APPENDIX
AGARWAL, G.S., The Study of Effectiveness among the Secondary School Teachers in relation to Professional Attitude, Anxiety, Risk-taking Behaviour, Experience and Location of the Schools in the Moradabad District, Ph. D. Edu., Rohelkhand U., 1986
The major objectives of the study were (i) to find out the relationship between teaching efficiency and attitude towards the teaching profession, (ii) to find out the relationships between teaching efficiency and anxiety, teaching efficiency and risk taking behaviour and teaching efficiency and total teaching experience, and (iii) to know the effect of location and sex of secondary school teachers on their teaching efficiency, professional attitude, risk- taking behaviour and anxiety.
The population of the study was defined as teachers of all the schools of district Moradabad. In all, 732 teachers were selected on the basis of randomization. The Teachers Rating Scale, Professional Attitude Inventory, Anxiety Scale and Risk-taking Behaviour Questionnaire were administered individually among sample subjects to collect the data. The conclusions were drawn with the use of t-test and multiple correlation and regression statistics to analyse the data.
The major findings of the study were: 1. A significant and positive relationship was found between teaching efficiency and professional attitude, teaching efficiency and risk-taking behaviour and teaching efficiency and teaching experience. But the relationship between teaching efficiency and anxiety was significantly negative. 2. Sex influenced significantly the teaching effectiveness, professional attitude, risk-taking behaviour and anxiety on the first two variables. Male teachers scored a significantly higher mean value, but on the last two variables, female teachers had higher mean values than their male counterparts. 3. Rural teachers were found more effective than urban teachers. 4. Science subject teachers showed significantly higher teaching efficiency than arts subjects teachers. 5. Multiple-correlation and regression analysis led to the conclusion that female teachers were not as effective as male teachers.
AWASTHI, V., Developing Training Strategy for Science Teaching by Using Concept Attainment Model, Ph.D. Edu., DAVV, Indore, 1988
The objectives of this study were (i) to study the effectiveness of two training strategies, namely, Continuous Demonstration with Pair Practice (CDP-Practice) and Intermittent Demonstration with Quadro Practice (IDQ-Practice) in terms of understanding of the theory of the Concept Attainment Model (CAM), (ii) to study the effectiveness of CDP-Practice and IDQ-Practice in terms of teaching competency as measured through the Teaching Analysis Guide (TAG), (iii) to study reactions and willingness to implement the model in schools by trainees undergoing training through the IDQ-Practice and the CDP- Practice treatments, (iv) to study the effectiveness of CDP-Practice and IDQ-Practice in terms of pupil reactions towards the CAM used in the study, (v) to study the effectiveness of CDP-Practice and IDQ- Practice in terms of pupil achievement in science concepts.
The sample consisted of 22 B.Ed. trainees and 162 IX
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grade pupils studying in schools situated in Indore city. The post- test parallel group design was employed. The data were collected with the help of the Theory Checkup developed by Bruce, Indore Theory Check-up, Teaching Analysis Guide, Reaction Scales, Willingness Scale and Achievement Test for science concepts. The data were analysed with the help of ANCOVA, Trend Analysis and t-test.
The findings were: 1. The two training strategies, viz., CDP- Practice and the IDQ-Practice, were equally effective as was evident through the understanding of the theory of the model. 2. The trainees trained through the IDQ-Practice strategy attained higher teaching competency scores than those trained through the CDP-Practice strategy. 3. The teaching competency scores of the trainees at school stage occasions were significantly higher than that at laboratory stage occasions. 4. There was a significant effect of interaction between training strategies and occasions upon development of teaching competency. 5. After practising, under simulated conditions, the trainees of the IDQ-Practice group exhibited more favourable reactions than those of the CDP-Practice group. 6. At the end of coaching in the school, both the groups of trainees had expressed equally favourable reactions towards the CAM. 7. Both the groups of trainees expressed a low level of willingness to implement the CAM in their schools. 8. The two training strategies, viz., CDP-Practice and IDP-Practice, were equally effective in terms of pupils' reactions. 9. The pupils taught by the trainees of the IDQPractice group achieved significantly higher scores than the pupils taught by the trainees of the CDP-Practice group.
