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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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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.
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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
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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
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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.
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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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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
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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
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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
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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.
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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
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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
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’.
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Table – 4.6 also shows the rankings of the sub-topics of the few main topics. In case
of main topic ‘Concept of growth and development’, the ranks for the various sub-topics are
in the order of: ‘Role of teacher in facilitating development’; ‘General principles of
development’ and ‘Types of development – Physical, Social, Intellectual, Spiritual and
Emotional’ and; ‘Stage specific characteristics and developmental tasks’.
Above analysis infers that the relevance of sub-topics of ‘Concept of growth and
development’ is in the order of: ‘Role of teacher in facilitating development’; ‘General
principles of development’ and ‘Types of development – Physical, Social, Intellectual,
Spiritual and Emotional’ and; ‘Stage specific characteristics and developmental tasks’.
For the main topic ‘Nature of learning; Learning Theories’, the ranks for various
sub-topics are in the order of: ‘Learning by Insight’; ‘Conditioning theories – Classical and
Operant’; ‘Trial and error theory’ and; ‘Information Processing (Roger’s) and Maslow’s
Humanistic theory’.
Above analysis indicates that the relevance of sub-topics of ‘Nature of learning;
Learning theories’ declines as: ‘Learning by Insight’; ‘Conditioning theories – Classical and
Operant’; ‘Trial and error theory’ and; ‘Information Processing (Roger’s) and Maslow’s
Humanistic theory’.
Among the two sub-topics 15.1 ‘Meaning, Scope and Objectives of Guidance
services; Needs of guidance services’ and 15.2 ‘Role of teacher in organizing guidance
programmes’ of the main topic ‘Guidance’, the sub-topic 15.2 has been rated as more
relevant in comparison to sub-topic 15.1.
Similarly, among the two sub-topics 5.1 ‘Learner Related, Teacher Related, Process
Related and Content Related factors’ and 5.2 ‘Memory and forgetting’ of the main topic
‘Factors Influencing Learning and Teaching Process’, the sub-topic 5.1 has been rated as
more relevant in comparison to sub-topic 5.2.
In case of sub-topics 14.1 ‘Role of home and school in promoting mental health’ and
14.2 ‘Characteristics of a mentally healthy person’ of the main topic ‘Mental hygiene:
Meaning and basic principles of mental hygiene’, both the topics have been rated as equally
relevant.
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CA-3 Development of Educational System in India (Paper-III)
The total scores and ranks assigned to the topics and sub-topics of Paper-III are
presented in Table – 4.7.
Table – 4.7 Rankings on the basis of Total Scores of Teacher Educators (N=35) for Topics of paper
entitled ‘Development of Educational System in India’ Topic No.
Topic R UD I Total Score
Rank Order
1 Education in India during: a) Vedic, b) Buddhist and c) Medieval periods.
18 17 --- 88 5.5
2 Growth and development of education in Himachal Pradesh: problems and priorities.
19 15 1 88 5.5
3 MaCauley’s Minute and Bentick’s resolution of 1835. Adam’s reports and its recommendations.
13 20 2 81 12.5
4 Wood’s Dispatch of 1854. 15 18 2 83 11 5 Lord Curzon’s Educational Policy. Growth of National
consciousness. National Education Movement. 17 16 2
85 8
6 Recommendations of Indian Education Commission -1882, its influence on the subsequent development of education.
14 21 --- 84 9.5
7 Essential features of Sadler Commission report – 1917. 13 20 2 81 12.5 8 Wardha Scheme of Education – 1937. 15 19 1 84 9.5 9 University Education Commission (1948-49). 17 17 1 86 7 10 Secondary Education Committee report (1952-53). 20 15 --- 90 3 11 Indian Education Commission (1964-66). 19 16 --- 89 4 12 National Policy of Education (1986). 22 13 --- 92 1 13 Revised National Policy (1992). 21 14 --- 91 2
From Table – 4.7 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: ‘National Policy of Education (1986)’; ‘Revised
National Policy (1992)’; ‘Secondary Education Committee report (1952-53)’; ‘Indian
Education Commission (1964-66)’; ‘Growth and development of education in Himachal
Pradesh: problems and priorities’ and ‘Education in India during: a) Vedic, b) Buddhist and
c) Medieval periods’; ‘University Education Commission (1948-49)’; ‘Lord Curzon’s
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
Analysis and Interpretation of Data
99
reports and its recommendations’ and ‘Essential features of Sadler Commission report –
1917’.
On the basis of above analysis, it may be inferred that the relevance of the topics of
Paper-III is in the order of: ‘National Policy of Education (1986)’; ‘Revised National Policy
(1992)’; ‘Secondary Education Committee report (1952-53)’; ‘Indian Education
Commission (1964-66)’; ‘Growth and development of education in Himachal Pradesh:
problems and priorities’ and ‘Education in India during: a) Vedic, b) Buddhist and c)
Medieval periods’; ‘University Education Commission (1948-49)’; ‘Lord Curzon’s
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.
Analysis and Interpretation of Data
100
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.
19 16 --- 89 8
8 Modification of teaching behavior: Concept. 28 07 --- 98 1 8.1 Micro-teaching 28 06 01 97 1 8.2 Simulation 24 11 --- 94 2 8.3 Flander’s Interaction Analysis 14 20 01 83 3.5 8.4 Reciprocal Category System (RCS) 14 20 01 83 3.5 8.5 Transactional analysis. 10 19 06 74 5 9 Developing Programmed Instruction material - Linear
and Branching programmes (tryouts and validation etc). 19 16 --- 89 8
10 Meaning, Features, Advantages and Limitations of Technologies of Instruction.
15 20 --- 85 10
10.1 Personalized system of instruction. 12 23 --- 82 3.5 10.2 Audio-tutorial system. 13 21 01 82 3.5 10.3 Co-operative learning. 14 20 01 83 2 10.4 Simulation and games. 11 24 --- 81 5 10.5 Computer assisted instruction. 20 15 --- 90 1
It is evident from Table – 4.8 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: ‘Modification of teaching behavior: Concept’; ‘Stages of teaching:
Pre-active, interactive and post active stages of teaching along with operations involved in
them’; ‘Communication: Concept, principles and models of communication’; ‘Definition of
Analysis and Interpretation of Data
101
Educational technology; Distinction between Hardware & Software technologies and their
role in modern educational practices’; ‘Use of Strategies viz. Teleconferencing,
Programmed Instruction, CAI, Language laboratory’; ‘Hardware technologies: Important
accessories and their applications’; ‘Psychological use of modern technologies’, ‘Models of
teaching: Concept and elements of teaching model; Glaser’s basic teaching model’ and
‘Developing Programmed Instruction material - Linear and Branching programmes (tryouts
and validation etc)’ and; ‘Meaning, Features, Advantages and Limitations of Technologies
of Instruction’.
From the above analysis, it may be interpreted that the relevance of the topics of
Paper-IV is in the order of: ‘Modification of teaching behavior: Concept’; ‘Stages of
teaching: Pre-active, interactive and post active stages of teaching along with operations
involved in them’; ‘Communication: Concept, principles and models of communication’;
‘Definition of Educational technology; Distinction between Hardware & Software
technologies and their role in modern educational practices’; ‘Use of Strategies viz.
Teleconferencing, Programmed Instruction, CAI, Language laboratory’; ‘Hardware
technologies: Important accessories and their applications’; ‘Psychological use of modern
technologies’, ‘Models of teaching: Concept and elements of teaching model; Glaser’s basic
teaching model’ and ‘Developing Programmed Instruction material - Linear and Branching
programmes (tryouts and validation etc)’ and; ‘Meaning, Features, Advantages and
Limitations of Technologies of Instruction’.
Table – 4.8 also represents the rankings of the sub-topics of the few main topics. In
case of main topic ‘Modification of teaching behaviour: Concept’, the ranks for the various
sub-topics are in the order of: ‘Micro-teaching’; ‘Simulation’; ‘Flander’s Interaction
Analysis’ and ‘Reciprocal Category System (RCS)’ and; ‘Transactional analysis’.
Above analysis indicates that the relevance of sub-topics of ‘Modification of
teaching behaviour: Concept’ is in the order of: ‘Micro-teaching’; ‘Simulation’; ‘Flander’s
Interaction Analysis’ and ‘Reciprocal Category System (RCS)’ and; ‘Transactional
analysis’.
For the main topic ‘Hardware technologies: Important accessories and their
applications’, the ranks for the various sub-topics are in the order of: ‘New technologies like
Analysis and Interpretation of Data
102
e-mail, internet etc’; ‘Computers’; ‘OHP’; ‘Still and Movie Projectors’ and ‘Audio-video
recording instruments’ and; ‘TV’.
Above analysis infers that the relevance of sub-topics of ‘Hardware technologies:
Important accessories and their applications’ is in the order of: ‘New technologies like e-
mail, internet etc’; ‘Computers’; ‘OHP’; ‘Still and Movie Projectors’ and ‘Audio-video
recording instruments’ and; ‘TV’.
Among the two sub-topics 4.1 ‘Cone of experience (Edger Dale)’ and 4.2 ‘Multi-
sensory instruction and its advantages’ of main topic ‘Psychological use of modern
technologies’, the sub-topic 4.2 has been rated as more relevant in comparison to sub-topic
4.1.
In case of main topic ‘Meaning, Features, Advantages and Limitations of
Technologies of Instruction’, the ranks for the various sub-topics are in the order of:
‘Computer assisted instruction’; ‘Co-operative learning’; ‘Audio-tutorial system’ and
‘Personalized system of instruction’ and; ‘Simulation and games’.
Above analysis indicates that the relevance of sub-topics of ‘Meaning, Features,
Advantages and Limitations of Technologies of Instruction’ is in the order of: ‘Computer
assisted instruction’; ‘Co-operative learning’; ‘Audio-tutorial system’ and ‘Personalized
system of instruction’ and; ‘Simulation and games’.
CA-5 Education for Values, Environment and Human Rights (Paper-V)
The total scores and ranks assigned to the topics and sub-topics of Paper-V are
presented in Table – 4.9.
