Analysis and Interpretation of Data 85 Chapter IV ANALYSIS AND INTERPRETATION OF DATA The tabulated data has no meaning unless it is analyzed and interpreted by some sophisticated statistical technique so as to arrive at significant conclusions. How much valid, reliable and endurable the data may be, these do not serve any worthwhile purpose unless these are carefully edited, systematically classified and tabulated, scientifically analyzed, intellectually interpreted and rationally concluded. The term analysis refers to the computation of certain measures along with searching for the pattern of relationship that exists among various variables. Koul (2009) is of the view that analysis of qualitative or quantitative data means studying the organized material in order to discover the inherent facts. These data are studied from as many angles as possible, either to explore the new facts or to reinterpret already known existing facts (pp. 277-296). The purpose of analyzing the data is to bring out information useful for decision making. Analysis involves working with data, organizing them, breaking them in to manageable units, synthesizing them, searching for the pattern and discovering what is important. According to Kothari (2007), interpretation refers to the task of drawing inferences from the collected facts after an analytical and/or experimental study. In fact, it is a search for broader meaning of research findings. The task of interpretation has two major aspects viz. i) the effort to establish continuity in research through linking the results of a given study with those of another, and ii) the establishment of some explanatory concepts. In the words of Emory (1976) “in one sense, interpretation is concerned with relationships within the collected data, partially overlapping analysis. Interpretation also extends beyond the data of study to include the results of other research, theory and hypotheses”. Thus, interpretation is the device through which the factors that seem to explain what has been observed by researcher in the course of study can be better understood and it also provides a theoretical conception which can serve as a guide for further researches. Therefore, analysis and interpretation of data collected for the study is important to draw out significant conclusions.
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Analysis and Interpretation of Data
85
Chapter IV
ANALYSIS AND INTERPRETATION OF DATA
The tabulated data has no meaning unless it is analyzed and interpreted by some
sophisticated statistical technique so as to arrive at significant conclusions. How much valid,
reliable and endurable the data may be, these do not serve any worthwhile purpose unless
these are carefully edited, systematically classified and tabulated, scientifically analyzed,
intellectually interpreted and rationally concluded.
The term analysis refers to the computation of certain measures along with searching
for the pattern of relationship that exists among various variables.
Koul (2009) is of the view that analysis of qualitative or quantitative data means
studying the organized material in order to discover the inherent facts. These data are
studied from as many angles as possible, either to explore the new facts or to reinterpret
already known existing facts (pp. 277-296).
The purpose of analyzing the data is to bring out information useful for decision
making. Analysis involves working with data, organizing them, breaking them in to
manageable units, synthesizing them, searching for the pattern and discovering what is
important.
According to Kothari (2007), interpretation refers to the task of drawing inferences
from the collected facts after an analytical and/or experimental study. In fact, it is a search
for broader meaning of research findings. The task of interpretation has two major aspects
viz. i) the effort to establish continuity in research through linking the results of a given
study with those of another, and ii) the establishment of some explanatory concepts.
In the words of Emory (1976) “in one sense, interpretation is concerned with
relationships within the collected data, partially overlapping analysis. Interpretation also
extends beyond the data of study to include the results of other research, theory and
hypotheses”.
Thus, interpretation is the device through which the factors that seem to explain what
has been observed by researcher in the course of study can be better understood and it also
provides a theoretical conception which can serve as a guide for further researches.
Therefore, analysis and interpretation of data collected for the study is important to
draw out significant conclusions.
Analysis and Interpretation of Data
86
The present chapter is devoted to the detailed discussion about the analysis and
interpretation of the data.
4.1 STATISTICAL TECHNIQUES USED
For analyzing the tabulated data collected through Secondary Teacher Education
Curriculum Assessment (STECA) Rubrics, Mean, Range, Standard Deviation, frequency
counts and percentages were used.
In case of Content Analysis (CA) Questionnaires the tabulated data were analyzed by
making use of statistical technique of ranking. The data were collected using five point
scale. However, for the purpose of analysis, the first two scale points viz. ‘Most Relevant’
and ‘Relevant’ have been taken together as ‘Relevant’. The last two scale points viz. ‘Most
Irrelevant’ and ‘Irrelevant’ were clubbed together as ‘Irrelevant’. Thus the five point scale
was changed to three point scale as ‘Relevant’ (R), ‘Undecided’ (UD) and ‘Irrelevant’ (I).
Finally, in statements comprising of modified three point scale viz. ‘Relevant’,
‘Undecided’, ‘Irrelevant’ and rating scale from 1 to 10, total score for each topic and/or sub-
topic was counted and the ranks were assigned to each topic and/or sub-topic on the basis of
total score obtained. Following this procedure ‘1st rank’ was assigned for the highest score,
‘2nd rank’ for next highest score and so on. For few open ended items the tabulated data
were also analyzed in terms of frequencies and percentages.
In case of Curriculum Transaction (CT) questionnaire, and the Questionnaires on the
availability and utilization of the Resource Centers the tabulated data were analyzed by
using frequencies and percentages. In addition to this, the technique of Rank Order was used
in case of items comprising of rating scales 1 to 13 and 1 to 5. The total score for each sub-
item was counted and the ranks were assigned to each sub-item on the basis of total score
obtained. Following this procedure ‘1st rank’ was assigned for the highest score, ‘2nd rank’
for next highest score and so on.
For analyzing the observation data gathered by making use of Flanders’ Interaction
Analysis Technique, the procedure given by Flanders was followed.
Analysis and Interpretation of Data
87
4.2 CONTENT ANALYSIS OF CURRICULUM/COURSE-FRAMEWORK OF
SECONDARY TEACHERS’ PRE-SERVICE TRAINING PROGRAMME IN
HIMACHAL PRADESH
Content analysis of curriculum/course-framework, prescribed and presently
operational for secondary teachers’ pre-service training programme in Himachal Pradesh has
been discussed as under:
4.2.1 CONTENT ANALYSIS USING STECA RUBRICS
The STECA rubrics were completed by the subject experts as they review the
curriculum/course-framework for secondary teachers’ pre-service training programme.
Ratings applied to the rubrics were assigned on the basis of subject experts’ judgment of the
congruence of the curriculum with the descriptions of criteria provided in the rubrics. The
description of ratings assigned by the subject experts is given below:
A. Specific Ratings
After reviewing the curriculum as a whole the subject experts assigned scores to each
of the ten substantive criteria, already discussed in the previous chapter, reflecting how well
the STECA criteria were met. These substantive criteria were assessed using 0 to 4 scale.
The lowest rating of ‘0’ indicates no alignment with the criterion. A score of ‘1’ suggests
curriculum is found to be deficient (weak) on the criterion, while a ‘2’ indicates that the
curriculum is adequate at the criterion, a score of ‘3’ means curriculum is good on the
criterion, and, finally, a score of ‘4’ indicates curriculum is excellent on the criterion.
Table – 4.1 displays the mean, range and standard deviation of the STECA Rubrics’
sustentative criteria scored across the curriculum by the subject experts.
Table – 4.1 Mean, Range, and Standard Deviation for the Curriculum across
Substantive Criteria of STECA Rubrics (N=22) Sl. No. STECA Criteria Mean Range Standard Deviation
1 Course Objectives 2.04 1-3 0.65 2 Course Contents 1.81 1-3 0.66 3 Instructional Strategies 0.45 0-1 0.51 4 Critical Thinking and Problem Solving 1.86 0-3 0.83 5 Interdisciplinary Approach 2.59 1-4 0.90 6 Assessment and Evaluation 2.04 1-4 1.00 7 Personal and Professional Qualities 2.45 1-4 0.96 8 Community Experiences 1.45 0-3 0.91 9 Practical Work 2.00 1-3 0.76 10 Duration of the Course 0.86 0-1 0.35
Analysis and Interpretation of Data
88
From Table – 4.1, it can be seen that the best represented criteria in the curriculum,
that make up this content analysis is ‘Interdisciplinary Approach’, with a mean rating score
of 2.59. Among all the ten criteria, this was the top rated criterion with ‘Personal and
Professional Qualities’ falling just a bit lower at 2.45. Though there was a slight more
variance on ‘Interdisciplinary Approach’ and ‘Personal and Professional Qualities’ with a
range of scores from 1-4 and standard deviations 0.90 and 0.96 respectively, but here the
curriculum appeared to be most effective and meaningful.
‘Course Objectives’ and ‘Assessment and Evaluation’ were the third most rated
criterion with a mean rating score of 2.04. The criterion of ‘Course Objectives’ was
consistently scored from 1 to 3, with a standard deviation of 0.65.
The ‘Assessment and Evaluation’ was the most inconsistently scored criteria from 1
to 4, with a widest variance and standard deviation of 1.00.
‘Practical Work’ was the next top rated criterion with a mean rating score of 2.00,
range of scores from 1 to 3 and standard deviation 0.76.
‘Critical Thinking and Problem Solving’ and ‘Course Contents’ were nearly as
strong as ‘Practical Work’ with a mean rating scores of 1.86 and 1.81 and with standard
deviations of 0.83 and 0.66, respectively.
‘Community Experiences’ received a mean rating score of 1.45 with a standard
deviation of 0.91 which was quite high.
‘Duration of the Course’ was the second weakest rated criterion with a mean rating
score of 0.86, whereas ‘Instructional Strategies’ was the weakest rated criterion with a mean
rating of 0.45. It is significant to note that the two criteria viz. ‘Duration of the Course’ and
‘Instructional Strategies’ were the most consistently scored criteria, among all the ten
criteria, with standard deviations of 0.35 and 0.51, respectively and none of the two criteria
scored over 1.
B. Holistic Ratings
These ratings are also based on the subject experts’ judgment of the congruence of
the curriculum with the four fundamental characteristics of an excellent curriculum:
As with the substantive criteria, the fundamental characteristics are also assessed
using a 0 to 4 scale. The lowest rating of ‘0’ indicates no alignment with the rubrics
characteristic. A score of ‘1’ suggests the curriculum is found to be deficient on the
Analysis and Interpretation of Data
89
characteristic. A score of ‘2’ indicates that the curriculum is adequate at addressing the
characteristic. A score of ‘3’ means the curriculum is good at meeting the characteristic.
And finally, a score of ‘4’ indicates the curriculum is excellent at presenting the
characteristic.
Table – 4.2 displays how the curriculum is scored on the fundamental characteristics
of an “excellent curriculum”.
Table – 4.2 Mean, Range, and Standard Deviation for the Curriculum across Fundamental
Characteristics of STECA Holistic Ratings (N=22) Sl. No. Characteristics Mean Range Standard
Deviation 1 Standards of Teaching and Practices 1.41 1-3 0.59 2 Real World Curriculum 1.55 0-3 0.67 3 Work Place Competencies 1.59 1-3 0.67 4 Access to In-depth Understanding 1.68 1-3 0.65
From Table – 4.2, it can be observed that among the four fundamental characteristics
of an excellent curriculum the top rated characteristics was ‘Access to In-depth
Understanding’ with a mean rating score of 1.68 followed by ‘Work Place Competencies’,
‘Real World Curriculum’ and ‘Standards of Teaching and Practices’ with mean rating scores
of 1.59, 1.55 and 1.41 respectively. It is significant to note that all the characteristics were
scored consistently within the range of scores from 1 to 3, with the exception of ‘Real World
Curriculum’, where some of the experts have also assigned a score of ‘0’ to it. Further, it is
also significant to note that none of experts have assigned a score of excellent to any of these
characteristics.
C. STECA Overall Rating
Finally, the STECA Rubrics afforded subject experts a chance to assign an overall
rating for the curriculum/course-framework under review. The overall rating characterizes
the experts’ overall assessment of the effectiveness of curriculum in helping prospective
teachers acquire the knowledge and skills needed to be successful in the teaching. This
rating was not an average of all the previous ratings, but the experts’ overall judgment of
quality and likely impact of the curriculum.
Analysis and Interpretation of Data
90
The frequencies and percentages of the responses of the subject experts on overall
ratings of curriculum are shown in Table – 4.3, whereas Table – 4.4 displays how the
curriculum is scored on overall ratings of STECA Rubrics.
Table – 4.3 Responses of the Subject Experts on Overall Ratings of the Curriculum
Overall rating Description of Rating F Percentage 0 No alignment with the criteria 0 ------ 1 Weak 5 22.7 2 Adequate 12 54.6 3 Good 5 22.7 4 Excellent 0 ------
N 22 100
Table – 4.4 Mean, Range, and Standard Deviation for Curriculum on
Overall Rating of STECA Rubrics STECA Overall Rating Criteria Mean Range Standard deviation Quality and Impact of Curriculum 2.00 1-3 0.69
Table – 4.3 clearly shows that 54.60 percent of the subject experts have rated
curriculum as adequate and the curriculum has been rated both weak and good by each of
the 22.70 percent subject experts. Further, the mean rating score for overall rating as shown
in Table – 4.4 is 2.00 with a range of scores from 1-3 and standard deviation of 0.69.
Above analysis reveals that more than half of the subject experts have rated the
curriculum as adequate.
4.2.2 CONTENT ANALYSIS USING CA QUESTIONNAIRES
Content analysis of various papers of curriculum/course-framework prescribed for
B.Ed. was done by seeking the opinions and perceptions of teacher educators. Their
responses regarding the relevance of topics and sub-topics prescribed in the various papers
in the curriculum/course-framework were tabulated. The ranks were assigned to each topic
and sub-topic on the basis of total scores obtained, as per the procedure described earlier.
The content analysis of the papers based upon rankings is discussed as under:
CA-1 Education in Emerging Indian Society (Paper-I)
The total scores and ranks assigned to the topics and sub-topics of Paper-I are
presented in Table – 4.5.
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91
Table – 4.5 Rankings on the basis of Total Scores of Teacher Educators (N=38) for Topics and
Sub-topics of paper entitled ‘Education in Emerging Indian Society’ Topic No.
Topic/Sub-topic R UD I Total Score
Rank Order
1 Education: Nature, meaning, objectives and agencies. 30 08 --- 106 1 2 Education in western context with specific reference to Rousseau,
Pestalozzi, Dewey and Russell; Their impact on educational thought and classroom practices in terms of progressive trends in education.
