PANDIT, N.L., The Construction and Standardisation of Aptitude Test of Science for Pupils Studying in Std. IX of Secondary Schools of Saurashtra, Ph.D. Edu., Bhavnagar U., 1985

The objectives were (i) to, construct an aptitude test of science (SAT) for pupils of Std. IX of secondary schools of Saurashtra, (ii) to prepare norms for the test, and (iii) to determine validity and reliability of the test.

The test, consisted of five sub-tests, (i) Science Knowledge Test, (ii) Mathematical Ability Test, (iii) Mechanical Aptitude Test, (iv) Reasoning Test, (v) Space Relation Test.

The sample of 4305 pupils was chosen from 85,263 pupils of the six districts of Saurashtra. A reliability coefficient was worked out by different methods and formulas. Validity coefficients were worked out by correlating the scores on Science Aptitude with that of (i) the Bhavsar Numerical Ability Test, (ii) Trivedi's Test of Mechanical Comprehension, and (iii) Banker's Test of Non-verbal Work.

The analysis revealed: 1. Boys had more aptitude for science than girls. 2. Pupils of urban and rural areas did not differ in aptitude for science.

REYA, H.Z., The Construction and Standardisation of Silent Reading Test in Hindi for pupils of IX Standard of Secondary Schools of Saurashtra, Ph.D. Edu., Bhavnagar U., 1984

The objectives were (i) to construct and standardize a Silent Reading Test in Hindi for Gujarati-speaking pupils of standard IX, (ii) to study the role of silent reading in Hindi of pupils of the IX standard with reference to sex, (iii) to study the rate and comprehension in silent reading in Hindi of IX graders with reference to rural and urban area, (iv) to study the relationship between the rate and comprehension of silent reading in Hindi of IX graders, (v) to prepare various types of norms for the test.

The sample consisted of 5544 pupils, out of which boys were 3680 and 1864 were girls. The total sample of the urban area was 3546, out of which 2228 were boys and 1452 were girls. The total sample of the rural area was 2020, out of which 1452 were boys and 568 were girls. The test measured reading rate, reading comprehension, vocabulary and location of information.

Reliability coefficients were worked out by different methods. For concurrent valdity, the test scores were correlated with the scores at the annual examination on Hindi subjects of Std. VIII and with scores of six-monthly examinations in Hindi of Std. IX

Factorial analysis was done by Thurstone's centroid method. The girls read faster than the boys. Pupils of

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rural and urban areas did not differ in their reading rate. Urban and rural boys did not differ in reading rate. Urban and rural girls did not differ in reading rate. Reading rate and reading comprehension were positively related. Boys and girls did not differ in reading comprehension in Hindi. Pupils of urban areas comprehended better than those of rural areas. Boys and girls of urban, area did not differ in reading comprehension in Hindi. Rural boys had better silent reading comprehension in Hindi than rural girls.

SAXENA, A.B., JADHAO, V.G., RAJPUT, S., RAJPUT, J.S., A Research Study for Identification of Teaching Skills and Training Strategies for Implementing Environmental Approach at Primary Level, Regional College of Education, Bhopal, 1985

The study was taken up with the following objectives (i) to produce integrated material for, Environmental Studies I (Social Studies) and Environmental Studies II (Sciences) for classes III to V, (ii) to develop a strategy for teaching Environmental Studies I and II in classes Ill to V through an environmental approach, (iii) to test the relative efficacy of the developed strategies in relation to the methods being used at present for the realization of the objectives of primary education, (iv) to identify teaching skills for teaching through the environmental approach, (v) to develop a strategy for teacher education in identified skills, (vi) to develop a strategy for orientation of teacher educators in the teaching of environmental studies.

A curriculum based on the environmental approach was developed for Environmental Studies I and II. To provide teachers with a more knowledge through theoretical understanding of the approach, instructional material on this approach was also prepared.

As a result of using the environmental approach in the curriculum for science and social studies, its effect on, (i) environmental awareness, (ii) achievement scores in traditional examinations in science and social studies was tested. For testing of environmental awareness, two parallel tests in environmental approach were developed and standardized. The environmental approach was used in ten different schools comprising a total of 293 children. In some cases, control groups were also formed. To find out the effect of the treatment, t-test was used in nine pairs of control and experimental groups and F-ratio in the remaining five pairs. Out of 14 cases, nine pairs showed no significant difference in environmental awareness as a result of treatment and five developed a significant difference at 5 per cent level. As a result of treatment, there was a significant change in achievement scores in science and social studies in some cases and no change in others. The significant differences obtained in achievement scores do not follow any uniform pattern and hence the results are inconclusive.