Analysis and Interpretation of Data
103
Table – 4.9 Rankings on the basis of Total Scores of Teacher Educators (N=34) for Topics and
Sub-topics of paper entitled ‘Education for Values, Environment and Human Rights’ Topic No.
Topic/Sub-topic R UD I Total Score
Rank Order
1 Values: Concept, nature, classification of values; Need for the Education of Human values.
27 07 --- 95 1
2 Five Universal values: Truth, Righteous conduct, Peace, Love and Non-violence and their sub values as listed by Gokak Committee
22 12 --- 90 3
3 Sources of Values: Cultural, Religio-spiritual and constitutional; Values as enshrined in the Constitution of India.
16 18 --- 84 10.5
4 Methods of teaching Human Values: Direct, Indirect; Integrating values with curricular and co-curricula r activities.
18 16 --- 86 8
5 Environment: meaning, scope, principles and objectives of Environmental Education.
21 13 --- 89 5
6 Environmental pollution: Types, Causes, Remedies. 19 12 03 84 10.5 7 Environmental Hazards: causes & effects (Global and local).
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,
programmed teaching, seminars and computer assisted teaching. 21 13 --- 89 2.5
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
laboratory. 19 11 01 80 1.5
7 Methods of Teaching. 27 04 --- 89 1 7.1 Lecture-demonstration method, Project method, Problem-
solving method and CAI. 27 04 --- 89 1
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.
Analysis and Interpretation of Data
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.
Analysis and Interpretation of Data
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
Analysis and Interpretation of Data
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.
Analysis and Interpretation of Data
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
Analysis and Interpretation of Data
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.
Analysis and Interpretation of Data
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.
Topic/Sub-topic R UD I Total Score
Rank Order
1 ekr`ÒkÔk ekr`ÒkÔk ekr`ÒkÔk ekr`ÒkÔk fÓÕÆ% v…Z] Lo:i] egRo ,oa CfÓÕÆ% v…Z] Lo:i] egRo ,oa CfÓÕÆ% v…Z] Lo:i] egRo ,oa CfÓÕÆ% v…Z] Lo:i] egRo ,oa Cywe }kjk ywe }kjk ywe }kjk ywe }kjk fuÌZkfjrfuÌZkfjrfuÌZkfjrfuÌZkfjr vu÷nsÓukRed mís';vu÷nsÓukRed mís';vu÷nsÓukRed mís';vu÷nsÓukRed mís';AAAA
24 07 --- 86 3
2 ÒkÔkà d©Óy¨a dk lkekU; KkuÒkÔkà d©Óy¨a dk lkekU; KkuÒkÔkà d©Óy¨a dk lkekU; KkuÒkÔkà d©Óy¨a dk lkekU; KkuAAAA 23 08 --- 85 5.5 2-1 JoÆ d©Óy 23 08 --- 85 2.5 2-2 ÒkÔÆ d©Óy 20 11 --- 82 4 2-3 iBu d©Óy 23 08 --- 85 2.5 2-4 ysÂu d©Óy 24 07 --- 86 1 3 fgUnh esa mPpkjƵfÓÕÆ] vÕjµfoU;kl ,oa fgUnh esa mPpkjƵfÓÕÆ] vÕjµfoU;kl ,oa fgUnh esa mPpkjƵfÓÕÆ] vÕjµfoU;kl ,oa fgUnh esa mPpkjƵfÓÕÆ] vÕjµfoU;kl ,oa fojke fpUgfojke fpUgfojke fpUgfojke fpUgAAAA 27 04 --- 89 1 4 lø{elø{elø{elø{e fÓÕÆ }kjk fofÒUu d©Óy¨a dkąKkufÓÕÆ }kjk fofÒUu d©Óy¨a dkąKkufÓÕÆ }kjk fofÒUu d©Óy¨a dkąKkufÓÕÆ }kjk fofÒUu d©Óy¨a dkąKkuAAAA 18 13 --- 80 10 4-1 ç'u d©Óy 18 13 --- 80 2 4-2 mnkgjÆ d©Óy 18 13 --- 80 2 4-3 O;k[;k d©Óy 18 13 --- 80 2 5 ikBikBikBikB ;¨tuk;¨tuk;¨tuk;¨tuk dk vÉZ] egRo ,oa :i jsÂkdk vÉZ] egRo ,oa :i jsÂkdk vÉZ] egRo ,oa :i jsÂkdk vÉZ] egRo ,oa :i jsÂkAAAA 24 07 --- 86 3 6 fgUnh fÓÕÆ esa vu÷nsÓkRed lkexzh dk vÉZ] egRofgUnh fÓÕÆ esa vu÷nsÓkRed lkexzh dk vÉZ] egRofgUnh fÓÕÆ esa vu÷nsÓkRed lkexzh dk vÉZ] egRofgUnh fÓÕÆ esa vu÷nsÓkRed lkexzh dk vÉZ] egRo ,oa ,oa ,oa ,oa
mfpr ç;¨xmfpr ç;¨xmfpr ç;¨xmfpr ç;¨xAAAA 20 11 --- 82 8
7 fgUnhfgUnhfgUnhfgUnh dh fofÒUu foÌkv a dkdh fofÒUu foÌkv a dkdh fofÒUu foÌkv a dkdh fofÒUu foÌkv a dk fÓÕÆfÓÕÆfÓÕÆfÓÕÆAAAA 24 07 --- 86 3 7-1 dfork fÓÕÆ ¼jl ikB ,oa c¨Ì ikB ds :i esa½A 24 07 --- 86 2.5 7-2 x| fÓÕÆA 24 07 --- 86 2.5 7-3 O;kdjÆ fÓÕÆ ¼v©ipkfjd ,oa vu©ipkfjd½ 24 07 --- 86 2.5 7-4 jpuk fÓÕÆ ¼dgkuh :i esa] ié ,oa fucU̽ 24 07 --- 86 2.5 8 fgUnhfgUnhfgUnhfgUnh ikB~;Øe fuekZÆ ,oa lehÕkikB~;Øe fuekZÆ ,oa lehÕkikB~;Øe fuekZÆ ,oa lehÕkikB~;Øe fuekZÆ ,oa lehÕkAAAA 21 10 --- 83 7 9 fgUnh ikfgUnh ikfgUnh ikfgUnh ikB~;i÷Lrd dh foÓsÔrk,a ,oa lehÕkB~;i÷Lrd dh foÓsÔrk,a ,oa lehÕkB~;i÷Lrd dh foÓsÔrk,a ,oa lehÕkB~;i÷Lrd dh foÓsÔrk,a ,oa lehÕkAAAA 20 10 01 81 9 10 fgUnh fgUnh fgUnh fgUnh esa eøY;kadu ,oa xg dk;Zesa eøY;kadu ,oa xg dk;Zesa eøY;kadu ,oa xg dk;Zesa eøY;kadu ,oa xg dk;ZAAAA 23 08 --- 85 5.5 10-1 fgUnh esa eøY;kadu v…Z o Lo:iA 23 08 --- 85 2 10-2 foÌkv¨a esa eøY;kadu çfØ;kA 23 08 --- 85 2 10-3 fgUnh fÓÕÆ esa xgµdk;Z Lo:i ,oa laÓ¨ÌuA 23 08 --- 85 2
From Table – 4.16 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: ‘fgUnh esa mPpkjƵfÓÕÆ] vÕjµfoU;kl ,oa fojke
fpUg’; ‘ ekrÒkÔk fÓÕÆ% v…Z] Lo:i] egRo ,oa Cywe }kjk fuÌZkfjr vu÷nsÓukRed mís';’,
‘ikB ;¨tuk dk vÉZ] egRo ,oa :i jsÂk’ and ‘fgUnh dh fofÒUu foÌkv a dk fÓÕÆ’;
‘ÒkÔkà d©Óy¨a dk lkekU; Kku’ and ‘fgUnh esa eøY;kadu ,oa xg dk;’; ‘ fgUnh ikB~;Øe
fuekZÆ ,oa lehÕk’; ‘ fgUnh fÓÕÆ esa vu÷nsÓkRed lkexzh dk vÉZ] egRo ,oa mfpr
ç;¨x’; ‘ fgUnh ikB~;i÷Lrd dh foÓsÔrk,a ,oa lehÕk’ and; ‘lø{e fÓÕÆ }kjk fofÒUu
d©Óy¨a dkąKku’.
Analysis and Interpretation of Data
124
On the basis of above analysis, it may be inferred that the relevance of various topics
of Paper-VII (F) is in the order of: ‘fgUnh esa mPpkjƵfÓÕÆ] vÕjµfoU;kl ,oa fojke
fpUg’; ‘ ekrÒkÔk fÓÕÆ% v…Z] Lo:i] egRo ,oa Cywe }kjk fuÌZkfjr vu÷nsÓukRed mís';’,
‘ikB ;¨tuk dk vÉZ] egRo ,oa :i jsÂk’ and ‘fgUnh dh fofÒUu foÌkv¨a dk fÓÕÆ’;
‘ÒkÔkà d©Óy¨a dk lkekU; Kku’ and ‘fgUnh esa eøY;kadu ,oa xg dk;’; ‘ fgUnh ikB~;Øe
fuekZÆ ,oa lehÕk’; ‘ fgUnh fÓÕÆ esa vu÷nsÓkRed lkexzh dk vÉZ] egRo ,oa mfpr
ç;¨x’; ‘ fgUnh ikB~;i÷Lrd dh foÓsÔrk,a ,oa lehÕk’ and; ‘lø{e fÓÕÆ }kjk fofÒUu
d©Óy¨a dkąKku’.
Table – 4.16 also shows the rankings of various sub-topics of few main topics. In
case of sub-topics 7.1 ‘dfork fÓÕÆ ¼jl ikB ,oa c¨Ì ikB ds :i esa½’, 7.2 ‘x|
fÓÕÆ’, 7.3 ‘O;kdjÆ fÓÕÆ ¼v©ipkfjd ,oa vu©ipkfjd½’ and 7.4 ‘jpuk fÓÕÆ ¼dgkuh
:i esa] ié ,oa fucU̽’ of the main topic ‘fgUnh dh fofÒUu foÌkv a dk fÓÕÆ’, all the
sub-topics have been rated as equally relevant.