AYISHABI, T.C., A Comparative Study of Certain Cognitive Abilities of Disadvantaged and Advantaged Students of Standard VIII, Dept. of Education, Calicut U., 1988 (SITU Council of Educational Research sponsored)
The major objective of the study was to find out whether there was a significant difference between the select cognitive abilities of disadvantaged and advantaged students at the beginning of a formal operational stage. The study also had the objective of finding out whether the basal variables used to distinguish the disadvantaged and the advantaged students had either a single or interaction effect on cognitive abilities.
The selected cognitive abilities included the abilities to deal with problems of Verbal Analogy, Verbal Classification, Proverbs, Verbal Reasoning, Verbal Comprehension and Interpretation, Numerical Reasoning, Formulation, Figure Analogy, Figure Classification, Figure Series, Figure Matrices, Figure Rotation, Figure Assemblying, and Block Counting, comprising verbal, numerical and spatial abilities.
The study was conducted on a state-wide sample of 860 standard VIII students of Kerala selected by the stratified random sampling technique, from which the required samples and sub-samples were identified. The strata were identified on the basis of sex-typing, locale, management, and efficiency level of the schools. The SC/ST students of large families with low SES, living in remote rural areas were identified as the disadvantaged students and the higher caste students of small families with high SES living in urban areas were treated as the advantaged students. Standardized tests were used to collect data regarding all the cognitive abilities. The tools used were the Kerala University Verbal Group Test of Intelligence, the Kerala University Test of Science Aptitude, the Kerala Nonverbal Group Test of Intelligence for secondary schools, the Kerala University Paper Form Board Test, and the Kerala Test of Spatial Ability (Block Counting). The analyses included a test of significance for difference in mean scores and two-way classification analysis of variance with a 2 X 3 or 3X3 factorial design.
The findings of the study were: 1. The disadvantaged students especially the girls, differed in their cognitive abilities of all kinds (verbal, numerical, and spatial) from their advantaged counterparts at the beginning of the formal operational stage. 2. Parental attitude towards girls education and the incidence of domestic work by the children did not affect cognitive abilities. 3. SES had a consistent significant effect on cognitive abilities. 4. Family size, caste, locale, and sex did not affect cognitive abilities to a considerable extent. 5. SES did not have considerable interaction effect with family size, caste, locale, and sex on cognitive abilities.
BAVEJA, B., An Experimental Study of Information Processing Models of Teaching in Schools- of India, Ph.D. Edu., Del. U., 1988
The objectives of the study were (i) to develop a teaching programme in a specified content area in biology based on information processing models of teaching designed to teach concepts inductively, viz., concept at-
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tainment and inductive thinking models, (ii) to compare teaching programme based on the two information processing models with the traditional teaching programme in biology with respect to concept attainment, (iii) to study the effect of the teaching programme based on the two models of teaching, on retention, (iv) to identify the thinking strategies used by learners while they engaged in the process of concept attainment, (v) to identify the most effective thinking strategy among the strategies used by the learners, (vi) to explore the possibility of teaching thinking and to determine the instructional conditions leading to the learning of effective thinking strategies, (vii) to analyse the concepts and generalizations formed during inductive thinking exercises, (viii) to determine the effect of a teaching programme based on models of teaching on the ability to form conceptual systems, (ix) to investigate the relationship between learning of effective thinking strategies and mental ability, and (x) to determine whether the teaching programme based on concept attainment and inductive thinking models of teaching improved critical observation, interest in biology and interest in classifying data observed outside the classroom.
