta, Madhumala (2005). Environmental Awareness of
the Environmentally Active and Passive Students in relation to
Motivation and Academic Performance. Ph.D., Education.
University of Calcutta, Calcutta. Guide: Dr P. K. Chakraborty.
Objectives: (i) The objectives of the study are to identify
environmentally active and passive students and their possible
differences in respect of different variables and to predict
environmental action; (ii) the research also seeks to find out any
relation that may exist between environmental awareness and
academic achievement. Method: The sample was made of 400
students selected from 19 high schools from Kolkata and South 24
Parganas. It was divided into eight equal categories. Tools used in
this study are Motivation towards Environment Scale developed by
Pelletier et al. and a scale of environmental awareness prepared by
P. K. Chakraborty and Madhumala Sengupta. Statistical techniques
named ANNOVA, t-tests and regression analysis were used. Findings:
(1) The research revealed that environmental awareness may not
always lead to environmental action. (2) The Science group students
appear to be more active and so are the suburban students; (3) No
difference was found in environmental awareness and action due to
gender and academic performances. (4) Most importantly, the
environmentally and passive students differed in all levels of
motivation. The study cited 148 references under bibliography.
[24] Kumar, K. Shiva. and Patil, S. Mangala. (2007). Influence of
Environmental Education on Environmental attitude of the
Post-graduate Students. EduTracks, Hyderabad, Vol.6, No. 8, April
2007. pp.34-36.
Objective: The present study attempt to explore the impact of
environmental education course on the post-graduate students’
attitude towards environmental pollution, that has become a world
wide problem. Method: The sample for the present study comprised
120 students studying in Post-graduation Department of Psychology
of the Karnataka University, Dharwad, within these 120 students,
January 2008
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60 student are experimental group who had attended a standard
course on environmental pollution and 60 students were control
group who had not studied any environmental course. The result
was found through administrating these two tools: (1) Environmental
pollution attitude scale by Dr. M. Rajamanickam; (2) Personal data
sheet, Findings: (1) Standard environmental education course
influences the attitude level of the students towards environmental
pollution and related issues. (2) There is no significant difference
between male and female students in their attitude towards
environmental pollution and related issues.
[25] Raju, G. (2007). Environmental Ethics of Higher Secondary
Students, EduTracks, Hyderabad, Vol.6, No.11, July 2007.
pp.32-35.
Objectives: To study: (i) The environmental ethics of the entire higher
secondary schools students; (ii) whether there is any significant
difference in the environmental ethics of male and female higher
secondary student’s; (iii) whether there is any significant difference
in the environmental ethics among the studen’s studying in
government, aided and matriculation schools; and (iv) whether there
is any significant difference in the environmental ethics of rural and
urban higher secondary student’s. Method: Normative survey
method has been used in this study and cluster sampling technique
has been adopted. As many as 560 higher secondary students
studying in higher secondary schools of Cuddalore educational district
of Tamilnadu have been chosen for the sample for this investigation.
Findings: (1) Environmental ethics of the higher secondary students
of Cuddalore educational district is high. (2) Girls students has more
environmental ethics than the boys students. (3) The communities
of students do not have any influence on their environmental ethics.
(4) The types of schools where they happened to study do not have
any influence on their environmental ethics. (5) Rural higher
secondary students have more environmental ethics than the urban
higher secondary students.
HIGHER EDUCATION
[26] Sonkamble, M. B. (2003). To Study the relationship between
Role Perception and Job Satisfaction of College and University
Teachers in Pune University. Ph.D., Education, Pune University,
Pune. Guide: Dr. Kamlesh Choudhary.
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Objectives: (i) To find out how college and university teachers perceive
their roles in various situations outside the college/university
departments; (ii) to find out job satisfaction of college and university
teachers. Method: Descriptive method was used in this study. As
sample for the study 615 teachers were selected out of the total 3918
teachers of the Pune University. Opinionnaires and Nikhert scale
were used as tools in this study. Findings: (1) Altogether 90% teachers
have favourable role presentation. (2) 65% teachers are found highly
satisfied with their jobs and have a positive co-relation between
perception and job satisfaction. The study cites 50 references
including books and journals.
[27] Amjad, Md. Zabardast. (2006). A Study of Administrative and
Academic Decision Making in Selected Colleges of the University
of Delhi. Ph.D., Education. Delhi University. New Delhi. Guide:
Dr. Kazzack Azra.
Objective: The purpose of this investigation was first to determine
the relationships among the academic decision styles of a college
principal and teachers on major decision styles and leadership and
also individual demographics of principals and their decision styles.
Method: The quantitative study employed the survey method in its
research design. It surveyed 14 college principles and 70 teachers
(Head of the Department, senior and junior teachers) selected from
the 14 colleges. The investigation used two types of questionnaires
for both academic and administrative decision style and leadership
by college principal and peer assessment. Data were collected on
the decision styles, leadership practices and demographics of these
principals. Findings: The investigation found significant relationship
among the modelling, the way and conceptual decision style, inspiring
a shared vision and directive decision style and also encouraging
good work and behavioural decision. The researcher concluded that
principals who have more conceptual decision style are better able
in inspiring a shared vision. It was also found that principals who
have less behavioural decision style are better able to encouraging
good work.
[28] Reddy, Janardhana D. and Reddy, Hussain. G. and Kumar,
Parveen. T. (2006). Newspaper Reading Behaviour of Collage
Students. Journal of Adult Education and Extension, New Delhi,
Vol. 2, No. 2, 2006, pp. 91-99.
January 2008
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Objective: The major objective of the study is to examine the
newspaper reading behaviour of collage students, with timing of
reading, time spent on reading, frequency of reading, language
preference and reading interest. Method: The study was conducted
among the students of universities colleges in Tirupati town of Andhra
Pradesh to examine the newspapers reading behaviour. The sample
of the study constitutes 40 boys and 20 girls of post-graduate
collages. A questionnaire was specially developed for the purpose of
study. Findings: (1) The result of the study clearly indicates that
the print media is the major source of information even for students
living in urban area. (2) Though the newspaper is the major source
of information the time spent by a student depends upon the
availability of time and interest. (3) An important aspect of newspaper
reading is the number of days the students read in a month. After
study it is clear that majority of the students (63%) are reading
newspapers everyday. Nearly half of the girl students are not reading
any newspaper everyday. (4) The place of reading is also an important
dimension of newspaper reading. Overwhelming majority of students
are reading the newspapers in the morning. However, half of the girl
students are reading them in the evening. (5) Selecting of a newspaper
in terms of language depends on the background of the students at
degree level. Most of the students have their medium of instruction
in Telgue language. (6) The newspapers read by them cover news
relating to international, national, state, district. The priority of news
read differs from individual to individual. The study result indicates
that the students are more interested in reading the first page of the
main sheet than other pages.
LANGUAGE EDUCATION
[29] Sangai, Sandhya. (2007). Children Language Improvement
Programme (CLIP) – A Case Study. NCERT. New Delhi.
Objectives: (i) To study the salient features of the CLIP and its
implementation strategies; (ii) to study the quality initiatives prior to
and after the implementation of CLIP; (iii) to understand the
monitoring mechanism and roles and functions of agencies at
different levels in the implementation of the programme; (iv) to analyse
the strengths and weakness of the programme; (v) to highlight the
major components of the programme from replicability point of view.
Method: As the objective of the study was to document the silent
features and implementation strategies of the CLIP programme, a
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case study approach was followed. In the first instance all policy
papers related to CLIP and other quality initiative Programmes of
Andhra Pardesh were procured and studied. Wherever ambiguity
was felt, a contact was made with the pedagogy unit of AP SSA through
e-mail. The first hand live experience gave lot of insights about the
programme. Findings: The introduction of CLIP led to following
successes: (1) There was an increment of 23.25 in terms of pupil
performance over baseline at state level. (2) The programme has
promoted utilisation of school libraries, children literature and
promoted independent reading habits among the children. (3) The
teachers collected reading material from newspapers, magazines and
collected story books, children’s literature, etc. (4) The attendance of
teachers and students improved. (5) Community participation in
school activities and support to the school infrastructure was noticed
through conduct of several activities such as Reading Festivals,
Language Festivals, School Annual days; etc. (6) Accountability was
fixed on every teacher on children’s performance and the progress
was reviewed on regular basis. (7) The schools and classrooms were
graded which indirectly graded the teachers and head masters. This
in turn developed a sense of responsibility and a healthy competition
among schools and teachers. (8) DIETs played a vital role in providing
academic support to schools and Mandal Resource Centers (MRC)
along with monitoring and supervision of various Programmes being
implemented under SSA.
[30] Lodh, Ratna (2000). Language Content and Form of the Preschool Children in a Pictorially Stimulated Condition. Ph.D.,
Education. University of Calcutta, Calcutta. Guide: Dr. P.K.
Chakraborty.
Objectives: (i) To study the age-wise development of language form
and content in the pre-school children; (ii) to study the gender
difference in the development of language form and content in the
pre-school children; (iii) to study the rural urban difference of
language form and content in the pre-school children; (iv) to study
the language form and content in the pre-school children in terms of
economic background of the family; and (v) to study the language
form and content in the pre-school children in terms of birth order of
the children. Method: The sample comprised of 570 children from 35 plus years along with their respective fathers from Tripura. The
sample was divided age wise into three sub-categories and then
habitat wise within each sub-category. Tools used in the study were,
January 2008
25
first, pictures from the Children Aptitude Test as adapted by U.
Choudhury by way of picture stimuli; and second, Guardian
Information Schedule to get data from the fathers about parent’s
level of education, family structure, etc. Research design was survey
type. Statistical techniques were ANNOVA, t-test and three way
ANNOVA with two levels of sex, three levels of habitat and sibling
pattern. Findings: (1) The result indicated development of content
and form of language varies due to habitat and sex. (2) Environment
also influences language development. (3) In average rural children
performed better than the urban children and female children better
than male children as regards correct structural regularities of
sentences. The study cited 140 references under bibliography.
[31] Vijaya (2008). The ‘Noun Advantage’ in English as a Second
Language – A Study of the Natural Partitions Hypothesis. Ph.D.,
English Language Teaching: English and Foreign Language University,
Hyderabad. Guide: Prof. R Amritavalli.
Objectives: (i) To study English as second language among primary
school students in a Hindi speaking area; (ii) to evaluate the properties
of the second language as learnt by a child especially its vocabulary
size and vocabulary diversity; and (iii) to find out the comparative
advantage/disadvantage on early vocabulary acquisition with regard
to children’s first language. Method: A group of 32 second language
learners of English between 9 and 11 years of age whose first language
was Hindi was studied by recording and analysing the learners’
spontaneous oral narratives in English and Hindi. The students were
of class five of a Kendriya Vidyalaya in Unnao, Uttar Pradesh. A set
of four wordless picture books was used for elicitation of the
narratives. The study of vocabulary size involved a study of the ‘token’
frequencies of nouns and verbs, a study of the comparative
development of various word classes (nouns, verbs, determiners,
prepositions, conjunctions, adverbs and adjectives), and a study of
the relationship between the length of narratives and noun advantage.
Vocabulary diversity was measured in terms of the metrics of ‘type’
frequencies, ‘type-to-token rations’ and the measured ‘D’. Findings:
(1) This cross-sectional study shows a noun advantage in second
language acquisition in instructional setting. (2) Ten per cent students
shown a clear dominance of noun tokens over verb tokens at the
Noun-only stage. Another ten per cent of them shown verb tokens
clearly exceeding noun tokens at the Verb-dominance stage. (3) The
Approximate-to-noun-only and Approximate-to-verb-dominance
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stages are similar to the Noun-only and Verb-dominance stages
respectively. (4) The Verb-onset stage shows the appearance of word
combinations resembling the two-word stage of first language
acquisition. (5) There is a marked rise in the number of verbs as well
as closed classes: determiners, prepositions, and conjugations at
this stage. It was also found that the shortest narratives are produced
by learners at the Noun-only stage. (6) A noun advantage in learners’
vocabulary is also seen in the analysis of the ‘type’ frequencies. It is
shown that the lexical diversity measures of ‘D’ fails to capture the
lexical richness of early vocabularies in smaller sample sizes with a
restricted variety of word classes. (7) The differences in student
proficiencies captured in terms of developmental stages did not match
student performance on class examinations. Instructional practices
show an overt attempt to suppress differences among the linguistic
abilities of the students. The method followed for teaching, reading
and writing skills being heavily dependent on rote learning does not
provide for exposure to the second language in the true sense.