For the main topic ‘ÒkÔkà d©Óy¨a dk lkekU; Kku’, the ranks for various sub-
topics are in the order of: ‘ysÂu d©Óy’; ‘JoÆ d©Óy’ and ‘iBu d©Óy’ and; ‘ÒkÔÆ
d©Óy’.
Above analysis indicates that the relevance of various sub-topics of ‘ÒkÔkà d©Óy¨a
dk lkekU; Kku’ is in the order of: ‘ysÂu d©Óy’; ‘JoÆ d©Óy’ and ‘iBu d©Óy’ and;
‘ÒkÔÆ d©Óy’.
Among the sub-topics 10.1 ‘fgUnh esa eøY;kadu v…Z o Lo:i’, 10.2 ‘foÌkv¨a esa
eøY;kadu çfØ;k’ and 10.3 ‘fgUnh fÓÕÆ esa xgµdk;Z Lo:i ,oa laÓ¨Ìu’ of the main topic
‘ fgUnh esa eøY;kadu ,oa xgµdk;Z’, all the sub-topics have been rated as equally relevant.
Similarly, among the sub-topics 4.1 ‘ç'u d©Óy’, 4.2 ‘mnkgjÆ d©Óy’, and 4.3
‘ O;k[;k d©Óy’ of the main topic ‘lø{e fÓÕÆ }kjk fofÒUu d©Óy¨a dkąKku’, all the sub-
topics have been rated as equally relevant.
CA-13 Teaching of Commerce [Paper-VII (I)]
The total scores and ranks assigned to the topics and sub-topics of Paper-VII (I) are
presented in Table – 4.17.
Analysis and Interpretation of Data
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,
Graphs, Tables, Models, filmstrips, T.V. and computers. 11 10 --- 53 2
3.5 Development of lesson plans. 12 09 --- 54 1 4 Methods of Teaching and Skills of Teaching. 12 09 --- 54 2.5 4.1 Method: Discussion method, Project Method and Problem-
solving method. 12 09 --- 54 1
4.2 Skills of teaching commerce (Skill of Narration, probing questions and stimulus variation).
12 08 01 53 2
5 Evaluation. 12 09 --- 54 2.5 5.1 Meaning and importance of evaluation. 12 09 --- 54 1.5 5.2 Evaluation devices – Written, oral, observation and records. 12 09 --- 54 1.5 5.3 Preparation of unit test.
11 10 --- 53 3
From Table – 4.17, 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, nature and concept of Commerce’; ‘Methods of
teaching and Skills of Teaching’ and ‘Evaluation’; ‘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)’ and; ‘Development of
Instructional Material’.
From the above analysis it may be interpreted that the relevance of topics of Paper-
VII (I) is in the order of: ‘Meaning, nature and concept of Commerce’; ‘Methods of teaching
and Skills of Teaching’ and ‘Evaluation’; ‘Content and Pedagogical analysis of Office,
Analysis and Interpretation of Data
126
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)’ and; ‘Development of
Instructional Material’.
Table – 4.17 also shows the rankings of sub-topics of few main topics. In case of
main topic ‘Meaning, nature and scope of commerce’, the ranks for various sub-topics are in
the order of: ‘Meaning, Nature and Scope of Commerce’; ‘Aims, objectives and values of
teaching commerce’ and ‘Stating objectives in behavioural terms’ and; ‘Place of commerce
in secondary schools curriculum’ and ‘Bloom’s taxonomy of objectives’.
Above analysis indicates that the relevance of sub-topics of ‘Meaning, nature and
scope of commerce’ is in the order of: ‘Meaning, Nature and Scope of Commerce’; ‘Aims,
objectives and values of teaching commerce’ and ‘Stating objectives in behavioural terms’
and; ‘Place of commerce in secondary schools curriculum’ and ‘Bloom’s taxonomy of
objectives’.
Among the two sub-topics 4.1 ‘Method: Discussion method, Project Method and
Problem-solving method’ and 4.2 ‘Skills of teaching commerce (Skill of Narration, probing
questions and stimulus variation)’ of the main topic ‘Methods of Teaching and Skills of
teaching’, the sub-topic 4.2 has been rated as more relevant in comparison to the sub-topic
4.1.
For the main topic ‘Evaluation’, the ranks for the sub-topics are in the order of:
‘Meaning and importance of evaluation’ and ‘Evaluation devices – Written, oral,
observation and records’ and; ‘Preparation of unit test’.
Above analysis indicates that the relevance of the sub-topics of ‘Evaluation’ is in the
order of: ‘Meaning and importance of evaluation’ and ‘Evaluation devices – Written, oral,
observation and records’ and; ‘Preparation of unit test’.
In case of main topic ‘Development of Instructional Material’, the ranks for various
sub-topics are in the order of: ‘Development of lesson plans’; ‘Development, utilization of
instructional aids – Charts, Maps, Graphs, Tables, Models, filmstrips, T.V. and computers’;
‘Development of text-books’; ‘Development of self-instructional material modules’ and;
‘Development and designing of curriculum’.
Analysis and Interpretation of Data
127
On the basis of above analysis, it can be said that the relevance of various sub-topics
of ‘Development of Instructional Material’ decreases as: ‘Development of lesson plans’;
‘Development, utilization of instructional aids – Charts, Maps, Graphs, Tables, Models,
filmstrips, T.V. and computers’; ‘Development of text-books’; ‘Development of self-
instructional material modules’ and; ‘Development and designing of curriculum’.
CA-14 Work Education and Work Experience (Theory) [Paper-VIII (A)]
The total scores and ranks assigned to the topics of Paper-VIII (A) are presented in
Table – 4.18.
Table – 4.18 Rankings on the basis of Total Scores of Teacher Educators (N=34) for Topics of paper
entitled ‘Work Education and Work Experience (Theory)’ Topic No.
Topic R UD I Total Score
Rank Order
1 Chalk board writing 22 12 --- 90 2.5 2 Preparing teaching aids and handling of equipments 26 08 --- 94 1 3 Computer applications 22 12 --- 90 2.5 4 Photography --- 27 07 61 10 5 Yoga 16 17 01 83 7 6 Library organization 12 19 03 77 8.5 7 Medical first aid 22 11 01 89 4 8 Campus beautification 10 23 01 77 8.5 9 Population/Environmental awareness campaign 19 14 01 86 5 10 Physical Education 17 16 01 84 6
From Table – 4.18, 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: ‘Preparing teaching aids and handling of equipments’;
‘Chalk board writing’ and ‘Computer applications’; ‘Medical first aid’;
‘Population/Environmental awareness campaign’; ‘Physical Education’; ‘Yoga’; ‘Library
organization’ and ‘Campus beautification’ and; ‘Photography’.
From the above analysis it may be inferred that the relevance of topics of Paper-VIII
(A) is in the order of: ‘Preparing teaching aids and handling of equipments’; ‘Chalk board
writing’ and ‘Computer applications’; ‘Medical first aid’; ‘Population/Environmental
awareness campaign’; ‘Physical Education’; ‘Yoga’; ‘Library organization’ and ‘Campus
beautification’ and; ‘Photography’.
Analysis and Interpretation of Data
128
CA-15 Work Education and Work Experience (Practicum) [Paper-VIII (B)]
The total scores and ranks assigned to the topics of Paper-VIII (B) are presented in
Table – 4.19.
Table – 4.19 Rankings on the basis of Total Scores of Teacher Educators (N=34) for Topics of paper
entitled ‘Work Education and Work Experience (Practicum)’ Topic
1 2 3 4 5 6 7 8 9 10 Score Ranking
Chalk-board writing 14 3 5 1 4 --- 3 2 --- 2 258 2 Preparing teaching aids and hand writing equipments
5 11 6 2 2 2 1 2 3 --- 249 3
Computer applications 7 11 11 --- 2 1 --- 2 --- --- 280 1 Photography --- --- --- --- --- 1 --- 3 4 26 48 10 Yoga 1 3 4 12 1 3 5 3 2 --- 207 4 Library organization --- 1 --- 4 4 5 2 8 9 1 137 9 Medical first aid 3 --- 1 6 8 7 4 5 --- --- 194 5 Campus beautification 1 1 --- 2 6 4 6 6 8 --- 147 8 Population/Environment awareness campaign
--- 2 3 4 4 4 7 3 6 1 164 6
Physical Education 1 1 3 3 2 6 6 9 --- 3 160 7
From Table – 4.19, it can be seen that on the basis of the rankings of the total scores
of teacher educators relating to ratings from 1 to 10, the ranks for the various practical topics
are in the order of: ‘Computer applications’; ‘Chalk-board writing’; ‘Preparing teaching aids
and hand writing equipments’; ‘Yoga’; ‘Medical first aid’; ‘Population/Environment
awareness campaign’; ‘Physical Education’; ‘Campus beautification’; ‘Library organization’
and; ‘Photography’.
From the above analysis it may be interpreted that the usefulness and relevance of
practical topics of Paper-VIII (B) is in the order of: ‘Computer applications’; ‘Chalk-board
writing’; ‘Preparing teaching aids and hand writing equipments’; ‘Yoga’; ‘Medical first aid’;
‘Population/Environment awareness campaign’; ‘Physical Education’; ‘Campus
beautification’; ‘Library organization’ and; ‘Photography’.
CA-16 Skill in Teaching [Paper-IX (A & B)]
The total scores and ranks assigned to the components of Paper-IX (A & B) are
presented in Table – 4.20.
Analysis and Interpretation of Data
129
Table – 4.20 Rankings on the basis of Total Scores of Teacher Educators (N=34) for the
Components of paper entitled ‘Skill in Teaching’ Sl. No. Component R UD I Total Score Rank Order
1 Micro-teaching for developing teaching skills 25 08 1 92 2 2 Simulation for helping real teaching in schools 22 12 --- 90 3 3 Micro-teaching and simulation as continuous process 17 16 1 84 4 4 Observation lessons 15 18 1 82 5 5 Real Teaching in schools 30 04 --- 98 1
From Table – 4.20 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 components are in the order of: ‘Real Teaching in schools’; ‘Micro-teaching for
developing teaching skills’; ‘Simulation for helping real teaching in schools’; ‘Micro-
teaching and simulation as continuous process’ and; ‘Observation lessons’.