08 28 2 82 10
3 Indian thought and its contribution to educational practices. 12 23 3 85 8.5 4 Philosophy and education: significance of studying philosophy in
understanding educational practices and problems. 24 14 --- 100 2
5 Major Philosophical Systems – Their salient features and impact on education. 21 17 --- 97 3
5.1 Realism with reference to Aristotle and Jainism. 15 22 1 90 4 5.2 Naturalism with reference to Rousseau and Rabindra Nath Tagore. 17 21 --- 93 3 5.3 Idealism with reference to Plato, Socrates and Advaita Philosophy. 18 20 --- 94 2 5.4 Pragmatism with reference to Dewey ‘Instrumentalism &
Experimentalism’. 20 18 --- 96 1
6 Educational Thinkers and their contribution in developing principles of education: 15 17 06 85 8.5
6.1 M. K. Gandhi: Basic Tenets of Basic Education. 16 21 1 91 4 6.2 Gijju Bhai: The world of child. 17 21 --- 93 2.5 6.3 Swami Vivekananda: Man making education. 18 20 --- 94 1 6.4 Froebel: The play way method. 17 21 --- 93 2.5 6.5 Montessary: The didactic apparatus. 14 23 1 89 5 6.6 Parmahansa Yogananda: How to live education. 11 23 4 83 6 7 Knowledge about Indian constitution and its directive principles. 21 16 1 96 4 7.1 Various articles mentioned in the constitution related to education. 22 16 --- 98 1 7.2 Meaning of secularism, social goals, democracy and socialistic pattern
of society. 17 21 --- 93 2
8 Sociological basis of education: 15 20 3 88 7 8.1 Relationship b/w Individual to individual and individual to society in
terms of norms given by the existing social order. 15 20 3 88 5
8.2 Education as a tool of economic development. 17 19 2 91 3.5 8.3 Education as an agent of social change. 19 18 1 94 1 8.4 Education as a means of national welfare through immediate welfare of
society. 18 18 2 92 2
8.5 Education and Human resource development. 16 21 1 91 3.5 9 Meaning of National integration and Emotional integration and their
need. 19 19 --- 95 5
9.1 Role of teacher and educational institution in achieving National and Emotional integration through democratic interaction.
19 18 1 94 1
9.2 Explanation of Cultural heritage. 11 25 2 85 2 9.3 Contribution of different religions (Hinduism, Buddhism, Sikhism,
Islam, Christianity and Jainism) for the same cause and human upliftment. 11 23 4 83 3
9.4 Philosophy of celebration of Indian festivals. 11 22 5 82 4 10 Meaning of new social order. 15 22 1 90 6 10.1 Eradication of illiteracy. 20 18 --- 96 1 10.2 Objectives of NAEP. 15 21 2 89 4 10.3 Provisions made and channels started for educating socially, culturally
and economically deprived groups. 16 21 1 91 2
10.4 Means and measures taken for equality of educational opportunities in terms of Castes, tribes, Disabled, Gender and Minorities.
14 22 2 88 5
10.5 Achieving a learning society in terms of distance education. 14 24 --- 90 3
Analysis and Interpretation of Data
92
From Table – 4.5, it can be seen that on the basis of the rankings of the total scores
of teacher educators relating to relevance, undecided and irrelevance, the ranks for the
various topics are in the order of: ‘Education: Nature, meaning, objectives and agencies’;
‘Philosophy and Education: significance of studying philosophy in understanding
educational practices and problems’; ‘Major Philosophical Systems – Their salient features
and impact on education’; ‘Knowledge about Indian constitution and its directive
principles’; ‘Meaning of National integration and Emotional integration and their need’;
‘Meaning of new social order’; ‘Sociological basis of education’; ‘Educational Thinkers and
their contribution in developing principles of education’ and ‘Indian thought and its
contribution to educational practices’ and; ‘Education in western context with specific
reference to Rousseau, Pestalozzi, Dewey and Russell: Their impact on educational thought
and classroom practices in terms of progressive trends in education’.
From the above analysis, it may be inferred that the relevance of the topics of Paper-I
is in the order of: ‘Education: Nature, meaning, objectives and agencies’; ‘Philosophy and
Education: significance of studying philosophy in understanding educational practices and
problems’; ‘Major Philosophical Systems – Their salient features and impact on education’;
‘Knowledge about Indian constitution and its directive principles’; ‘Meaning of National
integration and Emotional integration and their need’; ‘Meaning of new social order’;
‘Sociological basis of education’; ‘Educational Thinkers and their contribution in
developing principles of education’ and ‘Indian thought and its contribution to educational
practices’ and; ‘Education in western context with specific reference to Rousseau,
Pestalozzi, Dewey and Russell: Their impact on educational thought and classroom practices
in terms of progressive trends in education’.
Table – 4.5 also shows the rankings of the sub-topics of the few main topics. In case
of main topic ‘Major Philosophical Systems – Their salient features and impact on
education’, the ranks for the various sub-topics are in the order of: ‘Pragmatism with
reference to Dewey Instrumentalism & Experimentalism’; ‘Idealism with reference to Plato,
Socrates and Advaita Philosophy’; ‘Naturalism with reference to Rousseau and Rabindra
Nath Tagore’ and; ‘Realism with reference to Aristotle and Jainism’.
On the basis of above analysis, it can be said that the relevance of the sub-topics of
‘Major Philosophical Systems – Their salient features and impact on education’ decreases
Analysis and Interpretation of Data
93
as: ‘Pragmatism with reference to Dewey Instrumentalism & Experimentalism’; ‘Idealism
with reference to Plato, Socrates and Advaita Philosophy’; ‘Naturalism with reference to
Rousseau and Rabindra Nath Tagore’ and; ‘Realism with reference to Aristotle and
Jainism’.
Among the two sub-topics 7.1 ‘Various articles mentioned in the constitution related
to education’ and 7.2 ‘Meaning of secularism, social goals, democracy and socialistic
pattern of society’ of the main topic ‘Knowledge about Indian constitution and its directive
principles’, the sub-topic 7.1 has been rated as more relevant in comparison to sub-topic 7.2.
In case of main topic ‘Meaning of National integration and Emotional integration
and their need’, the ranks for the various sub-topics are in the order of: ‘Role of teacher and
educational institution in achieving National and Emotional integration through democratic
interaction’; ‘Explanation of Cultural heritage’; ‘Contribution of different religions
(Hinduism, Buddhism, Sikhism, Islam, Christianity and Jainism) for the same cause and
human upliftment’ and; ‘Philosophy of celebration of Indian festivals’.
Above analysis indicates that the relevance of sub-topics of ‘Meaning of National
integration and Emotional integration and their need’ declines as: ‘Role of teacher and
educational institution in achieving National and Emotional integration through democratic
interaction’; ‘Explanation of Cultural heritage’; ‘Contribution of different religions
(Hinduism, Buddhism, Sikhism, Islam, Christianity and Jainism) for the same cause and
human upliftment’ and; ‘Philosophy of celebration of Indian festivals’.
For the main topic ‘Meaning of new social order’, the ranks for various sub-topics
are in the order of: ‘Eradication of illiteracy’; ‘Provisions made and channels started for
educating socially, culturally and economically deprived groups’; ‘Achieving a learning
society in terms of distance education’; ‘Objectives of NAEP’ and; ‘Means and measures
taken for equality of educational opportunities in terms of Castes, tribes, Disabled, Gender
and Minorities’.
Above analysis indicates that the relevance of sub-topics of ‘Meaning of new social
order’ decreases as: ‘Eradication of illiteracy’; ‘Provisions made and channels started for
educating socially, culturally and economically deprived groups’; ‘Achieving a learning
society in terms of distance education’; ‘Objectives of NAEP’ and; ‘Means and measures
Analysis and Interpretation of Data
94
taken for equality of educational opportunities in terms of Castes, tribes, Disabled, Gender
and Minorities’.
In case of main topic ‘Sociological basis of education’, the ranks for various sub-
topics are in the order of: ‘Education as an agent of social change’; ‘Education as a means of
national welfare through immediate welfare of society’; ‘Education as a tool of economic
development’ and ‘Education and Human resource development’ and; ‘Relationship
between Individual to individual and individual to society in terms of norms given by the
existing social order’.
Above analysis indicates that the relevance of sub-topics of ‘Sociological basis of
education’ decreases as: ‘Education as an agent of social change’; ‘Education as a means of
national welfare through immediate welfare of society’; ‘Education as a tool of economic
development’ and ‘Education and Human resource development’ and; ‘Relationship
between Individual to individual and individual to society in terms of norms given by the
existing social order’.
For the main topic ‘Educational Thinkers and their contribution in developing
principles of education’, the ranks for various sub-topics are in the order of: ‘Swami
Vivekananda: Man making education’; ‘Gijju Bhai: The world of child’ and ‘Froebel: The
play way method’; ‘M. K. Gandhi: Basic Tenets of Basic Education’; ‘Montessary: The
didactic apparatus’ and; ‘Parmahansa Yogananda: How to live education’.
This indicates that the relevance of sub-topics of ‘Educational Thinkers and their
contribution in developing principles of education’ declines as: ‘Swami Vivekananda: Man
making education’; ‘Gijju Bhai: The world of child’ and ‘Froebel: The play way method’;
‘M. K. Gandhi: Basic Tenets of Basic Education’; ‘Montessary: The didactic apparatus’ and;
‘Parmahansa Yogananda: How to live education’.
CA-2 Development of Learner and Teaching-learning Process (Paper-II)
The total scores and ranks assigned to the topics and sub-topics of Paper-II are
presented in Table – 4.6.
Analysis and Interpretation of Data
95
Table – 4.6 Rankings on the basis of Total Scores of Teacher Educators (N=38) for Topics and
Sub-topics of paper entitled ‘Development of Learner and Teaching-learning Process’ Topic No.
Topic/Sub-topic R UD I Total Score
Rank Order
1 Psychology: Its meaning, nature, methods & scope; Functions of Educational Psychology
26 11 1 101 3
2 Concept of growth and development. 23 14 1 98 6.5 2.1 General principles of development. 20 17 1 95 2.5 2.2 Types of development – Physical, Social, Intellectual,
Spiritual and Emotional. 20 17 1 95 2.5
2.3 Stage specific characteristics and developmental tasks. 19 18 1 94 4 2.4 Role of teacher in facilitating development. 27 10 1 102 1 3 Characteristics, needs and problems of adolescents. 30 07 1 105 1 4 Nature of learning; Learning theories. 22 15 1 97 9 4.1 Trial and error theory. 13 24 1 88 3 4.2 Conditioning theories – Classical and Operant. 16 21 1 91 2 4.3 Learning by Insight. 17 20 1 92 1 4.4 Information Processing (Roger’s) and Maslow’s
Humanistic theory. 12 24 2 86 4
5 Factors Influencing Learning and Teaching Process. 19 19 --- 95 12 5.1 Learner Related, Teacher Related, Process Related and
Content Related factors. 19 19 --- 95 1
5.2 Memory and forgetting. 14 23 1 89 2 6 Motivation: Nature and types. Techniques for enhancing
learners’ motivation. 26 11 1 101 3
7 Nature and characteristics of intelligence and its development.
22 15 1 97 9
8 Theories of Intelligence: Two Factor Theory; Multifactor Theory (PMA) and SI Model.
15 23 --- 91 15
9 Measuring intelligence – Verbal, Non-verbal and Performance tests (One representative of group test and individual test of each).
20 16 2 94 13
10 Concept of exceptional children; Types, and Characteristics of each type including children with learning disabilities.
26 11 1 101 3
11 Individual differences – Nature; Accommodating individual differences in the classroom.
25 12 1 100 5
12 Learner centered techniques for teaching exceptional children
22 15 1 97 9
13 Personality: Definition, meaning and nature; Development of personality. Methods of assessing personality.
23 14 1 98 6.5
14 Mental hygiene: Meaning and basic principles of mental hygiene.
18 19 1 93 14
14.1 Role of home and school in promoting mental health. 18 19 1 93 1.5 14.2 Characteristics of a mentally healthy person. 18 19 1 93 1.5
15 Guidance. 22 14 2 96 11 15.1 Meaning, Scope and Objectives of Guidance services;
Needs of guidance services. 17 19 2 91 2
15.2 Role of teacher in organizing guidance programmes. 19 17 2 93 1 16 Educational Statistics. 11 26 1 86 16
Analysis and Interpretation of Data
96
From Table – 4.6, it can be seen that on the basis of the rankings of the total scores
of teacher educators relating to relevance, undecided and irrelevance, the ranks for the
various topics are in the order of: ‘Characteristics, needs and problems of adolescents’;
‘Psychology: Its meaning, nature, methods & scope; Functions of Educational Psychology’,
‘Motivation: Nature and types. Techniques for enhancing learners’ motivation’ and
‘Concept of exceptional children; Types, and Characteristics of each type including children
with learning disabilities’; ‘Individual differences – Nature; Accommodating individual
differences in the classroom’; ‘Concept of growth and development’ and ‘Personality:
Definition, meaning and nature; Development of personality. Methods of assessing
personality’; ‘Nature of learning; Learning theories’, ‘Nature and characteristics of
intelligence and its development’ and ‘Learner centered techniques for teaching exceptional
children’; ‘Guidance’; ‘Factors Influencing Learning and Teaching Process’; ‘Measuring
intelligence – Verbal, Non-verbal and Performance tests (One representative of group test
and individual test of each)’; ‘Mental hygiene: Meaning and basic principles of mental
hygiene’; ‘Theories of Intelligence: Two Factor Theory; Multifactor Theory (PMA) and SI
Model’ and; ‘Educational Statistics’.
From the above analysis, it may be inferred that the relevance of the topics of Paper-
II is in the order of: ‘Characteristics, needs and problems of adolescents’; ‘Psychology: Its
meaning, nature, methods & scope; Functions of Educational Psychology’, ‘Motivation:
Nature and types. Techniques for enhancing learners’ motivation’ and ‘Concept of
exceptional children; Types, and Characteristics of each type including children with
Educational Policy, Growth of National consciousness. National Education Movement’;
‘Wardha Scheme of Education – 1937’ and ‘Recommendations of Indian Education
Commission -1882, its influence on the subsequent development of education’; ‘Wood’s
Dispatch of 1854’ and; ‘MaCauley’s Minute and Bentick’s resolution of 1835. Adam’s
reports and its recommendations’ and ‘Essential features of Sadler Commission report –
1917’.
CA-4 Essentials of Educational Technology (Paper-IV)
The total scores and ranks assigned to the topics and sub-topics of Paper-IV are
presented in Table – 4.8.
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Table – 4.8 Rankings on the basis of Total Scores of Teacher Educators (N=35) for Topics and
Sub-topics of paper entitled ‘Essentials of Educational Technology’ Topic No.
Topic/Sub-topic R UD I Total Score
Rank Order
1 Definition of Educational technology; Distinction between Hardware & Software technologies and their role in modern educational practices.
23 12 --- 93 4
2 Hardware technologies: Important accessories and their applications.
20 15 --- 90 6
2.1 OHP. 16 17 02 84 3 2.2 Still and Movie Projectors. 14 20 01 83 4.5 2.3 Audio-video recording instruments. 13 22 --- 83 4.5 2.4 TV. 10 25 --- 80 6 2.5 Computers. 24 11 --- 94 2 2.6 New technologies like e-mail, internet etc. 27 08 --- 97 1 3 Use of Strategies viz. Teleconferencing, Programmed
Instruction, CAI, Language laboratory. 21 14 --- 91 5
4 Psychological use of modern technologies. 19 16 --- 89 8 4.1 Cone of experience (Edger Dale). 19 16 --- 89 2 4.2 Multi-sensory instruction and its advantages. 21 14 --- 91 1 5 Communication: Concept, principles and models of
communication. 25 10 --- 95 3
6 Stages of teaching: Pre-active, interactive and post active stages of teaching along with operations involved in them.
26 09 --- 96 2
7 Models of teaching: Concept and elements of teaching model; Glaser’s basic teaching model.
Green House Effect, Ozone layer Depletion, Acid Rain, Polar Melting, Rising of Sea Level and their implications.
