The purpose of this study was to determine how the adoption of cooperative learning as an instructional strategy for teaching mathematics influences students’ achievement. The study also determined how moderating variables like gender affect students’ achievement in mathematics when cooperative learning is used as an instructional strategy. so, the investigators aimed at studying the effect of co-operative learning strategies i.e. team assisted individualisation (TAI) and student teams achievement division (STAD) on the mathematics achievement among ninth graders in relation to gender. This is an experimental study with 3×2 factorial designs. Students of ninth standard of the schools affiliated to Haryana Board in Rohtak city constituted the population of the study. 144 students of ninth standard ( 74 boys and 70 girls ) selected through multi-stage random sampling technique were taken as a sample for the study out of which 52 students taught through TAI formed experimental group-1 (E1 ); 46 students taught through STAD formed experimental group-2(E2) and 46 students taught through conventional method of teaching formed control group(C ). Sample of the students were also equated on the basis of socio-economic status and achievement in the subject concerned. Achievement test in mathematics developed and standardized by the investigators was used to assess the achievement of the subjects. Lesson plans, worksheets, check-outs and formative tests were developed for both the strategies TAI and STAD separately to carry out the teaching and learning process in all the three groups for ten weeks only. At the end of the experiment, achievement test in mathematics was given to the subjects. Data were analyzed by using ANOVA and t-test to determine the performance by comparing the mean scores of all the groups. Data analysis revealed that boys and girls students taught through co-operative learning strategies TAI and STAD outscored significantly the control group on post-test showing the obvious supremacy of co-operative learning over conventional method of teaching. Hence, the ultimate result of the study indicated that co-operative learning was found more effective instructional paradigm for mathematics as compared to conventional method of teaching.
Higher education sector is one of the major drivers in uplifting the Indian economy, but with striking challenges. Traditional ways of imparting education, poor governance and lack of finance are all responsible for the dismal scene showcasing low GER, absence of India from the list of countries having world’s best institutions and sufferings of Indian students searching for quality education abroad. The three needs -Competitive, Protective and Protractile- calls for professional governance of educational institutions and investment there in by corporate sector. New Companies Bill 2012 also proposes compulsory contribution by corporate sector for CSR activities. If companies contribute to the area of education by Five-way corporate participation model suggested in this paper, higher education of India can be elevated.
Change is an indispensible part of an organization. Change always brings modifications and alterations, which leads to innovations. Classroom pedagogy is not an exception in this. This research is an attempt in the direction to comprehend and make innovations in classroom learning. The paper focuses on the measuring the effectiveness of implemented innovative learning engagement modes in a regular classroom practices. The action research was carried out for this purpose. Sample includes the B.Sc. B.Ed. students of Navrachan University, Vadodara. Mainly, role play, interview, personal diary writing and analysis, bulletin board presentations, peer tutoring and mentoring were the learning engagement modes. The open ended questionnaire was constituted in order to collect the data. Content analysis was done to arrive at the findings and conclusion. The positive impact of the implemented methodologies has been observed form the findings. Findings also support the regular usage of these types of learning engagement modes in regular classroom practices.
It is a blunder if students are regarded as empty vessels to be filled by the teacher. But we find most of the schools in Nepal; the classes are generally conducted in very primitive and traditional manner in the name of maintaining discipline (Gharti, 2006). The present study sheds some spotlight on the facilitators’ perceptions and practices of child- centered teaching in the context of Early Childhood Development (ECD) centers in Nepal. The study was based on qualitative approach and used the case study method. The result showed that the majority of facilitators have positive perception towards teaching profession and used child- centered teaching methods. Most of them reported the unavailability of teaching materials and low monthly pay.
Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. As aspiration and expectations of each generation vary with time, constant review of curriculum and evaluation system becomes an essential exercise. The main purposes of evaluation is to help the learners improve their achievement in scholastic areas and to develop life skills and attitudes with reference to the larger context and canvas of life. In keeping with the above, reforms in the examination system are often recommended, sometimes discussed and rarely implemented. Introduction of Continuous and Comprehensive Evaluation (CCE) is one of such reforms which have undergone a long journey. This article examines the concept continuous and comprehensive evaluation, its historical perspectives, its need and importance, its features and role of teacher in implementing CCE in the landscape of Indian schools
Increasing unemployment in most of the developing countries has become main hindrance behind decreasing livelihood standards and poverty. The per capita income has been decreasing rapidly and the poor are becoming poorer. Even the literates are not able to generate income as per the needs and suffering from underemployment or unemployment. There is a huge skill shortage seen in the qualified graduates as per the industry standards. India has a large population of such literate unemployed pool of labor force which is not able to economically contribute in the society and the nation. The main challenge in front of governments is how to enhance the economic empowerment in the society. The economic empowerment of these excluded literate youths in the country can play a major role in boosting the economy at a local level. There is a need for an entrepreneurial environment which can facilitate entrepreneurs to start their own ventures and develop micro economy. Skill based special trainings and awareness about entrepreneurship among students can be the solution. Information dissemination, financial access, mentoring and business incubation facilities in the education institutions could be few of the steps in this regard. Entrepreneurship attitude among this enormous pool of unemployed literates can increase the trades activities and jobs creation in the local market. Thus an efficient education system pertaining to the industry demands and focused towards empowering the literate youths is need of the hour.
Mathematics in daily life, to a large extent is problem solving. Problem solving approach which is core of teaching and learning of Mathematics, depends upon trial and error theory. The errors committed by students cannot be eliminated but reduced to certain extent by studying their causes. Teaching is a process in which a teacher follows various steps out of which two major steps are to discover the errors of students and to provide the remedy for the errors. An attempt was made in the present investigation to study the causes in case of a subject which showed minimum reduction of errors. It was found that the conceptual errors in case of the subject were not reduced.
Astronomy is the study of celestial bodies. It is basically an observational Science and astronomical objects are always in the sky and hence everybody will get some information from their observations which may or may not be true. These incorrect information forms misconceptions. In order to find astronomical misconceptions prevalent among High school students of Kerala, Survey method was adopted. Astronomy Misconception Inventory (AMI) containing 32 items was prepared and given to a sample of 300 students studying in different high schools of Kerala. The data obtained were subjected to percentage analysis. From the study it was found that majority of the high school students of Kerala have misconceptions related to Astronomy. It is hoped that this study will orient the curriculum planners to give more importance to Astronomy in the school curriculum.
This paper examines the effect of the Saakshar Bharat Mission- 2012 in the district Chamba of Himachal Pradesh. Saakshar Bharat Mission was launched on the International Literacy Day, 8th September, 2009. The rationale behind the programme is to create a literate society through a variety of teaching learning programme for non-literate and neo-literate adults in the age group of 15 years and above with the prime focus on women. The programme is mainly focused on women as the magnitude of illiteracy among women is very high. Only 54.16% of women are literate as per 2001 census. The programme included 365 districts. These are those districts in which the female literacy rate is found to be less than 50% according to 2001 census. In Himachal Pradesh, Chamba district has been selected for the same as the female literacy rate according to 2001 census was 48.8%. Saaskshar Bharat Mission has left positive effect on the literacy rate of Himachal Pradesh. The literacy rate of Himachal Pradesh indicates an increase of 7.30% in 2011 census. The male (5.48%) and female (9.18%) literacy rate of Himachal Pradesh also increased. The district Chamba of Himachal Pradesh indicates an increase in literacy rate by 10.28% from 2001 to 2011. The male and female literacy rate in Chamba district is increased by 7.78% to 13.29% from 2001 to 2011. As far as gender gap in district Chamba is concerned it is decreased by 5.51%.
This study conceptually analyses select rural education models which have been implemented successfully in various developing countries. The models chosen for the study possess distinct features- administrative, financial, academic as well as ideological- which have led them to achieve better qualitative standards in education for rural and underprivileged children. The paper points out those features which resonate the most with the Indian socio-economic scenario and discusses the possibility of applying the same in the Indian rural education system. The study is based on the review and analysis of secondary sources. The researcher has accessed scholarly articles,research papers, published reports and online literature for the study.