On the basis of above analysis, it can be said that the relevance of various
components of Paper-IX (A & B) is in the order of: ‘Real Teaching in schools’; ‘Micro-
teaching for developing teaching skills’; ‘Simulation for helping real teaching in schools’;
‘Micro-teaching and simulation as continuous process’ and; ‘Observation lessons’.
4.2.3 PERCEPTIONS OF TEACHER EDUCATORS FOR THE MODIFICATION
OF VARIOUS PAPERS
The frequencies and percentages of the perceptions of the teacher educators for the
modification of various papers of the course-framework for the B.Ed. programme are
presented in Table – 4.21.
Table – 4.21 Perceptions of Teacher Educators for the Modification of Various Papers
Sl. No.
Paper Perception
I II III IV V VI VII (A)
VII (B)
VII (C)
VII (D)
VII (E)
VII (F)
VII (I)
VIII (A)
F (%)
F (%)
F (%)
F (%)
F (%)
F (%)
F (%)
F (%)
F (%)
F (%)
F (%)
F (%)
F (%)
F (%)
1 More content based on emerging issues to be added in this paper and less relevant topics to be removed
30 (79)
25 (66)
25 (71)
26 (74)
21 (62)
20 (59)
21 (62)
19 (61)
23 (74)
23 (72)
24 (71)
20 (65)
16 (76)
18 (53)
2 The content of paper to be retained as such
--- 11
(29) 07
(20) 08
(23) 12
(35) 13
(38) 04
(12) 12
(39) 06
(19) 07
(22) 06
(18) 11
(35) 05
(24) 06
(18)
3 The content of the paper to be reduced
08 (21)
02 (05)
01 (03)
--- --- --- 09
(26) ---
02 (07)
02 (06)
03 (09)
--- --- 05
(15) 4 This paper to be
made optional --- --- 02
(06) 01
(03) 01
(03) 01
(03) --- --- --- ---
01 (03)
--- --- 04
(12) 5 This paper to be
removed at all --- --- --- --- --- --- --- --- --- --- --- --- ---
01 (03)
Total 38 (100)
38 (100)
35 (100)
35 (100)
34 (100)
34 (100)
34 (100)
31 (100)
31 (100)
32 (100)
34 (101)
31 (100)
21 (100)
34 (101)
214 214 34
Analysis and Interpretation of Data
130
The data in Table – 4.21 reveals that 79, 66, 71, 74, 62, 59, 62, 61, 74, 72, 71, 65, 76
and 53 percent of the teacher educators, for Paper-I, Paper-II, Paper-III, Paper-IV, Paper-V,
Paper-VI, Paper-VII (A), Paper-VII (B), Paper-VII (C), Paper-VII (D), Paper-VII (E),
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 %
1 Course Planning 75 36.41 2 Unit planning 71 34.46 3 Yearly Planning 71 34.46 4 Monthly planning 63 30.58 5 Weekly Planning 72 34.95 6 Daily lesson planning 108 52.43 7 Fortnightly Planning 03 1.46
From the percentages of the responses of the teacher educators, as shown in Table –
4.28, it can be seen that 36.41 percent of the teacher educators preferred course planning,
34.46 percent each unit and yearly planning, 30.58 percent monthly planning, 34.95 percent
Analysis and Interpretation of Data
134
weekly planning, 52.43 percent daily lesson planning and 1.46 percent fortnightly planning
for academic activities.
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 %
1 Annual Activity Calendar 136 66.67 2 Monthly planning 13 6.37 3 Weekly Planning 55 26.96
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
Teaching Methods (N=194) Sl. No.
Method(s)/Strategies 1 2 3 4 5 6 7 8 9 10 11 12 13 Total Score
Rank order
1 Lecture 99 35 19 10 3 6 3 1 1 3 4 5 5 2162 1 2 Demonstration 2 12 36 51 20 19 11 11 5 7 5 10 5 1644 4 3 Lecture-
demonstration 54 20 60 13 8 6 9 5 8 3 4 1 3 2014 3
4 Discussion 26 71 36 27 19 5 4 0 3 0 2 1 0 2118 2 5 Brain-storming 6 4 10 14 7 14 40 15 22 15 19 16 12 1192 9 6 Project 0 2 12 9 15 21 24 28 9 42 16 10 6 1172 10 7 Problem-solving 1 4 15 21 20 17 14 44 19 10 12 8 9 1310 7 8 Assignment 0 0 24 21 40 29 13 23 14 13 3 7 7 1447 5 9 Self-discovery 1 1 5 5 5 9 10 20 21 22 34 41 20 834 11 10 Presentations 5 5 7 15 29 39 22 22 13 14 11 9 3 1386 6 11 Play/Drama 0 1 2 1 4 7 6 3 14 18 30 33 75 569 13 12 Seminars 0 3 13 16 21 21 46 9 12 15 18 14 6 1280 8 13 Quiz/Debate 0 3 1 4 5 11 14 16 23 17 21 28 51 767 12
From Table 4.33, it can be seen that the rankings of teaching methods used by the
teacher educators are in the order of: i) Lecture; ii) Discussion; iii) Lecture-demonstration;
iv) Demonstration; v) Assignment; vi) Presentations; vii) Problem-solving; viii) Seminars;
ix) Brain-storming; x) Project; xi) Self-discovery; xii) Quiz/Debate and; xiii) Play/Drama.
On the basis of above analysis, it may be interpreted that the use of various teaching
methods by the teacher educators, for transacting the contents of the curriculum/course-
framework, is in the order of: i) Lecture; ii) Discussion; iii) Lecture-demonstration; iv)
Demonstration; v) Assignment; vi) Presentations; vii) Problem-solving; viii) Seminars; ix)
Brain-storming; x) Project; xi) Self-discovery; xii) Quiz/Debate and; xiii) Play/Drama.
Analysis and Interpretation of Data
138
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
Utilization of Audio-visual Aids (N=181) Sl. No.
Aids 1 2 3 4 5 6 7 8 9 10 11 12 13 Total Score
Rank Order
1 Radio 0 0 0 4 3 6 9 10 5 21 25 14 84 534 13 2 Tape-recorder 0 1 4 0 6 13 8 13 20 24 15 26 51 692 11 3 Pictures and
Charts 10 59 29 34 13 8 5 4 6 2 7 2 2 1802 2
4 Slide projector 0 5 15 12 10 14 10 35 11 26 23 15 5 1090 8 5 OHP 7 25 31 35 24 17 10 13 9 7 1 2 0 1662 3 6 Film Strips 1 2 0 2 10 10 11 10 18 10 16 12 79 645 12 7 Maps 0 9 25 17 17 18 21 9 9 13 5 4 34 1205 7 8 Chalk board 144 4 5 6 8 2 6 1 2 0 2 0 1 2188 1 9 Real objects and
specimen 1 22 19 22 18 19 6 12 3 6 6 7 40 1245 6
10 Computer 7 13 29 26 29 17 16 9 3 4 2 2 24 1454 4 11 Television 0 2 0 5 5 17 10 19 20 16 20 18 49 748 10 12 VCD/DVD player 0 8 2 4 9 8 23 14 15 16 12 19 51 812 9 13 LCD/DLP
projector 11 25 14 14 15 4 12 9 32 5 6 4 30 1278 5
Analysis and Interpretation of Data
142
From Table 4.37, it can be seen that rankings of the utilization of various audio,
visual and audio-visual teaching aids, by the teacher educators, are in the order of: i) Chalk
board; ii) Pictures and Charts; iii) OHP; iv) Computer; v) LCD/DLP projector; vi) Real
objects and specimen; vii) Maps; viii) Slide projector; ix) VCD/DVD player; x) Television;
xi) Tape-recorder; xii) Film Strips and; xiii) Radio.
On the basis of above analysis, it may be interpreted that the utilization of various
audio, visual and audio-visual teaching aids by the teacher educators, is in the order of: i)
Chalk board; ii) Pictures and Charts; iii) OHP; iv) Computer; v) LCD/DLP projector; vi)
Real objects and specimen; vii) Maps; viii) Slide projector; ix) VCD/DVD player; x)
Television; xi) Tape-recorder; xii) Film Strips and; xiii) Radio.
4.3.4 EVALUATION STRATEGIES (ASSESSMENT AND EVALUAT ION
PROCEDURES)
The responses of the teacher educators about the assessment and evaluation
procedures such as modes of assessment, type of tests, intervals/periods of evaluation and
the suggestions for the improvement of assessment and evaluation procedures, are given as
under:
Modes of Assessment
The frequencies and percentages of the responses of the teacher educators about the
modes of assessment of prospective teachers’ performance are presented in Table – 4.38.
Table – 4.38 Responses of Teacher Educators about the Modes of Assessment of Prospective
Teachers Performance (N=214) Sl. No. Mode of Assessment F %
1 Internal 11 5.14 2 External --- --- 3 Both Internal and external 203 94.86
From Table – 4.38, it can be observed that 5.14 percent of the teacher educators
expressed that internal mode of assessment is used, whereas 94.86 percent of them
expressed that both internal and external modes of assessment are used.
From the above analysis, it may be inferred that for assessing prospective teachers’
performance, majority of the teacher educators expressed that both internal and external
Analysis and Interpretation of Data
143
modes of assessment are used, whereas very few of them expressed that only internal mode
of assessment is used.
Different Components Used in the Assessment of Prospective Teachers Performance
From the responses of the teacher educators it can be said that following components
viz. i) Attendance; ii) participation in various activities; iii) performance during micro-
teaching and simulation and; iv) achievement in unit tests and house exams, are given
weightage for assessing the performance of prospective teachers.
Types of Tests Used
As per the scoring given under Statistical Techniques Used, method wise total scores
were computed and then ranked, which are presented in Table – 4.39.