19 15 --- 87 6.5
8 Role of school in Environmental Conservation and Sustainable Development.
22 12 --- 90 3
9 Human Rights: Concept, Foundations, and historical background; Universal Declaration of Human Rights and Indian Constitution Provisions.
19 15 --- 87 6.5
10 Human Rights Education at Secondary Level Curriculum and activities for Human Rights Education.
22 12 --- 90 3
11 Enforcement of Human Rights. 18 15 01 85 9 11.1 Concerns for enforcement – necessity, historical background
and present status 17 17 --- 85 1
11.2 Formal mechanisms – UN organs and National levels, NGOs and Press and Media.
16 18 --- 84 2
11.3 Mechanisms in schools for the protection of Human Rights 15 19 --- 83 3
It can be seen from Table – 4.9 that on the basis of the rankings of the total scores of
teacher educators relating to relevance, undecided and irrelevance, the ranks for the various
topics are in the order of: ‘Values: Concept, nature, classification of values; Need for the
Education of Human values’; ‘Five Universal values: Truth, Righteous conduct, Peace, Love
and Non-violence and their sub values as listed by Gokak Committee’, ‘Role of school in
Environmental Conservation and Sustainable Development’ and ‘Human Rights Education
at Secondary Level Curriculum and activities for Human Rights Education’; ‘Environment:
meaning, scope, principles and objectives of Environmental Education’; ‘Environmental
Hazards: causes & effects (Global and local). Green House Effect, Ozone layer Depletion,
Acid Rain, Polar Melting, Rising of Sea Level and their implications’ and ‘Human Rights:
Analysis and Interpretation of Data
104
Concept, Foundations, and historical background; Universal Declaration of Human Rights
and Indian Constitution Provisions’; ‘Methods of teaching Human Values: Direct, Indirect;
Integrating values with curricular and co-curricular activities’; ‘Enforcement of Human
Rights’ and; ‘Environmental pollution: Types, Causes, Remedies’ and ‘Sources of Values:
Cultural, Religio-spiritual and constitutional; Values as enshrined in the Constitution of
India’.
From the above analysis, it may be inferred that the relevance of topics of Paper-V is
in the order of: ‘Values: Concept, nature, classification of values; Need for the Education of
Human values’; ‘Five Universal values: Truth, Righteous conduct, Peace, Love and Non-
violence and their sub values as listed by Gokak Committee’, ‘Role of school in
Environmental Conservation and Sustainable Development’ and ‘Human Rights Education
at Secondary Level Curriculum and activities for Human Rights Education’; ‘Environment:
meaning, scope, principles and objectives of Environmental Education’; ‘Environmental
Hazards: causes & effects (Global and local). Green House Effect, Ozone layer Depletion,
Acid Rain, Polar Melting, Rising of Sea Level and their implications’ and ‘Human Rights:
Concept, Foundations, and historical background; Universal Declaration of Human Rights
and Indian Constitution Provisions’; ‘Methods of teaching Human Values: Direct, Indirect;
Integrating values with curricular and co-curricular activities’; ‘Enforcement of Human
Rights’ and; ‘Environmental pollution: Types, Causes, Remedies’ and ‘Sources of Values:
Cultural, Religio-spiritual and constitutional; Values as enshrined in the Constitution of
India’.
From Table – 4.9, it can also be seen that the ranks for various sub-topics of
‘Enforcement of Human Rights’ are in the order of: ‘Concerns for enforcement – necessity,
historical background and present status’; ‘Formal mechanisms – UN organs and National
levels, NGOs and Press and Media’ and; ‘Mechanisms in schools for the protection of
Human Rights’.
Above analysis indicates that the relevance of the sub-topics of ‘Enforcement of
Human Rights’ decreases as: ‘Concerns for enforcement – necessity, historical background
and present status’; ‘Formal mechanisms – UN organs and National levels, NGOs and Press
and Media’ and; ‘Mechanisms in schools for the protection of Human Rights’.
Analysis and Interpretation of Data
105
CA-6 School Management (Paper-VI)
The total scores and ranks assigned to the topics and sub-topics of Paper-VI are
presented in Table – 4.10.
Table – 4.10 Rankings on the basis of Total Scores of Teacher Educators (N=34) for Topics and
Sub-topics of paper entitled ‘School Management’ Topic No.
Topic/Sub-topic R UD I Total Score
Rank Order
1 School management: Concept, characteristics and scope. 24 10 --- 92 3.5 2 Management approaches: Man-Power, Cost-Benefit, Social-
Demand, and Social-Justice Approach. Decision making: Concept and techniques.
14 20 --- 82 8.5
3 Physical Infrastructure: Availability, adequacy and utilization.
15 18 01 82 8.5
3.1 Management of space. 10 21 03 75 2 3.2 Problems and difficulties in space management and allocation
procedures. 15 17 02 81 1
4 School Head: Qualities and duties of school head as per H.P. Education Code.
24 10 --- 92 3.5
4.1 Role of Head in planning, monitoring, supervision and evaluation.
23 11 --- 91 1
4.2 Delegation of authority and accountability. 17 17 --- 85 2 5 Teacher: Teaching as Profession – Characteristics,
Professional traits of a teacher. 26 08 --- 94 2
5.1 Role of Teacher – Instructional Input, manager, facilitator, counselor, and community leader.
24 10 --- 92 2
5.2 Classroom management: Concept, principles, Influencing factors and techniques of Classroom Management.
26 08 --- 94 1
6 Educational administration in H.P. State. 10 23 01 77 10 6.1 The administrative structure of education in the state. 10 23 01 77 3 6.2 Control of Education. 12 21 01 79 2 6.3 Function of the State and State Board of School Education in
Controlling secondary schools. 12 22 --- 80 1
7 Co-curricular activities: Concepts, types, importance, principles of organization of co-curricular activities and role of teacher.
24 09 01 91 5
8 Time-table: Concept, importance, types, principles & problems of time-table construction, role of teacher.
27 07 --- 95 1
9 School-records and registers: Types and need. How to maintain records?
22 12 --- 90 6
10 Supervision and Inspection: Concept, Types, Scope and Aims of supervision. Supervision in schools of Himachal Pradesh (Supervision Staff, supervision report, steps in conducting supervision and guidelines to supervision staff).
19 15 --- 87 7
From Table – 4.10, it can be observed that on the basis of the rankings of the total
scores of teacher educators relating to relevance, undecided and irrelevance, the ranks for
the various topics are in the order of: ‘Time-table: Concept, importance, types, principles &
Analysis and Interpretation of Data
106
problems of time-table construction, role of teacher’; ‘Teacher: Teaching as Profession –
Characteristics, Professional traits of a teacher’; ‘School management: Concept,
characteristics and scope’ and ‘School Head: Qualities and duties of school head as per H.P.
Education Code’; ‘Co-curricular activities: Concepts, types, importance, principles of
organization of co-curricular activities and role of teacher’; ‘School-records and registers:
Types and need. How to maintain records?’; ‘Supervision and Inspection: Concept, Types,
Scope and Aims of supervision. Supervision in schools of Himachal Pradesh (Supervision
Staff, supervision report, steps in conducting supervision and guidelines to supervision
staff)’; ‘Physical Infrastructure: Availability, adequacy and utilization’ and ‘Management
approaches: Man-Power, Cost-Benefit, Social-Demand, and Social-Justice Approach.
Decision making: Concept and techniques’ and; ‘Educational administration in H.P. State’.
On the basis of above analysis, it may be interpreted that the relevance of topics of
Paper-VI is in the order of: ‘Time-table: Concept, importance, types, principles & problems
of time-table construction, role of teacher’; ‘Teacher: Teaching as Profession –
Characteristics, Professional traits of a teacher’; ‘School management: Concept,
characteristics and scope’ and ‘School Head: Qualities and duties of school head as per H.P.
Education Code’; ‘Co-curricular activities: Concepts, types, importance, principles of
organization of co-curricular activities and role of teacher’; ‘School-records and registers:
Types and need. How to maintain records?’; ‘Supervision and Inspection: Concept, Types,
Scope and Aims of supervision. Supervision in schools of Himachal Pradesh (Supervision
Staff, supervision report, steps in conducting supervision and guidelines to supervision
staff)’; ‘Physical Infrastructure: Availability, adequacy and utilization’ and ‘Management
approaches: Man-Power, Cost-Benefit, Social-Demand, and Social-Justice Approach.
Decision making: Concept and techniques’ and; ‘Educational administration in H.P. State’.
Table – 4.10 also represents the rankings of sub-topics of few main topics. Among
the two sub topics 5.1 ‘Role of Teacher – Instructional Input, manager, facilitator, counselor,
and community leader’ and 5.2 ‘Classroom management: Concept, principles, Influencing
factors and techniques of Classroom Management’ of main topic ‘Teacher: Teaching as
Profession – Characteristics, Professional traits of a teacher’, the sub-topic 5.2 has been
rated as more relevant in comparison to the sub-topic 5.1.
Analysis and Interpretation of Data
107
In case of sub-topics 4.1 ‘Role of Head in planning, monitoring, supervision and
evaluation’ and 4.2 ‘Delegation of authority and accountability’ of the main topic ‘School
Head: Qualities and duties of school head as per H.P. Education Code’, the sub-topic 4.1 has
been rated as more relevant in comparison to the sub-topic 4.2.
Among the two sub-topics 3.1 ‘Management of space’ and 3.2 ‘Problems and
difficulties in space management and allocation procedures’ of the main topic ‘Physical
Infrastructure: Availability, adequacy and utilization’, the sub-topic 3.2 has been rated as
more relevant in comparison to the sub-topic 3.1.
In case of main topic ‘Educational administration in H.P. State’, the ranks for various
sub-topics are in the order of: ‘Function of the State and State Board of School Education in
Controlling secondary schools’; ‘Control of Education’ and; ‘The administrative structure of
education in the state’.
Above analysis indicates that the relevance of the sub-topics of ‘Educational
administration in H.P. State’ decreases as: ‘Function of the State and State Board of School
Education in controlling secondary schools’; ‘Control of Education’ and; ‘The
administrative structure of education in the state’.
CA-7 Teaching of Physical Sciences [Paper-VII (A)]
The total scores and ranks assigned to the topics and sub-topics of Paper-VII (A) are
presented in Table – 4.11.
Analysis and Interpretation of Data
108
Table – 4.11 Rankings on the basis of Total Scores of Teacher Educators (N=34) for Topics and
Sub-topics of paper entitled ‘Teaching of Physical Sciences’ Topic No.
Topic/Sub-topic R UD I Total Score
Rank Order
1 Nature of modern sciences. 14 20 --- 82 10 1.1 Nature of physical sciences. 12 22 --- 80 1 1.2 Eminent World scientists. 10 23 01 77 3.5 1.3 Eminent Indian scientists. 10 23 01 77 3.5 1.4 Professions in the area of sciences. 12 21 01 79 2 2 Justification for including science as a subject in school curriculum. 25 09 --- 93 2 2.1 Objectives of teaching physical sciences. 23 11 --- 91 1.5 2.2 Taxonomy of educational objectives. 23 11 --- 91 1.5 2.3 Concept of entering and terminal behavior. 15 19 --- 83 3 2.4 Organizing learning experiences for achieving specified behavioural
outcomes. 14 19 01 81 4
3 Major models of instruction useful for science education. 10 21 03 75 13 4 Defining desired outcomes (Statement of objectives) for different
levels of education. 16 15 03 81 11.5
5 Co-curricular and non-formal approaches: Activity approaches and non-formal methods of science teaching in terms of Field trips, school gardening, science clubs, visit to science museums; organizing science fairs and excursion.
22 12 --- 90 4
6 Planning for teaching. 26 08 --- 94 1 6.1 Developing Yearly plans, Unit plans, lesson plans, content analysis
and identification of important concepts 26 08 --- 94 1
6.2 Use of Piagetian, Brunerian, Gagnesian principles in developing lesson plan.
06 26 02 72 5
6.3 Preparation and Development of Improvised apparatus. 16 18 --- 84 4 6.4 Preparation, selection and use of teaching aids. 22 11 01 89 2.5 6.5 Innovations in teaching the subject in terms of Team-teaching,
7 Curriculum and resource utilization. 16 18 --- 84 9 7.1 Approaches to curriculum designing. 16 18 --- 84 4 7.2 Adapting the curriculum to local needs and requirements and the
availability of local resources availabilities. 17 17 --- 85 3
7.3 Practical Work in science teaching. 20 14 --- 88 1.5 7.4 Report writing for science projects. 20 14 --- 88 1.5 8 Methods of teaching Physical Sciences. 23 11 --- 91 3 8.1 Lecture-demonstration method, Project method, Problem-solving
method and CAI. 23 11 --- 91 1
8.2 Analysis of Teaching methods used by teachers in schools for teaching Physical Sciences.
16 18 --- 84 2
9 Curricular Accessories and support material – Textbooks, Journals, Handbooks, Students’ workbooks, Display slides, Laboratory materials and Audio-visual support materials.
14 19 01 81 11.5
10 Evaluating outcomes of science teaching. 18 15 01 85 7.5 10.1 Construction of norm-referenced and criterion-referenced tests. 18 14 02 84 2 10.2 Preparing different types of items in accordance with the Blooms’
taxonomy of instructional objectives 18 15 01 86 1
10.3 Limitations and advantages of different types of items 15 18 01 82 3 11 Diagnostic testing and remedial teaching: Developing formative
evaluation instruments as aids to learning. 20 14 --- 88 5.5
12 Designing lesson plans: formation of unit and lesson plans. 18 15 01 85 7.5 13 Teaching aids. 22 10 02 88 5.5 13.1 Classification of Teaching aids and their description. 22 10 02 88 1.5 13.2 Importance of teaching aids in teaching physical sciences. 22 10 02 88 1.5
Analysis and Interpretation of Data
109
From Table – 4.11, it can be seen that on the basis of the rankings of the total scores
of teacher educators relating to relevance, undecided and irrelevance, the ranks for the
various topics are in the order of: ‘Planning for teaching’; ‘Justification for including science
as a subject in school curriculum’; ‘Methods of teaching Physical Sciences’; ‘Co-curricular
and non-formal approaches: Activity approaches and non-formal methods of science
teaching in terms of Field trips, school gardening, science clubs, visit to science museums;
organizing science fairs and excursion’; ‘Teaching aids’ and ‘Diagnostic testing and
remedial teaching: Developing formative evaluation instruments as aids to learning’;
‘Evaluating outcomes of science teaching’ and ‘Designing lesson plans: formation of unit
and lesson plans’; ‘Curriculum and resource utilization’; ‘Nature of modern sciences’;
‘Defining desired outcomes (Statement of objectives) for different levels of education’ and
‘Curricular Accessories and support material – Textbooks, Journals, Handbooks, Students’
workbooks, Display slides, Laboratory materials and Audio-visual support materials’ and;
‘Major models of instruction useful for science education’.
