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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS

COPY RIGHT © 2013 Institute of Interdisciplinary Business Research

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STUDENTS’ ATTITUTE TOWARDS M.Ed PROGRAM OF AIOU

Imtiaz Ali (Corresponding Author)

Regional Institute of Teacher Education

Haripur, KPK, Pakistan

Muhammad Rizwan

M.Phil Scholar, University of Haripur, Pakistan

Dr. Rashada Jabeen Rajpoot

Deputy District Education Officer Chicha Watni Punjab, Pakistan

Misbah Anjum Rajpoot

Preston University Islamabad, Pakistan

ABSTRACT

The purpose of the study was to investigate students‟ attitude towards the M.Ed program of

AIOU. The study consisted of 145 students who passed their M.Ed course in semester fall

2011. Survey methodology was employed to collect data through a self- administered

questionnaire. The face and content validity was checked by the experts of provincial

education assessment center (PEACE) Abbottabad. The final version was sent out the selected

sample of the study. The students expressed their positive attitudes toward the regional

services, instructional material and examination/assessment system of AIOU. There was no

significant difference in attitudes gender, residential, marital status of students in the area of

present status of M.Ed program, fee, and tutorial services. Over all it was concluded that rural

students have more positive attitudes‟ as compare to urban students and female students also

have positive attitudes in few aspects of the program.

KEY WORDS: AIOU, M.Ed Program, Students‟ attitude

INTRODUCTION

Distance learning is an achievement of knowledge and abilities through interceded

information and instruction, around all kind of technologies and other types of learning at a

distance (Roblyer & Edwards, 2000). According to Newby, Stepich, Lehman and Russell

(2000) distance learning is "an organized and well designed type of learning process in which

teacher and learners are physically separated.”

With the arrival of new technologies in distance education, it is now flexible learning,

distributed learning, web-based instruction and now distance education teacher examine and

how to fits into the changing educational environment. Now distance education scholars are

searching information technologies from the, hidden curriculum, pedagogy, cost

effectiveness, and the global impact of information and instructional technologies on

collective ways (Vrasidas, & Glass, 2002). According to Peters (2000), distance education

provide a chance for independent self-study even with the use of technologies. Perraton, at al.,

(2002), highlight the importance of distance education in these words, “it is used as an umbrella to

through which teachers reaches in their schools and are in position to achieve opportunities to

keep up to date school record and they can continue their professional study.”

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OPEN UNIVERSITIES

Keegan (1986) stated that with the establishment of the British Open University in

the United Kingdom in 1969 was the beginning of the use of technology and print based

instruction through well designed courses. Later on the concept and model of Open University

has been adopted by many developed and developing countries. In January, 1971 students

began taking admission at the Open University in the United Kingdom and it was to be 'open',

with no entry requirements. Almost all of courses continue to have no entry requirements.

(Open University, 2007).

Distance Learning has over the centuries developed from a self-effacing and

insignificant beginning through correspondence course material to a complete up to date

technology assisted, flexible and learner- centered; self- directed teaching learning (Jegede

2005).

According to Moore, (1989) Open Universities are working to import distance

education in three ways: learner to learner, learner to instructor, learner- based content. Each

interaction type in distance education and emphasizes that learner-learner interaction presents

a new breadth to learning that will be oppressed with the addition of new technologies.

Open Universities have propagated throughout the world but mostly are located in the

developed countries. Other more hard and rural areas are stressing with funding and

infrastructure but many regions are continuing to follow the open and distance mode of

education (UNESCO, 2002). A well modern Open University work with the course designing

and work with correspondence model (Matheos et al., 2007). According to Rashid, M. (1998,

p.46) it is doubtless to say that open type of university is an institution of continuing

education designed for ease of access and extending facilities of formal education to a wider

group of people who have missed the initial opportunity or to whom no such opportunity was

offered. In other words, the university opens its doors to anyone who has the capacity to

follow its courses under certain procedures.

Open universities offers opportunities for student communication with tutors, it allows

open-ended conversation, often regarded as the standard of legal education (Perraton, Creed

and Robinson 2002). Open universities; have provided not only large number of distance

learners but also work with the mechanism for reaching large audiences of teachers working

in distance mode of teaching (Manjulika and Reddy 1996).