Table – 4.39 Rankings of the Total Scores of Teacher Educators about the
Types of Tests Used (N=184) Sl. No.
Types of Tests 1 2 3 4 5 Total Score
Rank Order
1 Verbal and Oral tests 115 31 20 12 6 789 1 2 Essay type tests 28 63 35 31 27 586 3 3 Objective type tests 14 37 43 72 18 509 5 4 Short answer type tests 12 62 52 44 14 566 4 5 Combination of various types of tests 50 65 17 22 30 635 2
Table – 4.39 shows that the rankings for the use of various types of tests are in the
order of: i) Verbal and oral tests; ii) combination of various types of tests; iii) essay type
tests; iv) short answer type tests and; v) objective type tests.
From the above analysis, it can be inferred that the use of various types of tests, by
the teacher educators, is in the order of: i) Verbal and oral tests; ii) combination of various
types of tests; iii) essay type tests; iv) short answer type tests and; v) objective type tests.
Intervals/Periods of Assessment and Evaluation
The frequencies and percentages of the responses of the teacher educators about the
intervals/periods of assessment and evaluation of prospective teachers’ performance are
presented in Table – 4.40.
Analysis and Interpretation of Data
144
Table – 4.40 Responses of Teacher Educators about the Intervals/Periods of
Assessment and Evaluation (N=214) Sl. No. Interval/Period F %
1 Daily 112 52.34 2 Weekly 78 36.45 3 Fortnightly 51 23.83 4 Monthly 74 34.58 5 Quarterly/Half-Yearly 56 26.17 6 Annually 48 22.45
Table – 4.40 indicates that 52.34, 36.45, 23.83, 34.58, 26.17 and 22.45 percent of the
teacher educators expressed that they assess and evaluate prospective teachers’ performance
daily, weekly, fortnightly, monthly, quarterly/half-yearly and annually, respectively.
On the basis of above analysis, it may be interpreted that more than half of the
teacher educators assess and evaluate prospective teachers’ performance on continuous basis
i.e. daily, whereas some weekly, monthly and a few quarterly/half-yearly, fortnightly and
annually.
Suggestions for the Improvement of Evaluation Procedures
For the improvement of the evaluation procedures, most of the teacher educators
suggested that duration of the training programme i.e. B.Ed. programme should be increased
from one year to two years.
4.3.5 ORGANIZATION OF CO-CURRICULAR ACTIVITIES
The responses of the teacher educators about the organization of various types of co-
curricular activities such as: Educational; Cultural and Recreational; Games and Sports and;
activities based upon community experiences, are presented in Table – 4.41, 4.42, 4.43 and
4.44.
Educational Activities
The frequencies and percentages of the responses of the teacher educators about the
organization of various educational activities are presented in Table – 4.41.
Analysis and Interpretation of Data
145
Table – 4.41 Responses of Teacher Educators about the Organization of Various
Educational Activities (N=214) Sl. No. Educational Activities F %
1 Seminars 198 92.52 2 Work-shops 126 58.88 3 Orientation Programmes 068 31.78 4 Conferences 053 24.77 5 Quizzes 189 88.32 6 Teaching aid competitions 163 76.16 7 Chalk board writing competitions 118 55.14 8 Science day celebration 094 43.92 9 Teacher’s day celebration 214 100.00 10 Debate/declamation on topics of current importance 201 93.93 11 Micro Skills in Teaching Competition 017 07.94
From Table – 4.41, it can be observed that hundred percent of the teacher educators
expressed that teacher’s day is celebrated in their colleges of education.
Table – 4.41 further indicates that 92.52, 58.88, 31.78, 24.77, 88.32, 76.17, 55.14,
43.92, 93.93 and 7.94 percent of the teacher educators expressed that seminars, work-shops,
orientation programmes, conferences, quizzes, teaching aid competitions, chalk board
writing competitions, science day celebration, debate/declamation on topics of current
importance and micro skill in teaching competitions, respectively, are organized in their
colleges of education.
From the above analysis, it can be interpreted that all the teacher educators expressed
that teacher’s day is celebrated. A large majority of the teacher educators (more than 90
percent) expressed that debate/declamation on topics of current importance and seminars are
organized. Most of the teacher educators (more than 75 percent) expressed that quizzes and
teaching aid competitions are organized in the colleges of education. More than a half of the
teacher educators (55 to 59 percent) expressed that work-shops and chalk board writing
competitions are organized. Less than half of the teacher educators expressed that science
day is celebrated. Few of them (25 to 32 percent) expressed that orientation programmes and
conferences are organized, and very few expressed that micro skill in teaching competitions
are organized in their colleges of education.
Cultural and Recreational Activities
The frequencies and percentages of the responses of the teacher educators about the
organization of various cultural and recreational activities are presented in Table – 4.42.
Analysis and Interpretation of Data
146
Table – 4.42 Responses of Teacher Educators about the Organization of Various
Cultural and Recreational Activities (N=214) Sl. No. Cultural and Recreational Activities F %
1 Talent hunt 180 84.11 2 Mehandi competition 214 100.00 3 Rangoli competition 214 100.00 4 Greeting card making competition 101 47.20 5 Best out of waste competition 096 44.86 6 Flower arrangement competition 120 56.07 7 Collage making competition 123 57.48 8 Poetry competition 163 76.17 9 Singing competition 214 100.00 10 Dance competition 214 100.00 11 Folk Dance/Skit Play/Group song/Modeling/Mimicry/Ad-Mad
Show 011 05.14
12 Fancy Dress Competition 020 09.35
Table – 4.42 indicates that hundred percent of the teacher educators expressed that
mehandi, rangoli, singing and dance competitions are organized in their colleges of
education.
Table – 4.42 further indicates that 84.11, 47.20, 44.86, 56.07, 57.48, 76.17, 5.14 and
9.35 percent of the teacher educators expressed that talent hunt, greeting card making
competition, best out of waste competition; flower arrangement competition, collage making
competition, poetry competition, folk-dance/skit play/modeling/mimicry/ad-mad show etc.
and fancy dress competition are organized in their colleges of education, respectively.
On the basis of above analysis, it may be inferred that all the teacher educators
expressed that mehandi, rangoli, singing and dance competitions are organized in their
colleges of education. Majority of the teacher educators (76 to 84 percent) expressed that
talent hunt and poetry competitions are organized. More than a half of the teacher educators
(56 to 58 percent) expressed that flower arrangement and collage making competitions are
organized. Less than a half of them (44 to 47 percent) expressed that greeting card making
and best out of waste competitions are organized, and very few of them (5 to 9 percent)
expressed that folk dance/skit/play/modeling/mimicry/ad-mad show etc. and fancy dress
competitions are organized in their colleges of education.
Games and Sports Activities
The frequencies and percentages of the responses of the teacher educators about the
organization of various games and sports activities are displayed in Table – 4.43.
Analysis and Interpretation of Data
147
Table – 4.43 Responses of Teacher Educators about the Organization of Various
Games and Sports Activities (N=214) Sl. No. Games and Sports Activities F %
1 Chess competition 180 84.11 2 Carom board competition 173 80.84 3 Table tennis match 112 52.34 4 Football match 088 41.12 5 Volley ball match 187 87.38 6 Cricket match 119 55.61 7 Hockey match 019 08.88 8 Badminton match 199 92.99 9 Athletics (Shot-put, Gabling, Basket ball, Kho-Kho etc.) 014 06.54
From Table – 4.43, it can be seen that 84.11, 80.84, 52.34, 41.12, 87.38, 55.61, 8.88,
92.99 and 6.54 percent of the teacher educators expressed that chess competition, carom
board competition, table tennis, foot ball, volley ball, cricket, hockey, and badminton
matches and, athletics are organized in their colleges of education, respectively.
From the above analysis, it may be inferred that most (80 to 93 percent) of the
teacher educators expressed that chess and carom board competitions, volley ball and
badminton matches are organized in the colleges of education. More than a half (52 to 56
percent) of them expressed table tennis and cricket matches are organized. Less than a half
(41 percent) of them expressed football matches are organized and very few (less than 10
percent) of them expressed hockey matches and athletics are organized in their colleges of
education.
Activities based on Community Experiences
The frequencies and percentages of the responses of the teacher educators about the
organization of various activities based on community experiences are displayed in Table –
4.44.
Table – 4.44 Responses of Teacher Educators about the Organization of Various
Activities based on Community Experiences (N=214) Sl. No. Activities based on Community Experiences F %
1 Environment day celebration 191 89.25 2 Adult literacy activities 077 35.98 3 Plantation 162 75.70 4 Social Forestry 061 28.50 5 Awareness rallies 182 85.05 6 NSS campaign/activities 045 21.03 7 Blood Donation, Red Ribbon, Rouse and Scout 007 03.27
Analysis and Interpretation of Data
148
Table – 4.44 shows that 89.25, 35.98, 75.70, 28.50, 85.05, 21.03 and 3.27 percent of
the teacher educators expressed that environment day celebration, adult literacy activities,
plantation, social forestry, awareness rallies, NSS campaigns/activities and activities like
blood donation camp, red ribbon and, rouse and scout are organized in their colleges of
education, respectively.
On the basis of above analysis, it can be interpreted that most of the teacher
educators (75 to 89 percent) expressed that activities like celebration of environment day,
awareness rallies and plantation are organized in their colleges of education. Few of them
(21 to 36 percent) expressed that adult literacy activities, social forestry and NSS campaigns
are organized and very few of them (3 percent) expressed that activities like blood donation,
red ribbon and, rouse and scout are organized in their colleges of education.
4.3.6 PRACTICE TEACHING
The responses of the teacher educators about the various aspects of micro-teaching,
simulation and real teaching in schools are discussed as under:
A) Micro-teaching
The responses of the teacher educators on the various aspects of micro-teaching such
as: methods employed for orienting prospective teachers to micro-teaching; demonstration
lessons on various skills by the teacher educators; skills practised by the prospective
teachers, number of skills practised; duration of micro-teaching and; satisfaction of the
teacher educators with the procedure and duration of the micro-teaching etc. are presented in
Table – 4.45, 4.46, 4.47 and 4.48.