From the above analysis it can be inferred that the relevance of topics of Paper-VII
(A) is in the order of: ‘Planning for teaching’; ‘Justification for including science as a
subject in school curriculum’; ‘Methods of teaching Physical Sciences’; ‘Co-curricular and
non-formal approaches: Activity approaches and non-formal methods of science teaching in
terms of Field trips, school gardening, science clubs, visit to science museums; organizing
science fairs and excursion’; ‘Teaching aids’ and ‘Diagnostic testing and remedial teaching:
Developing formative evaluation instruments as aids to learning’; ‘Evaluating outcomes of
science teaching’ and ‘Designing lesson plans: formation of unit and lesson plans’;
‘Curriculum and resource utilization’; ‘Nature of modern sciences’; ‘Defining desired
outcomes (Statement of objectives) for different levels of education’ and ‘Curricular
Accessories and support material – Textbooks, Journals, Handbooks, Students’ workbooks,
Display slides, Laboratory materials and Audio-visual support materials’ and; ‘Major
models of instruction useful for science education’.
Further, Table – 4.11 also shows the rankings of sub-topics of few main topics. In
case of main topic ‘Planning for teaching’, the ranks for various sub-topics are in the order
of: ‘Developing Yearly plans, Unit plans, lesson plans, content analysis and identification of
important concepts’; ‘Preparation, selection and use of teaching aids’ and ‘Innovations in
Analysis and Interpretation of Data
110
teaching the subject in terms of Team-teaching, programmed teaching, seminars and
computer assisted teaching’; ‘Preparation and Development of Improvised apparatus’ and;
‘Use of Piagetian, Brunerian, Gagnesian principles in developing lesson plan’.
Above analysis indicates that the relevance of sub-topics of ‘Planning for Teaching’
declines as: ‘Developing Yearly plans, Unit plans, lesson plans, content analysis and
identification of important concepts’; ‘Preparation, selection and use of teaching aids’ and
‘Innovations in teaching the subject in terms of Team-teaching, programmed teaching,
seminars and computer assisted teaching’; ‘Preparation and Development of Improvised
apparatus’ and; ‘Use of Piagetian, Brunerian, Gagnesian principles in developing lesson
plan’.
For the main topic ‘Justification for including science as a subject in school
curriculum’, the ranks for various sub-topics are in the order of: ‘Objectives of teaching
physical sciences’ and ‘Taxonomy of educational objectives’; ‘Concept of entering and
terminal behavior’ and; ‘Organizing learning experiences for achieving specified
behavioural outcomes’.
Above analysis indicates that the relevance of sub-topics of ‘Justification for
including science as a subject in school curriculum’ declines as: ‘Objectives of teaching
physical sciences’ and ‘Taxonomy of educational objectives’; ‘Concept of entering and
terminal behavior’ and; ‘Organizing learning experiences for achieving specified
behavioural outcomes’.
Among the two sub-topics 8.1 ‘Lecture-demonstration method, Project method,
Problem-solving method and CAI’ and 8.2 ‘Analysis of Teaching methods used by teachers
in schools for teaching Physical Sciences’ of the main topic ‘Methods of teaching Physical
Sciences’, the sub-topic 8.1 has been rated as more relevant in comparison to the sub-topic
8.2.
In case of sub-topics 13.1 ‘Classification of teaching aids and their description’ and
13.2 ‘Importance of teaching aids in teaching physical sciences’ of the main topic ‘Teaching
Aids’, both the topics are rated as equally relevant.
In case of main topic ‘Evaluating outcomes of science teaching’, the ranks for
various sub-topics are in the order of: ‘Preparing different types of items in accordance with
Analysis and Interpretation of Data
111
the Blooms’ taxonomy of instructional objectives’; ‘Construction of norm-referenced and
criterion-referenced tests’ and; ‘Limitations and advantages of different types of items’.
From the above analysis it can be interpreted that the relevance of sub-topics of
‘Evaluating outcomes of science teaching’ declines as: ‘Preparing different types of items in
accordance with the Blooms’ taxonomy of instructional objectives’; ‘Construction of norm-
referenced and criterion-referenced tests’ and; ‘Limitations and advantages of different types
of items’.
For the main topic ‘Curriculum and resource utilization’, the ranks for various sub-
topics are in the order of: ‘Practical Work in science teaching’ and ‘Report writing for
science projects’; ‘Adapting the curriculum to local needs and requirements and the
availability of local resources availabilities’ and; ‘Approaches to curriculum designing’.
On the basis of above analysis, it may be inferred that the relevance of sub-topics of
‘Curriculum and resource utilization’ is in the order of: ‘Practical Work in science teaching’
and ‘Report writing for science projects’; ‘Adapting the curriculum to local needs and
requirements and the availability of local resources availabilities’ and; ‘Approaches to
curriculum designing’.
In case of main topic ‘Nature of modern sciences’, the ranks for various sub-topics
are in the order of: ‘Nature of physical sciences’; ‘Professions in the area of sciences’ and;
‘Eminent World scientists’ and ‘Eminent Indian scientists’.
This indicates that the relevance of sub-topics of ‘Nature of modern sciences’
decreases as: ‘Nature of physical sciences’; ‘Professions in the area of sciences’ and;
‘Eminent World scientists’ and ‘Eminent Indian scientists’.
CA-8 Teaching of Life Sciences [Paper-VII (B)]
The total scores and ranks assigned to the topics and sub-topics of Paper-VII (B) are
presented in Table – 4.12.
Analysis and Interpretation of Data
112
Table – 4.12 Rankings on the basis of Total Scores of Teacher Educators (N=31) for Topics and
Sub-topics of paper entitled ‘Teaching of Life Sciences’ Topic No.
Topic/Sub-topic R UD I Total Score
Rank Order
1 Importance, Aims and Objectives of Life Sciences 21 10 --- 83 5 1.1 Importance of Life Science in School curriculum. 21 10 --- 83 1.5 1.2 General aims and objectives of teaching Life Science. 20 11 --- 82 3 1.3 Bloom’s taxonomy of educational objectives. 16 15 --- 78 4 1.4 Formulation of specific objectives in behavioural terms. 21 10 --- 83 1.5 2 Content and Pedagogical Analysis 15 14 02 75 8 2.1 Curriculum: Concept, scope and Principles of Curriculum
construction. 18 13 --- 80 1
2.2 Principles of Analysis of the Curriculum of Life Sciences at secondary level in terms of its relevance and suggestions for improvement.
16 15 --- 78 2
3 Development of instructional material. 22 09 --- 84 3.5 3.1 Unit Planning. 17 13 01 78 5 3.2 Lesson Planning. 18 13 --- 80 4 3.3 Preparation of teaching aids. 22 09 --- 84 1 3.4 Development of aquarium, vivarium etc. 19 12 --- 81 2.5 3.5 Development of demonstration experiments. 19 12 --- 81 2.5 4 Teaching aids. 22 09 --- 84 3.5 4.1 Classification of teaching aids and their description. 22 09 --- 84 1.5 4.2 Importance of teaching aids in teaching life-sciences. 22 09 --- 84 1.5 5 Text book. 19 11 01 80 6.5 5.1 Characteristics of good text book on life sciences. 19 11 01 80 1.5 5.2 Evaluation of the text book. 19 11 01 80 1.5 6 Laboratory organization. 19 11 01 80 6.5 6.1 Layout of laboratory. 19 11 01 80 1.5 6.2 Buying and care of equipment for life-science laboratory. 17 13 01 78 3 6.3 Accident prevention and first aid requirements in life-science
7.2 Analysis of teaching methods used by teachers in schools for teaching life sciences.
14 16 01 75 2
8 Evaluation. 23 08 --- 85 2 8.1 Purpose of Evaluation and types of evaluation: Diagnostic,
Formative and Summative. 22 09 --- 84 1.5
8.2 Steps in the construction of achievement test; attributes of a good achievement test.
22 09 --- 84 1.5
9 Organization of Biological Associations, fairs and exhibition. 12 19 --- 74 9
From Table – 4.12, it can be observed that on the basis of the rankings of the total
scores of teacher educators relating to relevance, undecided and irrelevance, the ranks for
the various topics are in the order of: ‘Methods of Teaching’; ‘Evaluation’; ‘Development of
instructional material’ and ‘Teaching aids’; ‘Importance, Aims and Objectives of Life
Analysis and Interpretation of Data
113
Sciences’; ‘Text book’ and ‘Laboratory organization’; ‘Content and Pedagogical Analysis’
and; ‘Organization of Biological Associations, fairs and exhibition’.
On the basis of above analysis, it may be inferred that the relevance of topics of
Paper-VII (B) is in the order of: ‘Methods of Teaching’; ‘Evaluation’; ‘Development of
instructional material’ and ‘Teaching aids’; ‘Importance, Aims and Objectives of Life
Sciences’; ‘Text book’ and ‘Laboratory organization’; ‘Content and Pedagogical Analysis’
and; ‘Organization of Biological Associations, fairs and exhibition’.
Further, Table – 4.12 also displays the rankings of the sub-topics of few main topics.
Among the two sub-topics 7.1 ‘Lecture-demonstration method, Project method, Problem-
solving method and CAI’ and 7.2 ‘Analysis of teaching methods used by teachers in schools
for teaching life sciences’ of the main topic ‘Methods of Teaching’, the sub-topic 7.1 has
been rated as more relevant in comparison to the sub topic 7.2.
In case of sub-topics 8.1 ‘Purpose of Evaluation and types of evaluation: Diagnostic,
Formative and Summative’ and 8.2 ‘Steps in the construction of achievement test; attributes
of a good achievement test’ of the main topic ‘Evaluation’, both the sub-topics are rated as
equally relevant.
In case of main topic ‘Development of instructional material’, the ranks for various
sub-topics are in the order of: ‘Preparation of teaching aids’; ‘Development of aquarium,
vivarium etc.’ and ‘Development of demonstration experiments’; ‘Lesson Planning’ and;
‘Unit Planning’.
Above analysis indicates that the relevance of various sub-topics of ‘Development of
instructional material’ is in the order of: ‘Preparation of teaching aids’; ‘Development of
aquarium, vivarium etc.’ and ‘Development of demonstration experiments’; ‘Lesson
Planning’ and; ‘Unit Planning’.
Among the two sub-topics 4.1 ‘Classification of teaching aids and their description’
and 4.2 ‘Importance of teaching aids in teaching life-sciences’ of the main topic ‘Teaching
Aids’, both the sub-topics are rated as equally relevant.
In case of main topic ‘Importance, Aims and Objectives of Life Sciences’, the ranks
for various sub-topics are in the order of: ‘Importance of Life Science in School curriculum’
and ‘Formulation of specific objectives in behavioural terms’; ‘General aims and objectives
of teaching Life Science’ and; ‘Bloom’s taxonomy of educational objectives’.
Analysis and Interpretation of Data
114
Above analysis indicates that the relevance of various sub-topics of ‘Importance,
Aims and Objectives of Life Sciences’ is in the order of: ‘Importance of Life Science in
School curriculum’ and ‘Formulation of specific objectives in behavioural terms’; ‘General
aims and objectives of teaching Life Science’ and; ‘Bloom’s taxonomy of educational
objectives’.
Among the two sub-topics 5.1 ‘Characteristics of good text book on life sciences’
and 5.2 ‘Evaluation of the text book’ of the main topic ‘Text book’, both the sub-topics are
rated as equally relevant.
In case of the main topic ‘Laboratory organization’, the ranks for various sub-topics
are in the order of: ‘Layout of laboratory’ and ‘Accident prevention and first aid
requirements in life-science laboratory’ and; ‘Buying and care of equipments for life-science
laboratory’.
Above analysis indicates that the relevance of sub-topics of ‘Laboratory
organization’ is in the order of: ‘Layout of laboratory’ and ‘Accident prevention and first aid
requirements in life-science laboratory’ and; ‘Buying and care of equipments for life-science
laboratory’.
Among the two sub-topics 2.1 ‘Curriculum: Concept, scope and Principles of
Curriculum construction’ and 2.2 ‘Principles of Analysis of the Curriculum of Life Sciences
at secondary level in terms of its relevance and suggestions for improvement’ of the main
topic ‘Content and Pedagogical Analysis’, the sub-topic 2.1 has been rated as more relevant
in comparison to the sub-topic 2.2.
CA-9 Teaching of Mathematics [Paper-VII (C)]
The total scores and ranks assigned to the topics and sub-topics of Paper-VII (C) are
presented in Table – 4.13.
Analysis and Interpretation of Data
115
Table – 4.13 Rankings on the basis of Total Scores of Teacher Educators (N=31) for Topics and
Sub-topics of paper entitled ‘Teaching of Mathematics’ Topic No.
Topic/Sub-topic R UD I Total Score
Rank Order
1 Meaning of Mathematics. 19 12 --- 81 4 1.1 History of Mathematics. 10 20 01 71 2 1.2 Contribution of mathematician’s with reference to
Bhaskaracharya, Aryabhatta, Leelabathi, Ramanujam and contributions of Euclid, Pythagorous, Rene-Descarte.
13 18 --- 75 1
2 Objectives of teaching mathematics in terms of instruction and behavior.
21 10 --- 83 3
2.1 Approaches of teaching mathematics viz. Inductive, deductive, analytical, synthetic, heuristic, project and laboratory.
20 10 01 81 2
2.2 Using various techniques for teaching mathematics viz. oral, written, drill, assignment and supervised study.
22 09 --- 84 1
3 Meaning and importance/purpose of a lesson plan. 23 08 --- 85 1 3.1 Proforma of a lesson plan and its rationality. 17 14 --- 79 2 3.2 Meaning and Purpose of a Unit and unit plan. 19 12 --- 81 1 3.3 Developing/Preparing low cost improvised teaching aids
relevant to local ethos.
17 13 01 78 3
3.4 Skill in maintaining and using blackboard, models, charts, TV, films, video tapes and VCR.
16 14 01 77 4
4 Methods of teaching mathematics. Analysis of teaching methods used by teachers in schools for teaching mathematics.
17 14 --- 79 6
5 Principle and rationale of curriculum development. 17 14 --- 79 5 5.1 Preparing syllabi both logically and psychologically according
to the age groups of children. 16 15 --- 78 1
5.2 Critical study of existing syllabi of mathematics syllabus of Himachal Pradesh at the secondary level.
12 18 01 73 2
6 Textbooks in mathematics. 16 14 01 77 7 6.1 Qualities of a good textbook in mathematics, its functions and
process. 16 14 01 77 1
6.2 Evaluation of text book in mathematics. 12 18 01 73 2 7 Education of exceptional children in mathematics. 14 17 --- 76 8 7.1 Backwardness in mathematics – diagnosis and remedies. 20 11 --- 82 1 7.2 Enrichment programmes for the gifted children in
mathematics. 17 14 --- 79 2
8 Evaluation in mathematics. 22 09 --- 84 2
From Table – 4.13, it can be seen that on the basis of the rankings of the total scores
of teacher educators relating to relevance, undecided and irrelevance, the ranks for the
various topics are in the order of: ‘Meaning and importance/purpose of a lesson plan’;
‘Evaluation in mathematics’; ‘Objectives of teaching mathematics in terms of instruction
and behavior’; ‘Meaning of Mathematics’; ‘Principle and rationale of curriculum
development’; ‘Methods of teaching mathematics: Analysis of teaching methods used by
Analysis and Interpretation of Data
116
teachers in schools for teaching mathematics’; ‘Textbooks in mathematics’ and; ‘Education
of exceptional children in mathematics’.