[32] Raman, M. G. (2006). Inflection as a marker of Language
Impairment in Second Language Learners: A Cross-linguistic
Study. Ph.D., English Language Teaching, Central Institute of English
and Foreign Languages, Hyderabad. Guide: Prof. R. Amritavalli.
Objectives: (i) To investigate the possibility of identifying language
impairment in child learners of English as a second language through
a series of tests in inflectional morphology in English and their first
language Malayalam; (ii) to study the problems within the paradigm
of Specific Language Impairment seeing oral language problems as
predating reading difficulties that arise in reading for meaning rather
than in the mere decoding of text. Method: This was an exploratory
study. It investigated difficulties with inflectional morphology using
parallel past tense and plural production and judgement tasks in
English and Malayalam. A sample of 17 Malayalam-English bilingual
children was taken for the study. Among them 6 were girls and 11
boys, their mean age being about 8 and half years. Findings: (1) The
study found that persistent problems with inflectional morphology
in English imply corresponding problems in Malayalam. That is,
problems in second language manifest in the first language as well.
(2) Performance on regular verbs is superior to that on irregular
verbs. Real irregulars are seemingly encountered so sparsely as to
be perceived as novel forms. (3) Nominal inflections are easier than
verbal inflections in the case of English, whereas no significant
difference found between verbs and nouns in Malayalam.
January 2008
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(4) Performance on Malayalam verbs is better than on English verbs
but there was advantage for the first language in the case of nouns.
MATHEMATICS EDUCATION
[33] Nagraju, M. T. V. (2006). Mathematics Problems of Class X
Residential and Non-residential School Students in relation to
certain Demographical Variables. EduTracks, Hyderabad, Vol.6,
No.4, December, 2006. pp. 26-31.
Objectives: The objectives of present study are: (i) To examine the
problems of mathematics in Class X mathematics syllabus perceived
by the students of residential and non-residential schools; (ii) to find
out the impact of sex of residential school students on problems in
mathematics; (iii) to find out the impact of caste of the residential
and non-residential school students on problems in mathematics;
(iv) to find out the relation of the income of the families of the
residential and non-residential school students on problems in
mathematics. Method: The sampling techniques employed in the
present study in selecting the samples were multi-stage stratified
random sampling and cluster sampling. For analyses the following
tools are used in this study: (1) Checklist of problems faced by the
students with regard to the subject. (2) Personal data sheet. Finding:
(1) There is a significant difference between residential and nonresidential school students in mathematics problems. (2) The
residential school students whose monthly family income is up to
Rs. 2000 have the highest mean score on the problems of
mathematics. (3) The residential girls students have the highest
mean score on mathematical problems. (4) The residential school
students from the background community have the highest mean
score in mathematical problems. (5) The distribution of mathematics
achievement score of the residential and non-residential school
students is very near to normal distribution.
ORGANISATION AND MANAGEMENT OF EDUCATION
[34] Gupta, K.M. and Sangai, Sandhya. (2008). Factors Associated
with Low Achievement among SC Children at Upper Primary
Level. NCERT. New Delhi.
Objectives: (i) To identify the factors associated with low achievement
among SC children at upper primary level; (ii) to analyse teachers’
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opinion on the factor associated with low achievement of children.
(iii) To analyse the opinions of Scheduled Caste community members
on the factors associated with low achievement of children; (iv) to
analyse the opinions of children of SC communities on the factors
associated with their low level of achievement; (v) to analyse the
factor of low achievement among SC children in each of the sampled
states namely Chhattisgarh, Maharashtra, Rajasthan and Uttar
Pradesh. Method: The investigators constructed three tools for the
purpose of data collection to study the factors associated with low
achievement. The following five factors were taken into cognizance
as they play an important role in the education of children at upper
primary stage. They were related to the teacher, the learning, the
community, the school and the home of a child. The respondents of
the questionnaire were teachers, students, parents and community
members. The data were collected from 16 rural and 16 urban schools
comprising a total of 52 teachers, 154 students, 41 parents and
community members. Findings: (1) The study has revealed that on
the factors associated with teacher and students the community
members agreed to a large extent that there was a lack of
communication between parents and teachers on the concerns
regarding the achievement of the SC students. The students were
not able to complete their home work. The teachers lack competence
to understand special task concerning the SC students, according
to parents and community members. The teachers don’t provide
adequate attention to these students in the classroom. About onefourth community members and parents also expressed that teachers
lack healthy and positive attitude towards the SC students. (2) On
the factor associated with learning, three categories of respondents
agreed that the SC students lack support materials at home. They
are weak in studies from the beginning. Teachers and community
members agreed that the SC students lack attention towards studies.
They also remain absent from schools for longer duration. They
generally lack basic study materials and the curriculum is heavy for
them. (3) On the factors associated with school, all the respondents
agreed that the SC community is economically, educationally and
politically backward. The community lack awareness towards
education. (4) On the factors associated with school, all the
respondents agreed that the number of students is more in the
classes. Various incentive schemes devised for the SC students are
not implemented in the true spirit. The parents and community
members felt that teachers do not attend school full time and
regularly. (5) On the factors associated with home, the three
January 2008
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categories of respondents agreed that parents lack awareness
towards education and students devote more time in home affairs.
They lack physical facilities related to study at home and family
members do not always help them in completing their homework.
Students are engaged in home affairs by the order of parents and
other family members.
[35] Mumthas, N. S. and Abdul Jaleel, K. (2008). School Leadership
and Organisational Climate; A Regression Analysis. EduTracks,
Hyderabad, Vol.8, No. 1, September 2008. pp. 33-36.
Objectives: The study is to find out the ability of each component of
the leadership behavior. The focus is on (i) the estimation of
relationship of each of the leadership behavior variables of heads of
primary schools with school organizational climate. (ii)-development
of a regression equation for predicting school organizational climate.
(iii)-the estimation of the efficiency of the significant predictors in
predicting school organizational climate. Method: The sample for
this study is a representative one. Total 400 primary school teachers
were selected from eight districts of Kerala. They were administered
the tools, that is the leadership behavior scale and the scale of school
organizational culture. Stepwise multiple- regression analysis was
done in this study. Findings: (1) The most efficient predictors of
school organizational climate are communication, organizing and
controlling respectively. (2) The other variables such as planning,
staffing and direction and motivation also have significant
relationship with school organizational climate.
[36] Sharma, Indu. (2006). Rajarshi Shahu Sarvangin Karyakram
(RSSSK): A Case study of District Kolhapur in Maharashtra.
NCERT. New Delhi.
Objectives: (i) Identify major initiatives adopted under the Rajarshi
Shahu Sarvangin Shikshan Karyakaram to improve retention and
learning achievement of children at elementary level; (ii) document
the processes followed under the Rajarshi Shahu Sarvangin
Shikshan Karyakram for improving the retention and learning
achievement of children at the elementary level; (iii) document
significant features of the innovative practices for wider application
as a replicable model and for up scaling in the concerned state.
Method: A case study approach was followed for conducting the
study, which was of a qualitative nature. The study was limited to
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the Z.P School of the District Kolhapur where the Karyakram was in
operation. The study is based on detailed fieldwork which was carried
out in the selected schools of two blocks, i.e. block Panhala and block
Ajara of district Kolhapur in Maharashtra from November 28 December 05, 2005. The district and sub-district functionaries, school
head teachers/teachers; local community including chairman and
members of Village Education Committee, parents and the students
formed the four major categories of respondents in the study. A total
of 98 respondents comprised the final sample of the study. Findings:
(1) Functionaries do not have enough training and exposure.
Therefore, adequate training along with field level experience is
needed. (2) Qualifications of instructors are generally high. However,
the performance of children has been found to be quite poor. (3) The
training programme organised by BRC, DIET and Lok Jumbish has
been found very useful by the teachers. However, it has been
expressed that the methodology of training programmes should be
participatory and discussion based. (4) Besides formal training, there
should be a regular support to the teachers at the local level to any
matters concerning them and their work. (5) The infrastructural
conditions of EGS and AIE centre are generally good. Regular
maintenance of centre premises and basic facilities need to be
ensured by the supervising authority and local community. (6) The
achievement levels of learners have been found to be low especially
in mathematics. It is necessary to ascertain the factors causing low
achievement and provide necessary interventions. (7) The horizontal
and vertical links amongst local level institutions exist but do not
seem to be strong and vibrant enough. (8) The position regarding
mainstreaming is different in both the situations. The instructors
and members of VECs should be oriented towards the provisions
regarding mainstreaming as given in the EGS and AIE scheme.
(9) There is no difference in the running of EGS and AIE centres
except the timings. (10) There is no difference in the age group of
children in EGS and AIE centres. (11) The CRCCs feel that because
of the burden of administrative work they are not able to help
instructors on academic issues. (12) There is a wide variation in the
numbers of centres supervised by each CRCC. It needs to be
rationalised.
PHILOSOPHY OF EDUCATION
[37] Fernandes, Anna Leta (2005). An In-depth Educational Study
of the Life and Work of Dr. Babasaheb Ambedkar with Special
January 2008
31
Reference of Philosophy and Sociology of Education. Ph.D.,
Education, Pune University, Pune. Guide: Dr. N.M. Joshi.
Objectives: (i) To study the life of Dr. B.R. Ambedkar; (ii) To study the
Philosophy and Sociology of Education; (iii) to study the educational
contribution of Dr B. R. Ambedkar and compare it to Gandhiji and
Tagore. Method: The study had used the historical method and a
case study. As primary sources records and reports of legislative
bodies and state department of public instructions. Oral interviews
with administrators, teachers and other school employees also
reported to be a primary source for the study. College magazines,
constitution of the peoples education society and life sketch of
Dr B. R. Ambedkar are mentioned as secondary sources. Findings:
(1) Social injustice prevailing among the backward community urged
him to take up educational measures. (2) His mission in life succeeded
when he set up the P.E.S. that catered to the educational needs of
all. He wanted members of his community to be educated and
empowered. (3) Ambedkar’s thoughts on education were independent
as compared to those of Tagore and Gandhi. (4) Babasaheb’s life and
mission helps to inculcate in the younger minds the moral and social
values. A total of 89 citations including books, reports, periodicals,
etc. are given in the study.
[38] Boonteam, Dvangchan. Phramaha. (2006). The Concept of
Education in Early Buddhist Literature (Based on Pali literature
and its commentaries). Ph.D. Education, Delhi University. New Delhi.
Guide: Satypal Bhikshu.
Objective: The concept of education in the Buddhist literature has
many interesting aspect which should be studied, discussed and
analysed. This study tried to do it. It has examined this concept
thoroughly and deeply which is very important for interpretation of
Lord Buddha’s view toward education. The main objective for this
research is to bring out the insight of early Buddhist literature on
the concept of education. Method: The present work is strictly confined
to the task of analysing the subject in the light of textual sources.
An effort was made to understand the concept of education according
to the Theravada Buddhism in a different perspective. The data were
collected from documents, textbooks and the research-work related
to the topic. Findings: From the result of this texture analysis the
researcher found that the Buddhist way of education has much
relevance. The real purpose of education as repeatedly stated here,
is to serve the humanity even today. For one, if we have Vijja only
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and little or no Carana, it might not be happy situation in the society.
Therefore, we need to have complete utility and usage of the education.
For this one has to understand and practice the mixture of both
Vijja and Carana, which occur again and again in the Buddhist
tradition of education. These must be understood and applied in our
education system.
PHYSICAL AND HEALTH EDUCATION
[39] Parthasarathy, K. and Durga, S. (2006). A Study on Health
and Nutritional Practices of SC Mothers towards their Pre-school
Children in Andhra Pardesh. Journal of Adult Education and
Extension, New Delhi, Vol. 2, No. 2, July-December 2006. pp. 29-37.