AIOU was established in 1974 and after its establishment it show a tremendous

progress in the promotion of distance education and now in position to offer courses from

Matric to PhD level. The AIOU is now considering as a Mega University, it is a unique

distance education institute providing education to all age group of people. Now AIOU has

become the largest University of Pakistan in terms of course enrolment and course programs

as it is offering more than 100 programs and imparting education to students exceeding

570,000 in number (Vice Chancellor‟s Report (2004-05). AIOU is the pioneer distance

teaching institution in the Asian Region (AIOU 2003).

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TEACHER TRAININGS THROUGH OPEN UNIVERSITIES

Many open universities throughout the world are working in the promotion of teacher

education. Distance teacher education was first introduced in the training of primary school

teachers in 1983 in organize for the country to meet the shortage of primary school teachers

(Zvobgo, 1986; Gatawa, 1986).

In Kenya unqualified teachers are receiving their professional education in a

correspondence unit at the University of Nairobi and concentrating just on the general

education of prospective teachers (Young et al. 1980; Perraton, 2007).Similarly in Malawi a

open and distance learning approach was used for teacher training from 1997 to 2004 (Lewin

and Stuart 2003, Mulkeen 2010). The open universities are more helpful for initial training.

According to Zhang and Niu (2007). Open universities has provided an apparatus for large-

scale programs of initial teacher training. In Malawi distance teacher education was

introduced at Domasi Teachers College in order to increase access to higher education.

According to Perraton,(2007) “in Tanzania, teachers trained at a distance mode of

learning have a tendency to perform better than those trained usually traditional method on a

number of actions of classroom performance.” He further stated that distance education has

gone some way to establishing a significant and legitimate way of training teachers.

In distance education some time some problems may arise specially in the designing

of teacher education courses or specially shifting courses mode from traditional to distance

mode of learning. According to Quintana, (1996), “distance course designers must address

how teacher educators can observe students applying concepts and what to do so students do

not feel inaccessible and ensure that feedback is suitable”.

Allama Iqbal Open University was established in 1974 as a first open university in

Asia. It provides education through open and distance learning mode which is specifically

targeted at working adults who need to take care of their families as well as to plan their

careers while chasing higher education. AIOU motivates the idea that education should be

made available to all, regardless of time, place and age. The biggest university in the country

with course enrolment of more than 1,806,214, with around 1000 courses being offered. The

university serves the nation with 36 regional campuses and district centers in various parts of

the country to coordinate and facilitate decentralized system of distance education of the

university (Vice Chancellor‟s Report, 1998).

TEACHER EDUCATION PROGRAMS OF AIOU

In 1976, the AIOU started with a few courses of Arabic, a Primary Teachers

Orientation Course and Foundation Courses. After this it started Teacher Education

Programmes like PTC/CT/ATTC for training and orientation of the untrained teachers

working in different government schools (AIOU 1999). Later on, the range of its teacher

education programmes was extended up to B.Ed (General), B.Ed (Arabic), M.A., Education,

M.Ed (in four disciplines), M.A EPM, Diploma TEFL, M.A TEFL and M.Phil (in four

disciplines). The university also started Bachelor and Master‟s Degree Programmes in

Business Administration (MBA and BBA) through the distance learning system, subsidized

by the government to meet the increasing needs of the business community. Recently,

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Business Administration and Computer Programmes have been started and face-to-face

instruction/teaching is provided at the study centers.

AIOU offer many programs from S.S.C to PhD in many discipline. The teacher

education programmes of the AIOU provide an opportunity for teachers to develop their both

content and pedagogical skills (Jumani & Zai, 2009).

Some functional programs have been launched by AIOU. The programs are unique in

nature and according to the contemporary needs of the students. According to Fifth Five years

Plan ( 1978-83, p-156), the AIOU will employ multimedia distance education learning

techniques to offer the in-service training programs or courses for 2000,000 primary and

middle schools teachers. Similarly Education Policy (1998-2010) of Pakistan also highlighted

the role of AIOU for teacher education in these words, “Allama Iqbal Open University which

structure to provide necessary training to a number of non-formal education teachers every

year” (Government of Pakistan, 1998, p.67).

AIOU provide professional skills/trainings its teachers through blended approaches.