On the basis of above analysis, it may be inferred that the relevance of topics of
Paper-VII (C) is in the order of: ‘Meaning and importance/purpose of a lesson plan’;
‘Evaluation in mathematics’; ‘Objectives of teaching mathematics in terms of instruction
and behavior’; ‘Meaning of Mathematics’; ‘Principle and rationale of curriculum
development’; ‘Methods of teaching mathematics: Analysis of teaching methods used by
teachers in schools for teaching mathematics’; ‘Textbooks in mathematics’ and; ‘Education
of exceptional children in mathematics’.
Table – 4.13 also represents the rankings of sub-topics of few main topics.
In case of main topic ‘Meaning and importance/purpose of a lesson plan’, the ranks
for various sub-topics are in the order of: ‘Meaning and Purpose of a Unit and unit plan’;
‘Proforma of a lesson plan and its rationality’; ‘Developing/Preparing low cost improvised
teaching aids relevant to local ethos’ and; ‘Skill in maintaining and using blackboard,
models, charts, TV, films, video tapes and VCR’.
On the basis of above analysis, it may be interpreted that the relevance of sub-topics
of ‘Meaning and importance/purpose of a lesson plan’ decreases as: ‘Meaning and Purpose
of a Unit and unit plan’; ‘Proforma of a lesson plan and its rationality’;
‘Developing/Preparing low cost improvised teaching aids relevant to local ethos’ and; ‘Skill
in maintaining and using blackboard, models, charts, TV, films, video tapes and VCR’.
Among the two sub-topics 2.1 ‘Approaches of teaching mathematics viz. Inductive,
deductive, analytical, synthetic, heuristic, project and laboratory’ and 2.2 ‘Using various
techniques for teaching mathematics viz. oral, written, drill, assignment and supervised
study’ of the main topic ‘Objectives of teaching mathematics in terms of instruction and
behavior’, the sub-topic 2.2 has been rated as more relevant in comparison to the sub-topic
2.1.
In case of sub-topics 1.1 ‘History of Mathematics’ and 1.2 ‘Contribution of
mathematician’s with reference to Bhaskaracharya, Aryabhatta, Leelabathi, Ramanujam and
contributions of Euclid, Pythagorous, Rene-Descarte’ of the main topic ‘Meaning of
Mathematics’, the sub-topic 1.2 has been rated as more relevant in comparison to the sub-
topic 1.1.
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117
Among the two sub-topics 5.1 ‘Preparing syllabi both logically and psychologically
according to the age groups of children’ and 5.2 ‘Critical study of existing syllabi of
mathematics syllabus of Himachal Pradesh at the secondary level’ of the main topic
‘Principle and rationale of curriculum development’, the sub-topic 5.1 has been rated as
more relevant in comparison to the sub-topic 5.2.
In case of sub-topics 6.1 ‘Qualities of a good textbook in mathematics, its functions
and process’ and 6.2 ‘Evaluation of text book in mathematics’ of the main topic ‘Textbooks
in mathematics’, the sub-topic 6.1 has been rated as more relevant in comparison to the sub-
topic 6.2.
Among the two sub-topics 7.1 ‘Backwardness in mathematics – diagnosis and
remedies’ and 7.2 ‘Enrichment programmes for the gifted children in mathematics’ of the
main topic ‘Education of exceptional children in mathematics’, the sub-topic 7.1 has been
rated as more relevant in comparison to the sub-topic 7.2.
CA-10 Teaching of Social Sciences [Paper-VII (D)]
The total scores and ranks assigned to the topics and sub-topics of Paper-VII (D) are
presented in Table – 4.14.
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118
Table – 4.14 Rankings on the basis of Total Scores of Teacher Educators (N=32) for Topics and
Sub-topics of paper entitled ‘Teaching of Social Sciences’ Topic No.
Topic/Sub-topic R UD I Total Score
Rank Order
1 Need for teaching the subjects under Social Sciences/studies (History, Geography, Civics, sociology and Economics) in schools.
18 13 01 81 1
1.1 Concept of Social studies and how it differs from social sciences.
17 14 01 80 1
1.2 Present perception about social studies/social sciences. 16 13 03 77 2 1.3 Rationale for including these areas in school curriculum. 12 17 03 73 3 2 Objectives of teaching social studies. 16 15 01 79 3.5 2.1 Objectives of teaching the subject at different levels. 15 16 01 78 1 2.2 Discipline-oriented teaching of social studies and social
reconstruction approach. 09 17 06 67 2
3 Principles of designing a social studies curriculum with weightage to component areas. Approaches to organizing social studies curriculum in terms of Correlation, integration, concentric, spiral, unit and chronological approaches.
14 16 02 76 7.5
4 Instructional strategies, methods and models. 14 17 01 77 6 4.1 Importance of instructional strategies. 14 17 01 77 1.5 4.2 Strategies for teaching social studies in terms of specific
method viz. lecture, lecture cum discussion, projects, and source methods, socialized recitation and supervised study.
14 17 01 77 1.5
5 Planning of instruction: Unit and lesson plan. 17 13 02 79 3.5 6 Arranging and organizing field trips to places of cultural
importance through planning, preparing, executing, recording and following up the field trip for learning the underlying importance of content of the subject; Team teaching, organizing social studies clubs; social studies laboratories and thought provoking programmes like quizzes and word searches etc.
13 18 01 76 7.5
7 Purpose of evaluation in social studies. 17 14 01 80 2 7.1 Formative and summative evaluation and their salient
features. 17 14 01 80 1
7.2 Remedial Teaching.
12 19 01 75 2.5
7.3 Question proportion and objectivity in essay type examinations.
09 19 04 69 4
7.4 Preparation of unit tests and tests of performance like product preparation, model construction, enactment of role play etc.
13 17 02 75 2.5
8 Construction of norm-referenced and criterion-referenced tests. Preparing different types of items in accordance with Blooms’ taxonomy of instructional objectives. Limitations and advantages of different types of items.
15 16 01 78 5
From Table – 4.14, it can be seen that on the basis of the rankings of the total scores
of teacher educators relating to relevance, undecided and irrelevance, the ranks for the
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119
various topics are in the order of: ‘Need for teaching the subjects under Social
Sciences/studies (History, Geography, Civics, sociology and Economics) in schools’;
‘Purpose of evaluation in social studies’; ‘Planning of instruction: Unit and lesson plan’ and
‘Objectives of teaching social studies’; ‘Construction of norm-referenced and criterion-
referenced tests, Preparing different types of items in accordance with Blooms’ taxonomy of
instructional objectives. Limitations and advantages of different types of items’;
‘Instructional strategies, methods and models’ and; ‘Principles of designing a social studies
curriculum with weightage to component areas; Approaches to organizing social studies
curriculum in terms of Correlation, integration, concentric, spiral, unit and chronological
approaches’ and ‘Arranging and organizing field trips to places of cultural importance
through planning, preparing, executing, recording and following up the field trip for learning
the underlying importance of content of the subject; Team teaching, organizing social
studies clubs; social studies laboratories and thought provoking programmes like quizzes
and word searches etc.’.
On the basis of above analysis, it can be interpreted that the relevance of various
topics of Paper-VII (D) is in the order of: ‘Need for teaching the subjects under Social
Sciences/studies (History, Geography, Civics, sociology and Economics) in schools’;
‘Purpose of evaluation in social studies’; ‘Planning of instruction: Unit and lesson plan’ and
‘Objectives of teaching social studies’; ‘Construction of norm-referenced and criterion-
referenced tests, Preparing different types of items in accordance with Blooms’ taxonomy of
instructional objectives. Limitations and advantages of different types of items’;
‘Instructional strategies, methods and models’ and; ‘Principles of designing a social studies
curriculum with weightage to component areas; Approaches to organizing social studies
curriculum in terms of Correlation, integration, concentric, spiral, unit and chronological
approaches’ and ‘Arranging and organizing field trips to places of cultural importance
through planning, preparing, executing, recording and following up the field trip for learning
the underlying importance of content of the subject; Team teaching, organizing social
studies clubs; social studies laboratories and thought provoking programmes like quizzes
and word searches etc.’.
Further, Table – 4.14 also shows the rankings of sub-topics of few main topics. In
case of main topic ‘Need for teaching the subjects under Social Sciences/studies (History,
Analysis and Interpretation of Data
120
Geography, Civics, sociology and Economics) in schools’, the ranks for various sub-topics
are in the order of: ‘Concept of Social studies and how it differs from social sciences’;
‘Present perception about social studies/social sciences’ and; ‘Rationale for including these
areas in school curriculum’.
Above analysis indicates that the relevance of sub-topics of the main topic ‘Need for
teaching the subjects under Social Sciences/studies (History, Geography, Civics, sociology
and Economics) in schools’ decreases as: ‘Concept of Social studies and how it differs from
social sciences’; ‘Present perception about social studies/social sciences’ and; ‘Rationale for
including these areas in school curriculum’.
For the main topic ‘Purpose of evaluation in social studies’, the ranks for various
sub-topics are in the order of: ‘Formative and summative evaluation and their salient
features’; ‘Preparation of unit tests and tests of performance like product preparation, model
construction, enactment of role play etc.’ and ‘Remedial Teaching’ and; ‘Question
proportion and objectivity in essay type examinations’.
On the basis of above analysis, it can be said that the relevance of sub-topics of
‘Purpose of evaluation in social studies’ is in the order of: ‘Formative and summative
evaluation and their salient features’; ‘Preparation of unit tests and tests of performance like
product preparation, model construction, enactment of role play etc.’ and ‘Remedial
Teaching’ and; ‘Question proportion and objectivity in essay type examinations’.
Among the two sub-topics 2.1 ‘Objectives of teaching the subject at different levels’
and 2.2 ‘Discipline-oriented teaching of social studies and social reconstruction approach’ of
the main topic ‘Objectives of teaching social studies’, the sub-topic 2.1 has been rated as
more relevant in comparison to the sub-topic 2.2.
In case of sub-topics 4.1 ‘Importance of instructional strategies’ and 4.2 ‘Strategies
for teaching social studies in terms of specific method viz. lecture, lecture cum discussion,
projects, and source methods, socialized recitation and supervised study’ of the main topic
‘Instructional strategies, methods and models’, both the sub-topics have been rated as
equally relevant.
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121
CA-11 Teaching of English [Paper-VII (E)]
The total scores and ranks assigned to the topics of Paper-VII (E) are presented in
Table – 4.15.
Table – 4.15 Rankings on the basis of Total Scores of Teacher Educators (N=34) for Topics of paper
entitled ‘Teaching of English’ Topic
No Topic/Sub-topic R UD I Total
Score Rank Order
1 Nature of language. 21 13 --- 89 5 2 Importance of language. 20 14 --- 88 7 3 Functions of language. 18 16 --- 86 10.5 4 Linguistics principles. 19 15 --- 87 9 5 Aims and objectives of teaching English. 23 11 --- 91 3 6 Stating objectives in behavioural terms. 24 10 --- 92 2 7 Teaching of prose, poetry, composition and grammar. 29 05 --- 97 1 8 Pedagogical analysis based on unit analysis, objectives,
learning experiences, chosen methods and materials and evaluation of at least one topic from prose, poetry, composition and grammar.
16 18 --- 84 14.5
9 Difference between approach and method. Major methods of teaching English: Grammer-cum-translation method, direct method and bilingual method.
22 12 --- 90 4
10 Structural approach: Meaning of structure and pattern, principles of selection and gradation of structure, presentation and practice of structure.
20 14 --- 88 7
11 Latest development in the approach and methods of teaching English including the linguistic communicative approach.
17 17 --- 85 12.5
12 Importance of Instructional material and their effective use. 18 16 --- 86 10.5 13 Use of following aids: Chalk board, Flannel board, pictures,
record players, OHP, language laboratory etc. 18 14 02 84 14.5
14 Basic principles of testing English. The difference between measurement and evaluation.
14 20 --- 82 16
15 The meaning and significance of comprehensive and continuous evaluation in English.
20 14 --- 88 7
16 Development of good test items in English (objective type, short answer type & essay type).
17 17 --- 85 12.5
From Table – 4.15, it can be observed that on the basis of the rankings of the total
scores of teacher educators relating to relevance, undecided and irrelevance, the ranks for
the various topics are in the order of: ‘Teaching of prose, poetry, composition and
grammar’; ‘Stating objectives in behavioural terms’; ‘Aims and objectives of teaching
English’; ‘Difference between approach and method. Major methods of teaching English:
Grammar-cum-translation method, direct method and bilingual method’; ‘Nature of
language’; ‘Importance of language’, ‘Structural approach: Meaning of structure and
pattern, principles of selection and gradation of structure, presentation and practice of
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122
structure’ and ‘The meaning and significance of comprehensive and continuous evaluation
in English’; ‘Linguistics principles’; ‘Functions of language’ and ‘Importance of
Instructional material and their effective use’; ‘Latest development in the approach and
methods of teaching English including the linguistic communicative approach’ and
‘Development of good test items in English (objective type, short answer type & essay
type)’; ‘Use of following aids: Chalk board, Flannel board, pictures, record players, OHP,
language laboratory etc.’ and ‘Pedagogical analysis based on unit analysis, objectives,
learning experiences, chosen methods and materials and evaluation of at least one topic from
prose, poetry, composition and grammar’ and; ‘Basic principles of testing English. The
difference between measurement and evaluation’.
From the above analysis, it may be interpreted that the relevance of the topics of
Paper-VII (E) is in the order of: ‘Teaching of prose, poetry, composition and grammar’;
‘Stating objectives in behavioural terms’; ‘Aims and objectives of teaching English’;
‘Difference between approach and method. Major methods of teaching English: Grammar-
cum-translation method, direct method and bilingual method’; ‘Nature of language’;
‘Importance of language’, ‘Structural approach: Meaning of structure and pattern, principles
of selection and gradation of structure, presentation and practice of structure’ and ‘The
meaning and significance of comprehensive and continuous evaluation in English’;
‘Linguistics principles’; ‘Functions of language’ and ‘Importance of Instructional material
and their effective use’; ‘Latest development in the approach and methods of teaching
English including the linguistic communicative approach’ and ‘Development of good test
items in English (objective type, short answer type & essay type)’; ‘Use of following aids:
Chalk board, Flannel board, pictures, record players, OHP, language laboratory etc.’ and
‘Pedagogical analysis based on unit analysis, objectives, learning experiences, chosen
methods and materials and evaluation of at least one topic from prose, poetry, composition
and grammar’ and; ‘Basic principles of testing English. The difference between
measurement and evaluation’.
CA-12 Teaching of Hindi [Paper-VII (F)]
The total scores and ranks assigned to the topics and sub-topics of Paper-VII (F) are
presented in Table – 4.16.
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123
Table – 4.16 Rankings on the basis of Total Scores of Teacher Educators (N=31) for Topics and
Sub-topics of paper entitled ‘Teaching of Hindi’ Topic No.
The total scores and ranks assigned to the topics and sub-topics of Paper-VII (I) are
presented in Table – 4.17.
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125
Table – 4.17 Rankings on the basis of Total Scores of Teacher Educators (N=21) for Topics and
Sub-topics of paper entitled ‘Teaching of Commerce’ Topic No.