Objectives: (i) To find out the personal profile of the scheduled caste
woman respondents in the study areas; (ii) to find out health and
nutritional practices of SC Woman towards their pre-school children
in the study area. Method: Survey method was adopted for collecting
primary data for the study. The sample universe for the present
investigation was taken from the State of Andhra Pradesh. The sample
has been taken from Chubolu, Aggalur, Kothapalli, and Kanala
Revenue villages of Nandyal block in Kurnool district of that State.
The investigation is mainly concerned with health and nutritional
practices of mothers towards their pre-school children. The sampling
frame is taken from the woman respondents, those who are having
children 2 to 5 years old. In total 145 respondents were taken as the
sample of the present investigation from the revenue villages of
Kurnool district of Andhra Pradash by adopting simple random
sampling technique. The research tool used was interview schedule
and direct observations for the present investigation. Findings: The
present study reveals that the knowledge on health and nutritional
practices among selected Scheduled Caste mothers towards their
pre-school children in the Kurnool district of Andhra Pardash is very
low. Since the children are the future leaders of the land, providing
optimum health to children in term of physical, social and intellectual
development should be a priority concern of everybody.
[40] Sivakumar, K. and Venkatramanan, K. (2007). A Study of
Population Education Dimensions at Enathur and
Punjairasanthangal villages, Kanenipuram District in Tamil Nadu.
Indian Journal of Population Education, New Delhi, Vol. l8, No. 37,
April-June .2007. pp.100-105.
January 2008
33
Objectives: (i) To identify the areas where awareness is inadequate
in order to plan for population education interventions; (ii) to obtain
scientifically generated, reliable information to make the stakeholders
of the research acclimatised with the state of affairs existing in the
district; (iii) to aprise and assess the socio-economic and cultural
conditions prevailing in the villages; (iv) to identify patterns of healthy
practices adopted by the people during the course of pregnancy and
parenthood; and (v) to make pertinent suggestions for the planners
of population education programmes for their interventions in the
areas of the present study. Method: The sample for the present study
is 413 respondents of total numbers of people in Punjainara,
Santhangal and Enathur villages of Tamil Nadu. Mostly belong to
scheduled castes and scheduled tribes. Findings: After the study
result, the authors made this type of findings, suggestions and
recommendations: (1) There are large number of nuclear families in
the village, who are in need of support systems offering child care
services. Care has to be taken to introduce and run these services
on a long-term basis. (2) The problems of the Enathur and Punjaiaras
and Anathangal villages would be requiring a multi-pronged effort
and an integrated solution. Suggestions of the study would revolve
around the issues such as awareness, creation, promotion of small
family norm, popularisations of Arivoli lyakkam’s activities, curbing
school dropouts and other forms of support for the families.
[41] Kaur, Tarvinder Jeet and Andarwal, Taru. (2007). Impact of
Nutrition Education of Nutrient Adequacy of Adolescent Girls.
Studies on Home and Community Science, New Delhi, Vol. 1, No. 1,
July 2007. pp. 51-55.
Objective: Keeping in view the importance of adolescent period in
the human life and nutritional problems of adolescent girls, the
present study trid to see the impact of nutrition education on nutrient
adequacy of adolescent girls. Method: The sample of this study are
sixty adolescent girls between 13-19 years old studding in Classes
VII, IX and X. They were selected randomly from government schools
of village Shousha district in Solan, Himachal Pradesh. Finding:
The result of the investigation revealed that nutrition education was
effective in increasing the level of nutrition knowledge as well as
nutrient intake. The diets consumed by the adolescent girls before
as well as after imparting nutrition education were however
inadequate in most of the nutrients when compared to ICMR
recommendations.
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PRIMARY EDUCATION
[42] Nanda, Renu. (2006). Concerns about Primary Education in
Rural Areas: An in-depth Study of Rajoury district (J&K State).
Indian Educational Review, New Delhi, Vol. 42, No. 2, July 2006.
pp.1-7.
Objective: The basic objective of the present study has been to explore
how a typically traditional Muslim society been able to experience
socio-economic transition because of education. The reason for
selecting this district as the study area was essentially on account
of favourable educational profile of woman education in this region
in comparison to other regions of the state, which comprise mostly
Sunni Muslim dominated settlements. This paper has therefore
attempted to access the impact and the contributions of Muslim
woman who have had access to primary education and are at present
actively participating in the societal functioning. The paper has been
able to study the inspirational level of Muslim woman beyond the
confines of the four walls of their domestic chores and actively assert
their role as an equal partner in seeking quality improvement in
their individual and community lives. Method: The present research
study is based on data collected both from primary and secondary
sources. The data have been obtained from published reports of the
state government and personal interviews with the selected
respondents by using a structured questionnaire. About 100
respondents representing different stakeholders involved in primary
education were selected. They were parents, students, government
officials and other members of the civil society who responded to the
questionnaire. The question for interaction were essentially on issues
of quality of education and factors affecting it, since it is an accepted
fact that education and quality of life have a positive correlation.
Findings: The study reveals that majority of Muslims favours modern
education for their children in order to seek better income and
employments avenues. They also do not discourage girl-child
education which is quite encouraging as in most of the similar ethnic
groups in Pakistan and Afghanistan the girl-child education is not
favoured.
[43] Yadav, Mrs. Padma. and Upadhayay, Dr. G.C. and Sony,
Dr. Romila. and Maria, Dr. Shantha. (2007). To Study the Problems
and Issues in the Admission Process of Pre-schoolers in Delhi.
NCERT. New Delhi.
January 2008
35
Objectives: (i) To study the admission procedure in pre-schools;
(ii) to study the issues relating to age of admission and admission
criteria at pre-school stage; (iii) to study the opinion of teachers,
parents and professionals about admission procedures; (iv) to identify
the parameters for admission at pre-school level. Method: Related
literature was studied, and a meeting with experts was held to finalise
the research design and tools of the study. Teachers, parents,
educational psychologists and pediatricians were interviewed for their
perception on existing admission procedures and right age of
admission. Findings: (1) Most of the parents, psychologists and
educationist were happy with the court’s intervention ruling that
there should be no interview for the child and the parent for the
purpose of admission. (2) Chances of transparency in the admission
process are there but some changes are required. (3) Most of the
parents were aware of Ganguly Committee Recommendation but they
were not very clear on points of criteria and on what ground they are
rejected, etc. (4) Parents shared their views, there is little number of
chances of getting admission and surety is less. So, most of the
parents had applied more than 5 schools, sometimes 12/13 schools.
The investigators also met those parents whose children could not
get admission in any of the school. (5) Some of the schools especially
situated in small locality expressed their view that the court order is
mainly for well-known “A” class schools but nothing will bring
transparency in admission procedure in these schools and taking of
donation will continue by any means. (6) Some schools expressed
their views by saying that they take fresh children, not those who
have done pre-nursery from any other pre-school, because fresh
children can be moulded in the way they want. Here the investigators
suggested about varied use of nomenclature at pre-schools. (7) The
duration of pre-schools is not uniform in private unaided schools of
Delhi. (8) The nomenclature used for pre-school education is not the
same. (9) Entry age for pre-school education is not uniform in the
schools. (10) Schools have not eliminated interview/interaction with
children and parent totally. (11) Though admission guidelines were
clearly given by the court but schools had resisted so far to totally
implement it.
[44] Maikhuri, Rama. (2005). Status of the Elementary Education
in Rural Areas of Chamoli District of Uttranchal. The
Primary Teacher, New Delhi, Vol. 30, No. 1-2, January and April 2005.
pp.74-84.
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Objective: In the present study an attempt was made to assess the
status of elementary education on diverse aspects in 30 schools,
located in remote and far-flung inaccessible areas in three blocks of
Chamoli district of Uttranchal. Method: An interview schedule was
prepared with the intention of studying the status of elementary
school education in the rural context (mostly remote and isolated
areas) in 30 schools running in the villages of Chamoli district of
Uttranchal. The headmasters of the schools were interviewed
personally for data collection. Findings: From this field study the
investigator found that: (1) in remote and rural areas there is a
disparity in the school completion rate on account of heavy school
dropout, resulting from economic deprivation. (2) The school system
has to allocate resources so that special support is provided to slow
learners, children with physical and emotional needs or children
who cannot attend school regularly due to some reason or the other.
[45] Yadav, Mrs. Padma. (2007). Early Childhood Care and
Education, A Community Owned Agenda: An Alternative Approach
by MAYA. NCERT. New Delhi.
Objectives: (i) To study and document the elements of good practices
in Early Childhood Care and Education (ECCE); (ii) to assess the
stand points of the innovations in ECCE; (iii) to assess the
sustainability and replicability of the programme in the context of
SSA; and (iv) to find out the nature of difficulties faced in implementing
the programme and how they were overcome. Method: While visiting
the centres efforts were made to interact with the teachers, assistant
teachers, children at the centre, community members and MAYA
facilitators. Discussions were recorded on the basis of interview.
MAYA supports communities to articulate the need for addressing
ECCE and thereupon initiate the process, suited in the context in
the form of community run pre-schools. Till the year 2006 over 5,846
children and their families were involved in 180 community-run
ECCE facilities. Findings: (1) It was found from the study that these
centres were popular in the area. The local community was
enlightened about the needs and significance of ECCE. Strong
bonding between the parents and local structures were seen at the
centre level and the cluster level. They organised and maintained
centres, articulated and addressed their ECCE related concerns and
identified local area needs for other such facilities. (2) MAYA empowers
the community to make their decisions, plan with regard to local
support and have financial powers to execute the betterment of these
January 2008
37
centres. (3) The community was involved at every stage. From
conception of the centre to running it at the micro level, the
community members undertake all the planning and management.
Any other stakeholder apart from the local community plays the role
of a facilitator. (4) At a community-owned centre everything from
whether the centre is needed or not, where it will be housed, who
would take care of the child’s needs, how it will run, where will the
funds be mobilised from – all these are decided by the community.
Thus the community is the primary decision maker. (5) In all the
MAYA centres there is a focus on to include children who are
differently able into the centres and partake in all activities with
other children. The teachers and assistant teachers are sensitive to
include the differentially able children.
[46] Kumar, Naresh. (2008). Assessing the Social Parameters of
Elementary Education – A Case Study in Jammu city. Social
Change, New Delhi, Vol. 38, No.2, June 2008. pp.204-225.
Objective: The main objective of Sarva Shikcha Abhiyan (SSA) is to
achieve universal elementary education (UEE) for children in the
age group of 6-14 years by the year 2010. This paper attempts to
assess the functioning of the SSA, a government- initiated programme
of ‘Education for All.’ This paper focuses on the social parameters of
elementary education to understand to what extent SSA has been
successful in increasing the access of elementary education to outof-school children maintaining their retention level, reducing dropout rate and promoting equity. Method: This is done through a case
study of locate in Janipur housing colony of Jammu city conducted
in the year 2007. The locale situated in Janipur west zone of Jammu
district consists of three Education Guarantee Scheme (EGS) centres,
two primary schools and one middle school. A sample of 46
respondents was taken from all the three government schools.
Findings: From the analysis of the functioning of SSA in Jammu by
assessing the social parameters of universal elementary education,
that is, access of enrolment, retention and equity the following
conclusions are drawn, (1) Sarva Siksha Abhiyan (SSA) as a part of
providing elementary education to all children (6-14 years) in J&K is
implemented by the state government and not through the NGO’s or
such organisations as in many other States of India like Haryana
and Uttar Pradesh. (2) As a result, the enrolment rate got affected.
The enrolment in EGS centres was lower than that of government or
private schools and efforts to increase it were more primarily by the
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teachers or EV. The enrolment of girls was less than those of the
boys, but the gap was seen to be reducing.
[47] Gaiab, S. and Moesfue, H Anthony P. and Mecoy A. and Ravi,
C. and Reddy, Prudhvikar P. (2008). Child Learning in Andhra
Pradesh, the Interplay between School and Home. Journal of
Educational Planning and Administration, New Delhi, Vol. 22, No. 1,
January 2008, pp. 5-25.