Tutorial, workshops, assignments and evaluation system makes AIOU prominent from other

institutes. For these purposes, AIOU hire the most eminent personalities in the field. In the

teacher training programs, AIOU always embedded new trends time to time, which appear in

the field of teacher training. At main campus and now at regional campuses, AIOU provides

basic facilities like multimedia, Internet and Wi-Fi technology. The only aim of AIOU is to

prepare such teachers who can face the challenges of the 21st century with more or less same

pace like developing countries (Jumani et al, 2011).

The Allama Iqbal Open University has been providing education through distance and

non-formal mode. The goods and services consist partially on educational materials, course

units, study guides, the tutorial and media support. Rashid, M. (1993, p.41) has stated that

distance and non-formal education as provided by the AIOU is cheaper as compared to the

formal system of education., because the formal system is institutionalized and requires full

time teachers which add its cost.

M.Ed (Secondary Teacher Education) Program of AIOU

AIOU offers Admissions in M.Ed (STE) programme. Students are required to must

pass 36 credit hours courses of this program. AIOU M.Ed Secondary Teacher Education is a

three semesters and 36 credit hours program.

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Scheme of studies

Scheme of studies and list of subjects in the M.Ed in Secondary Teacher Education is

listed below:

1st Semester

Course

Code

Courses Title Credit

hours

831 Foundations of Education 03

837 Educational Research 03

838 Curriculum Development & Instructions 03

840 Educational Psychology 03

2nd

Semester

826 Elementary Education 03

827 Secondary Education 03

828 Higher Education 03

829 Teacher Education in Pakistan 03

3rd

Semester

6505 Islamic System of Education 03

6507 Educational Measurement and

Evaluation

03

6552 Textbook Development-I 03

6553 Textbook Development-II 03

OR

849 Thesis 12

Source: AIOU (2013) M.Ed (Secondary Teacher Education): AIOU Islamabad

MAIN COMPONENTS OF M.Ed PROGRAM OF AIOU

AIOU offer its M.Ed program through distance mode of learning. There are some

important components of the program as these are also the essential components of distance

education.

Methods of instruction

Tutorial

According to Rashid (1998, p.70), distance learners need a tutor because they often

study in at their own place far from their class fellow and far from the institution which

prepares their study materials. Furthermore, distance learners often face the problems of

delayed feedback. The processing, organizing, marking and monitoring of student's

assignments often take too long, the minimum turnaround time taking about two weeks. Baath

(1980) also stated the importance of distance tutor as: The distance tutor plays a central role in

providing communication with the student by mail, computer, telephone or face to face.

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In distance mode of learning as the learners are separated geographically at some

distance. The one most important objective of distance education is to facilitate learners at its

own place for this the role of tutor is most important According to Holmberg (1985) distance

learners have benefited with their tutors.

Tutors also organize, assess, give feedback and return students assignments and also

facilitate students in tutorial meetings. Solve students‟ quarries, some time deliver lecture and

keep students records (Bernadette, 1981).

Workshop

In M.Ed program of AIOU workshop is compulsory component. Worship is conducted

at the end of each semester. It provide a discussion to distance education learners as forum

groups designed to motivate the problems and circumstances of the subject being discussed

under the supervision of a resource person. The coordinators explain the objectives of

workshop.

Self Instructional material

At M.Ed level self learning printed text and allied/supplementary material, including the

following items:

• Study guide

• Allied material

• Assignments

• Tutorial schedule

• Assignment forms

District and Regional Coordination Services

AIOU headquarters is in Islamabad; its services are provided a lot through the

Directorate of Regional Services at the main campus and its network of regional campuses

and regional centres are established in various parts of the country.

Admission and Intimation Process

Admission in M.Ed program is granted to the candidates who have obtained at least

2nd class in graduation from any recognized university along with B.Ed in 2nd

division. After

getting admission students are intimated through registered mail and the option of admission

confirmation on university website ( www.aiou.edu.pk) is also available where a student can

check and find out his/her admission status.

Examination/Evaluation Process

Final examination is compulsory component of overall assessment system of a M.Ed

program. Examination helps the student to review his studies and see the course as a whole.

Examinations are taken at the end of the course/program on the set dates, usually at a

convenient centre. If necessary, special arrangement is made in special circumstances, only

http://www.aiou.edu.pk/

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for students with disabilities. The assignments marks are also included in final result. Result is

announced and student is intimated through registered mail as well as through online system.