Topic/Sub-topic R UD I Total Score
Rank Order
1 Meaning, nature and concept of Commerce. 15 06 --- 57 1 1.1 Meaning, Nature and Scope of Commerce. 15 06 --- 57 1 1.2 Place of commerce in secondary schools curriculum. 11 10 --- 53 4.5 1.3 Aims, objectives and values of teaching commerce. 14 07 --- 56 2.5 1.4 Bloom’s taxonomy of objectives. 11 10 --- 53 4.5 1.5 Stating objectives in behavioural terms. 14 07 --- 56 2.5 2 Content and Pedagogical analysis of Office, Bank, Trade and
Insurance (Demonstration of one of the above topics by teacher educators following the points: Identification of the concepts, Listing behavioural outcomes, listing activities and experiments and listing evaluation techniques).
10 11 --- 52 4
3 Development of Instructional Material. 07 13 01 48 5 3.1 Development and designing of curriculum. 06 13 02 46 5 3.2 Development of text-books. 08 12 01 49 3 3.3 Development of self-instructional material modules. 07 13 01 48 4 3.4 Development, utilization of instructional aids – Charts, Maps,
Paper-VII (F) and Paper-VIII (A) of curriculum/course-framework for B.Ed., respectively,
were of the view that more content based on emerging issues should be added in these
papers and less relevant topics should be removed.
On the basis of above analysis, it can be inferred that most of the teacher educators
were of the view that more content based on emerging issues should be added in all the
papers and less relevant topics should be removed.
4.2.4 SUGGESTIONS OF TEACHER EDUCATORS FOR RESTRUCTURING
THE CONTENTS OF VARIOUS PAPERS
The frequencies and percentages of the responses of the teacher educators as
suggestions, for restructuring the contents of various papers of the curriculum/course-
framework for B.Ed. programme are presented in Table – 4.22.
Table – 4.22 Suggestions of Teacher Educators for Restructuring Contents of Various Papers
Sl. No. Suggestions F %
1 The topics and sub-topics to be clearly specified. 83 38.78 2 Repetition of topics and sub-topics to be avoided. 79 36.92 3 Time to complete a particular section and topic in hours to be specified. 52 24.29
From Table – 4.22, it can be seen that 38.78, 36.92, and 24.29 percent of the teacher
educators suggested that the topics and sub-topics should be clearly specified, repetition of
topics and sub-topics should be avoided and time to complete a particular section and topic
in hours should be specified, respectively.
Above analysis indicates that some of the teacher educators suggested that topics and
sub-topics should be clearly specified in all the papers, repetition of topics and sub-topics
should be avoided and, time to complete a particular section and topic in hours should be
specified.
Analysis and Interpretation of Data
131
4.2.5 VIEWS OF TEACHER EDUCATORS FOR WEIGHTAGE TO T HE
OBSERVATIONS OF TEACHER EDUCATOR IN-CHARGE DURING
PRACTICE TEACHING IN FINAL SKILL-IN-TEACHING EXAM
The frequencies and percentages of the views of the teacher educators on weightage
to the observations of teacher educator in-charge during practice teaching, in final skill-in-
teaching exam are presented in Table – 4.23 and Table – 4.24.
Table – 4.23 Views of Teacher Educators for Weightage to the Observations of Teacher Educator
In-charge during Practice Teaching in Final Skill-in-teaching Exam (N=34) Sl. No. Suggestion Yes No
F % F % 1 Weightage to be given for the observations of teacher in-
charge during practice teaching. 30 88.24 4 11.76
Table – 4.24 Weightage to be given to the Observations of Teacher Educator In-charge during
Practice Teaching in Final Skill-in-teaching Exam (N=30) Sl. No. Marks as Weightage F %
1 10 Marks 01 3.33 2 20 Marks 08 26.67 3 30 Marks 02 6.67 4 More Than 30 Marks 19 63.33
From Table – 4.23, it can be seen that 88.24 percent of the teacher educators were of
the view that weightage to the observations of teacher educator in-charge during practice
teaching, in final skill-in-teaching exam should be given, whereas 11.76 percent did not
agree to this. This is indicative of the fact that majority of teacher educators were of the
view that weightage to the observations of teacher educator in-charge during practice
teaching, in final skill-in-teaching exam should be given.
From Table – 4.24, it can be observed that 3.33, 26.67, 6.67 and 63.33 percent of the
teacher educators favoured the weightage of 10 marks, 20 marks, 30 marks and more than
30 marks, respectively, to the observations made by teacher educator in-charge during
practice teaching, in final skill-in-teaching exam. From this, it may be inferred that majority
of teacher educators favoured the weightage of more than 30 marks to the observations of
teacher educator in-charge during practice teaching, in final skill-in-teaching exam.
Analysis and Interpretation of Data
132
4.2.6 VIEWS OF TEACHER EDUCATORS ABOUT ESSENTIALITY , DURATION
AND SCHEDULE OF PRACTICE TEACHING
The frequencies and percentages of the views of the teacher educators about
essentiality, duration and schedule of practice teaching in the training programme are
presented in Table – 4.25, Table – 4.26 and Table – 4.27.
Table – 4.25 Views of Teacher Educators about Practice Teaching as an Essential Component of
Teacher Training (N=34) Sl. No. Suggestion Yes No
F % F % 1 Practice Teaching to be an essential component of
teacher training. 34 100 --- ---
Table – 4.26 Views of Teacher Educators about Duration of Practice Teaching (N=34)
Sl. No. Duration of Practice Teaching F % 1 20 Days --- --- 2 30 Days 12 35.29 3 More than 30 Days 22 64.71
Table – 4.27 Views of Teacher Educators about Schedule of Practice Teaching (N=34)
Sl. No. Schedule of Practice Teaching F % 1 One stretch 14 41.18 2 Two stretches 20 58.82
From Table – 4.25, it can be seen that hundred percent of the teacher educators were
of the view that practice teaching should be an essential component of teacher training
programme. This indicates that all the teacher educators were of the view that practice
teaching should be the essential component of teacher training programme.
From Table – 4.26, it can be seen that 64.71 percent of the teacher educators were of
the view that duration of practice teaching should be more than 30 days and 35.29 percent
opined it for 30 days. From this, it may be inferred that majority of teacher educators were
of the view that duration of practice teaching should be more than 30 days in the training
programme.
Further, Table – 4.27 shows that 58.82 percent of the teacher educators were of the
view that practice teaching should be carried out in two stretches whereas, 41.18 percent
opined that it should be carried out in one stretch. This indicates that more than half of the
Analysis and Interpretation of Data
133
teacher educators were of the view that practice teaching should be carried out in two
stretches.
4.3 ANALYSIS OF CURRICULUM TRANSACTION PROCEDURES
The main objective of the present investigation was to study the curriculum
transaction procedures being followed in Secondary Teachers’ Pre-service Training
Programme i.e. B.Ed. programme in the Colleges of Education through formal mode. The
copies of the detailed comprehensive CT questionnaire were distributed to the teacher
educators. The responses of the teacher educators were analyzed item-wise as under:
4.3.1 PLANNING
The responses of the teacher educators were taken about the planning for academic
and co-curricular activities, types of planning for these activities, reasons for planning and
non-planning. The analysis on the basis of frequencies and percentages of the responses of
teacher educators on the above are discussed as under:
A) Academic Activities
From the responses of the teacher educators, it was found that 96.26 percent of them
carry out planning for academic activities, whereas 3.74 percent do not. This indicates that a
large majority of the teacher educators carry out planning for academic activities.
Out of 96.26 percent of the teacher educators who carry out planning for academic
activities, the frequencies and percentages of teacher educators carrying out different types
of planning are given in Table – 4.28.
Table – 4.28 Responses of Teacher Educators about the Types of Planning for
Academic Activities (N=206) Sl. No. Type of Planning F %
On the basis of above analysis, it may be inferred that out of those teacher educators
who carry out planning for academic activities, among them most preferred type of planning
was daily lesson planning followed by course planning; weekly planning; unit planning;
yearly planning; monthly planning and; fortnightly planning which was the least preferred
type of planning.
Reasons of Planning for Academic Activities
The frequencies and percentages of the responses of the teacher educators, about the
reasons of planning for academic activities, are presented in Table – 4.29.
Table – 4.29 Responses of Teacher Educators about the Reasons of Planning for
Academic Activities (N=206) Sl. No. Reasons F %
1 Necessary in the training programme. 45 21.84 2 Plays a substantial role in the execution of any task. 65 31.55 3 Caters to the proper realization of aims or purposes. 64 31.07 4 Helps in proper realization of time and energy. 65 31.55 5 Makes teaching-learning process quite effective and efficient. 142 68.93 6 Helps a teacher in delivering the quality lessons. 74 35.92
Table – 4.29 shows that 21.84, 31.55, 31.07, 31.55, 68.93 and 35.92 percent of the
teacher educators were of the view that planning for academic activities is necessary in the
training programme; plays a substantial role in the execution of any task; caters to the proper
realization of time and energy; helps in proper realization of time and energy; makes
teaching-learning process quite effective and efficient and; helps a teacher in delivering the
quality lessons, respectively.
From the above analysis, it can be interpreted that the main reasons of planning for
academic activities by the teacher educators are in the order of: i) Making teaching-learning
process quite effective and efficient; ii) helping a teacher in delivering the quality lessons;
iii) playing a substantial role in the execution of any task and helping in proper realization of
time and energy; iv) catering to the proper realization of aims or purposes and; v) necessary
for the training programme.
Analysis and Interpretation of Data
135
Reasons of Non-Planning for Academic Activities
Out of those teacher educators (3.74 percent) who do not carry out planning for
academic activities, the frequencies and percentages of the responses of the teacher
educators about the reasons of non-planning are presented in Table – 4.30.
Table – 4.30 Responses of Teacher Educators about the Reasons of Non-Planning for
Academic Activities (N=08) Sl. No. Reasons F %
1 Not essential in daily teaching --- --- 2 Not possible to follow the planning exactly 08 100 3 Time consuming --- --- 4 Lack of sufficient time for planning --- ---
Table – 4.30 reveals that all the teacher educators who do not carry out planning for
academic activities, opined that it is not possible to follow the planning exactly as the main
reason of non-planning.
B) Co-curricular Activities
From the responses of the teacher educators, it was found that 95.33 percent of them
carry out planning for co-curricular activities, whereas 4.67 percent do not. This indicates
that a large majority of the teacher educators carry out planning for the organization of co-
curricular activities.
Out of 95.33 percent of the teacher educators who carry out planning for the
organization of co-curricular activities, their frequencies and percentages about different
types of planning are given in Table – 4.31.
Table – 4.31 Responses of Teacher Educators about the Types of Planning for the Organization of
Co-curricular Activities (N=204) Sl. No. Types of Planning F %
Table – 4.31 indicates that 66.67 percent of the teacher educators expressed that they
prepare annual activity calendar, 6.37 percent of them carry out monthly planning and 26.96
percent of them weekly planning for the organization of co-curricular activities.
Analysis and Interpretation of Data
136
From the above analysis it can be inferred that majority of the teacher educators
prepare annual activity calendar; few of them carry out weekly planning and very few
monthly planning for the organization of co-curricular activities.
Reasons of Planning for the Organization of Co-curricular Activities
The frequencies and percentages of the responses of the teacher educators, about the
reasons of planning for the organization of co-curricular activities, are presented in Table –
4.32.
Table – 4.32 Responses of Teacher Educators about the Reasons of Planning for
the Organization of Co-curricular Activities (N=204) Sl. No. Reasons F %
1 Necessary in the training programme 62 30.39 2 Always play a substantial role in the execution of any task 75 36.76 3 Helps in proper realization of time and energy 65 31.86 4 Makes organization and execution process quite effective and
efficient 97 47.55
5 Helps in fostering desired qualities among the prospective teachers
142 69.60
Table – 4.32 shows that 30.39, 36.76, 31.86, 47.55 and 69.60 percent of the teacher
educators were of the view that planning for the organization of co-curricular activities is
necessary in the training programme; always play a substantial role in the execution of any
task; helps in proper realization of time and energy; makes organization and execution
process quite effective and efficient and; helps in fostering desired qualities among the
prospective teachers, respectively.
From the above analysis, it can be interpreted that the main reasons of planning for
the organization of co-curricular activities by the teacher educators are in the order of: i)
Helping in fostering desired qualities among the prospective teachers; ii) making
organization and execution process quite effective and efficient; iii) playing a substantial
role in the execution of any task; iv) helping in proper realization of time and energy and; v)
necessary for the training programme.
Reasons of Non-Planning for the Organization of Co-curricular Activities
4.67 percent of the teacher educators who do not carry out planning for the
organization of co-curricular activities, opined that: i) It is not possible to follow the
Analysis and Interpretation of Data
137
planning exactly; ii) there is lack of time for planning and; iii) lack of time for the
organization of co-curricular activities.
4.3.2 TEACHING METHOD(S) AND STRATEGIES
The responses of the teacher educators about the use of various teaching methods
and strategies are discussed as under:
Use of Teaching Methods
As per the scoring given under Statistical Techniques Used, method wise total scores
were computed and then ranked, which are presented in Table – 4.33.
Table – 4.33 Rankings on the basis of Total Scores of Teacher Educators on the Use of
Guidance provided by NCTE/NCERT related to Teaching Methods
From the responses of the teacher educators, it was found that 14.01 percent of the
teacher educators expressed that they receive guidelines related to teaching methods from
NCTE/NCERT and 85.99 percent did not. This indicates that majority of teacher educators
expressed that they do not get any guidance from NCTE/NCERT regarding the use of
various teaching methods for transacting the contents to the prospective teachers in the
classroom.
Provision of Separate Period(s) for Library Consultation to the Prospective Teachers
From the responses of the teacher educators, it was found that 22.43 percent of the
teacher educators expressed that separate periods for library consultation are provided to the
prospective teachers, whereas 77.57 percent of them expressed that separate periods for
library consultation are not provided. This indicates that majority of the teacher educators
expressed that separate periods for library consultation are not provided to the prospective
teachers.
Further, the teacher educators (22.43 percent) who responded positively for the
provision of separate period(s) for library consultation, the frequencies and percentages of
their responses about the number of periods for library consultation are given in Table –
4.34.
Table – 4.34 Responses of Teacher Educators about the Number of Periods Provided for
Library Consultation to the Prospective Teachers (N=48) Sl. No. Number of Periods for Library Consultation F %
1 One period per week 6 12.50 2 Two periods per week 7 14.58 3 Three periods per week 3 06.25 4 In the absence of teacher educators, to engage prospective teachers. 32 66.67
From Table – 4.34, it can be observed that 12.50, 14.58 and 6.25 percent of the
teacher educators expressed that there is the provision of one period, two periods and three
periods per week, respectively. However, 66.67 percent of the teacher educators expressed
that for library consultation, the prospective teachers are provided vacant periods of teacher
educators.
On the basis of above analysis, it may be interpreted that majority of the teacher
educators, who responded positively for separate period for library consultation, expressed
Analysis and Interpretation of Data
139
that for library consultation, the prospective teachers are provided vacant periods of teacher
educators.
Reasons for Not Providing Separate Period(s) for Library Consultation
77.57 percent of the teacher educators, who expressed that in their colleges of
education a separate period for library consultation is not provided, pointed out the
following reasons for the same: i) lengthy syllabus and; ii) very short duration of the training
programme.