Objectives: (i) To compare learning outcomes for children in private
and public schools in consideration to sex, wealth, and caste; (ii) to
assess the influence of a caregiver’s own education on their children’s
learning outcomes, in both private and public schools. Method: The
data were collected as part of the baseline survey for the young lives
project. (www. young lives.org.uk) The respondents were 1,008
mothers and children aged 7.5-8.5 years at the time of the survey
and sampled across the 3 district agro-climatic regions of Andhra
Pradesh (costal AP, Royalaseema and Telengana) from sentinel sites.
Findings: There are four major findings: (1) Children in private
schools have better literacy and numeric skills regardless of wealth
or caste than the children in public schools. (2) Children with
uneducated parents (especially mothers) are at a disadvantage. (3)
This disadvantage is greater in public schools than private schools.
(4) Girls have lower learning scores than boys. Furthermore, there is
a clear interplay between school and home in every aspect.
[48] Zaidi, S.M.I.A. Facilities in Primary and Upper Primary
Schools in India, An Analysis of DISE Data of Selected Major
States. Journal of Educational Planning and Administration, New Delhi,
Vol. 22, No. 1, January 2008. pp. 59-81.
Objective: The priority in the field of education in India at present is
on universal elementary education, it is, therefore necessary to make
provisions for primary and upper primary schooling facilities in every
hook and corner of the country. It may be kept in view that provision
does not mean opening schools everywhere but it also means
providing all basic facilities in the schools. In this context, this paper
examines the position of basic facilities provided in the primary and
upper primary schools in various states of India. Method: All that
data on facilities in schools are collected through All India School
Educational Survey conducted by NCERT occasionally. Yet another
source of data on this aspect is the district information system of
January 2008
39
education (DISE) which provides data in its district and states report
cards annually. Findings: The analysis of data reveals that many
schools in the country are still not equipped with many of basic
facilities. So much that about 4 per cent primary schools and 12 per
cent upper primary schools does not have a building. Further only
70 per cent primary schools and 63 per cent upper primary schools
have pucca building. There are 17.5 per cent primary schools and
7.7 per cent upper primary schools in the country that have only
one teacher. It is a matter of serious concern that about 9 to 10 per
cent primary schools and upper primary schools do not have even
blackboards. One fourth primary schools and one fifth upper primary
schools do not have the provision of drinking water. Playground and
boundary walls are not available in more than half of the primary
schools and more than one fourth of the upper primary schools in
the country. Common toilets and girls toilets are missing in more
than 63 per cent primary schools and 75 per cent upper primary
schools. These data show the position of availability of basic facilities
in primary and upper primary schools in the country. Moreover, there
are lots of inter-state variations in the provision of these facilities.
[49] Champa, P. (2005). School Effectiveness and Teachers Profile:
A Study of Elementary Schools; Ph.D., Education, Delhi University.
New Delhi. Guide: Dr. Alka Behari and Prof. Najma Siddiqui.
Objective: The present study is aimed at identifying the effectiveness
of schools on the basis of perceptions of stakeholders of education at
various levels of educational administration as well as teachers and
parents. The effectiveness of these schools was measured through
the criteria developed on the basis of input-process, outputframework. Method: The review of related literature reveals that there
are various factors, which influence the schools effectiveness. In the
study both quantitative and qualitative methods, along with case
study approach were used. The sample of this study has been selected
from among the primary classes students in Delhi. Findings: (1) In
an effective school the teachers are punctual, the HM has effective
leadership, discipline is well maintained, basic infrastructure and
facilities are available, all the students are treated equal, examination
results are good and students achieve high levels of learning and
develop good habits and manners. (2) The criteria for measuring
school effectiveness are the various aspects of input process and
output of the schools. (3) The teachers profile in the effective school
includes high qualification, rich experience, high economic status,
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favorable attitude towards teaching professional, high job satisfaction,
high motivation at their work place and high professional
commitment.
[50] Sinha, Dr. Sabnam. (2005). Quality Improvement Programme
(QIP): District Primary Education Programme (DPEP), Andhra
Pradesh: Case Study. NCERT. New Delhi.
Objectives: The objectives of the documentation were: (i) To capture
the elements and essence of the innovation, its usability, efficacy
and how it has helped in quality improvement. The document would
be learning tool for others to read and replicate/adapt it; (ii) to prepare
and share the highlights of the programme in a national meet.
Method: The strategy used for the study was to field visits of the
state, districts, mandal and schools. It also included the observation
of classrooms, students’ notebooks and TLMs and SLMs used in
classrooms. The State Report on QIP-2004-05 was also taken into
account. Findings: (1) QIP is a programme that shows promise for
successful replication and adaptation by other states, within their
local specific context and compulsions. A major lesson that it provides
is that programmatic efforts need to have a historicity and a frame of
reference to judge its model against. (2) QIP had interventions that
were comprehensive and holistic for quality improvement from a very
wide perspective. (3) The capacity building plan for educational
functionaries was very well-designed and based on field
requirements. (4) The strong monitoring system and the personalised
community involvement efforts also paid rich dividends. QIP also
addressed the problem of multi-level and multi-grade classroom
situation through its overall approach that was multi-pronged.
(5) There was meticulous planning taken up at the state level yet the
interventions were taken up by the district and sup-district level
institutions. This set up a very effective chain of command, with
systematic implementation mechanism generated at the state level
that had local ownership. (6) QIP has been an intervention that will
remain the scaffolding factor for all other efforts that the state will
take up henceforth. The Andhra Pradesh experience of testing an
innovative idea on a pilot basis and the upscaling it to the state level
has been found to be immensely successful. The innovative and
creative ideas taken up by QIP are being taken forward by the CLIP.
[51] Upadhyay, G.C. (2003). A Study of Processes and Effectiveness
of Linkages between ECCE and Primary Education. NCERT.
New Delhi.
January 2008
41
Objectives: (i) To study the measures taken so far for establishing
linkages between ECCE and primary education; (ii) to study the
effectiveness of linkage initiatives in terms of gains in enrolment,
retention and learning achievement of children; (iii) to study the
perceptions of parents and teachers/ anganwadi workers about the
linkage initiative and their advantages. Method: Purposive sample
was considered in the study. However, for administering achievement
test children were selected randomly. Every second child was selected
where there were about 30 children in a Class. All children were
taken in sample if class size was about 15 children. Tools for the
study were drafted involving experts in the area and the same were
tried out in five primary schools and five anganwadis in Mehrauli
Block of Delhi. For achievement test of Class V children the test
developed by Prof. Jacob Ankara of Tata Institute of Social Sciences,
Mumbai were administered after translating it in Hindi. Total 963
children of Class V constituted the sample for achievement test.
Percentage analysis was carried out with qualitative data on various
dimensions of the study. Findings: (1) Locating anganwadi in a
primary school was found very effective. (2) Admission procedures
for Class I need attention for the importance of admission at the
right age. (3) There is a felt need to maximize the use of play material
in anganwadis. (4) There was a felt need to organise school readiness
activities at the beginning of Class I. (5) Enrolment and retention of
children in primary classes got a boost with linkage between ECCE
and primary. (6) Linkages were related to learning achievement but
teachers’ teaching hours and regularity of staff and staff in position
were found more decisive for better achievement.
[52] Sangai, Sandhya. (2004). A Study of Role of EGS and AIE
Centres in Universalising Elementary Education and in
Mainstreaming the Children to Formal Schools. NCERT.
New Delhi.
Objectives: (i) To find out the extent of access and retention as
provided by EGS/ AIE centres to the out of school children belonging
to various target groups; (ii) to find out the achievement levels of
enrolled children; (iii) to find out the teacher development practices
both for pre-service and in-service teachers as provided in the EGS
and AIE scheme; (iv) to find out the support available at local centres
for mainstreaming their children to formal schools/vocational
institutions; (v) to understand the scope and process of
mainstreaming the children to formal schools; (vi) to identify the
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factors affecting mainstreaming the children of EGS/AIE centres;
(vii) to study the perceptions of teachers of EGS/ AIE centres towards
various aspects of the scheme including its implementation; (viii) to
suggest ways and means for effective implementation of EGS and
AIE Scheme. Method: Seven tools of the research for the study were
developed: (a) Achievement Test in Language, (b) Achievement Test
in Mathematics, (c) Schedule for the Centre, (d) Questionnaire for
the Instructor, (e) Semi-structured Interview Schedule for Parents/
Guardians, (f) Interview Schedule for Officials of Village Education
Committee (VEC) and Parents Teacher Association (PTA), (g) Interview
Schedule for CRC Coordinator. The data for the study was collected
through two achievement tests for Class III in language and
mathematics; and five questionnaire-cum-interview schedules were
administered on the heads of the centres (total 16), instructors (20),
parents (25), members of PTA/VEC (18) and cluster Resource Centre
Coordinators (5). The EGS and AIE centres are predominantly run
by the government with the help of people to obtain information
regarding the attitude of the educational bureaucracy towards the
functioning of RSSSK programme in Schools. In addition, focus-group
discussions were organised with the community members residing
around the schools to assess their general level of awareness about
the functioning and impact of the Karyakram in the schools.
Secondary data was obtained from a number of state records, reports
of Zilla parishad, research studies, etc. The collected data was
carefully examined and analysed manually. Findings: The major
strengths of the programme, which led to the successful
operationalisation, were as fallows; (1) The long and rich educational
and social tradition of the district has been an outstanding factor,
which contributed a lot in motivating the society towards accepting
the programme with open arms. (2) Higher rural female literacy rate,
i.e. 53.45% had been the influential factor in the whole exercise of
enhancing the educational standards in the district. (3) Active role
of Panchayati Raj Institutions, particularly Gram Panchayats in
planning, management and monitoring of school level activities.
(4) Specifically the VEO and MTA participation in a positive manner
in school activities ensured that the school delivers quality learning
and at the same time compels teachers for a serious approach in
their teaching. (5) Massive financial contributions came from the
local community across the district for school improvement such as
infrastructural facilities, procurement of computers, TLM, sport
equipment, beautification of schools, maintenance of school gardens,
plantation, cultural activities, improvement of school building, water
January 2008
43
facility, playgrounds and toilets in school, etc. (6) Active involvement
and phenomenal support extended by Mata Palak Sangh (MPS) in
facilitating successful execution of the developmental activities in
schools in general, and those related to the education of the needy
girl child in particular. (7) Collective display of seriousness by the
political leaders of the area such as M.Ps, M.L.As and members of
the elected bodies lent the necessary impetus to the programme.
The support extended by them generated pressure on the
administration to overall school environment and professional
development of teachers. (8) Regular teaching developed among
children curiosity, interest and consciousness towards learning.
(9) The weaker children benefitted a lot from the programme. The
practices of identification of weak students, forming their groups
and assigning the task of improving their learning levels to a specific
teacher and help and guidance provided at night study camps by
the community member and teachers helped them a lot in improving
their performance from lower to higher levels of learning.
PSYCHOLOGY OF EDUCATION
[53] Chauhan, R.S. (2004). A Study of Learning-styles of High
School Students in the Context of their Adjustment and
Extroversion-Introversion. D. Phil., Education, H.N.B. Garhwal
University, Sri Nagar. Guide: Prof. R.K. Srivastava.
Objectives: (i) To know the various learning style preferences of high
school pupils; (ii) to compare the learning style preferences of male
and female pupils; (iii) to analyse the learning style preferences of
urban and rural male/female pupils; (iv) to compare the learning
style preferences of extrovert and introvert pupils; (v) to compare the
learning style preferences of better adjusted extrovert and introvert
pupils. Method: A randomly selected sample comprised 900 pupils
(300 urban boys, 200 rural boys, 250 urban girls and 150 rural girls)
in the age group of 14-15 years, of Class 10th studying in Government
colleges of Uttarkashi district, Uttaranchal. The Normative – Survey
Research Method was adopted in carrying out this study to collect
data. The collected data was analysed using percentage analysis.
Findings: (1) There appears a mild positive linkage of the subjects
‘sex’ with there preferences making on various learning styles, but it
cannot be stated up to a significant level. (2) A positive linkage
between locality and degree of preferences to various learning style
is observed. (3) A positive linkage is held between the extroversion
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and introversion personality type of poor adjusted pupils with their
degree of learning style preferences.