Mainly, the results could be attributed to the following reasons : 1. The environmental approach does not make a significant difference in awareness when used for a short duration. 2. In the absence of formal training of teachers in using the environmental approach, the effect of using this approach by the teachers is not significant. The existence of separate desciplines-science, social studies, etc., is also an impediment in using the approach.

SHANKER, V., A Study of Teacher Responsibility and its Relationship with School Climate and Job-Satisfaction of Teachers at the Secondary School Level in Moradabad District, Ph.D. Edu., Rohilkhand U., 1987

The main objectives of the study were (i) to find out the degree of responsibility among secondary school teachers, (ii) to, study the relationship between teachers' responsibility and school climate, (iii) to know the relationship between the variables, teacher responsibility and job-satisfaction, in the case of secondary school teachers, and (iv) to identify the types of climate prevailing in different secondary schools in Moradabad district.

Out of 900 teachers in the population, 748 were selected randomly. To collect the data, the Responsibility Feeling Scales, Teacher's Job-Satisfaction Scale (JSS) and Organizational Climate Descriptive Quetionnaire were administered to the sample subjects. Coefficient of correlation, mean, S.D. and t-test were used to analyse the data.

The main conclusions drawn were: 1. Female teachers of different school climate institutions, excepting autonomous climate, were found more responsible towards their profession than their male counterparts. 2. Science teachers scored a significantly higher mean value on responsibility scale than teachers of the arts stream. 3. Urban teachers, belonging to different climate groups, other than controlled, paternal or closed climate, were identified as more responsible than their

1626 APPENDIX

rural counterparts. 4. On the job-satisfaction scale, excepting on `Responsibility feeling teachers', teachers of the arts stream scored significantly higher marks than teachers of the science stream. 5. Comparing urban and rural teachers, urban teachers were found to express more satisfaction on all the dimensions of JSS excepting responsibility not feeling teachers', than rural teachers. 6. With regard to rural schools, it was observed that high `esprit', `intimacy', `central' and `psychological hindrance' dimension of the Organisational Climate Descriptive Questionnaire had significantly enhanced the sense of responsibility feeling among the teachers of these school. 7. In the case of urban schools, the teachers felt a high sense of responsibility in the schools which had high esprit, high intimacy, high 'humanized thrust' and `low disengagement' dimensions of organizational climate. 8. Teachers' responsibility towards their profession was not related with `alienation' and `Production-emphasis' dimensions of organisational climate. 9. Both male and female teachers working in `autonomous' and 'controlled' school climate were found more responsible and highly satisfied. 10. Teachers of the science stream belonging to 'open', 'autonomous', 'controlled' and 'familiar climate were found significantly more satisfied and more responsible than the teachers of the same faculty of paternal and closed climate schools. 11. Teachers of the arts stream of familiar, controlled and paternal climate had scored significantly higher mean values on both responsibility feeling and job-satisfaction scales than their counterparts of the remaining three climates (open, autonomous and closed). 12. As compared to rural teachers, urban teachers were found more satisfied with their job. 13. The relationship between teachers' job-satisfication and organisational climate was found to be significantly high in rural schools in case 'esprit', 'intimacy', 'controls', and 'humanized thrust' dimensions of the Organisational Climate Scale. 14. Almost similar findings were obtained between teachers' job-satisfaction and school climate for urban locality schools, except for the dimension 'controls' of the Organisational Climate. 15. Teachers' job- satisfaction did not show any significant relationship with the dimensions 'Psychophysical Hindrance' and `Production Emphasis' of the organizational climate scale.

SHARMA, P.C., Developing a Course in Physics for Higher Secondary Schools, Ph.D. Edu., Mee. U., 1977

The study was conducted with the main objective of preparing a New Course in Physics for Higher Secondary Students. In addition, other objectives achieved during the study were, (i) the development of a curriculum model based on the systems approach, (ii) an analysis of the PSSC, Nuffield and Central Board of Secondary Education Physics courses, (iii) an exploration of the `Structure of Physics', keeping in view the latest developments, (iv) definition of the 'mode of enquiry' which maintains the self-generative nature of disciplines, and (v) an exploration of the structure of cognitive behaviours in reference to physics instruction.