OBJECTIVES OF THE STUDY

Following were the objectives of the study:

1. To investigate students‟ attitude toward M.Ed program with regard to their level of

gender.

2. To find out students‟ attitude toward M.Ed program with regard to their residence.

3. To explore students‟ attitude toward M.Ed program with regard to their marital status.

4. To find out students‟ attitude toward M.Ed program with regard to their academic

qualification.

5. To find out over all students‟ attitude toward M.Ed program.

HYPOTHESES

Following were the hypotheses of the study:

Ho1: There is no significant difference in attitudes among students toward M.Ed program with

regard to their gender.


regard to their residence.


regard to their marital status.


regard to their academic qualification.

Ho5: There is no significant difference in overall attitudes among students toward M.Ed

program.

METHODOLOGY

To find out the attitudes of students toward M.Ed program of AIOU descriptive type of

research i.e. survey type was used an effective way of gathering information to examine the

students attitude toward the various aspect of M.Ed program. The target population in this

study consisted of students who have passed their M.Ed course from AIOU during semester

Fall 2011. Using systematic sampling technique, the questionnaire was distributed to (43)

male students and (102) female students in district Haripur. Respondents responses

subsequently used in the statistical analysis.

A questionnaire was developed to find out the students‟ attitude toward various aspects

of M.Ed program i.e. present status, fee, quality of instructional material, students support

services, workshop, admission and assessment system. The validly of the questionnaire was

achieved by the PEACE experts Abbottabad. The amended questionnaire was sent to the

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sample of the study and descriptive statistics for independent and dependent data was

computed for data. t-test was used at 0.05 to examine if data was significant or not.

RESULTS AND DISCUSION

Table 1 Demographic information of respondents

S.No Aspect Demographic information Percentage

1 Gender Male 29.7

Female 70.3

2 Residence Rural 73.8

Urban 26.2

3 Academic

Qualification

BA/BSc 21.4

MA/MSc 78.6

M.Phil/PhD --

4 Professional

Qualification

PTC --

CT --

B.Ed 100

Other --

5 Job Government 46.9

Semi Government 27.6

Private 20

Nil 5.5

6 Marital Status Married 52.4

Single 47.6

Table.1 shows that out of 145 respondents 29.7% were male and 70.3 % female.

Mostly respondents 73.8% belonged to rural area and only 26 % were from urban area. Large

majority of respondents 78.6% had MA/M.Sc as an academic qualification and only 21.4%

had BA/B.Sc qualification.100% respondents had B.Ed as professional degree. The

respondents 46.9% had government 27.6% had semi government and 20% had private job.

Table. 2 Result of t-test for student’s attitudes toward M.Ed Program with regard to

gender

Aspect Gender Frequency Means t-value p-value

(2-tailed)

Present status of

Program

Male 43 3.12

1.533

.128 Female 102 2.93

Fee of program Male 43 2.56 .202 .840

Female 102 2.45

Quality of Study Guides Male 43 2.72 1.755 .081

Female 102 2.47

Quality of Allied

material

Male 43 2.86 .105 .917

Female 102 2.84

Tutorial Services Male 43 2.09 -3.302 .001

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Female 102 2.69

Regional Office Services Male 43 2.70 4.520 .000

Female 102 2.00

District Coordination

Services

Male 43 2.74 4.772 .000

Female 102 2.07

Workshop of the

Program

Male 43 2.79 1.119 .265

Female 102 2.61

admission and intimation

process

Male 43 2.30 3.490 .001

Female 102 1.79

Examination/Assessment

Process

Male 43 2.79 3.380 .001

Female 102 2.23

Table 2 indicates that the attitude toward the M.Ed program among male students in

general was more positive than that of female students. In addition there was highly

significant difference as the p-value (0.000) between male and female students in the

area/aspect of regional office services and district coordination services while there was

significant difference as the p-value (0.001) in the area of tutorial services, admission and

intimation process and examination/assessment process. Moreover, no significant difference

was found in the area of present status of M.Ed program, fee, quality of study guide and allied

material and workshop.


residence

Aspect Residence Frequency Means t-value p-value

(2-tailed)