[54] Basant, Elizabeth (2000). Parental Beliefs about Education
and Child’s Development and its Relationship with School
Performance: A Cross-Cultural Study. Ph.D., Education. University
of Calcutta, Calcutta. Guide: Dr P.K. Chakraborty.
Objectives: (i) To study the difference in academic performances of
students in relation to sex, intelligence, culture and in subjects of
study in their course; (ii) to study difference in parallel beliefs about
children’s development and aims of education due to sex and culture;
(iii) to identify the interrelation between academic performance,
parental beliefs and cultural variations; (iv) to identify how far
parental beliefs about development and aims of education can predict
academic performance in factorial design. Method: The sample
comprised of 200 students from Class VI-X and their parents, totaling
400, from Calcutta. Instruments and tools used in the study were
Questionnaire regarding beliefs about development by Johnson and
Martin, Questionnaire regarding beliefs about aims of education by
Elizabeth Basant and P. K. Chakraborty and Cattell’s Culture-Fair
Intelligence Test Scale-2. Research design was quasi-experimental
with statistical techniques Tetrachoric correlation, two-way ANNOVA
and four way ANNOVA. Findings: (1) There is a difference in the
total academic performance of the students as well as in their scores
in language, science and social science with respect to culture but
not sex, with the Indian students showing superior performance over
their Chinese counterparts; (2) Parents’ beliefs about development
due to learning as well as cognitive processes are related positively
to students’ IQ as well as to their academic performance, though not
their beliefs about development due to maturation; (3) Parents from
the two cultures differ widely in their beliefs about child’s development,
as well as about aims of education. The study cited 46 references
under bibliography.
[55] Srivastava, Ashok. K. What Makes School Students Happy?
An Exploratory Analysis. Psychological Studies, New Delhi. Vol.53,
No.2. April 2008. pp. 164-169.
Objective: The present study attempted to explore the conception of
happiness in the Indian context. In particular, it empirically
examined the perception and determinants of happiness among
January 2008
45
school students coming from diverse economic-cultural settings
(namely rural, urban, and metropolitan). Method: The participants
(a total of 135 students studying in Classes XI and XII (both boys
and girls) from Delhi (total 40), Gorakhpur city (total 60) and Gorakhpur
urban (total 35) were interviewed with regard to whether they
considered themselves happy, their description of happy life and
causal factors for happiness. Findings: Results revealed that a large
majority of students reported themselves to be happy. They felt ‘good’
and ‘elated’ when they were happy. ‘Being in the company of family
and friends’, ‘successful completion of the task and studies’ were
reported as some of the important sources of happiness. They also
described their happiness in terms of happiness of the family,
fulfillment of desires, and the company of friends. Results have
implications for conceptualising happiness and reorienting education
to make it more meaningful.
[56] Banerjee, Debasri. (2003). Self-concept and Cognitive Style
Creation and Non-creative Students in Calcutta University. Ph.D.,
Education. University of Calcutta, Calcutta. Guide: Dr P.K.
Chakraborty.
Objectives: (i) The objectives of the study are to explore the nature of
relationship between Self-concept and Creativity; (ii) also to explore
the relationship between Cognitive Style and Creativity, and between
Self-concept and Cognitive Style. Method: The sample was made of
567 students of Class VII and VIII of secondary schools in Calcutta
under the West Bengal Board of Secondary Education. Tools used in
this study were Test of Creative Words and Test of Creative Figures
developed by Baqer Mehdi (1989) for measuring verbal and nonverbal creativity, Children’s Self-concept Scale by Ahluwalia (1986)
for measuring self-concept and Group Embedded Figures Test by
Oltman, Raskin and Witkin (1971) to measure cognitive style. Factorial
design was used as the research design in this study. Mean, Standard
Deviation, Correlation and Discriminant Analysis were used a
statistical techniques. Findings: (1) Gradewise comparison showed
students of Class VII to be relatively higher than Class VIII students.
Cognitive style and self-concept revealed no difference due to grades.
(2) Observations based on intercorrelational tables revealed positive
and significant correlation between creativity and cognitive style and
creativity and self-concept. (3) The factors discriminating between
high creative, moderate and low creative are fluency, both verbal
and non-verbal elaboration and originality. Cognitive style did not
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significantly discriminate between creativity groups. The study cited
190 references under bibliography.
[57] Masomeh, Khosravi (2005). A Comparative Study of
Relationship between Self-concept and Anxiety among
Adolescence Students. Ph.D., Education, Pune University, Pune.
Guide: Dr S. Tawade.
Objectives: (i) To find out the correlation between self-concept and
school anxiety among Iranian and Indian students; (ii) to compare
the levels of self-concept and school anxiety across gender and
culture. Method: The study had selected survey method. As
population all 8th standard students in the English medium schools
in Pune and Varamin city in Iran were taken. The sample comprised
600 Indian and the same number of Iranian students selected by
random sampling method. Tools used in this study were Self-concept
scale – 80 items and six scales BEH, INT, ANT, PCP, PHY and HAP.
For analysis ‘t’ test and ANOVA tools. Findings: (1) There was no
significant difference between girls and boys on self-concept in Indian
students. (2) Among Iranian students there was no significant
difference between girls and boys on self-concept. (3) Overall result
on school anxiety showed that Iranian students were higher on test
anxiety and lack of confidence than the Indian students. A total of
216 citations are given in the study.
[58] Singh, Kirandeep and Rathee, Kirtika. (2007). Gender
Differences and Anxiety in the Career Decision-making of
Adolescents. Journal of Teacher Education and Research,NOIDA,
Vol. 2, No.2, December 2007, pp. 75-82.
Objectives: (i) The influence of sex difference and anxiety on career
decision-making of adolescents; (ii) whether any difference exists
between humanities and science students with regard to their careerdecision making and anxiety; (iii) the influence of anxiety on career
decision-making of adolescents; (iv) to explore the relationship
between career decision-making and anxiety of the adolescents.
Method: The participants of this study were 200 students (100 boys
and 100 girls), plus one student each from two co-educational CBSE
school of the district Sonipat in Haryana, namely Hindu Vidyapeeth
and Shiva Shiksha Sadan. Subjects were administered careerdecision-making Inventory (CDMI, Singh 1999) and State-Trait
Anxiety Inventory (STAI Speilberger et. al.1983) and Career-Decision
January 2008
47
making Inventory (CDMI, Singh) Findings: The result indicates that
the sample did not exhibit any anxiety, although girls were found to
be significantly high on trait anxiety. Significantly differences
favouring science students were found in case of the variables of
career decidedness and indecision with the state and trait of anxiety.
[59] Sharma, Lata. Hemant. and Sharma, Savita.(2008). Effect of
Learning Cooperative on Interpersonal Relationship of
Elementary School Students. EduTracks, Hyderabad, Vol.7, No.9,
May 2008. pp.41-43.
Objectives: To find out weather the approach of Student-Teams
Achievement Division (STAD) with reward is more effective than the
traditional approach in enhancing interpersonal relationship among
elementary school students. Method: In the present study, pre-test,
post-test, control group quasi-experimental design was used with
purposive sample in the form of intact sections of class VII of the
same school. The intact sections were equated on intelligence and
socio-economic status. The sample of the study comprised of 80
students of class VII (40 as control group and 40 as experimental
group) studying in S.R.S. Senior Secondary School, Rohtak.
Findings: According to the authors the study proves the great
effectiveness of STAD approach in enhancing interpersonal
relationship of teachers. As relationship become more positive there
will be corresponding increase in productivity responsibility to do
the assigned work, willingness to take on and persist in completing
difficult tasks and commitment to peers success and growth.
[60] Saravankumar, A.R. and Mohan, S. (2008). Enhancing
Perceptive Skills through Attention Activation Strategies in
Learning Natural Sciences, EduTracks, Hyderabad, Vol.7, No.8, April
2008. pp.32-33.
Objective: (i) To identify the effect of perceptive skills in learning
natural sciences; (ii) to identify the effect of attention activation of
perceptive skills in learning natural sciences; (iii) to identify the effect
of attention activation by partial effect of perceptive skills in learning
natural sciences; (iv) to identify the combined effect of the variables
attention activation and perceptive skills in learning natural
sciences; and (v) to find out the effectiveness of perceptive skills in
learning natural sciences. Method: An experimental study was
conducted on 40 Class XII science group students. In the investigation
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Indian Educational Abstracts
the investigator has employed the single group pre-test treatment,
post-test design as an appropriate design, since the investigation is
focused on assessing the effect of actuation activation strategies in
enhancing perceptive skills in learning natural sciences. Finding:
(1) There is significant mean difference between pre-progressive and
post-test on perceptive skill due to the practice of attention strategies.
(2) There is a significant mean difference between pre/progressive
and post-test on perceptive skills due to the practice of attention
strategies. (3) There is significant mean difference between preprogressive and post-test on achievement in natural science due to
the enhancement of perceptive skills. (5) There is significant
correlation between attention activation and perceptive skill,
perceptive skills and achievement in natural sciences.
[61] Uniyal, Narayan. Prashad. Co-relation Study of Level of
Aspiration and Schools Achievement in relation to Sex and Caste.
Journal of Teacher Education and Research, NOIDA. Vol.2, No.2.
December 2007. pp. 67-74.
Objectives: (i) To verify how far the level of aspiration determined the
scholastic achievement of students; (ii) to compare the level of
aspiration of high and low achiever students in respect to gender.
(male/female); (iii) to explore the level of aspiration of high and low
achiever students, in relation to caste (General/OBC/SC/ST).
Method: The study was conducted to investigate the impact of level
of aspiration on the scholastic achievement of male and female
students, studying in Higher education institution’s under the
jurisdiction of HNB Garhwal University, Srinagar (Garhwal). By using
multistage stratified random sampling technique a sample of 514
male and female, high and low achiever students, were selected from
10 higher education institutions, Educational Aspiration Scale
developed and standardised by Saxena (1984) was used to collect
information regarding the level of aspiration. The data were analysed
by using mean, median and S.D. and “t” test technique. Findings:
(1) The sex and achievement of students do have interactive effects
on level of aspiration. (2) Boys and girls did not differ in their
educational aspiration. (3)The high achiever students had a higher
aspiration level in comparison to their counterpart low achiever
students. (4) High achiever students from all caste categories were
found to have significantly higher mean scores on educational
aspiration in comparison to their counterpart low achiever students.
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SCIENCE EDUCATION
[62] Patel, Kinnary (2008). Computer Assisted Instruction in
Physics for the Students of Class XI: An Experimental Study.
Ph.D., Education, V.N.S.G. University, Surat. Guide: Dr Vinobhai G.
Patel.
Objectives (i) To develop Computer Assisted Instruction package on
two units in the subject of Physics for XI science students studying
GSTB syllabus; (ii) to study the effectiveness of the CAI package in
terms of achievement of students of experimental group; (iii) to study
the relative effectiveness of teaching Physics in terms of two methods
of teaching Physics, i.e. conventional method of instruction and CAI
package for students of traditional group and experimental group;
(iv) to study the relative effectiveness of CAI with reference to the sex
of the students of the experimental group; (v) to know the opinions of
the students of the experimental group regarding the effectiveness
of used CAI in Physics; (vi) to know the opinions of the teachers of
the experimental group regarding the effectiveness of used CAI in
Physics. Method: Multi-staged sampling technique was used by the
researcher in this study. The pre-test post-test control group design
was employed. Two schools, one in rural and another in urban areas
was selected to conduct the experiment. The sample for the experiment
consisted 30 students each in traditional and experiment groups.
Time duration was 28 days for both groups with two chapters of the
Class XI Physics textbook for the experiment of study. The tools used
were an opinionnaire for students of both groups. Opinions of the
experts and subject teachers were invited by an evaluation sheet.
For the analysis and interpretation of data the statistical techniques
such as mean, S.D., ‘t’-test and chi-square test was employed.