The sample consisted of 2400 freshers in class IX taken from 97 randomly selected higher secondary schools of Delhi, 109 physics teachers teaching higher secondary classes, and 21 college/university physics teachers. Three questionnaires, one opinionnaire and four scholastic achievement tests in physics were the tools employed by the investigator at various stages of the research work. A `specification grid' was used for analysing the content of the physics courses.

The final and the most important outcome of the research was the evolution of a `new course in physics' which included, (a) desired terminal cognitive behaviours in physics instruction, (b) appropriate content, and (c) instructional material and aids. However, there were a few more equally important findings of pedagogical interest. These findings were: 1. For depth exploration within a restricted domain of curriculum, finer details of the curriculum-model. need to be worked out; for this purpose the systems approach to curriculum construction is the most suitable one. 2. Factor analysis of students' mental abilities does not support the hierarchical order suggested in the taxonomy of educational objectives. 3. There exists only a hazy picture of the structure of physics. The proposed structure of 'static and dynamic matter' can provide a better instructional framework. 4. The physics course prescribed for higher secondary students by the CBSE concentrates more on the 'knowledge' aspect of instructional objectives; it is more occupied with the coverage of topics; and the laboratory exercises are meant exclusively for verifying the physical laws or for finding the values of some physical quantities. 5. The PSSC and Nuffield physics courses lay emphasis on the nature, structure, and unity of science; they are more concerned with training of the students in the process of inquiry of science; they prefer depth to breadth of content, and their laboratory exercises are designed to persuade the students to conduct investigations on their own.

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SINGH, M.R. (ed.) UNESCO-APEID Sponsored Joint Innovative Project on Raising the Achievement Level of Children in Primary Education in India, Tamil Nadu Council of Educational Research and Training (SCERT), Madras, 1987

This project was undertaken in India during 1984-86 along with eight other countries of the Asia-Pacific Region (Thailand, Malaysia, Indonesia, the Philippines, Republic of Korea, Sri Lanka, Japan and China). The project aimed at raising the achievement level of children of primary schools through, (i) increasing the competence of teachers by conducting orientation programmes; (ii) orienting administrators and supervisors; (iii) sensitizing parents towards ef- fective involvement in school affairs and concerns; (iv) improving learning competence of children through better teaching strategies; and (v) measuring the achievement of children through tests and other evaluation instruments.

In all, 2733 fifth grade children, drawn from 61 primary schools of three states, Tamil Nadu, Maharashtra and Delhi, constituted the effective sample. Base-line data for each of these states was collected in respect of each variable. Achievement of children was sought to be raised in scholastic areas (language, mathematics, environmental studies/ science) and in the non-scholastic aspect, that is, character development (cleanliness, sense of discipline, respect, dignity of labour, love of nature and patriotism). Multidirectional treatment consisted of orienting the teachers (content diagnosis, instructional materials and aids), sensitizing the parents through newspapers and video tapes and orientation of project staff through inter-state/country visits. The evaluation tools applied were question papers and a five-point rating scales.

Prepost test analysis indicated gains in all the components of character development. Teachers' lifestyle was marked by activity, spoken language, problem solving ability in mathematics and application of an enquiry approach in science teachers' behaviour improved in respect of their capacity for evaluation, peer teaching and sticking to project schedule. The inspectorate staff was influenced in initiative, coordination, and supervision competencies. As for parents and the community, their indifference declined and cooperation with the school increased which began to make its contribution towards raising the achievement level of children.

SINGH, SATYANARAYAN, Longitudinal Study of Wastage and Stagnation in a Government Primary School, DSERT, Karnataka, 1983

The objective was to locate the factors, other than those already located, through researches like economic conditions of parents, illiteracy of parents, loss of parent or parents, desertion of either parent, broken homes, unattractive, lifeless curriculum, school atmosphere, etc., responsible for wastage and stagnation.

One Government Primary School which had inadequate accommodation, overcrowded classes, understaffing, lack of community participation in solving academic problems, children from poorer section of the community, illiterate and semiliterate parents, was selected as a sample for the study.

The tools used were admission forms with bio-data of the children, attendance and progress performance charts, and participation identity cards. Teachers were oriented in the maintenance of personal records of the children and told how each factor of the record has a bearing on knowing the child intimately and providing guidance in times of need. Programmes for the academic year were drawn up giving wide scope for extracurricular activities like group games, dramatics, singing, monoacting, etc. Participation of the child in the activities was made compulsory. Participation cards were issued to the children to see that the child actively participated in one or other activity. Group photographs for individual classes were arranged. Supply of free lunch during lunch break was arranged with the cooperation of the local community leaders. Supply of free uniforms from the public was also arranged. The study continued for a period of six years.