Present status of

Program

Rural 107 3.04 1.559 .121

Urban 38 2.84

Fee of program Rural 107 2.62 2.906 .004

Urban 38 2.34

Quality of Study Guides Rural 107 2.58 .884 .378

Urban 38 2.45

Quality of Allied

material

Rural 107 3.05 4.735 .000

Urban 38 2.29

Tutorial Services Rural 107 2.46 -1.037 .302

Urban 38 2.66

Regional Office Services Rural 107 2.21 -.029 .977

Urban 38 2.21


Services

Rural 107 2.20 -1.771 .079

Urban 38 2.47

Workshop of the

Program

Rural 107 2.69 .662 .509

Urban 38 2.58


process

Rural 107 1.85 -2.328 .021

Urban 38 2.21


Process

Rural 107 2.41 .383 .702

Urban 38 2.34

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Table 3 indicates that the students attitude toward the M.Ed program with regard to

residence have no significant difference in the areas/aspects of present status, quality of study

guide ,tutorial services, regional services, district coordination services, workshop, admission

and examination process of M.Ed program. In addition there was highly significant difference

between rural and urban students in the area of quality of allied material. The p-value (0.000)

is smaller than (0.05) and mean score of rural and urban students was (3.05) and (2.29)

respectively while there was significant difference in the area of fee, where the p-value

(0.004) is smaller than (0.05) and mean score of rural and urban students was (2.62) and

(2.34) respectively. Majority of the mean scores of the table also shows that students who

were from rural areas have positive attitude or perception toward M.Ed program of AIOU as

compare to urban students.


marital status

Aspect Marital

status

Frequency Means t-value p-value

(2-tailed)

Present status of

Program

Married 76 3.07 1.516 .132

Single 69 2.90

Fee of program Married 76 2.36 -5.047 .000

Single 69 2.75

Quality of Study Guides Married 76 2.74 3.165 .002

Single 69 2.33

Quality of Allied

material

Married 76 2.99 1.948 .053

Single 69 2.70

Tutorial Services Married 76 2.20 -4.077 .000

Single 69 2.86

Regional Office Services Married 76 2.39 2.680 .008

Single 69 2.00


Services

Married 76 2.46 2.976 .003

Single 69 2.06

Workshop of the

Program

Married 76 2.41 -3.729 .000

Single 69 2.94


process

Married 76 1.93 -.161 .872

Single 69 1.96


Process

Married 76 2.36 -.501 .617

Single 69 2.43

Table 4 indicates that the students attitude toward M.Ed program with regard to their

marital status have no significant difference in the areas/aspects of present status, quality of

allied material, regional services, admission and examination process of M.Ed program. In

addition there was highly significant difference between married and unmarried students in

the area of fee, tutorial services and workshop of M.Ed gram. In all these cases the mean

scores (2.75, 2.86 and 2.94) of unmarried students were higher than that of married students.

This proved that unmarried students have more positive attitude toward M.Ed program as

compare to married students. Moreover there was significant difference in the areas of quality

of study guide and district coordination services.

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academic qualification

Aspect Academic

qualification

Frequency Means t-value p-value

(2-tailed)

Present status of

Program

BA/B.Sc 31 3.10 1.042 .299

MA/M.Sc 114 2.96

Fee of program BA/B.Sc 31 2.39 -1.948 .053

MA/M.Sc 114 2.59

Quality of Study Guides BA/B.Sc 31 2.29 -2.044 .043

MA/M.Sc 114 2.61

Quality of Allied

material

BA/B.Sc 31 2.39 -3.298 .001

MA/M.Sc 114 2.97

Tutorial Services BA/B.Sc 31 2.42 -.558 .578

MA/M.Sc 114 2.54

Regional Office Services BA/B.Sc 31 1.94 -1.901 .059

MA/M.Sc 114 2.28


Services

BA/B.Sc 31 1.94 -2.554 .012

MA/M.Sc 114 2.36

Workshop of the

Program

BA/B.Sc 31 2.77 .782 .436

MA/M.Sc 114 2.63


process

BA/B.Sc 31 1.97 .172 .863

MA/M.Sc 114 1.94


Process

BA/B.Sc 31 1.94 -3.107 .002

MA/M.Sc 114 2.52

Table 5 shows that the students attitude toward the M.Ed program with regard to their

academic qualification have no significant difference in the areas/aspects of present status,

fee, quality of study guide, tutorial, regional services, district coordination services, workshop

and admission process of M.Ed program. In addition there was significant difference between

students have bachelor qualification and students have master qualification in the area of

quality of allied material where p-value 0.001 is smaller than 0.05 and students have master

degree showed positive attitude toward M.Ed program with mean score ( 2.97) as compare to

students have bachelor degree with mean score (2.39). In case of examination/ assessment

process there was also significant difference between students have master and bachelor

degree where p-value 0.002 is smaller than 0.05 and mean score ( 2.52) of master degree

holder students was higher than bachelor degree holder students mean score (1.94) . This

proved that master degree holder students have more positive attitude toward M.Ed program

of AIOU.