Organization of Guest Lectures
89.25 percent of the teacher educators expressed that guest lectures are organized in
their colleges of education, whereas 10.75 percent expressed that guest lectures are not
organized. This indicates that a large majority of the teacher educators expressed that guest
lectures are organized in their colleges of education.
Out of 89.25 percent of the teacher educators who expressed that guest lectures are
organized, the frequencies and percentages of their responses about the frequency of
organization of guest lectures are presented in Table – 4.35.
Table – 4.35 Responses of Teacher Educators about the Frequency of Organization of Guest
Lectures in the Colleges of Education in the Present Year (N=191) Sl. No. Frequency of Organization of Guest Lectures F %
1 No Lecture in the present year 13 6.80 2 Once 25 13.09 3 Twice 62 32.46 4 Thrice 60 31.41 6 More than thrice 31 16.23
From Table – 4.35, it can be seen that 6.80 percent of the teacher educators
expressed that guest lectures were not organized in the present year, whereas 13.09, 32.46,
31.41 and 16.23 percent of them expressed that guest lectures were organized once, twice,
thrice and more than thrice, respectively.
On the basis of above analysis, it may be interpreted that some of the teacher
educators expressed that guest lectures were organized twice or thrice. Few of them
expressed that guest lectures were organized more than thrice or only once, whereas, very
few of them expressed that guest lectures were not organized in the present year.
Analysis and Interpretation of Data
140
Reasons for the Non-Organization of Guest Lectures
10.75 percent of the teacher educators who expressed that guest lectures are not
organized in their colleges of education, pointed out the following reasons for the same as: i)
non-availability of resource persons; ii) high investment on the organization of such
activities; iii) management or principal do not permit and; iv) lack of time.
4.3.3 MEDIA: PRINT AND ELECTRONICS
The responses of the teacher educators about the availability and use of various
audio, visual and audio-visual aids in the colleges of education are discussed as under:
Availability of Audio-Visual Aids
The frequencies and percentages of the responses of the teacher educators about the
availability of the audio, visual and audio-visual teaching aids are presented in Table – 4.36.
Table – 4.36 Responses of Teacher Educators about the Availability of Teaching Aids (N=214)
Type of Aids Sl. No. Teaching Aids Yes No F % F %
AUDIO AIDS I Radio 153 71.50 061 28.50 II Tape-recorder 190 88.79 024 11.21
VISUAL AIDS
I Pictures/Charts 212 99.07 002 00.93 II Slide projector 172 80.37 042 19.63 III OHP 205 95.79 009 04.21 IV Slides 169 78.97 045 21.03 V Film Strips 006 02.80 208 97.20 VI Bulletin board 079 36.92 135 63.08 VII Maps 211 98.60 003 01.40 VIII Chalk board 214 100.00 --- --- IX Real objects/specimen 188 87.85 26 12.15
AUDIO - VISUAL
AIDS
I Computer 214 100.00 --- --- II Television 193 90.19 21 09.81 III VCD/DVD player 201 93.93 13 06.07 IV LCD/DLP projector 163 76.17 51 23.83
From Table – 4.36, it can be seen that in case of audio aids, 71.50 and 88.79 percent
of the teacher educators expressed that radios and tape-recorders are available in their
colleges of education.
Above analysis indicates that most of the teacher educators expressed that in their
colleges of education, the availability of audio aids is in the order of: Tape-recorders and;
radios.
Further, from Table – 4.36, it can be seen that in case of visual aids 100.00, 99.07,
80.37, 95.79, 78.97, 98.60 and 87.85 percent of the teacher educators expressed that chalk-
boards, pictures and charts, slide projectors, OHP, slides, maps and real objects,
Analysis and Interpretation of Data
141
respectively, are available in the colleges of education. On the other hand, 97.20 and 63.08
percent expressed that film strips and bulletin boards, respectively, are not available in the
colleges of education.
On the basis of above analysis it can be interpreted that the availability of various
visual aids in the colleges of education is in the order of: i) Chalk boards, which are
available in all the colleges of education; ii) Pictures and charts; iii) maps; iv) OHPs; v) real
objects and specimen; vi) slide projectors and; vii) slides. On the other hand most of the
teacher educators expressed that film strips and more than half of the teacher educators
expressed that bulletin boards are not available in their colleges of education.
Table – 4.36 further shows that in case of audio-visual aids, 100.00, 90.19, 93.93 and
76.17 percent of the teacher educators expressed that computers, television, VCD/DVD
player and LCD/DLP projector, respectively, are available in their colleges of education.
From the above analysis, it may be inferred that the availability of various audio-
visual aids in the colleges of education is in the order of: i) Computers, which are available
in all the colleges of education; ii) VCD/DVD player; iii) television and; iv) LCD/DLP
projector.
Utilization of Audio-visual Aids
As per the scoring given under Statistical Techniques Used, method wise total scores
were computed and then ranked, which are presented in Table – 4.37.
Table – 4.37 Rankings of the Total Scores of the Teacher Educators about the
From Table – 4.45, it can be seen that 6.07, 4.20, 86.92, 2.34 and 0.47 percent of the
teacher educators expressed that they use lecture, demonstration, lecture-demonstration
method, power point presentations and workshops for orienting prospective teachers to
micro-teaching, respectively.
Above analysis reveals that lecture-demonstration method was used by the large
majority of the teacher educators for orienting prospective teachers to micro-teaching.
Demonstration Lessons by Teacher Educators
From the responses of the teacher educators, it was found that 87.38 percent of them
give demonstration lessons on specific teaching skills and 12.62 percent do not. This
indicates that a large majority of the teacher educators used to give demonstration lessons on
specific teaching skills.
Further, 87.38 percent of the teacher educators who give demonstration lessons
opined that demonstration lessons bring clarity about the various components of a particular
skill and make the understanding of the skill easy for the prospective teachers.
On the other hand 12.62 percent of the teacher educators who do not give
demonstration lessons responded that demonstration lessons are given only by the teacher
educators teaching educational technology.
Teaching Skills Practised by the Prospective Teachers during Micro-teaching Sessions
The frequencies and percentages of the responses of the teacher educators about the
various teaching skills practiced by the prospective teachers during micro-teaching sessions
are displayed in Table – 4.46.
Analysis and Interpretation of Data
150
Table – 4.46 Responses of Teacher Educators about the Teaching Skills
Practised by Prospective Teachers (N=214) Sl. No. Name of the Micro-teaching Skill F %
1 Appropriateness of instructional objectives 080 37.38 2 Organization of the content in the lesson 058 27.10 3 Creating set for introducing the lesson 067 31.31 4 Introducing the lesson 151 70.56 5 Probing Questions 208 97.20 6 Delivery and Distribution of questions 051 23.83 7 Response Management 031 14.48 8 Explaining 214 100.00 9 Illustration with example 154 71.96 10 Use of Teaching Aids (Other than blackboard) 094 43.93 11 Stimulus variation 214 100.00 12 Use of verbal and non-verbal reinforcers (Reinforcement) 214 100.00 13 Pacing of the lesson 046 21.50 14 Promoting pupil participation 064 29.91 15 Use of blackboard 183 85.51 16 Closure of the lessons 048 22.43 17 Diagnosing learning difficulties and taking remedial measures 029 13.55 18 Evaluation of pupil progress 047 21.96 19 Management of the class 068 31.78 20 Giving assignment 057 26.64
From Table – 4.46, it can be seen that hundred percent of the teacher educators
expressed that skill of ‘Explaining’, ‘Stimulus variation’, and ‘Use of verbal and non-verbal
reinforcers (Reinforcement)’ are practised by the prospective teachers during micro-teaching
sessions.
Table – 4.46 further indicates that 37.38 percent of the teacher educators expressed
that skill of ‘Appropriateness of instructional objectives’, ‘Organization of the content in the
lesson’ (27.10 percent), ‘Creating set for introducing the lesson’ (31.31 percent), skill of
‘Introducing the lesson’ (70.56 percent), ‘Probing Questions’ (97.20 percent), ‘Delivery and
Distribution of questions’ (23.83 percent), ‘Response Management’ (14.48 percent),
‘Illustration with example’ (71.96 percent), ‘Use of Teaching Aids (Other than blackboard)’
(43.93 percent), ‘Pacing of the lesson’ (21.50 percent), ‘Promoting pupil participation’
(29.91 percent), ‘Use of blackboard’ (85.51 percent), ‘Closure of the lessons’ (22.43
percent), ‘Diagnosing learning difficulties and taking remedial measures’ (13.55 percent),
‘Evaluation of pupil progress’ (21.96 percent), ‘Management of the class’ (31.78 percent),
and ‘Giving assignment’ (26.64 percent) are practised by the prospective teachers during
micro-teaching sessions.
Analysis and Interpretation of Data
151
From the above analysis, it may be inferred that skill of ‘Explaining’, ‘Stimulus
variation’ and ‘Use of verbal and non-verbal reinforcers (Reinforcement)’ are practised by
the prospective teachers as per the views of all the teacher educators. Skill of ‘Probing
question’, ‘Use of Black board’, ‘Illustration with example’, and ‘Introducing the lesson’ are
practised as per the opinions of large majority of the teacher educators. The skill of ‘Use of
Teaching Aids (Other than blackboard)’ is practised by the prospective teachers as per the
views of less than half of the teacher educators. Skill of ‘Appropriateness of instructional
objectives’, ‘Management of the class’, ‘Creating set for introducing the lesson’, ‘Promoting
pupil participation’, ‘Organization of the content in the lesson’, ‘Giving assignment’,
‘Delivery and Distribution of questions’, ‘Closure of the lessons’, ‘Evaluation of pupil
progress’, and ‘Pacing of the lesson’ are practised as per the opinions of the few of the
teacher educators. Skill of ‘Response Management’ and ‘Diagnosing learning difficulties
and taking remedial measures’ are practised by the prospective teachers as per the views of
very few of the teacher educators in their colleges during micro-teaching sessions.
Number of Micro-lessons per Teaching Subject Practised by the Prospective Teachers
The frequencies and percentages of the responses of the teacher educators on the
number of micro-lessons per teaching subject practised by the prospective teachers are
presented in Table – 4.47.
Table – 4.47 Responses of Teacher Educators on the Number of Micro-lessons per Teaching Subject
Practiced by the Prospective Teachers (N=214) Sl. No. Number of Micro-teaching Lessons F %
Table – 4.47 indicates that 5.14, 85.05, 3.74, 4.20 and 1.87 percent of the teacher
educators expressed that 5, 10, 15, 20 and 25 micro-lessons per teaching subject are
practised by the prospective teachers in their colleges of education, respectively.
On the basis of above analysis, it may be inferred that 10 micro-lessons per teaching
subject are practiced by the prospective teachers as per the responses of the large majority of
the teacher educators.
Analysis and Interpretation of Data
152
Duration of Micro-teaching
The frequencies and percentages of the responses of the teacher educators about the
duration of micro-teaching are given in Table – 4.48.
Table – 4.48 Responses of Teacher Educators about the Duration of Micro-teaching (N=214)
Sl. No. Duration of Micro-teaching F % 1 10 days 13 06.07 2 20 days 29 13.55 3 30 days 41 19.16 4 30 - 40 days 26 12.15 5 60 - 90 days (2-3 periods for 4 days in a week) 27 12.62 6 Continuous Process throughout the academic session (2-3 periods
for 4 days in a week) 78 36.45
From Table – 4.48, it can be seen that 6.07 percent of the teacher educators
expressed that duration of micro-teaching is 10 days, 20 days (13.55 percent), 30 days
(19.16 percent), 30 to 40 days (12.15 percent) and 60 to 90 days (12.62 percent). However,
36.45 percent of the teacher educators expressed that micro-teaching is carried out as a
continuous activity throughout the academic session for 4 days a week with 2 to 3 periods
per day.
From the above analysis, it may be interpreted that micro-teaching is carried out for
different durations in the colleges of education.
Satisfaction of Teacher Educators with the Procedure and Duration of Micro-teaching
From the responses of the teacher educators, it was found that 56.54 percent of the
teacher educators were satisfied with the procedure and duration of the micro-teaching and
43.46 percent were not. This indicates that more than a half of the teacher educators were
satisfied with the procedure and duration of the micro-teaching.
Further, the teacher educators (56.54 percent) who were feeling satisfied pointed out
that micro-teaching goes as per time table and each prospective teacher gets ample time to
practice a particular micro-teaching skill.
On the other hand the teacher educators (43.46 percent) who were feeling unsatisfied
pointed out that there is no clear cut strategy for its execution and time is less than the time
required for this activity.
Analysis and Interpretation of Data
153
Maintenance of Records of Micro-teaching
All the teacher educators expressed that records of all the micro-teaching lessons
practised during micro-teaching are maintained by the prospective teachers.
B) Simulation
The responses of the teacher educators on the various aspects of simulation such as:
methods used for orienting prospective teachers to simulation; number of macro-lessons
practised; duration of simulation and; satisfaction of the teacher educators with the
procedure and duration of the simulation are presented in Table – 4.48, 4.49, and 4.50.
Methods Used for Orienting Prospective Teachers to Simulation
The frequencies and percentages of the responses of the teacher educators about the
methods used for orienting prospective teachers to simulation are displayed in Table – 4.49.
Table – 4.49 Responses of Teacher Educators about the Methods Used for Orienting
Prospective Teachers to Simulation (N=214) Sl. No. Method F %
Table – 4.54 indicates that 2.80, 2.34, 77.10, 14.49 and 3.27 percent of the teacher
educators expressed that 10, 15, 20, 22-25 and 25-30 lessons per teaching subject are
delivered by the prospective teachers during real teaching practice in schools, respectively.
On the basis of above analysis, it can be said that mostly 20 lessons per teaching
subject are delivered by the prospective teachers during real teaching practice in schools.
Number of Lessons Observed by the Prospective Teachers during Real Teaching
Practice
The frequencies and percentages of the responses of the teacher educators on the
number of lessons observed by the prospective teachers during real teaching practice are
presented in Table – 4.55.
Table – 4.55 Responses of Teacher Educators on the Number of Lessons Observed by the
Prospective Teachers during Real Teaching Practice (N=214) Sl. No. Number of Lessons Observed F %
1 10 117 54.67 2 15 006 02.80 3 20 091 42.52
From Table – 4.55, it can be seen that 54.67, 2.80 and 42.52 percent of the teacher
educators expressed that 10, 15 and 20 lessons are observed by the prospective teachers
during real teaching practice in schools, respectively.
On the basis of above analysis, it can be said that mostly 10 lessons are observed by
each prospective teacher during real teaching practice in schools.
Analysis and Interpretation of Data
158
School Activities in Which Prospective Teachers Participate During Real Teaching
Practice
The frequencies and percentages of the responses of the teacher educators about the
school activities in which prospective teachers participate during real teaching practice are
presented in Table – 4.56.
Table – 4.56 Responses of Teacher Educators about the School Activities in which Prospective
Teachers Participate during Real Teaching Practice (N=214) Sl. No. Activity F %
1 Morning assembly 214 100.00 2 Maintaining attendance register 208 97.19 3 Checking home work given to the students 208 97.19 4 Preparing school leaving certificates 124 57.94 5 Preparing and maintaining other school records and registers 027 12.62
From Table – 4.56, it can be seen that 100.00, 97.19, 97.19, 57.94 and 12.62 percent
of the teacher educators expressed that prospective teachers participate in morning
assembly, maintain attendance registers, check home work given to the students, prepare
school leaving certificates and, prepare and maintain other school records and registers
during real teaching practice in schools, respectively.