The major findings were: 1. The stagnation in standard I to IV gradually reduced, while in standards V to VII it gradually increased. 2. The percentage of retention was more in the case of children hailing from backward class communities (which included all those ex- cept Brahmins, SC and ST children). 3. The percentage calculated to actual strength of that particular community in case of SCs and STs seemed high, but when calculated with respect to the total strength of the class the percentage became negligible, while in the case of back- ward class children, the percentage remained constant. 4. The fluctuations also showed that the attention these children received, both at home, and at school, was very meagre which in no way helped them to compete with the better-offs in their class. 5. The percentage of dropouts was greater in the case of BCs because their per-

1628 APPENDIX

centage remained constant when calculated with respect to the total strength of the class, while the percentage of SCs and STs altered widely, even going to the point of insignificance. 6. The percentage of dropouts decreased gradually as they climbed up the ladder and they realized their self importance. Besides, these children, from standard V onwards, invariably got the premetric scholarship, in spite of their repeated retention in the same class. They continued to attend to school. This was not so in the case of BC children. This factor compelled parents to withhold a child from attending school. 7. The fluctuation in the rate of dropout showed that no proper care was being taken by the school authorities to take necessary steps to persuade parents to continue to send their wards to school until the child completed at least the basic schooling term of four years.

VARGHESE, N.V., Education and Labour Market: A Survey of Indian Evidence, NIEPA, 1986 (IIEP sponsored)

The objectives of the study were (i) to provide an empirical picture of employment and unemployment of the educated in India, (ii) to highlight the salient features of the conclusions arrived at by the studies on the theme of employment and unemployment of the educated in India.

The study followed the document survey method to collect and synthesise the evidence on the theme of employment/unemployment of the educated labour market. The sources of data were, (i) journals which published articles in the area of education and labour market, (ii) discussion with the personnel involved in research in the related areas, (iii) documents carrying information on the theme, (iv) national and state-level surveys having information about the question of employment and unemployment of the educated, (v) census surveys and National Sample Surveys, (vi) reports of and live registers of the Directorate General of Employment and Training.

The findings of the study were: 1. There was a structural shift in employment (between 1971 and 1981) from primary to secondary and then to the tertiary sector of employment. This shift was more pronounced in the case of males, especially in urban areas. 2. The pattern of employment between males and females showed that the share of females in relation to males was substantial in professional and technical categories, with overcrowding of females in professions like teaching and nursing. 3. The urban labour force improved their educational level over the period under consideration (1971-81). The increase was sharp in the case of workers with education levels of matric and above. It was still higher in the case of workers with graduate level education. 4. Between the two census periods (1971 and 1981), the educational level of the work force had improved. A relatively higher proportion of the lower level educated persons was in the primary sector followed by the secondary and tertiary sectors. With the primary sector, livestock, foresters, etc. showed a relatively higher proposition of educated persons. Within the secondary sector, it was non-household industry that had a higher proportion of educated labour force. In the tertiary sector, it was the service sector which employed a large number of educated persons. 5. Between the sectors (public and private), the public sector witnessed a higher growth rate and improved its share in total em- ployment. Public sector employment was service-sector-centred while the private sector was manufacturing-sector centred. 6. The rate of educated unemployment in. the rural areas was higher than in the urban areas. Further, the incidence of unemployment was greater among rural females. 7. Up to the fifties, the problem of unemployment was centred on matriculates. Graduates and undergraduates joined the pool of unemployed in large number in the sixties. 8. At graduate level, the problem of unemployment was faced more by arts graduates, followed by science and commerce graduates. 9. A substantial proportion of the unemployed was third divisioners. 10. In all these years, the percentage of graduate unemployed women was more than that of men and the former were not even seeking jobs. 11. Most of the unemployed matriculates and undergraduates aspired for clerical jobs. Graduates and postgraduates in general education aspired for teaching and administrative jobs. Graduates in professional and technical faculties preferred professional jobs. 12. Within the same level of education, the waiting period for employment was longer among general- education graduates than among professional and technical graduates. This waiting period was lower in the case of persons with first division in comparison With others. 13. Graduates in professional courses earned more than postgraduates from the general streams. 14. Job mobility was higher in the case of graduates employed in metropolitan cities. 15. Among the educated, job mobility was very low in the case of arts, science and commerce graduates and was very high in the case of professional and technical graduates.'