Methods Employed for Orienting Prospective Teachers to Micro-teaching
The frequencies and percentages of the responses of the teacher educators about the
methods employed for orienting prospective teachers to micro-teaching are displayed in
Table – 4.45.
Table – 4.45 Responses of Teacher Educators about the Methods Employed for Orienting
Prospective Teachers to Micro-teaching (N=214) Sl. No. Method F %
1 Lecture 013 06.07 2 Demonstration 009 04.20 3 Lecture-Demonstration 186 86.92 4 Power point presentation 005 02.34 5 Workshop 001 00.47
Analysis and Interpretation of Data
149
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 %
1 5 011 05.14 2 10 182 85.05 3 15 008 03.74 4 20 009 04.20 5 25 004 01.87
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 %
1 Lecture 009 04.20 2 Demonstration 012 05.61 3 Lecture-Demonstration 186 86.92 4 Power point presentation 006 02.80 5 Workshop 001 00.47
From Table – 4.49, it can be seen that 4.20, 5.61, 86.92, 2.80 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
simulation, respectively.
Above analysis reveals that lecture-demonstration method was used by the large
majority of the teacher educators for orienting prospective teachers to simulation.
Number of Macro-lessons Practised by the Prospective Teachers during Simulation
The frequencies and percentages of the responses of the teacher educators on the
number of macro-lessons per teaching subject practised by the prospective teachers during
simulation are presented in Table – 4.50.
Analysis and Interpretation of Data
154
Table – 4.50 Responses of Teacher Educators on the Number of Macro-lessons per Teaching
Subject Practised by Prospective Teachers during Simulation (N=214) Sl. No. Number of Macro-lessons F %
1 5 163 76.17 2 10 038 17.76 3 15 006 02.80 4 20 007 03.27
Table – 4.50 indicates that 76.17, 17.76, 2.80 and 3.27 percent of the teacher
educators expressed that 5, 10, 15 and 20 macro-lessons per teaching subject are practiced
by the prospective teachers during simulation in their colleges of education, respectively.
On the basis of above analysis, it may be inferred that 5 macro-lessons per teaching
subject are practiced by the prospective teachers during simulation as per the responses of
the most of the teacher educators.
Duration of Simulation
The frequencies and percentages of the responses of the teacher educators about the
duration of simulation are displayed in Table – 4.51.
Table – 4.51 Responses of Teacher Educators about the Duration of Simulation (N=214)
Sl. No. Duration of Simulation F % 1 10 days 034 15.89 2 20 days 053 24.77 3 30 days 102 47.66 4 30 - 40 days 025 11.68
From Table – 4.51, it can be seen that 15.89, 24.77, 47.66 and 11.68 percent of the
teacher educators expressed that duration of simulation is 10, 20, 30 and 30-40 days in their
colleges of education, respectively.
From the above analysis, it may be interpreted that simulation is carried out for
different durations in the colleges of education.
Satisfaction of Teacher Educators with the Procedure and Duration of Simulation
From the responses of the teacher educators, it was found that 58.41 percent of the
teacher educators were satisfied with the procedure and duration of simulation, whereas
41.59 percent were not. This indicates that more than a half of the teacher educators were
satisfied with the procedure and duration of the simulation.
Analysis and Interpretation of Data
155
Further, the teacher educators (58.41 percent) who were feeling satisfied pointed out
that simulation goes as per time table and is not focused on a particular skill or component
of the skill and prospective teachers teach independently.
The teacher educators (41.59 percent) who were feeling dissatisfied pointed out the
following reasons for their dissatisfaction: i) No clear cut strategy for its execution and; ii)
less time to complete the simulation as it is carried out after the completion of micro-
teaching.
Maintenance of Records of Simulation
All the teacher educators expressed that records of all the macro-lessons practiced by
the prospective teachers during simulation are maintained by the prospective teachers.
C) Real Teaching in Schools
The responses of the teacher educators on the various aspects of real teaching
practice component of the training programme such as: types of schools taken for organizing
the real teaching practice; duration of real teaching practice in schools; number of lessons
delivered; observation of lessons by the prospective teachers; other activities in which
prospective teachers participate during real teaching practice; maintenance of records;
satisfaction of teacher educators with the procedure and duration of the real teaching
practice; mode of prospective teachers’ evaluation in final skill-in-teaching exam and;
satisfaction of teacher educators with the mode of prospective teachers’ evaluation in skill-
in-teaching exam etc. are discussed as below:
Types of Schools Taken for Conducting Real Teaching Practice
The frequencies and percentages of the responses of the teacher educators about the
types of schools taken for conducting real teaching practice of prospective teachers are
presented in Table – 4.52.
Table – 4.52 Responses of Teacher Educators about the Types of Schools Taken for
Conducting Real Teaching Practice (N=214) Sl. No. Types of Schools F %
1 Government 214 100.00 2 Private 013 06.07 3 Government 017 07.94 4 Missionary --- ---
Analysis and Interpretation of Data
156
Table – 4.52 shows that hundred percent of the teacher educators expressed that
government schools are taken for conducting real teaching practice of the prospective
teachers. In addition to this, 6.07 and 7.94 percent of the teacher educators expressed that
private and government aided schools are also taken for conducting real teaching practice of
the prospective teachers, respectively.
Above analysis indicates that the real teaching practice of prospective teachers is
mostly conducted in government schools, whereas it is also conducted in some of
government aided and private schools.
Duration of Real Teaching Practice in Schools
The frequencies and percentages of the responses of teacher educators about the
duration of real teaching practice in schools are presented in Table – 4.53.
Table – 4.53 Responses of Teacher Educators about the Duration of Real Teaching
Practice in Schools (N=214) Sl. No. Duration for Real Teaching Practice F %
1 20 days 017 07.94 2 30 days 189 88.32 3 40 days 008 03.74
From Table – 4.53, it can be seen that 7.94, 88.32 and 3.74 percent of the teacher
educators expressed that the duration of real teaching practice of prospective teachers in
schools is 20, 30 and 40 days, respectively.
On the basis of above analysis, it can be interpreted that the duration of real teaching
practice of prospective teachers is 30 days as per the responses of the large majority of the
teacher educators.
Number of Lessons per Teaching Subject Delivered by the Prospective Teachers
during Real Teaching
The frequencies and percentages of the responses of the teacher educators on the
number of lessons per teaching subject delivered by the prospective teachers during real
teaching practice in schools are displayed in Table – 4.54.
Analysis and Interpretation of Data
157
Table – 4.54 Responses of Teacher Educators on the Number of Lessons per Teaching Subject
Delivered by the Prospective Teachers during Real Teaching (N=214) Sl. No. Number of Lessons per Teaching Subject F %
1 10 006 02.80 2 15 005 02.34 3 20 165 77.10 4 22-25 031 14.49 5 25-30 007 03.27
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
Separate F 18 14 04 22 21 21 34 24 21 % 54.55 45.16 18.18 81.48 72.41 80.77 100 63.16 60.00
Multi-purpose
F 15 17 18 05 08 05 --- 14 14 % 45.45 54.84 81.82 18.52 27.59 19.23 --- 36.84 40.00
Total 33 31 22 27 29 26 34 38 35
Table – 4.61 indicates that hundred percent of the teacher educators expressed that
Computer resource centre exist as a separate unit in the colleges.
Analysis and Interpretation of Data
163
Table – 4.61 further shows that 54.55, 81.48, 72.41, 80.77, 63.16 and 60.00 percent
of the teacher educators expressed that Physical Sciences, Social Sciences, English
Language, Hindi Language, Psychology and Educational Technology resource centers,
respectively, exist as separate units, whereas 54.84 and 81.82 percent of the teacher
educators expressed that Life Sciences and Mathematics resource centers, respectively, exist
as multipurpose units in the colleges.
On the basis of above analysis, it can be inferred that Computer resource centre
exists as a separate unit in all the colleges; Social Sciences, Hindi Language and English
Language resource centers as separate unit in most of the colleges; Psychology and
Educational Technology resource centers as separate units in more than half of the colleges
and; Physical Sciences resource centre as a separate unit in a little more than half of the
colleges. On the other hand Mathematics resource centre exists as a multipurpose unit in
most of the colleges, whereas Life Sciences resource centre exists as multipurpose unit in a
little more than half of the colleges.
4.4.3 ADEQUACY OF MATERIALS AND EQUIPMENTS IN VARIO US
RESOURCE CENTERS
The frequencies and percentages of the responses of the teacher educators on the
adequacy of materials and equipments in Physical Sciences, Life Sciences, Mathematics,
Social Sciences, English Language, Hindi Language, Computer, Psychology and
Educational Technology Resource Centers are presented in Table – 4.62.
Table – 4.62 Responses of Teacher Educators on the Adequacy of Materials and Equipments in
Various 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 24 23 13 19 24 18 32 34 26 % 72.73 74.19 59.09 70.37 82.76 69.23 94.12 89.47 74.29
No F 09 08 09 08 05 08 02 04 09 % 27.27 25.81 40.91 29.63 17.24 30.77 5.88 10.53 25.71
Total 33 31 22 27 29 26 34 38 35
From Table – 4.62, it can be seen that 72.73, 74.19, 59.09, 70.37, 82.76, 69.23,
94.12, 89.47 and 74.29 percent of the teacher educators expressed that Physical Sciences,
Life Sciences, Mathematics, Social Sciences, English Language, Hindi Language,
Analysis and Interpretation of Data
164
Computer, Psychology and Educational Technology resource centers have adequate
materials and equipments, respectively.
On the basis of above analysis, it can be inferred that adequacy of materials and
equipments in various resource centers is in the order of: Computer; Psychology; English
Language; Educational Technology; Life Sciences; Physical Sciences; Social Sciences;
Hindi Language and; Mathematics resource centre.
4.4.4 ADDITION OF NEW MATERIALS AND LATEST EQUIPMEN TS
The frequencies and percentages of the responses of the teacher educators for the
addition of new materials and latest equipments in the various resource centers are presented
in Table – 4.63.