A purposive sample consisting of 99 students of class IX of Motilal Nehru School of Sports, Rai, Haryana, was selected for the investigation. Matched pair design (wherein subjects were matched on scores of pretest) and quasi-experimental design were used. Different sections of class IX were assigned to two different research designs randomly. The control and the experimental groups were equated on the variables, age, previous scholastic achievement, pretest and general mental ability. After the treatment, all the groups were administered post-test and delayed post-test to measure concept attainment and retention respectively. An interview was conducted to appraise interest in biology, critical observation, and interest in classifying data observed outside the classroom. Data were analysed through the use of t-test and chi-square techniques. Content analysis was used to study thinking strategies and inductive mental processes.
The findings were: 1. The teaching programme in biology based on the information processing models of teaching, specifically designed to teach concepts, viz., concept attainment and inductive thinking, was more effective than the traditional programme for concept attainment and retention. 2. Experience with the teaching programme based on the two models of teaching resulted in improved ability to form conceptual systems. 3. Experience with the inductive thinking model developed mental abilities such as differentiation, comparison and contrasting, interpreting, inferring and extrapolating and generalizing. 4. Learners used different thinking strategies while attaining concepts. Different thinking strategies differed in terms of success in concept attainment. 5. Focusing was the most effective thinking strategy. 6. Learners of different mental ability levels changed their thinking strategies till they discovered the most effective thinking strategy. 7. Certain learning experiences led to the learning of effective thinking strategies.Instructions played an important role in teaching thinking. Thus, thinking could be taught using specific teaching strategies to learners of different mental abilities. 8. Teaching programmes based on concept attainment and inductive thinking models of teaching made learners critical observers and interested in biology and classifying data observed outside the classroom.
BHADURIA, A., The Perceptions of Academic and Professional Streams' Teachers about the Creative Personality, Ph.D. Edu., Agra U., 1987
The objectives of the study were (i) to make a comparative study of the perceptions of university teachers of academic and professional streams about the characteristics of a creative personality on the basis of their research orientation and teaching experience, (ii) to make a comparative study of the perception of university teachers of the academic stream of arts, commerce, agriculture and science faculties about the characteristics of creative personality, (iii) to find out the extent of agreement between ranks given to characteristics of the creative personality by various groups of university teachers and those of experts on creative personality, (iv) to make a comparative study of the perceptions of university teachers of professional streams of medicine, law, engineering and education (teacher training) faculties about the characteristics of creative personality, and (v) to find out, the extent of agreement between ranks given to characteristics of the creative personality by the various groups of university teachers of professional streams of medicine, law, engineering and education (teacher training) faculties and those of experts on creative personality.
Ranks of the items on the basis of their achieved values and coefficients of correlation, by rank difference method were computed by the investigator for scientific
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analysis of the data. The stratified random sampling technique was used to select the sample of 600 university teachers (300 from the academic. stream and 300 from the professional stream). Seventy-five teachers from each of the eight faculties (arts, commerce, agriculture, science and medicine, law, engineering, education) of these two streams were included in the sample. The sample was further divided into groups on the basis of research orientation and teaching experience of the university teachers of the both streams. The Ideal Student Checklist along with rankings of the experts on creative personality developed by Torrence (1975) was used to collect the data.
The following conclusions were drawn: 1. University teachers of academic and professional streams who were research oriented and not research oriented perceived the characteristics of creative personality in the same fashion. Research orientation did not affect their perceptions. 2. University teachers of academic and professional streams having teaching experience up to five years and of more than five years perceived the characteristics of creative personality almost identically. Teaching experience did not affect their perceptions. 3. The perceptions of characteristics of the creative personality of university teachers of academic streams of arts, commerce, agriculture and science faculties were different from those of experts on creative personality. 4. University teachers of the academic streams of arts, commerce, agriculture and science faculties perceived the characteristics of creative personality similarly. 5. The perceptions of characteristics of the creative personality of university teachers of professional streams of medicine, law, engineering and education faculties were different from those of experts on creative personality. 6. University teachers of professional streams of medicine, law, engineering and education faculties perceived the characteristics of creative personality similarly.