Findings: (1) The study has resulted in the development of a CAI
programme on ‘Motion in One and Two Dimensions’ and ‘Laws of
Motion’ for teaching Physics to the students of Class XI. (2) The
package was found significantly effective for the students of Class XI
of both the groups. (3) Comparative effectiveness of the CAI method
and the traditional method was measured by the experiment and
CAI method was found more effective in terms of achievement scores.
(3) In relative effectiveness the package was equally effective in
teaching boys and girls. [4] Students and teachers both revealed a
favourable opinion towards CAI programme. The study cites 74
references.
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[63] Ahuja, Amit (2006). Effectiveness of Concept Mapping in
Learning of Science, Ph.D., Education. Delhi University. New Delhi.
Guide: Dr. Nirupma Jamini.
Objective: The broad objectives of the study are to study the
effectiveness of concept mapping in learning and retention of concepts
in science under problem-solving situation. Method: Three intact
sections that is A, B and C of ninth standard from a government
boys senior secondary schools were chosen as the sample of the
study. The quasi-experimental design was supplemented with
interviews and observation of group dynamics. Findings: Concept
mapping as an instruction tool is significantly more effective than
the conventional method in fostering concept learning and retention
in chemistry through problem-solving skills namely, logic, inductive
and deductive reasoning, analysis and analogy.
[64] Mete, Jayanta (2006). Attitude of Secondary School Students
towards the Study of Geography and their Achievement,
EduTracks, Hyderabad, Vol. 6, No. 4, December 2006. pp. 38-40.
Objectives: (i) To estimate the achievement of boys and girls studying
in urban and rural secondary schools (Class IX) in Geography; (ii) to
find out the attitude of boys and girls studying in rural and urban
schools (Class IX) towards studying Geography; (iii) to determine the
relationship between the attitude of boys and girls studying in urban
and rural schools (Class IX) toward their study of Geography and
their achievement in it. Method: Random and cluster sampling
techniques were used in this study for selection of samples. All the
students of Class IX of four schools, two from urban and two from
rural areas were included in the sample. The sample consisted of 50
boys and 54 girls of two urban schools and 52 boys and 54 girls of
two rural schools. Thus, 210 students of Class IX, those who are
studying Geography as a compulsory subject were included in the
sample and the samples are respondent on these two tools: (1) An
achievement test in Geography for Class IX on the basis of the
curriculum of West Bengal board of secondary Education, (2) A Likert
type Attitude scale to measure the attitude of the Class IX students
towords the study of Geography. Finding: (1) The achievement of urban
and rural students in Geography differ significantly and the gain is
in favour of urban students. (2) The girls studying in rural and urban
secondary schools show significantly better performance in
Geography than that of boys. (3) The boys studying in urban
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secondary schools show significantly better performance in
Geography than the girls studying in rural secondary schools.
(4) The boys and girls studying in urban secondary schools do not
differ in their attitude towards the study of Geography.
SPECIAL EDUCATION
[65] Ragoonundum, Calawtee. (2006). An Evaluative Study of
Distance Education in Mauritius, Ph.D., Education, Delhi University.
New Delhi. Guide: Prof. V.S. Sharma.
Objectives: (i) To review the historical development of distance
education in Mauritius; (ii) to evaluate the implementation of distance
education in Mauritius with respect to its management and
methodology adopted by concerned institutions; (iii) to study the
infrastructure of the institutions handling distance education in
Mauritius; (iv) to study the educational aspects of distance education
in Mauritius; (v) the examine the social impact of distance education
in Mauritius; (vi) to suggest measures for an effective implementation
of distance education in Mauritius. Method: The researcher used a
combination of case study method and descriptive survey method,
and the sample of institutions included: (1) University of Mauritius
(UoM) (2) Mauritius College of the Air (MCA), (3) Mahatma Gandhi
Institute (MGI),(4) Mauritius Institute of Education (MIE). The
researcher selected government funded distance education
institutions because they are the most recognised institutions in
the country. Findings: (1) The finding revealed that the need was
felt in 1980 to cope up with the crisis of under development created
due to various reasons. Distance education become popular and was
adopted by a majority of population. (2) The findings of the study
revealed that distance education institution of Mauritius run courses
offered by their own institution as well as those offers by foreign
universities (Brighten University, UK, etc.) This means that UOM,
MGI, MCI, and MIE have multiple affiliations. (3) The findings revealed
that 80% students felt that university provided adequate physical
amenities and learning environment. (4) The findings revealed that
90% students are new to the system and were not familiar to the
self-instructional material. (5) Findings revealed that 55% students
who did the course through distance education achieved financial
gains and social status.
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[66] Satyanaryana, Rampalli. (2003). Perceptions of Academic
Counsellors and Learners on Academic Counselling: IGNOU
Experiences. Journal of Distance Education, New Delhi, Vol.10, No.1,
2003. pp.130-143.
Objectives: (i) To identify the background of the learner and counsellor
with special reference to distance learning; (ii) to understand the
relevance of concept in practice of counselling; (iii) to identify the
cultural gaps in teaching-learning process in the distance mode
through counseling; (iv) explore the viable, feasible suggestions to
modify theory, practice and praxis of distance education. Method:
This paper relies mainly on 12 odd years of experience at the
transactional level by this author. This has further been expanded
through a study among learners’ counselors. Although the studies
were conducted with the main objective of ascertaining the level of
student support services, inputs from these sources have been pooled
to arrive at conclusions/ suggestions formed in this paper. Findings:
(1) Majority of the counsellors expressed that the face-to-face teaching
is relevant in the counselling session. (2) From learners point of view
majority of the learners feel that the DE is the best alternative and
becoming aware to the concepts of distance education.(3) The study
also explain that independent learning has to be guided by a formed
teacher and institutional support.(4) The study also felt the need of
closer scouting of practices in the DE and of training for desired
perspective to practice distance education.(5) The orientation session
have theory followed by demonstration, where an ideal academic
counselling videotape or a mock counselling is used.
[67] Soni, R.B.L. (2008). Special Provisions for Education of SC
Children under SSA. NCERT. New Delhi.
Objectives: (i) To study the status of implementation of various
provisions for education of SC children under SSA in Punjab state;
(ii) to study the participation of SC families in school activities; (iii) to
study various educational provisions for SC girls, including those
out of school; (iv) to find out if the funds allocated for this purpose
are being utilized optimally; (v) to suggest steps for effective
implementation of various provisions for education of SC children.
Method: Normative survey design was used in the study. Four tools
were developed for the study. These were: The Interview Schedule
for SSA Functionaries; The Interview Schedule for Headmasters/
Teachers; The Interview Schedule for SC Students and the Interview
January 2008
53
Schedule for SC Parents. The districts were selected through
purposive sampling. However, the schools, teachers, SC students,
and SC parents were selected randomly. Findings: (1) Free textbooks
are provided by the state government to SC students at primary and
upper primary stages, but the workbook is provided by the SSA.
(2) The teachers informed that textbooks are not supplied on time to
the students. (3) The state governments do not provide free uniform
to students, including the SC students; however, few SC children
have received uniform from some other donors. (4) SC girls at primary
stage (up to Class V) receive the scholarship amount Rs. 50 per month,
but SC boys do not receive scholarship at primary stage. However,
the scholarship amounts of Rs. 40 to SC girls and Rs. 30 to SC boys
per month are given at upper primary stages (from Classes VI to
VIII). (5) In the many cases, SC children did not receive full amount
of scholarship and they received the amount ranging from Rs. 90 to
Rs. 500 for ten months due to administrative lapses. (6) The state
government had sanctioned Rs.15,00,000 under the scheme of
innovative activities and Rs. 5,00,000 under vocational education
for purchase of bicycles for girls. Fifty per cent of the purchased
bicycles were provided to SC girls and fifty per cent to general girls
at upper primary stage to motivate them for education. The criteria
for distribution of bicycles were the distance of the school from home
and the examination results of a candidate. (7) Although SSA
functionaries and headmasters/teachers claimed that they organised
special coaching classes for all weak students in the month of
November, December and January, no such classes were found in
Ludhiana and Amritsar in the month of November 2007. (8) SC
parents participate in various school activities, such as
development/maintenance of school, supervisions of mid-day meal,
distribution of textbooks and scholarship. (9) Separate budget is not
allocated to the schools. (10) SC students participate along with other
students in different activities including games, drawing, singing
and writing competitions.
[68] Dutt, Gargi (2001). Social Acceptance and Problems
Associated with Mental Retardation. Minor project, B.J.R. College,
Jadavpur. Mimeograph, UGC, New Delhi.
Objectives: (i) To study how social support helps mentally retarded
children to better adjust in life; (ii) to study parental love as an
important determinant of achieving social adaptability by mentally
retarded children; (iii) to study parental aggression as an important
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determinant of poor academic performance by mentally retarded
children. Method: Research design was in survey form. A purposive
sample comprised fifty mild mentally retarded pre-adolescent
children collected from different special schools in and around
Calcutta. Information schedule developed by the researcher, report
cards from teachers of the institutions, Inventory of father’s love
and father’s aggression and that of mother’s love and mother’s
aggression were used as tools. The collected data was analysed using
Mean, Standard Deviation and t-test. Findings: (1) It showed that
there is marked difference in the level of achievement or performance
amongst the mild mentally retarded pre-adolescent individuals if
lots of parental love and affection are given to them. (2) There would
be a decline in the performance level of the same individuals if
parental aggression is shown to them. (3) Early intervention is needed
for such children as mentally retarded are those whose normal
intellectual growth is arrested before birth. The study cited 30
references under bibliography.
[69] Soni R.B.L. (2004). Intervention for Education of Children
with Disabilities under SSA – A Status Study. NCERT. New Delhi.
Objectives: (i) To study education and other facilities being provided
to children with disabilities; (ii) to find out the availability of special
aids and appliances for the education with different categories of
disabled children; (iii) to find out the availability of reading material
in accordance with the needs of the disabled; (iv) to study classroom
strategies in inclusive classrooms; (v) to find out the availability of
special teachers; (vi) to find out teachers training/sensitisation in
dealing with children with disabilities; (vii) to verify removal of
architectural barriers in school buildings; (viii) to find out how the
sanctioned amount Rs.1200 per disabled child under SSA is being
utilized; (ix) to find out if every child with disability, irrespective of
the category and degree of disability, has been covered under SSA.
Method: The normative survey design was used in the study. The
tools used in the study included: 1. The interview schedule for the
state/district/BRC/CRC functionaries. 2. The interview schedule
for the headmasters/teachers. 3. The observation schedule. The
purposive sampling was used to select the district, schools, and
respondents from these states, i.e. Himanchal Pradesh, Madhya
Pradesh, Meghalaya and Mizoram. Findings: (1) The facilities for
education of children with disabilities are in the initial stage in HP
and MP and non-existent in Meghalya and Mizoram. (2) Aids and
January 2008
55
appliance for education of different categories of disabled children
were not found in the schools. Only two schools each in HP, MP and
Mizoram had some appliances for the disabled. (3) Reading materials
for visually handicapped children were not available in schools of
the four states. (4) In all the four states, the teaching-learning
strategies being used in the classroom did not meet the specific needs
of different categories of disabled children due to inadequate training
of teachers in the areas of inclusive education. Further, teachers
need intensive training for attitude change for successful
implementation of inclusive education. (5) No special teachers to
help children with disabilities were appointed in any of the states.
(6) In all the four states some general teachers have been given
orientation in the area of the inclusive education, but they need
more training in this area. (7) No steps have been taken for removal
of architectural barriers in the states where this study was
conducted. (8) The grant of Rs.1200.00 per disabled child is not
reaching the beneficiaries, although the authorities claimed so. The
expenditure shown against purchase of aids and appliances and
teacher training should have the separate budget.
[70] Kaushik, Seema. (2006). A Study on the Effect of Conditioning
Programme on Selected Morphological and Static Balance
Related Variables. Ph.D., Education. Delhi University. New Delhi.
Guide: Dr U.S. Sharma and Dr. Dhananjoy Shaw.
Objectives: (i) The present study makes an attempt to evolve a
conditioning programme for male and female students of University
of Delhi; (ii) the research also aims at studying the effect of developed
conditioning programme on selected morphological and static
balance related variables as these factors are directly related to better
human life (in terms of good posture and balance) as well as sports
performance. Method: The study was delimited to one hundred sixty
eight (including 90 male and 78 female) students in the age group of
17 to 25 years from different colleges of University of Delhi. The
conditioning programme was delimited to the duration of four and
half months with three meso-cycles. Findings: The findings of the
study featured various factors such as the development of
conditioning programme, description of selected morphological and
static balance related variables of male and female students of
university of Delhi and the effect of developed conditioning programme
(exercise schedules) on selected morphological and static balance
related variables.
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Indian Educational Abstracts
[71] Soni, R.B.L. (2007). Flexi Schools in Bangalore City: A Case
Study. NCERT. New Delhi.
Objectives: (i) To study the rationale for establishing Flexi schools in
Bangalore; (ii) to study the functioning of Flexi schools after their
establishment; (iii) to study the perceptions of parents and children
about functioning of Flexi schools; (iv) to study the perceptions of
officials and NGOs about functioning of Flexi schools; (v) to study
classroom processes including strategies being used in Flexi schools;
(vi) to make appropriate recommendations based on the functioning
of Flexi schools. Methods: The case study method was used to collect
required information. The tools developed for the study were: an
interview schedule for officials; an interview schedule for headmaster/
teachers; the interview schedule for parents; and an observation
schedule. The sample for the study was selected using purposive
sampling. However, children were selected randomly. The sample
included: SSA Programme Coordinator, SSA Assistant Programme
Coordinator, Head Teachers of the Flexi schools, children, parents,
workshop owner and NGO officials. Findings: (1) The Flexi schools
were established in 2004 under the AIE scheme of SSA to provide
education to working children below 14 years of age in Bangalore
city in fulfillment of the objective of universal elementary education.
These schools succeeded in mainstreaming 700 children into regular
schools. (2) Flexi schools use the same curriculum and the same
textbooks prescribed by the Karnataka State government for regular
schools. (3) Montessori teaching-learning methods are used in the
classrooms of the Flexi schools to allow each individual child to learn
at his own pace. (4) Working children could attend the classes in
Flexi schools according to their convenience between 8:00 a.m. to
8:00 p.m. and they could take the examinations as and when they
are ready for it. (5) The teachers of Flexi schools were drawn from the
excess teachers of government aided schools. They possess the same
qualification and receive the same salary prescribed by the state
government. However, they are concerned about their jobs after
closure of the Flexi schools. (6) After implementation of the Child
Labour Act, 2006 banning employment of children below 14 years of
age, continuation of the Flexi schools in the same form may not be
possible. (7) The SSA officials acknowledged that Flexi schools have
rendered a valuable service to working children, but these schools
cannot exist in the same form in the light of Child Labour Act, 2006.
Nevertheless, working children, their parents and teachers were
against the closure of Flexi schools.
January 2008
57
[72] Soni, R.B.L. (2003). Perception of Parents, Teachers and
Students about Education of Disabled Children. NCERT. New Delhi.
Objectives: (i) To study perceptions of disabled boys and girls about
their education in Devas (DPEP District) and Ujjain (non-DPEP
District); (ii) to compare disabled students perceptions about their
education in Devas (DPEP) and Ujjain (non-DPEP) Districts; (iii) to
study perceptions of males and females in the parent group about
education of disabled children in Devas and Ujjain District; (iv) to
compare perceptions of parents about education of disabled children
in Devas and Ujjain Districts; (v) to find out the perceptions of males
and females in the teacher/administrator group about education of
disabled children in Devas and Ujjain District; (vi) to compare the
perceptions of Teachers/administrators about education of disabled
children in Devas and Ujjain District. Method: Survey design was
used for the study. The tools were: (a) The interview schedule for
disabled students. (b) The interview schedule for the parents of the
disabled children. (c) The interview schedule for teachers/
administrators. (d) The observation schedule. Purposive sampling
was used in the selection of district, disabled students and teachers/
administrators. District wise samples were – in Devas (DPEP) 19 male
and 16 female disabled students, 29 male and 8 female parents and
17 male and 12 female teachers/administrators and in Ujjain (nonDPEP) 21 male and 14 female disabled students, 25 male and 12
female parents and 16 male and 13 female teachers/administrators
participants respectively. Findings: (1) There was no significant
difference between the perceptions of male and female respondents
in all three groups and there was no significant difference between
Devas and Ujjain districts either. (2) Special facilities for disabled
children were non-existent in schools of both the districts. (3) All
three groups (parents, disabled students and teachers/
administrators) were not aware of the provisions for facilities for
disabled children under SSA. (4) Village Education Committees in
both the districts have not taken any step for the education of disabled
students. (5) There is an urgent need of organising awareness
programmes for the community to promote education of disabled
children.
TEACHER EDUCATION
[73] Soni, R.B.L. (2007). Perceptions of Scheduled Caste Teachers
towards In-service Training Programmes and its Relationship
with Classroom Processes at Primary Stage. NCERT. New Delhi.
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Indian Educational Abstracts
Objectives: (i) To study the perception of SC teachers towards inservice training programme being provided in MP and Rajasthan;
(ii) to find out its relationship with classroom processes at primary
stage; (iii) to suggest steps to ensure quality education to the learner.
Method: Normative survey design was used for the study. The tools
developed for data collection were: an. interview schedule for teachers
and the observation schedule. Purposive sampling was used in the
selection of districts, schools and teachers. The sample of two states
have been selected from two districts (Pali and Nagaur districts in
Rajasthan, and Bhopal and Ujjain districts in MP) in each state.
Findings: (1) Classroom furniture or tat-patti for seating the students
was not found in 75.86% of the schools of Rajasthan. (2) Threedimensional models were not available in 76.19% of the sample
schools of MP and in 48.28% sample schools of Rajasthan. (3) The
cassette recorders and audio-cassettes were not available in 40.48%
schools of MP and in 86.20% schools of Rajasthan. (4) Audio-visual
teaching-learning materials were not found in 83.33% schools of MP
and in 86.20% schools of Rajasthan. (5) Computers were not available
in 95.24% schools of MP and in 82.75% schools of Rajasthan.
(6) Separate toilets for boys and girls were not made in 47.14% schools
of MP and in 48.28% schools of Rajasthan. (7) Drinking water was
not available in 38.09% schools of MP and in 24.14% schools of
Rajasthan. (8) Electricity connections were not found in 80.95%
schools of MP and in 58.62% schools of Rajasthan. (9) The majority
of SC teachers in MP felt that the in-service training programme
contributed partially to the improvement of their skills, whereas the
SC teachers in Rajasthan expressed diverse opinion. In Pali district,
69.23% teachers said that they were partially benefitted from the
in-service training. While 76.47% teachers in Nagaur district
maintained that they were fully benefited from the training.
(10) Approximately 75% of the SC teachers in both the states did not
know about the teaching-learning strategies except question-answer
method and play-way method. (11) The SC teachers of MP and
Rajasthan could not explain the striking features of in-service
training programmes. (12) Teachers in both the states were of the
opinion that the experts should be invited to deliver the contents
during the in-service training.
[74] Dorai, M. Thambi. and Muthuchamy, I. Impact of Teaching
Practice Programme upon the Self-concept of B.Ed. Students.
Journal of Educational Research and Extension. Coimbatore. Vol.45,
No.3. July-September 2008. pp.1-10.
January 2008
59
Objectives: (i) To develop values, attitudes and awareness consistent
with sustainable development in education; (ii) to develop knowledge
and skills in teaching practice of B.Ed. trainees; (iii) to appreciate
the commonality of needs, rights, values and psychology that bind
the B.Ed. trainee with teaching practice programme; (iv) to increase
the self-concept of the teachers; (v) to link the personality development
to educational reforms. Method: In the present study, explorative
research method was employed. The investigator used the Mohsin
Self-concept Inventory questionnaire. The tool was administered to
the sample selected before and after the teaching practice period
and collected data from the respondent. The group sampling was
used for this study. A total of 200 women B.Ed. students were selected
from 3 self-financing B.Ed. colleges for women in Tiruchendod and
Namakkal districts of Tamilnadu. Findings: The findings from this
research reveal that the level of self-concept of women B.Ed. trainees
increases significantly after the teaching practice programme
compared to the self-concept level of pre-teaching programme.
[75] Singh, Gurmit. (2007). Job Satisfaction of Teacher of
Educators in Relation to their Attitude towards Teaching. Journal
of All India Association of Educational Research, Vol. 19, No. 3&4, Sep.Dec. 2007, pp.34-37.
Objectives: (i) to compare the job satisfaction of teacher educators
with their attitude toward teaching; (ii) to compare the job satisfaction
of male teacher educators with their attitude towards teaching;
(iii) to compare the job satisfaction of female teacher educator with
their attitude toward teaching. Method: The study was descriptive
type. The sample comprised of 250 teacher educators with 100 male
and 150 female educators. Teacher educators from 20 collages of
education affiliated to Punjab University, Chandigrah, Guru Nanak
Dev University Amritsar and Punjab University Patiala. The study
used these the tools (i) Job Satisfaction Scale (JSS) by Amar singh
and T.R. Sharma (1999) revised version. (ii) Teacher Attitude
Inventory by S.P. Ahluwalia (1998) revised version. Findings: The
job satisfactions of teacher educators was positively but not
significantly related to their attitude towards teaching. The jobsatisfaction of male and female teacher educators was also positively
but not significantly related to their attitude towards teaching.
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Indian Educational Abstracts
[76] Behari, Alka. R. (2008). Envisioning Teacher Education
Programme from the Perspective of Beginning Teachers.
EduTracks, Hyderabad, Vol.7, No.2, April 2008, pp. 97-104.
Objective: The broad aim of the study was to find out the concerns
and the problems faced by beginning teachers and the extent to
which the teacher education programme undergone by them enables
them to tackle their problems. Method: A follow-up of student
teachers, who had undergone the teacher education programme,
was undertaken into schools where they joined as beginning teachers.
The total population of B.Ed. students of the batch who were enrolled
at the Central Institute of Education (CIE), University of Delhi made
the sample who has not yet joined teaching. Thus, the sample of
beginning teachers that could be traced was 100 out of the total
population of 187 students teachers. Findings: On analysis the
finding revealed that the teacher education programme does not
adequately prepare the beginning teachers to tackle the problems
they face.
[77] Ramnatham, Susmita. (2004). Science Teaching in Classrooms
and its Implications for the Teacher Education Programme. Ph.D.,
Education. Delhi University. New Delhi. Guide: Prof. Najma Siddiqi
and Prof. Bharati Baveja.
Objectives: (i) To explore how science is taught in a cross-section of
schools in Delhi, (ii) to analyse various aspects of science teaching
observed; (iii) to investigate the relationship between views of the
teachers and their modes of transaction of science in the classroom;
(iv) to study various dimensions of the science education programmes
in schools. Method: A combination of qualitative and quantitative
research methods has been used by the researcher to draw the main
conclusions and recommendations coming out of the study. The
sample comprised 62 science teachers drawn from three categories
of schools. Accordingly the schools were classified into low fee,
medium fee and high fee schools. The data from over 500 science
classrooms at the upper primary level across 20 schools (which were
divided into three categories) were collected. Findings: The data
highlighted certain critical aspects of science teaching, which include
the portrayal of science in the classroom, the method used to teach
science, the development of scientific concepts, the interrelation of
science with the life of a child and the inaccuracies in the teacher’s
knowledge base.
January 2008
61
TEACHER EVALUATION
[78] Khan, Neelofar (2008). Impact of Creative Talent on the
Performance of Teachers Trainees of Distance Mode. Indian
Journal of Open Learning, New Delhi. Vol.17, No.1, January 2008. pp.
95-100.
Objectives: (i) The main objective of the study was to find out the
impact of training on the creativity of the teacher trainees being
trained through the distance mode; (ii) the other objective of the
study was to analyse the differences in the achievement motivation
among high, moderate and low creative groups of B.Ed. teacher
trainees of the distance mode. Method: The survey method was
adopted to ascertain about the degree of creativity in the form of
fluency, flexibility and originality being possessed by the teacher
trainees and as such to know the impact of total creative ability on
the N-achievement of the trainees being trained through the distance
mode. The sample consisted of randomly selected 150 teacher trainees
enrolled with the Centre of Distance Education (CDE), University of
Kashmir. Findings: (1) The results gathered here show that the
creative teacher tries to perform well in relation to a standard of
excellence or in comparison with others who are competitors and
their achievement also suggest a high level curiosity. (2) The results
also reveal that the teacher with strong need for achievement wants
to be successful at some challenging task, only for the sake of doing
well.