Table – 4.63 Responses of Teacher Educators for the Addition of New Materials and
Latest Equipments in the Various 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 08 07 05 06 04 07 --- 05 --- % 23.53 22.58 22.72 22.22 13.79 26.92 --- 13.16 ---
No F 26 24 17 21 25 19 34 33 35 % 76.47 77.41 77.27 77.78 86.21 73.08 100 86.84 100
Total 34 31 22 27 29 26 34 38 35
From Table – 4.63, it can be seen that 76.47, 77.41, 77.27, 77.78, 86.21, 73.08,
100.00, 86.84 and 100.00 percent of the teacher educators expressed that the new materials
and latest equipments are not added yearly in the Physical Sciences, Life Sciences,
Mathematics, Social Sciences, English Language, Hindi Language, Computer, Psychology
and Educational Technology resource centers, respectively.
On the basis of above analysis, it can be interpreted that the new materials and latest
equipments are not added yearly in Physical Sciences, Life Sciences, Mathematics, Social
Sciences, English Language, Hindi Language, Computer, Psychology and Educational
Technology resource centers in majority of the colleges.
Analysis and Interpretation of Data
165
4.4.5 USE OF VARIOUS RESOURCE CENTERS FOR CONDUCTING
EXPERIMENTS OR CARRYING OUT ACTIVITIES
The frequencies and percentages of the responses of the teacher educators on the use
of various resource centers for getting experiments conducted or carrying out activities by
the prospective teachers are presented in Table – 4.64.
Table – 4.64 Responses of Teacher Educators on the use of Various Resource Centers for getting
Experiments conducted or Carrying out Activities by the Prospective Teachers 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 18 18 08 11 17 05 34 38 22 % 54.55 58.06 36.36 40.74 58.62 19.23 100 100 62.86
No F 15 13 14 16 12 21 --- --- 13 % 45.45 41.94 63.64 59.26 41.38 80.77 --- --- 37.14
Total 33 31 22 27 29 26 34 38 35
Table – 4.64 shows that 54.55, 58.06, 58.62, 100.00, 100.00 and 62.86 percent of the
teacher educators expressed that they use Physical Sciences, Life Sciences, English
Language, Computer, Psychology and Educational Technology resource centers,
respectively, for getting experiments conducted or carrying out activities by the prospective
teachers. On the other hand, 63.64, 59.26 and 80.77 percent of the teacher educators
expressed that they do not use Mathematics, Social Sciences and Hindi Language resource
centers, respectively, for carrying out activities by the prospective teachers.
On the basis of above analysis, it can be inferred that for conducting experiments or
carrying out activities by the prospective teachers: Computer and Psychology resource
centers are used by all the teacher educators; Physical Sciences, Life Sciences, English
Language and Educational Technology resource centers are used by more than half of the
teacher educators. On the other hand, for conducting experiments or carrying out activities
by the prospective teachers, Hindi Language resource center is not used by majority of the
teacher educators, whereas Mathematics and Social Sciences resource centers are not used
by more than half of the teacher educators.
Analysis and Interpretation of Data
166
4.4.6 NUMBER OF EXPERIMENTS CONDUCTED OR ACTIVITIES CARRIED
OUT BY THE PROSPECTIVE TEACHERS
Those teacher educators who make prospective teachers to conduct experiments or
carry out activities in various resource centers, the frequencies and percentages of their
responses on the number of experiments or activities are presented in Table – 4.65.
Table – 4.65 Number of Experiments Conducted or Activities carried out by the Prospective
Teachers in Various 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
1-5 F 11 04 03 05 07 03 --- 38 19
% 61.11 22.22 37.50 45.45 41.18 60.00 --- 100 86.36
6-10 F 07 14 05 06 10 02 34 --- 03
% 38.89 77.78 62.50 54.55 58.82 40.00 100 --- 13.64
Total 18 18 08 11 17 05 34 38 22
From Table – 4.65, it can be seen that hundred percent of the teacher educators
expressed that prospective teachers conduct or carry out 1 to 5 and 6 to 10 experiments or
activities in Psychology and Computer resource centers, respectively.
Table – 4.65 further indicates that 61.11, 60.00, and 86.36 percent of the teacher
educators expressed that prospective teachers conduct or carry out 1 to 5 experiments or
activities in Physical Sciences, Hindi Language and Educational Technology resource
centers, respectively. On the other hand 77.78, 62.50, 54.55 and 58.82 percent of the teacher
educators expressed that prospective teachers carry out 6 to 10 experiments or activities in
Life Sciences, Mathematics, Social Sciences and English language resource centers,
respectively.
Above analysis reveals that mostly 1-5 experiments or activities are conducted or
carried out by the prospective teachers in Psychology, Physical Sciences, Hindi Language
and Educational Technology resource centers, whereas 6-10 experiments or activities are
conducted or carried out by the prospective teachers in Computer, Life Sciences,
Mathematics, Social Sciences and English language resource centers.
Analysis and Interpretation of Data
167
4.4.7 TEACHING THE ART OF MAKING GOOD USE OF RESOUR CE
CENTERS IN REAL SITUATIONS
The frequencies and percentages of the responses of the teacher educators on
teaching prospective teachers the art of making good use of resource center in real situations
are presented in Table – 4.66.
Table – 4.66 Responses of the Teacher Educators on Teaching Prospective Teachers the Art of
making Good Use of Resource Center in Real Conditions 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 10 11 07 06 09 05 34 38 12 % 30.30 35.48 31.82 22.22 31.03 19.23 100 100 34.28
No F 23 20 15 21 20 21 --- --- 23 % 69.70 64.52 68.18 77.78 68.97 80.77 --- --- 65.71
Total 33 31 22 27 29 26 34 38 35
From Table – 4.66, it can be seen that hundred percent of the teacher educators
expressed that they teach prospective teachers the art of making good use of Computer and
Psychology resource centers in real situations, whereas 69.70, 64.52, 68.18, 77.78, 68.97,
80.77 and 65.71 percent of the teacher educators expressed that they do not teach
prospective teachers the art of making good use of Physical Sciences, Life Sciences,
Mathematics, Social Sciences, English Language, Hindi Language and Educational
Technology resource centers in real situations, respectively.
On the basis of above analysis, it can be interpreted that all the teacher educators
expressed that they teach prospective teachers the art of making good use of Computer and
Psychology resource centers in real situations. On the other hand, most of the teacher
educators expressed that they do not teach prospective teachers the art of making good use
of Hindi Language, Social Sciences, Physical Sciences, English Language, Mathematics and
Life Sciences resource centers in real situations.
Reasons for not teaching Prospective Teachers the Art of Making Good Use of
Resource Centre in Real Situations
Further, the teacher educators who do not teach prospective teachers the art of
making good use of resource centers in real situations pointed out the following reasons: i)
Lack of proper training/orientation of teacher educators on the use of resource centre; ii)
Analysis and Interpretation of Data
168
lack of time; iii) absence of experiments or activities in the syllabus or curriculum and; iv)
unavailability of manuals on the use of resource centers.
4.4.8 USEFULNESS OF THE VARIOUS RESOURCE CENTERS IN THE
TRAINING PROGRAMME
The frequencies and percentages of the responses of the teacher educators about the
usefulness of the various resource centers in the secondary teachers’ pre-service training
programme are presented in Table – 4.67.
Table – 4.67 Responses of Teacher Educators about the Usefulness of the Various Resource Centers
in the Secondary Teachers’ Pre-service Training Programme 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 19 18 15 20 20 13 34 38 22 % 57.58 58.06 68.18 74.07 68.97 50.00 100 100 62.86
No F 14 13 07 07 09 13 --- --- 13 % 42.42 41.94 31.82 25.93 31.03 50.00 --- --- 37.14
Total 33 31 22 27 29 26 34 38 35
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:
ITRR89 = ∑ f(Rows 8,9 & Columns 1,2,3) /∑ f(Rows 8,9 & Columns 1,2,3,6,7) x 100
Analysis and Interpretation of Data
172
(ii) Instantaneous Teacher Question Ratio (ITQR89)
It is defined as the tendency of the teacher to respond to pupil talk with questions
based on his own ideas, compared to his tendency to lecture. It is calculated as:
ITQR89 = ∑ f(Rows 8,9 & Column 4) /∑ f(Rows 8,9 & Columns 4,5) x 100
(iii) Content Cross Ratio (CCR)
It is an indication that the main focus of class discussion becomes on the subject
matter, that attention to motivation and discipline problem is minimum. It is calculated as:
CCR = ∑ f (Columns 4,5) /N x 100
(iv) Steady State Ratio (SSR)
It reflects the tendency of the teacher and pupil talks to remain in the same category
for periods longer than three seconds. It is determined as the percentage of all tallies that lie
within steady state cells (1-1, 2-2, 3-3, 4-4, 5-5, 6-6, 7-7, 8-8, 9-9 and 10-10) and is
computed as:
SSR = ∑ f (Steady state cells) /N x 100
Depicting the Sequence of Activities
In order to understand the nature of the change of sequence of classroom activities
qualitatively i.e. in terms of events, the clockwise flow diagram and box flow diagram of the
composite master matrix, as suggested by Flanders were prepared.
Further, the minimum frequency of 100 was chosen to be marked in the flow
diagram. Which mean all the cells with this frequency or higher will have entry and exit
arrows.
4.5.3 CLASSROOM INTERACTION BETWEEN TEACHER EDUCATO RS AND
PROSPECTIVE TEACHERS
The details of analysis and interpretation of classroom interaction between teacher
educators and prospective teachers are discussed as below:
A) Time Involved in Classroom Interaction
The investigator observed the teacher educator in the class for 20 minutes and
computed the tallies on a 10x10 matrix. The investigator then totaled the tallies in this
matrix. The total tallies were 400 in 1200 seconds. The average rate of coding came out to
be 3 second. This indicated that both the rate of coding and total time involved in live
classroom interaction was appropriate as every tally was recorded in every 3 seconds. It
Analysis and Interpretation of Data
173
means that the investigator recorded 20 tallies in one minute, 60 tallies in 3 minutes and 400
tallies in 20 minutes in terms of actual classroom interactions.
B) Classroom Climate
The classroom climate was estimated through interaction in terms of: i) total teacher
talk, pupil talk and silence or confusion and; ii) checking the balance of teacher response
and initiation as compared to student initiation.
i) Teacher Talk, Pupil talk and Silence or Confusion
The responses related to the interaction in the classroom situation, while transacting
the secondary teacher’ training curriculum, were estimated from teacher talk, pupil talk and
the time spent in silence or confusion. The data related to these three indices were computed
and are presented in Table – 4.69.
Table – 4.69 Responses in terms of Teacher talk, Pupil Talk, Silence/Confusion
Sl. No. Indices % 1 Teacher Talk 86.18 2 Pupil Talk 08.68 3 Silence or Confusion 05.14
From Table – 4.69, it can be seen that while transacting the secondary teacher’
training curriculum the teacher talk was 86.18 percent, student talk was 8.68 percent and
silence or confusion was 5.14 percent. This indicates that teacher talk was very high as
compared to pupil talk as well as silence or confusion. Very high teacher talk is an
indication of teacher dominated classroom with authoritarian climate and very less pupil talk
reveals minimum discussion in the classroom.
From the above analysis, it may be inferred that while transacting the secondary
teachers’ training curriculum to the prospective teachers, the teacher educators’ dominated
the class with authoritarian climate and very less time was given for prospective teachers’
talk.
ii) Balance of Teacher Response/Initiation as Compared to Students Initiation
For checking the balance between teacher response and initiation compared to pupil
initiation, Teacher Response Ratio (TRR), Teacher Question Ratio (TQR) and Pupil
Initiation Ratio (PIR) were computed and are presented in Table – 4.70.
Analysis and Interpretation of Data
174
Table – 4.70 Responses in terms of Teacher Response Ratio (TRR), Teacher Question Ratio (TQR)
and Pupil Initiation Ratio (PIR) Sl. No. Ratios %
1 Teacher Response Ratio (TRR) 61.74 2 Teacher Question Ratio (TQR) 08.89 3 Pupil Initiation Ratio (PIR) 05.84
From Table – 4.70, it can be observed that teacher response ratio (TRR) was 61.74
percent, whereas teacher question ratio (TQR) was 8.89 percent and pupil initiation ratio
was 5.84 percent.
On the basis of above analysis, it can be interpreted that teacher educators responded
very often to the prospective teachers queries as TRR was high. Very low TQR reveals
fewer tendencies of teacher educators to ask questions and indicates most of the time spent
by the teacher educators was on lecturing. Very low PIR indicates that the prospective
teachers’ initiation in introducing their own ideas in class situations was negligible or very
less.
C) Level of Interaction within the Classroom
The level of interaction within the class was studied through: i) Initial reactions of
teacher educators to the termination of prospective teachers’ talk and; ii) through the
tendencies of the teacher educators towards content emphasis and sustained talk.
(i) Initial Reactions of Teacher Educators to the Termination of Prospective
Teachers’ Talk
To study the initial reactions of teacher educators to the termination of prospective
teachers’ talk two ratios viz. an Instantaneous Teacher Response Ratio (ITRR89) and
Instantaneous Teacher Question Ratio (ITQR89) were computed and are presented in Table –
4.71.
Table – 4.71 Responses in terms of Initial Reactions of Teacher Educators to the Termination of
Prospective Teachers’ Talk Sl. No. Ratios %
1 Instantaneous Teacher Response Ratio (ITRR89) 83.38 2 Instantaneous Teacher Question Ratio (ITQR89) 42.45
Table – 4.71 shows that ITRR89 was 83.38 percent and ITQR89 was 42.45 percent.
Analysis and Interpretation of Data
175
On the basis of above analysis it can be inferred that ITRR89 was very high and
ITQR89 was low. It reflects the very high tendency of teacher educators to praise or integrate
prospective teachers’ ideas and feelings in to class discussion, at the moment prospective
teachers stop talking, and a very healthy emotional climate and high level of communication
in the live class when teacher educators were teaching. However, low ITQR89 reflects the
fewer tendencies of the teacher educators in responding to prospective teachers’ talk with
questions based on their own ideas compared to their tendency to lecture.
(ii) Classroom Interaction in the form of Tendencies towards Content Emphasis
and Sustained Talk
Classroom interaction in the form of tendencies towards content emphasis and
sustained talks by the teacher educators were studied through two ratios viz. Content Cross
Ratio (CCR) and the Steady State Ratio (SSR). The two computed ratios are presented in
Table – 4.72.
Table – 4.72 Responses on Tendency towards Content Emphasis and Sustained Talk
Sl. No. Ratios % 1 Content Cross Ratio (CRR) 77.98 2 Study State Ratio (SSR) 78.53
It is evident from Table – 4.72 that CCR was 77.98 and SSR was 78.53.
The high CCR indicates that during classroom interaction the main focus of the
teacher educators was on subject matter i.e. most of the time teacher educators were
lecturing and they were the most active participants in the classroom discussion with very
little or no attention to motivation or discipline problems in the class. Further, a very high
SSR indicates that on the average there was less rapid interchange between the teacher
educators and prospective teachers during discussion in the class.
4.5.4 SEQUENCE OF ACTIVITIES DEPICTED THROUGH FLOW PATTERN OF
CLASSROOM INTERACTION
The clockwise flow diagram which was prepared with the help of composite master
matrix (Appendix-VIII) depicting the sequence of activities in the classroom is presented in
Figure – 4.1.
Analysis and Interpretation of Data
176
Category 1 2 3 4 5 6 7 8 9 10 Total
1 2 5 --- 2 6 7 3 18 --- 7 50
2 1 10 8 33 33 14 1 43 1 14 158
3 1 21 58 8 7 39 --- 3 360
4 4 28 4 13 21 5 --- 60 778
5 1 12 1 84 --- 16 30 7978
6 1 6 2 29 92 64 1 13 1 23 232
7 1 7 --- 7 21 7 51 17 1 8 120
8 36 46 45 48 15 40 --- 12 918
9 3 3 3 --- 13 --- 11 --- 24 --- 57
10 --- 20 1 58 12 1 26 --- 577
Total 50 158 360 778 7978 232 120 918 57 577 11228
Figure – 4.1
Clock Wise Flow Diagram of the Classroom Interaction of All the Teacher Educators
From Figure – 4.1, it can be seen that there are 9835 tallies in the marked cells,
covering about 87.60 percent of the total tallies in the composite master matrix. Most of the
classroom verbal behaviour during the transaction of the secondary teacher education
curriculum has been presented through circled cells and the looping arrows.
It may be observed from the figure that the highest probability of starting the
classroom events was from lecturing, because the highest tallies 7484 were concentrating in
the (5-5) cell. There seems to be two probabilities, firstly lecturing seems to be followed by
questioning, which continued for more than three seconds in (4-4) cell, then questioning
seems to be followed by pupil response, which remained in steady state (8-8) cell for more
than three seconds, then pupil response, followed by teachers’ accepts and use of pupil
ideas, which remained in steady state (3-3) cell for more than three seconds and then
followed by lecturing. The another probability was that lecturing seems to be followed by
silence or confusion, which remained in steady state (10-10) cell for more than three
seconds. The period of silence or confusion was broken by lecturing and continued for more
than three seconds in (5-5) cell.
122 101
333 310
7484 213 137
436 240
313 146
Analysis and Interpretation of Data
177
4.5.5 INTENSITY OF ACTIVITIES IN A PARTICULAR SEQUE NCE THROUGH
BOX FLOW DIAGRAM
The box flow diagram, which was also prepared from the composite master matrix,
indicates changes in the steady state pairs of events and transition among them. The major
changes in classroom flow of behavior during the transaction of the secondary teacher
education curriculum are presented in Figure – 4.2.
Analysis and Interpretation of Data
178
Teacher Talk Pupil Talk
Figure – 4.2 Box Flow Diagram of Classroom Interaction of All the Teacher Educators
The steady state pairs of teacher talk and pupil talk have been marked clearly in the
form of squares and transition of events in the form of arrows in Figure – 4.2.
(4-4)
F=333
(8-8)
F=436
(5-5)
F=7484
(10-10)
F=313
(3-3)
F=101
(5-4
) F
=2
13
(4-8) F=310
(8-3) F=240
(3-5)
F=122
(10-5)
F=146
(5-10)
F=137
(8-4)
F=45
(4-5
)
F=
13
(5-8
)
F=
16
(8-5)
F=48
(5-3
)
F=
1
Analysis and Interpretation of Data
179
The (5-5) cell, steady state of lecturing, is the largest square with 7484 tallies. There
is a heavy transition from category 5 to 4, slight transition from category 5 to 10 and
insignificant transition from category 5 to 8. However, this cell has transition of events from
category 3 and 10. From this it may be inferred that lecturing was followed either by
questioning or by the period of silence or confusion and very rarely by pupil responses.
However, acceptance and use of students’ ideas, and silence or confusion were usually
followed by lecturing.
The (8-8) cell, steady state of pupil responses, is the second largest square with 436
tallies. It has the largest transition from category 4, which is also the largest transition of
classroom interaction having 310 tallies in the (4-8) cell, which indicates that questioning
was mostly followed by pupil responses.
The (4-4) cell, steady state of questioning, is the third largest square with 333 tallies.
It has heavy transition from category 5 and a smaller amount of transition from category 8.
From this it may be inferred that lecturing was mostly followed by questioning, whereas,
pupil responses were rarely followed by questioning.
The study state (10-10) cell of silence/confusion is the fourth largest square, with
313 tallies. It has transition to category 5, which shows that period of silence or confusion
was usually broken by lecturing.
The (3-3) cell, steady state of accepts and uses of pupils’ ideas, is the fifth largest
cell with 101 tallies. There is very heavy transition from category 8 to this cell having 240
tallies. From this it may be inferred that student responses were followed by acceptance or
use by the teachers for a very shorter period as the number of tallies is very small (101). This
cell also has transition to category 5, which indicates that acceptance or use of ideas of
pupils was usually followed by lecturing by the teacher educators.