BHASKARAN, P.V., Finances, Costs and Return of University Education in Kerala: A Study of Calicut University, Ph.D. Eco., Calicut U., 1988
The objectives of the study were (i) to examine the financial resources position of the Calicut University, (ii) to analyse the growth and changing pattern of expenditure, (iii) to estimate the unit cost of university education at the postgraduate (M.A./M.Com./M.Sc.) and Ph.D. (arts, humanities, and science) levels, (iv) to compute the rate of return (private as well as social) on investment in university education at the postgraduate and Ph.D. levels.
The study covered a period of 17 years (1968-85). It was mainly concerned with two aspects of university education, viz., (a) the finances (sources and growth of revenue and pattern and trends in expenditure), and (b) cost and return. The first part of the study was based on time-series data on receipts and expenditure drawn from the records of the university; the cross-section data collected through a sample survey formed the basis of the second part of the study. The sources of data for the first part included annual reports, annual accounts, financial estimates, audit reports and other published and unpublished records of the university. For the second part of the study, a sample of 493 students and research scholars who underwent the M.A./M.Sc./M.Com. and Ph.D. courses (during 1985-86) in arts/humanities/ social sciences was selected. Along with this a sample of 1411 persons who had obtained their bachelor, postgraduate and Ph.D. degree from the Calicut University and were employed in various professions in different organizations during the year 1986 was selected. The sample subjects were administered a questionnaire to find out the different costs incurred, annual earnings, earning for unemployment factor, etc. The data so collected were analysed to estimate per student private unit cost and social cost, age-earning profiles, etc.
The findings of the study were: 1. The grants from the state government occupied a predominant place in the revenue resources of the university. The other sources were grants from the UGC and receipts from internal resources (general administration, examination, tuition fees, etc.). 2. Whereas the internal revenue showed a steady growth, receipts from external sources exhibited wide fluctuations. This situation created a kind of uncertainty in the financial position of the university. 3. Receipts increased at a compound growth rate of 15.99 per cent, while the growth rate of expenditure was 17.18 per cent over the 17 years covered by the study. 4. Plan grants to the university were determined by the state government or the UGC without any fixed criteria. This practice affected the development of the university. 5. The amount of non-plan grants was decided by the state government by fixing it approximately five per cent above the actual expenditure during the penultimate financial year. 6. For taking an M.A./M.Com. degree and M.Sc. degree from the university departments the total cost incurred by the student or his parents came to be Rs 10,392.71 and Rs. 10,500.60 respectively. The cost for
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the government (including the university) to produce these postgraduates amounted to Rs 12,814.15 in case of arts and humanities and Rs.40,045.43 in case of sciences. 7. The average institutional cost per researcher in the faculty of science was 3.37 times higher than that in the faculty of arts and humanities. The average total social cost (public as well as private) per research scholar in sciences was twice that of arts and humanities. 8. Those with M.Sc. qualifications engaged in non-teaching professions enjoyed the highest private rate of return and those who took the Ph.D. degree in arts an humanities were destined to get the lowest private rate of return. 9. Both in the faculty of arts and humanities and the faculty of science, it was the A. D. degree holder who got the least social rate of return.
DESAI, P.V., An Assessment of Information and Reporting System with reference to Elementary Education Programme in Maharashtra State, S.P. Jain Institute of Management and Research, 1985 (Ministry of Education, Government of India financed)
The main aim of the study was to contribute towards efficient management of the Elementary Education Programme (EEP) at a state level. The specific objectives of the study were, (i) to assist the Department of Education, Maharashtra, in further improving the efficiency of its information and reporting system with reference to EEP, (ii) to highlight the strengths and weaknesses of the information and reporting system (IRS) so that other states could benefit from the experiences of Maharashtra, (iii) to establish the significance of an efficient information and reporting system for the Ministry of HRD, Department of Education, at the centre and in the states as a tool for better management of all educational programmes in the country, and (iv) to identify and highlight important issues in IRS in educationally advanced and backward districts and make a comparative analysis from the managerial viewpoint.