[79] Anistha, K.S. (2008). Evaluation of Transfer of Teaching Skills
from Teacher Education Centre to School Campus. Journal of
Educational Research and Extension. Coimbatore. Vol.45, No.3. JulySeptember 2008. pp. 11-24.
Objectives: (i) To examine to what extent the basic teaching skills
are demonstrated in the actual teaching situation; (ii) to find out the
extent of the transfer of teaching skills developed during the training
to the actual classroom situation; (iii) to compare the difference in
the transfer of teaching skill of beginning teachers and the
performance as the student teachers. Method: The data were taken
from two sources: teacher education centres and schools. They were
gathered by employing survey method, Observation was the technique
adopted to assess the teaching skills of the beginning teachers. The
sample of the study constituted the beginning teachers who took
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Indian Educational Abstracts
B.Ed. degree from Kerala University not before 5 years for the teaching
skills observation schedule. There were 140 beginning teachers.
Findings: (1) The beginning teachers do not demonstrate the basic
teaching skills to the maximum extent in the actual classroom
situation. (2) A low transfer of the teaching skills developed during
the training period to the actual classroom situation was observed.
[80] Tiwari, S. K. and Cheddars, M.K. and Bhowmick, A. (2008).
Effectiveness of the Orientation Programmes, EduTracks,
Hyderabad, Vol.7, No.8, April 2008. pp. 36-38.
Objectives: (i) To study various facilities in Academic Staff Colleges
(ASC) (ii) to identify problems adversely affecting the quality of
orientation programmes; (iii) to assess the participants perceptions
about the academic value (course lectures and resource persons) of
the course; (iv) to suggest some innovative measures for improvement
of the orientation programme; (v) to study if the programme purpose
is served; (vi) to study the participants perception regarding
voluntary/compulsory participation; and (vii) to study the suitability
of the course. Method: The present study covers the participants of
the orientation courses (40th to 44th) in 2005-2006 and 2006-2007
at the Academic Staff College, BHU, Varanasi. The total number of
participants was 208, which constitutes the population of the present
study. The participants were from 14 different states. Findings:
Through this investigation the investigator found that most of the
participants are satisfied with the existing infrastructure and quality
of the programmes.
[81] Saheel, Khan and Srivastva, Bina. (2008). Teacher- burnout
in relation to Mental Health. EduTracks, Hyderabad, Vol.7, No.9,
May 2008, pp.31-33.
Objective: The purpose of this study is to know the impact of mental
health on the level of burnout of the teachers teaching at different
education levels. Method: In order to achieve the objectives of the
present investigation, the survey method was adopted. The sample
for this study comprised 640 school and college teachers of four
districts of the eastren Uttar Pradesh namely–Azamgarh, Gazipur,
Mau and Varansi. They were drawn through random sampling
technique. Findings: After the investigation it was found that
teachers with low mental health are more prone to burnout than the
teachers of average and high mental health. Teachers with poor
January 2008
63
mental health are likely to be less sympathetic towards others. These
teachers will not guide, motivate and inspire the students. These
teachers must be identified and given proper treatment and
suggestion.
[82] Agharuwhe, A. Afire and Nkechi, M. Vgborugbo. (2008). An
Examination of Gender’s Influence on Teacher’s Productivity in
Secondary Schools. Journal of Social Sciences, Delhi, Vol.17, No.3,
November 2008. pp.185-191.
Objective: The main purpose of the study was to determine whether
the productivity of teachers in secondary schools is influenced by
gender. The study also determined the influence of school location,
teacher’s age, academic achievement and experience on the
productivity of female and male teachers in secondary schools,
Method: The study was a descriptive survey that employed an expost facto design. The study involved 979 teachers made up of 460
male and 519 females. Findings: From the result of the study it was
conclude that gender has some influence on the productivity of
secondary school teachers. Besides, the location of work affects female
teacher’s productivity. Male teachers are more productive in the first
five years of the service while female teachers are most productive
between 6 and 15 years of service after acquiring some experience
on the job.
VALUE EDUCATION
[83] Anilkumar, P.M. and Ayishabi, T. (2008). Students’ Awareness
of Values in the Content of Secondary Level English. EduTracks,
Hyderabad, Vol.7, No.8, April 2008, pp.30-31.
Objective: To critically analyse the level of students’ awareness of
the values inherent in the content of the secondary school English
curriculum. Method: The subjects selected for the present study
were 1,864 secondary school students of English. Among them 536
were students of Class VIII, 965 were Class IX and 363 were Class X.
They were drawn by simple random technique from Kannur and
Kasaragod districts of Kerala. The majority being from the farming
household background. The study was carried out by using the survey
method on the sample. Finding: (1) The content of secondary schools
English curriculum is a rich source of values containing all the values
prescribed for the age group of students. (2) The secondary school
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Indian Educational Abstracts
English students’ awareness of values in the course content was
36%. The boys were not significantly different from girls as far as
their awareness of values in the content of secondary school English
curriculum is concerned.
[84] Dull, Indrawn and Suman. (2007). Values of the School
Students’ in Relation to Gender and Socio-economic Status.
EduTracks, Hyderabad, Vol.6, No.12, August 2007, pp.36-39.
Objectives: The following objectives were set fourth in the present
study: (1) to compare the values of male and female adolescents;
(2) to compare the values of male adolescents belonging to high and
low SES; (3) to compare the values of female adolescents belonging
to high and low SES. Method: For this purpose a random sample of
200 adolescents (male and female) studying in Class X in Govt. Boys
Senior Secondary School, Sampla, Rohtak and Apex Public School,
Rohtak was selected. They were administered the measures of
personal values questionnaire by Sherry and Verma, socio-economic
status scale questionnaire by Jalota, Kapoor and Singh. “t” test was
applied to study the significance of difference between means.
Findings: After the investigation, it was found that male students
give highest value to power and lowest less to family prestige values,
whereas girls accord highest value to economic indicators but lowest
to hedonistic values. High socio-economic status group male students
have highest power value and lowest religious value, whereas female
students have highest aesthetic value and lowest hedonistic value.
The male and female students belonging to low socio-economic status
give highest value to knowledge and economic value and less to family
prestige and religious value respectively.
WOMEN EDUCATION
[85] Paul, Adam. P. (2008). Awareness of Legal Rights among
Woman Teachers. EduTracks, Hyderabad, Vol.7, No.9, May 2008,
pp.38-40.
Objectives: (i) To identify the awareness of woman teachers regarding
woman’s legal rights; (ii) to study the awareness of the woman
teachers regarding the legal rights related to discrimination, violence,
atrocities and domestic violence, complaints against husbands,
dowry, divorce, right to property, legal marriage age, equal wages,
employers/employee problems, suicide, protection of woman under
January 2008
65
constitution; (iii) to study the relation between variables of religion,
caste, family, marital status and educational qualifications of women
teachers and their degree of awareness of legal rights. Method: The
sample of the study is women teachers; simple random sampling
technique was used to select the sample. Teachers working in
Hyderabad and Rangareddy districts of Andhra Pradesh were
identified as population of the study. 162 teachers were selected for
the study and normative study method was applied. Findings:
(1) on the basis of findings it is noticed that only a negligible proportion
of the sample exhibited high legal awareness. Not even 12% of the
sample exhibited high legal awareness. (2) Nearly one fourth of the
sample has knowledge about the special provisions under the
constitution and the special protection provided to the woman in
constitution. (3) Women teachers have shown high awareness of legal
rights with respect to the dimensions like divorce, suicide and
discrimination. Nearly half of them are aware of the legal aspects
related to divorce, suicide and discrimination. (4) Their knowledge
about legal rights related to complaining against husbands atrocities
and domestic violence is average. With respect to the knowledge about
legal rights in relation to violence towards women and dowry related
harassment they possess average awareness.
[86] Banerjee, Ranjana (2004). A Study of Gender-bias in the
Bengali Textbooks of West Bengal Board of Secondary Education–
Class IX and X. Ph.D., Education. University of Calcutta, Calcutta.
Guide: Dr Mita Banerjee.
Objectives: (i) To find out the difference between the attitude of boys
and girls towards women related issues; (ii) to analyse the differences
in attitude of male and female teachers towards women related issues;
(iii) to suggest ways of removing sex-role stereotyping and gender
bias from school textbooks. Method: The sample comprised of 100
students, half boys and the rest half girls from Class IX and X, and
similar number of male and female teachers from secondary schools
of Calcutta. Instruments and tools used in the study were Attitude
Scale, Questionnaire and Content Analysis of the textbooks. Research
design was survey method with explorative descriptive design.
Statistical techniques were mean, Standard Deviation, Chi Square
Tests and Graphical representations to study the correlations of the
text with the questionnaire data. Findings: (1) The study and
perception developed in the students from the textbooks regarding
women’s status in society indicates the bias attitude in them.
66
Indian Educational Abstracts
(2) The response of teachers indicate nurturing of more negative
than positive values towards women. (3) A correlation between
instructional material and structured questionnaire establishes the
presence of bias towards women. The study cited 101 references
under bibliography.
[87] Chakrabarti, P. K. and Banerjee, Debasri. (2005). A Study of
Gender Difference in Self-concept among School Students in
Kolkata. The Primary Teacher, New Delhi, Vol. 30, No. 1-2, January
and April 2005. pp. 85-90.
Objectives: (i) The objective of the study was to assess whether girls
and boys differed in their self-concept and if they did, who had a
higher self-concept; (ii) whether there was any difference between
boys and girls in the dimensions of self-concept like behaviour,
intellectual and school status, physical appearance and attributes,
anxiety, popularity, happiness and satisfaction. Method: The study
was confined to 567 students comprising of 300 boys and 267 girls of
Classes VII and VIII in the age group of 12 to 14 of the12 English
medium schools of Kolkata, and they were assessed by the
administering tools prepared for them. The tools were: (a) Information
schedule, (b) Children’s self-concept scale (SCS) by Ahulwalia (1986)
for measuring self-concept. Findings: (1) Boy and girls do differ
significantly in their total self-concept score. Boys have a higher
self-concept than girls. This may be the result of the gender bias
that exists in our society where boys are often given a more positive
feedback on their acts than girls, thus raising their self-concept.
(2) There is a significant difference in the self-concept of behaviour,
intellectual and school status, physical appearance and attributes,
anxiety and happiness, satisfaction among boys and girls. However,
there is no significant difference noted regarding their concept of
popularity. Though boys showed a higher score in behaviour,
intellectual and school status. In physical appearance and attributes
and anxiety girls showed that they were more happy and satisfied
than boys.
[88] Samangala, V. and Vshadevi, V.K. (2008). Woman Teacher’s
Attitude towards Teaching Profession and Success in Teaching.
Indian Journal of Teacher Education, New Delhi, Vol.1, No.1. June
2008. pp. 20-24.
Objectives: The objectives of the study were: (i) To estimate the
percentage of secondary school woman teachers with high, average
January 2008
67
and low attitude towards teaching profession; (ii) to test whether
attitude towards teaching profession can significantly differentiate
between successful and less successful secondary school women
teachers; (iii) to test whether there is any significant relationship
between attitude towards teaching profession and success in teaching
profession among secondary school women teachers. Method: Data
for the study was collected by means of a sample consisting of three
hundred (300) secondary school women teachers belonging to 10
districts of Kerala State drawn by proportionate stratified sampling
technique. The tools used were scale of attitude towards teaching
profession (Poozhikath 1989) and teaching success rating scale
(Mathai 1991). Findings: (1) Attitude towards teaching profession is
a variable that affects success in teaching. (2) Successful and
less successful women teachers differ significantly in the mean
scores of attitude towards teaching profession. (3) Attitude towards
teaching profession is significantly related with success in the work
of teaching.
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