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Table. 6 Students over all attitude and perception toward M.Ed program

S. No Item Means Standard deviation

1 Present status of Program 2.99 .667

2 Fee of program 2.54 .513

3 Quality of Study Guides 2.54 .790

4 Quality of Allied material 2.85 .908

5 Tutorial Services 2.51 1.021

6 Regional Office Services 2.21 .904

7 District Coordination Services 2.27 .835

8 Workshop of the Program 2.66 .899

9 admission and intimation process 1.94 .831

10 Examination/Assessment Process 2.39 .952

Table 6 reflects the overall perception of students toward M.Ed program of AIOU. The

mean score (2.99) and (2.85) in the area of present status of program and quality of allied

material where students have their positive attitude and they consider that present status of

this program is not so difficult and not so easy and it is usual and acceptable and allied

material which is component of allied material is suitable at this level of program. In the areas

of fee, study guides, tutorial and workshop of M.Ed, the students showed normal attitude not

so positive and not so negative. But in case of admission/intimation process, regional services,

district coordination services and examination where means scores (1.94), (2.21), (2.27) and

(2.39) respectively proved that students were not satisfied with theses aspects of M.Ed

program.

CONCLUSIONS

It was concluded that majority of (70.3%) respondents were female and mostly (74%)

were from rural area. Majority of the respondents (79%) had their academic qualification as a

MA/M.Sc. There were (47%) government servants and only (20%) had private jobs.

It was also concluded that in general male student‟s attitude toward M.Ed program

as compare to female students was more positive. There was highly significant difference as

p-value was smaller (0.000) at (0.05) between male and female students‟ perception in the

area of regional services and district coordination services and there was significant difference

in the area of tutorial services, admission, and intimation and assessment process. Gender

wise there was no significant difference was found in the area of present status of M.Ed

program, fee structure, quality of instructional material and workshop.

Majority of means scores of table 3 indicates that students who were from rural area

had positive attitude‟ and perception toward M.Ed program as compare to urban area students.

The students‟ attitude toward M.Ed program was also find out with regard to their

marital status. Both married and unmarried have same view in the area of presnt staus of the

program, quality of allied material, regional services and examination/assessment system. On

the other hand the mean scores (2.75, 2.86 and 2.94) of unmarried students were higher as

compare to married students and there was highly significant difference in the areas of fee,

tutorial services and workshop. This proved that unmarried students had positive attitude‟

toward M.Ed program as compare to married students.

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The students‟ attitude toward M.Ed program as compare to their academic

qualifications in the areas of present status, fee, quality of allied material, tutorial system,

regional services, district coordination services and workshop had no significant difference

both had same views. But in case of examination/assessment process the means score (2.52)

of students had master degree was higher than bachelor degree students and this proved that

there was significant difference and students who had master degree had positive attitude‟ as

compare to bachelor degree.

Overall it was concluded that in the areas of present status of M.Ed program and quality

of allied material students have their positive attitudes. But in case of admission/intimation

process, regional services, district coordination services and examination/assessment where

mean scores

(1.94), (2.21), (2.27), and (2.39) respectively proved that students were not satisfied with

these aspect of M.Ed program.

Recommendations

On the basis of conclusions drawn from findings of the study following

recommendations are made.

It was recommended that admission and intimation process may be improved and

students have both SMS and registered dock intimation facility.

It is further recommended that M.Ed program should be designed according to the needs

and opportunities are available to both married and unmarried students.

All means of publicity are utilized so that both rural and urban students can get benefit

at their own local areas.

It is recommended that at this level of program the regional services should be

improved and students‟ workshops and tutorial services are arranged at their nearest study

center.

The examination/assessment process may be revised and there is need to increased the

timing of M.Ed papers up to 4 hours and workshop marks should be included in their final

result.

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