On the basis of above analysis, it can be interpreted that most of the prospective
teachers participate in morning assembly, prepare and maintain attendance registers, check
home work given to the students and also prepare school leaving certificates.
Maintenance of Records of all the Activities Performed during Real Teaching by the
Prospective Teachers
All the teacher educators expressed that records of all the activities performed during
real teaching practice in schools are maintained by the prospective teachers.
Satisfaction of Teacher Educators with the Procedure and Duration of Real Teaching
Practice
From the responses of the teacher educators it was found that 54.21 percent of the
teacher educators were satisfied with the procedure and duration of the real teaching
practice, whereas 45.79 percent were not. This indicates that more than a half of the teacher
educators were satisfied with the procedure and duration of the real teaching practice and
less than a half of them were not.
Analysis and Interpretation of Data
159
Furthermore, the teacher educators (54.21 percent) who were feeling satisfied
pointed out that in this duration pupil teachers get adequate acquaintance about the
functioning of school and get enough time to teach and work in school.
However, the teacher educators (45.79 percent) who were feeling dissatisfied pointed
out the following reasons for their dissatisfaction: i) The functioning of schools cannot be
understood properly by the prospective teacher in this short duration and; ii) justice cannot
be done with teaching.
Mode of Prospective Teachers’ Evaluation in Final Skill-in-Teaching Exam
The frequencies and percentages of the responses of the teacher educators about the
mode of prospective teachers’ evaluation in final skill-in-teaching exam are presented in
Table – 4.57.
Table – 4.57 Responses of Teacher Educators about the Mode of Prospective Teachers’ Evaluation
in Final Skill-in-Teaching Exam (N=214) Sl. No. Mode of Evaluation F %
1 Final Lesson only 147 68.69 2 Final Lesson and Records of Micro-teaching and Simulation 014 06.54 3 Final Lesson and Records of Real Teaching Practice 014 06.54 4 Final Lessons and Records of Micro-teaching, Simulation and
Real Teaching Practice 039 18.23
From Table – 4.57, it can be seen that 68.69, 6.54, 6.54 and 18.23 percent of the
teacher educators expressed that during final skill-in-teaching exam the prospective teachers
are evaluated on the basis of ‘final lesson only’, ‘final lesson and records of micro-teaching
and simulation’, ‘final lesson and records of real teaching practice’ and ‘final lesson and
records of micro-teaching, simulation and real teaching practice’, respectively.
On the basis of above analysis, it may be interpreted that during final skill-in-
teaching exam the prospective teachers are evaluated on the basis of final lesson only.
Time Spent by the External Examiner for Evaluating a Prospective Teacher during
Final Skill-in-Teaching Exam
The frequencies and percentages of the responses of the teacher educators about the
time spent by the external examiner for evaluating a prospective teacher during final skill-in-
teaching exam are presented in Table – 4.58.
Analysis and Interpretation of Data
160
Table – 4.58 Responses of Teacher Educators about the Time Spent by the External Examiner for
Evaluating a Prospective Teacher during Final Skill-in-Teaching Exam (N=214) Sl. No. Duration F %
1 2-5 minutes 122 57.01 2 5-10 minutes 060 28.04 3 10-15 minutes 009 04.20 4 Availability of time with the Examiner 023 10.75
Table – 4.58 indicates that 57.01, 28.04 and 4.20 percent of the teacher educators
expressed that external examiners spend 2-5 minutes, 5-10 minutes and 15-20 minutes for
evaluating a prospective teacher during final skill-in-teaching exam, respectively. However,
10.75 percent of the teacher educators expressed that time spent depends upon the
availability of time with the examiners.
From the above analysis, it may be inferred that mostly 2-5 minutes (only) are spent
by the external examiner for evaluating a prospective teacher in final skill-in-teaching exam.
Evaluation of each Prospective Teacher by the Entire Team of Examiners
From the responses of teacher educators, it was found that 39.72 percent of them
expressed that each prospective teacher is evaluated by the entire team of all the three
examiners, whereas 60.28 percent expressed that each prospective teacher is not evaluated
by the entire team of all the three examiners.
This indicates that mostly the prospective teacher is evaluated by one or two
members of the team and not by the entire team of all the three examiners.
Time Taken for the Evaluation of a Unit of 100 Prospective Teachers
The frequencies and percentages of the responses of the teacher educators about the
time taken for the evaluation of a unit of 100 students are presented in Table – 4.59.
Table – 4.59 Time Taken for the Evaluation of a Unit of 100 Prospective Teachers (N=214)
Sl. No. Time taken F % 1 2 days 199 92.99 2 3 days 015 07.01
From Table – 4.59, it can be seen that 92.99 and 7.01 percent of the teacher
educators expressed that team of external examiners takes 2 and 3 days to evaluate a unit of
100 prospective teachers, respectively.
Analysis and Interpretation of Data
161
Above analysis indicates that mostly two days are taken by the team of external
examiners to evaluate a unit of 100 prospective teachers.
Satisfaction of Teacher Educators with the Mode of Prospective Teachers’ Evaluation
in Final Skill-in-Teaching Exam
From the responses of the teacher educators it was found that 28.04 percent of the
teacher educators were satisfied with the mode of prospective teachers’ evaluation in final
skill-in-teaching exam, whereas 71.96 percent were not. This indicates that majority of the
teacher educators were not satisfied with the mode of prospective teachers’ evaluation in
final skill-in-teaching exam.
Further, the teacher educators (71.96 percent) who were feeling dissatisfied with the
mode of prospective teachers’ evaluation in final skill in teaching exam pointed out the
following reasons for their dissatisfaction: i) No consideration for the overall performance of
the prospective teacher throughout the academic session; ii) no weightage to the observation
of teacher educator in-charge during teaching practice; iii) not possible to evaluate a
prospective teacher in 2-5 minutes; iv) not possible to evaluate 100 students in two days that
too in 3-4 hours duration in a day and; v) favouritism towards the students who are close to
the teacher educators, close to the examiner.
4.4 AVAILABILITY AND UTILIZATION OF VARIOUS RESOURC E CENTERS
IN THE TRAINING PROGRAMME
The responses of teacher educators on the availability of various resource centers in
the colleges of education and their utilization during curriculum transaction in secondary
teachers’ pre-service training programme were tabulated, analyzed and interpreted item
wise, the details of which are given as under:
4.4.1 AVAILABILITY OF RESOURCE CENTERS
The frequencies and percentages of the responses of the teacher educators on the
availability of various resource centers viz. Physical Sciences, Life Sciences, Mathematics,
Social Sciences, English Language, Hindi Language, Computer, Psychology and
Educational Technology resource centers are presented in Table – 4.60.
Analysis and Interpretation of Data
162
Table – 4.60 Responses of Teacher Educators on the Availability of Resource Centers
Response Physical Sciences Resource Centre
Life Sciences Resource Centre
Mathematics Resource Centre
Social Sciences Resource Centre
Language Resource Centre
Computer Resource Centre
Psychology Resource Centre
Educational Technology Resource Centre English Hindi
Yes F 33 31 22 27 29 26 34 38 35
% 97.06 100 70.97 84.38 85.29 83.87 100 100 100
No F 01 --- 09 05 05 05 --- --- ---
% 02.94 --- 29.03 15.62 14.71 16.13 --- --- ---
Total 34 31 31 32 34 31 34 38 35
From Table – 4.60, it can be seen that hundred percent of the teacher educators
expressed that Life Sciences, Computer, Psychology and Educational Technology Resource
Centers are available in their colleges of education.
Table – 4.60 further shows that 97.06, 70.97, 84.38, 85.29 and 83.87 percent of the
teacher educators expressed that Physical Sciences, Mathematics, Social Sciences, English
Language and Hindi Language resource centers are available in their colleges of education,
respectively.
From the above analysis, it may be inferred that the availability of various resource
centers in the colleges of education is in the order of: i) Life Sciences, Computer,
Psychology and Educational Technology; ii) Physical Sciences; iii) English Language; iv)
Social Sciences; v) Hindi Language and; vi) Mathematics.
4.4.2 TYPE OF RESOURCE CENTRE
The frequencies and percentages of the responses of the teacher educators about the
type of resource centers, which are available in the colleges of education, are presented in
Table – 4.61.
Table – 4.61 Responses of Teacher Educators about the Type of Resource Centre
Response Physical Sciences Resource Centre
Life Sciences Resource Centre
Mathematics Resource Centre
Social Sciences Resource Centre
Language Resource Centre
Computer Resource Centre
Psychology Resource Centre
Educational Technology Resource Centre English Hindi
From Table – 4.67, it can be seen that hundred percent of the teacher educators were
of the view that Computer and Psychology resource centers are useful in the training
programme.
Table – 4.67 further shows that 57.58, 58.06, 68.18, 74.07, 68.97, 50.00 and 62.86
percent of the teacher educators were of the view that Physical Sciences, Life Sciences,
Mathematics, Social Sciences, English Language, Hindi Language and Educational
Technology resource centers are useful in the training programme, respectively.
On the basis of above analysis, it can be inferred that the usefulness of various
resource centers, as per the responses of teacher educators, is in the order of: Computer;
Psychology; Social Sciences; English Language; Mathematics; Educational Technology;
Life Sciences; Physical Sciences and; Hindi Language resource center.
Reasons for Non-usefulness of the Resource Centre in the Training Programme
Further, the teacher educators who expressed that they do not find the resource
centers useful in the training programme pointed out the following reasons: i) Lack of time
and; ii) No specific guidelines on the use resource centers in the curriculum.
Analysis and Interpretation of Data
169
4.4.9 SUGGESTIONS FOR THE EFFECTIVE UTILIZATION OF THE
RESOURCE CENTERS
The responses of the teacher educators for the effective utilization of the resource
centers are presented in the Table – 4.68.
Table – 4.68 Suggestions of the Teacher Educators for the Effective Utilization
of the Resource Centers (N=214) Sl. No. Suggestions F %
1 Orientation programmes for the effective utilization of the resource centers to be organized by the university.
35 16.36
2 Manuals for the utilization of Resource Centers to be provided by the affiliating university.
67 31.31
3 List of experiments or activities to be carried out by the prospective teachers to be specified in the curriculum or syllabus.
89 41.59
4 Resource centers to be properly maintained in the institutions. 55 25.70 5 Proper supervision and inspection of the resource centers to be made by the
affiliating university. 27 12.62
It is evident from Table – 4.68 that 41.59 percent of the teacher educators suggested
that list of experiments or activities to be carried out by the prospective teachers should be
specified in the curriculum or syllabus. 31.31 percent suggested that manuals for the
utilization of resource centers should be provided by the affiliating university. 25.70 percent
suggested that resource centers should be properly maintained in the institutions. 16.36
percent suggested that orientation programmes for the effective utilization of the resource
centers should be organized by the university and 12.62 percent suggested that proper
supervision and inspection of the resource centers should be done by the affiliating
university.
4.5 FLANDERS’ INTERACTION ANALYSIS AND INTERPRETATI ON
The observation data, collected in the form of different categories through Flanders’
interaction analysis technique was tabulated and organized for further analysis and
interpretation. The necessary details about the tabulation, organization and, analysis and
interpretation of the observation data are discussed as under:
4.5.1 TABULATION OF OBSERVATION DATA
The observation data was tabulated by following the procedure described as under:
Analysis and Interpretation of Data
170
Preparation of 10x10 Matrices
After observing the classroom behaviours of each of the 28 teacher educators as
subjects of sample, while transacting the curriculum to the prospective teachers in actual
classrooms and collecting the observation data on observation sheets, a separate 10x10
matrix for each of the teacher educator was prepared by following the procedure described
earlier, in Chapter III. So, in totality 28 observation matrices were prepared. A sample copy
of the 10x10 matrix is given in Appendix-VII.
Preparation of Composite Master Matrix
One master 10x10 matrix based on twenty eight 10x10 matrices of teacher educators
teaching in actual classrooms was prepared. The procedure followed was the cell to cell
addition of each of the twenty eight matrices.
A copy of the composite master matrix is given in Appendix-VIII.
4.5.2 ORGANIZATION OF DATA
Interactions between teacher educators and prospective teachers while transacting the
curriculum contents in actual classroom situations are organized in to certain behaviour
ratios, for the purpose of interpretation, as suggested by Flanders. Behaviour ratios for
composite master matrix of 28 teacher educators were calculated and converted in to
percentages using the following formula in terms of various stages as discussed below:
Time involved in Classroom Interaction
Time involved in classroom interaction was calculated with the help of following
formula:
Average rate of coding = Total Coding Time in Seconds/Matrix Total
Classroom Climate
The data related to classroom climate in terms of different ratios was converted in to
percentages using the following formula:
(i) Teacher Talk (TT)
The Flanders Interaction Analysis Categories (FIAC) system of interaction analysis
has referred to categories 1, 2, 3, 4, 5, 6 and 7 as indicative of Teacher Talk (TT). It is
defined as actions taken by the teacher that reflect the tendency of teacher talk. It is
calculated as:
Analysis and Interpretation of Data
171
Teacher talk (TT) = ∑ f (Columns 1 to 7) /N x 100
Where, N represents total tallies in the matrix.
(ii) Pupil Talk (PT)
Categories 8 and 9 are referred to as indicative of pupil talk. It is defined as the
percentage of pupil talk falling in categories 8 and 9. It is calculated as:
Pupil Talk (PT) = ∑ f (Columns 8 to 9) /N x 100
(iii) Silence or Confusion (SC)
Category 10 is referred to as indicative of silence or confusion. It is defined as the
percentage of tallies falling in category 10 and is calculated as:
Silence or Confusion (SC) = ∑ f (Column 10) /N x 100
(iv) Teacher Response Ratio (TRR)
It is defined as an index which corresponds to teachers’ tendency to react to the ideas
and feelings of the pupils. It is calculated as:
Teacher Response Ratio (TRR) = ∑ f (Columns 1to3) /∑ f (Columns 1,2,3,6,7) x 100
(v) Teacher Question Ratio (TQR)
It is defined as an index representing the tendency of a teacher to use questions when
guiding the content orienting part of the class discussion. It is calculated as:
Teacher Question Ratio (TQR) = ∑ f (Column 4) /∑ f (Columns 4 to 5) x 100
(vi) Pupil Initiative Ratio (PIR)
It is proposed to indicate what proportion of pupil talk is judged by the observer to
be an act of pupil initiation. It is calculated as:
Pupil Initiative Ratio (PIR) = ∑ f (Column 9) /∑ f (Columns 8 to 9) x 100
Checking the Level of Interaction within the Class
The data pertaining to checking the level of interaction within the class in terms of
different ratios was converted in to percentages using the following formula:
(i) Instantaneous Teacher Response Ratio (ITRR89)
It is defined as the teachers’ tendency to praise or integrate the ideas and feelings of
the pupils in the class discussion, at the moment the pupils stop talking. It is calculated as: