i-manager Publications

i-manager's Journal on Educational Psychology (JPSY)

Current Issue Vol. 18 Issue 2

Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
Exploring Need for Enhancing Play Activity Time in School Settings for Holistic Development of Learners
A Survey Study on the Status of Life Skills of Secondary Students of Dakshina Kannada District
Effectiveness of Outdoor Teaching Activities on Basic Science Process Skills of Secondary School Students
Impact on Trainees Growth and Challenges during the Internship in B.Ed. Course
The Impact of the Lecture Approach on Students' Attitudes towards Chemistry: A Comparative Study of Overall, Cognitive, Affective, and Behavioral Dimensions

Most Cited

Volume 4 Issue 2 August - October 2010

Article

Brain-Based Education: Its Pedagogical Implications And Research Relevance

Kumar Laxman* , Dr. Yap Kueh Chin**

*-** Nanyang Technological University, Singapore.

Kumar Laxman and Yap Kueh Chin (2010). Brain-Based Education: Its Pedagogical Implications And Research Relevance. i-manager’s Journal on Educational Psychology, 4(2), 1-5. https://doi.org/10.26634/jpsy.4.2.1233

Abstract

The brain, being the organ of learning, must be understood if classrooms are to be places of meaningful learning. Understanding the brain has the potential to alter the foundation of education, transform traditional classrooms to interactive learning environments and promote better instructional approaches amongst teachers. Brain-based education is the application of strategies based on principles derived from an understanding of the functionalities of the brain. Brain-based education informs an educator on the modalities of the brain to be able to effectively leverage upon a particular instructional strategy that is aligned with the learning conditions. In this paper, the affordances of brain-based education in enhancing educational processes and the research potential of brain-linked education are explored.

References

[1]. Caine, R. and Caine,G (1994). Making Connections: Teaching and the Human Brain. Addison-Wesley.

[2]. Caulfield, J., Kidd,S. and Kocher,T. (2000). Brainbased learning instruction in action. Educational Leadership, 58 (3), 62-65.

[3]. Dennison, E. and Dennison, G (1989). Brain Gym (Teachers Edition, revised). Edu-Kinesthetics, Inc.

[4]. Hart, L. (1983). Human Brain and Human Learning.

[5]. Jensen,E. (2008). A fresh look at brain-based education, PDK International, 408-417.

[6]. Kallenbach, S. (1999) “Emerging Themes in Adult Multiple Intelligences.” Focus on Basics 3, issue A 16-20.

[7]. McEwen, B. S. & Wingfield, J. C. 2003. The concept of allostasis in biology and biomedicine. Hormones and Behavior, 43, 2-15.

[8]. Stevens, J. & Goldberg, D. (2001). For the learners' sake. Tucson: Zephyr Press.

[9]. Willis, J. (2006). Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom Teacher. Alexandria, Virginia: Association for Supervision and Curriculum Development.

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Article

College Writing Rubrics

Brent Muirhead* , J. Skelton**

*-** Faculty, Doctoral Dissertation Mentor, University of Phoenix.

Brent Muirhead and Jillian Skelton (2010). College Writing Rubrics. i-manager’s Journal on Educational Psychology, 4(2), 6-10. https://doi.org/10.26634/jpsy.4.2.1234

Abstract

The discussion will describe how rubrics can help provide effective assessment criteria for evaluating written assignments in college undergraduate classes. A student-centered theory focus will highlight how valuable teacher/student communication can help lead to improving student writing. Rubrics can be a practical way to improve feedback, reduce student grade issues and provide accurate and timely information on student writing skills.

References

[1]. Andrade, H.G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53 (1), 27- 30

[2]. Angelo, T.A. & Cross, P.K. (1993). Classroom assessment techniques: A handbook for college teachers, 2nd ed. San Francisco: Jossey-Bass.

[3]. Boud, D. (1995). Assessment and learning: Contradictory or complimentary? In P. Knight (Ed.) Assessment for learning in higher education (pp. 35-48). London: Kogan Page.

[4]. Chapman, V.G., & Inman, M.D. (2009). A conundrum: Rubrics or creativity/metacognitive development? Educational Horizons, 87(3), 198-202. Retrieved July 24, 2010 from http://www.pilambda.org/index.php? pageId=36

[5]. Fluckiger, J. (2010). Single point rubric: A tool for responsible student self-assessment. The Delta Kappa Gamma Buletin, 18-25.

[6]. Huba, M. E. & Freed, J.E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston, MA: Allyn & Bacon.

[7]. Montgomery, K. (2002). Authentic tasks and rubrics: Going beyond traditional assessments in college teaching. College Teaching. Vol. 50. No. 1.

[8]. Paulos, A. & Mahoney, M.J. (2008). Effectiveness of feedback: The Students' perspective. Assessment & Evaluation in Higher Education, 33(2), 143-154.

[9]. Rasheed, M.I., Aslam, H.D., Sarwar, S. (2010, Jul). Motivational issues for teachers in higher education: A critical case of IUB. Journal of Management Research, 2 (2), 1-23.

[10]. Skelton, J. (2010). College writing rubrics. Created for undergraduate writing courses.

[11]. Stiggins, R.J. (2001). Student-Involved classroom assessment (3rd ed.). Columbus, OH: Merrill Prentice Hall.

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Article

Classroom Management: A Challenging Task For The Teachers

Thanga Rajathi Sethurajan* , T. Enok Joel**

*Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore

**Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore

S. Thangarajathi and T. Enok Joel (2010). Classroom Management: A Challenging Task For The Teachers. i-manager’s Journal on Educational Psychology, 4(2), 11-18. https://doi.org/10.26634/jpsy.4.2.1235

Abstract

Teaching can be a daunting endeavor- for both experts and novice teachers. It is a profession that requires the ability to be responsive to new demands and changing needs. In recent years, school reform promoting high-stakes testing in the name of improving academic achievement has dominated the list of problems demanding consideration. The ability of teachers to organize classrooms and manage the behavior of their students is critical to achieving positive educational outcomes. This paper begins with a discussion of research related to the importance of effective classroom management. Next, it provides a conceptual framework of Classroom Management, the categories of troublesome behaviors, preventive measures and some practical advice for dealing with the kinds of troublesome situations that commonly arise. Finally, it outlines the recommendations for improving professional development efforts.

References

[1]. Appleby, D.C. (1990). Faculty and student perceptions of irritating behaviors in the college classroom. Journal of Staff, Program and Organizational Development, 8 (2), 41-46

[2]. Baker,P.H (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 33 (3), 51-64.

[3]. Berliner,D.C.(1986). In pursuit of the expert pedagogue. Educational Researcher, 15 (7),5-13.

[4]. Borko, H., & Putnam, R. T. (1995). Chapter 2: Expanding a teacher's knowledge base: A cognitive psychological perspective on professional development. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms & practices (pp. 35–65). New York: Teachers College Press.

[5]. Brophy, J. (1999). Perspectives of classroom management: Yesterday, today, and tomorrow. In H. J. Freiberg (Ed.), Beyond behaviorism: Changing the classroom management paradigm (pp. 43–56). Needham Heights, MA: Allyn and Bacon.

[6]. Browers, A.,& Tomic,W.(2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teachers Education, 16(2), 239-253.

[7]. Clotfelter, C.T., Ladd, H.F., & Vigolor,J.L.(2005). Who teaches whom? Race and the distribution of novice teachers. Economics of Education Review, 24, 377-392.

[8]. Clotfelter, C . T. ,Ladd, H . F. , Vigdor, J . L . , & Sheelar,J.(2007). High-poverty schools and the distribution of teachers and principles (working paper). Washington, DC: National Center for Analysis of Longitudinal Data in Educational Research. Retrieved November 17, 2007, from http://www.caldercenter. org/ pdf/1001057-High-poverty-pdf

[9]. Donovan,M.S., & Cross,C.T.(2002). Minority students in special and gifted education. Washington, DC:National Academy Press.

[10]. Emmer,E.T.,& Stough, L.M.(2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist,36 (2),103-112.

[11]. Espin,C.A.,& Yell,M.L(1994). Critical indicators of effective teaching for pre-service teachers: Relationships between teaching behaviors and ratings of effectiveness. Teacher Education and special education, 17,154-169.

[12]. Evertson, C. M., & Harris, A.H. (1999). Support for managing learning-centered classrooms: The classroom organization and management program. In H. J. Freiberg (Ed.), Beyond behaviorism: Changing the classroom management paradigm (pp. 59–74). Needham Heights, MA: Allyn and Bacon.

[13]. Fajet, W., Bello, M., Leftwich, S.A., Mesler, J.L., & Shaver, A. N. (2005). Preservice teachers'perceptions in beginning education classes. Teaching and Teacher Education, 21, 717–727.

[ 1 4 ] . Harrell, P. , Leavell, A . , Van Tassell, F. , & Mckee,K.(2004). No teacher left behind: Results of a fiveyear study of teacher attrition. Action in Teacher Education, 26, 47-59.

[15]. Ingersoll,R.M., & Smith,T.M (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.

[16].Kellam,S.,Ling,X.,Merisa,R.,Brown,C.H.,&Ialongo,N( 1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165-185.

[17]. Larrivee, B. (2005). Authentic classroom management: Creating a learning community and building a reflective practice. Boston: Pearson.

[18]. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

[19]. Peske,H.G.,&Haycock,K.(2006). Teacher inequality: How Poor and minority students are shortchanged on teacher quality. Washington, DC: The education Trust. Retrieved November 17, 2007, from http://www2.edtrust. org/NR/rdonlyres/010DBD9F-CED8-4D2B-9EOD - 91B446746ED3/0/TQ Report June 2006.pdf.

[20]. Randolph, C.H., & Evertson, C.M. (1995). Managing for learning: Rules, roles, and meanings in a writing class. Journal of Classroom Interaction, 30 (2), 17–25.

[21]. Rutherford, L.H. (1991). Trying time: Preventing and handling irksome classroom behavior. Instructional Development (University of Minnesota, Duluth Campus). 1-2, 8

[22]. Siebert,C.J.(2005). Promoting pre-service teacher's success in classroom management by leveraging a local union's resources: A professional development school initiative. Education, 125,385-392.

[23]. Skiba, R., & Peterson, R. (2003). Teaching the social curriculum: School discipline as instruction. Preventing School Failure, 47 (2), 66–73.

[24]. Sorcinelli, M.D. (1990a, April). Dealing with troublesome behavior in the classroom. Workshop and unpublished manuscript presented at University of Massachusetts, Amherst

[25]. Sorcinelli, M.D. (1994). Dealing with troublesome behaviors in the classroom. In K.W. Prichard &R.M. Sawyer (Eds). Handbook of college teaching: Theory and applications (pp. 365-373). Westport, CT:Greenwood Press.

[26].Wagner,M.,Kutash,K.,Ducknowski,A.J.,Epstein,M.H.,& Sumi,W.C.(2005).The children and youth we serve:A national picture of the charecteristics of students with emotional disturbances receiving special education. Journal of Emotional and Behavioural Disorders,13(2),79- 296.

[27]. Weimer, M.E. (1988). Ideas for managing your classroom better. The Teaching Professor, 2(2),3-4

[28]. Wenger, E., McDermott, R., & Snyder, W. M. (2002). A guide to managing knowledge: Cultivating communities of practice. Boston: Harvard Business School.

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Research Paper

Learning Strategies In Proficient And Less Proficient Readers In Medicine

Majid Nemati* , Mohammad Ali Salmani Nodoushan, Anis Ashrafzadeh*

* University of Tehran (Kish International Campus), Iran.

Assistant Professor, The Great Persian Encyclopedia Foundation, Iran.

* University of Tehran (Kish International Campus), Iran.

Majid Nemati, Mohammad Ali Salmani Nodoushan and Anis Ashrafzadeh (2010). Learning Strategies In Proficient And Less Proficient Readers In Medicine. i-manager’s Journal on Educational Psychology, 4(2), 19-32. https://doi.org/10.26634/jpsy.4.2.1236

Abstract

The current study aimed to diagnose the probable significant differences in the use of language learning strategies among medical-text readers of opposite sex from different levels of proficiency. 120 (N=120) participants were randomly selected from Azad Medical University of Mashhad: 60 medical students (age range 23-25; 30=male and 30=female) and 60 professors (age range 45-55; 30=male and 30=female). They took the Strategy Inventory for Language Learning (SILL) questionnaire. Their responses to the 50 items on the questionnaire were totaled and sets of scores were obtained for overall, direct, indirect, memory, cognitive, compensative, metacognitive, social, and affective strategies. Independent samples t-tests were performed for the analysis of the data. Results after analysis of the data showed that male and female respondents in each proficiency group used the same learning strategies. However, as far as individual direct and indirect sub-strategies are concerned, two significant differences were found: (1) male and female proficient readers used compensative strategies differentially, with females using these strategies more frequently; The same also held for less proficient readers, but in this case, it was the male group that used these strategies more frequently; and (2) only in the case of proficient readers did male readers use affective strategies more frequently.

References

[1]. Bialystock, E. (1982). On the relationship between knowing and using linguistic forms. Applied Linguistics, 3(3), 181-206.

[2]. Chang, CY. (2007). A study of Language Learning Strategies Used by College EFL Learners in Taiwan. Google, Online.

[3]. Ellis, R. (1994). The study of language acquisition. Oxford: Oxford University Press.

[4]. Green, J.M. & Oxford, R.L. (I 995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297.

[5]. Griffits, C. (2005). Patterns of language learning strategy use. Auckland Institute of Studies (AIS), Available online.

[6]. Hismanoglu, M. (2000): Language Learning Strategies in Foreign Language Learning

[7]. Kinoshita, C.Y. (2003). Integrating Language Learning Strategy Instruction into ESL/EFL Lessons. The Internet TESL Journal. 9(4).

[8]. Kouraogo, P. (1993). Language Learning Strategies in Input-poor Environments. System 21(2), 165-73.

[9]. Nunan, D. (1991). Language teaching methodology. New York: Prentice Hall.

[10]. O'Malley, J.M., & Chamot, A.U. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21, 227-249.

[11]. O'Malley, J.M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.

[12]. Oxford, R.L. 1990. Language learning strategies: what every teacher should know. New York: Newbury House.

[13]. Oxford, R.L. 1994: Language Learning Strategies: an Updated. ERIC Clearinghouse on Languages and Linguistics, Online.

[14]. Oxford, R.L. and Burry-Stock, J.A. 1995: Assessing the Use of Language Learning Strategies Worldwide with ESL/EFL Version of the Strategy Inventory for Language Learning (SILL). System 23(1), 1-23.

[15]. Pulitzer, R.L. 1983. An exploratory study of self reported language learning behaviors and their relation to achievement. Studies in Second Language Acquisition 9(1), 41-51 pp. 54-68.

[16]. Rasekh, Z.E. and Ranjbari R. 2003. Metacognitive Strategy Training for Vocabulary Learning. TESL-EJ. 7(2).

[17]. Rigney, J.W. 1978. Learning strategies: a theoretical perspective. In H.F. O'Neil, Jr. (Ed.). Learning strategies, pp. 164-205. New York: Academic Press.

[18]. Rubin, J. 1975: What the 'Good Language Learner' Can Teach Us. TESOL Quarterly.

[19]. Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden & J. Rubin (Eds.). Learner strategies in language learning (pp. 15-30). Englewood Cliffs, NJ: Prentice Hall.

[20]. Schemeck, R.R. (Ed.) (1988). Learning strategies and learning styles. New York, NY: Plenum Press.

[21]. Stern, H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.

[22]. Stern, H.H. (1990). Analysis and experience as variables in second language pedagogy. In Harley et al. (eds.).

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Research Paper

Self Regulated Learning of high Achievers

Ami Rathore*

Assistant Professor, Lokmanya Tilak Teachers Training College (CTE) Udaipur (Rajasthan).

Ami Rathod (2010). Self Regulated Learning of High Achievers. i-manager’s Journal on Educational Psychology, 4(2), 33-38. https://doi.org/10.26634/jpsy.4.2.1237

Abstract

The study was conducted on high achievers of senior secondary school. Main objectives were to identify the self regulated learners among the high achievers, to find out dominant components and Characteristics operative in self regulated learners and to compare self regulated learning of learners with respect to their subject (science and non science) and gender (girls and boys). To achieve these objectives 480 high achievers of senior secondary classes were selected conveniently as a sample. Check list of self regulated learning was administered on them, like this the self regulated learners were identified. Further, the study was conducted on identified self- regulated learners. Descriptive and comparative study methods were used .Data were analysed through mean percentage score, and t-test. The analysis revealed that sustained motivation is the most dominating dimension operative in self regulated learners. These learners are deficient in use of strategies. They feel their own responsibility for learning. They share and discuss difficult points with their learned friends. They are internally motivated for success and keen to get higher success. They select appropriate goals for learning. Science girls are most self-regulated among the entire group.

References

[1]. Brown, A., Branford, J., Ferrara, R., & Campione, J. (1983). Learning, remembering, and understanding. In J. H. Flavell & E. M. Markman (Eds.), Carmichael's manual of child psychology (Vol. 1, pp. 77–166). New York:

[2]. Butler, D.L., & Winne, P.H. (1995). Feedback and selfregulated learning: A theoretical synthesis. Review of Educational Research, 65, 245–281.

[3]. Flavell, J. H. (1978). Metacognitive development. In J. M. Scandura, & C. J. Brainerd (Eds.), Structural/process theories of complex human behavior. The Netherlands: Sijthoff & Noordoff.

[4]. Hickey, D. (1997). Motivation and contemporary socio - constructivist instructional perspectives. Educational Psychologist, 32, 175–193.

[5]. Paris, S.G., & Byrnes, J.P. (1989). The constructivist approach to self-regulation and learning in the classroom. In B. Zimmerman & D. Schunk (Eds.), Selfregulated learning and academic achievement: Theory, research, and practice (pp. 169–200). New York: Springer- Verlag.

[6]. Paris, S.G., & Cross, D.R. (1983). Ordinary learning: Pragmatic connections among children's beliefs, motives, and actions. In J. Bisanz, G. Bisanz, & R. Kail (Eds.), Learning in children (pp.137–169). New York: Springer- Verlag.

[7]. Paris, S.G., Lipson, M.Y., & Wixson, K. (1983). Becoming a strategic reader. Contemporar y Educational Psychology, 8, 293–316.

[8]. Paris, S.G., & Newman, R.S. (1990). Developmental aspects of self-regulated learning. Educational Psychologist, 25, 87–102.

[9]. Paris, S.G., & Winograd, P.W. (1990). How metacognition can promote academic learning and instruction. In B.J. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp.15–51). Hillsdale, NJ: Lawrence Erlbaum Associates.

[10]. Pressley, M. (1995). More about the development of self-regulation: Complex, long-term, and thoroughly social. Educational Psychologist, 30, 207–212.

[11]. Zimmerman, B.J. (1989). A social-cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329–339.

[12]. Zimmerman, B.J., & Schunk, D. (Eds.) (1989). Selfregulated learning and academic achievement; Theory, research, and practice. New York: Springer-Verlag.

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Research Paper

A Study Of The Relationship Between Self Concept And Adjustment Of Secondary School Teachers Of Aurangabad City

Suhail Ahmed Khan*

Principal Marathwada College of Education, Aurangabad.

Suhail Ahmed Khan (2010). A Study of The Relationship between Self Concept And Adjustment of Secondary School Teachers of Aurangabad City. i-manager’s Journal on Educational Psychology, 4(2), 39-42. https://doi.org/10.26634/jpsy.4.2.1238

Abstract

The Self Concept Is The Sum Of All Your Thoughts, Feelings And Belief About Yourself. The Self-Concept May Be Positive Or Negative. This Paper Focuses On Self Concepts Of Secondary School Teachers And Its Relationship With Their Adjustment. The Research Was Carried Out In Aurangabad, Maharashtra On A Sample Of 50 Teachers. Self Concept Of Teachers Was Assessed With The Help Of Personality Differential (PD) Scale By Agarwal And The Teacher’s Adjustment Was Measured With The Help Of Teacher Adjustment Inventory By Mangal. The Result Revealed That Secondary School Teachers Have Negative Self Concept And The Level Of Their Adjustment Is Also Poor. The Coefficient Of Correlation Between Positive Self Concept And Teacher’s Adjustment Of Secondary School Teachers Of Aurangabad City Is Negative And Negligible.

References

[1]. Agarwal, S. (1988). “A study of adjustment problem and their related factors of more effective and less effective teachers” Unpublished doctoral dissertation, University of Rohilkhand, Bareli.

[2]. Brownfain, John, (1952). “Stability of self concept as a dimension of personality” J. Abnorm Soc Psychol, 47, 597-606.

[3]. Combs, Arthur and Donald Snygg (1959). “Individual Behaviour”, New York: Harper and Brothers.

[4]. Ganapathy, S. (1992). “Self concept of student teachers and their attitude towards teaching profession.” Unpublished M.Phil Dissertation, Kamraj University, Madurai.

[5]. Hilguard, Ernest, (1949). “Human motives and the concept of Self”, American Psychologist, 4, 374-382.

[6]. Kohas, Chris, (1964). “An analysis of Self-concept theory and the application of the findings to the study of achievement in school”. Unpublished thesis, February.

[7]. Lizy Paul, (1998). “Educational Psychology” CMC Mary Matha Angamaly, Kerala (147-248).

[8]. Shah, B. (1991). “Determinants as teacher effectiveness” Unpublished independent study, University of Rohilkhand, Bareli.

[9]. Super Donald, (1951). “Vocational Adjustment: implementing a self concept” Occupations, 30, 88-92.

[10]. Taneja, S.R. (1988). “Relationship between creativity sense of humor and self concept among secure and insecure female teachers trainees” Unpublished doctoral dissertation, Agra University, Agra.

[11] . Unesco (2008). Report of Higher Education (Abstract).

[12]. Wylie Ruth, (1961). “The self-concept”, Lincoln, Nobraska University of Liebraska Press.

[13]. Gates, A.S. and Jersild, A.T. (1970). “Educational Psychology”, MacMillan, New York.

[14]. Shaffer, L.F. (1936). “The psychology of adjustment”, Houghton Miffilin, New York.

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Research Paper

Impact Of Co-Operative Learning Strategies In English

G. Singaravelu*

Reader,UGC-Academic Staff College, Bharathiar University, Coimbatore.

G. Singaravelu (2010). Impact of Co-Operative Learning Strategies in English. i-manager’s Journal on Educational Psychology, 4(2), 43-49. https://doi.org/10.26634/jpsy.4.2.1239

Abstract

The study illuminates the effectiveness of Co-operative Learning Strategies in learning English Grammar for the learners at secondary level. Cooperative Learning is particularly beneficial for any student learning a second language. It promotes peer interaction, which helps the development of language and the learning of concepts with content. It is important to assign ELL (English Language Learners) to different teams so that they can benefit from English language role models. ELL learn to express themselves with greater confidence when working in small teams. Jacobs, G. M., & Gallo, P. (1999 February) recommends the co-operative learning in enhancing extensive reading in second-language instruction. Objectives of the study: 1.To diagnose the problems of the learners in learning English Grammar through conventional methods.2.To find out the significant difference in achievement mean score between the pre test of control group and post test of control group.3.To find out the significant difference in achievement mean score between the pre test of Experimental group and post test of Experimental group. 4.To find out the significant difference in achievement mean score between the post test of controlled group and the second post test of treatment given controlled group.5.To find out the impact of Co-operative Learning Strategies in learning English Grammar. Methodology: Rotational group Experimental method was adopted in the study. Participants: Eighty students of studying in standard X from Maruthamalai Higher Secondary school,Vadavalli were selected as sample for the study. Instrumentation: Researcher’s self-made achievement test was used as instrumentation for the study. Procedure of the study: The following activities were designed 1.Positive interdependence.2.Round-Table.3.Face—to-Faceinteraction.4.Write around.5.Jigsaw Team.6.Team pair solo and 7.Think—Pair Share Findings: Co-operative Learning Strategies is more effective than traditional methods in learning English Grammar for the learners at secondary level. Educational implications: It can be implemented in other levels and all other the languages learning.

References

[1]. Ghaith.G.M and Yahi.H.M(2002) Effect of Cooperative Learning on the Acquisition of Second language Rules and Mechnics, Orginal Research Article system, Vol 26, issue2, pages 223-234.

[2]. Christopher S. Ward and Patrick B. Gallo(2003), Teaching of English Language and Literature (TELL), 13(2), 5-8. Singapore Ministry of Education.

[3]. Tan, G., Gallo, P.B., Jacobs, G.M. & Lee, C.K.-E. (1999). Using cooperative learning to integrate thinking and information technology in a content-based writing lesson. The Internet TESL Journal, 5(8). www.aitech.ac. jp/ ~iteslj/Techniques/Tan-Cooperative.html

[4]. Jacobs, G.M., & Loh, W. I. (2003). Using Cooperative Learning In Large Classes. In M. Cherian & R. Mau (Eds.), Large classes (pp. 142-157). Singapore: McGraw-Hill.

[5]. Jacobs, G.M., & Hall, S. (2002). Implementing Cooperative Learning. Methodology in language teaching: An anthology of current practice (pp. 52-58). New York: Cambridge University Press.

[6]. Jacobs, G. M., Ward, C. S., & Gallo, P. B. (1997). The dynamics of digital groups: Cooperative learning in ITbased language instruction. Teaching of English Language and Literature, 13(2), 5-8.

[7]. David and Roger Johnson (2001). "An Overview of Cooperative Learning." [Online] .

[8]. Singaravelu.G (2007). Learner–oriented co-operative Learning: A Booster for Higher Educational Learners, imanager's Journal On Educational psychology,1(2), pp 56-59.

[9]. David Crookall And Rosy Thiyagarajali(1997). The Evolution of group Activities in ELT Course Books. Folio, 4(2), 21-24.

i-manager's Journal on Educational Psychology (JPSY)

Current Issue Vol. 18 Issue 2

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Volume 4 Issue 2 August - October 2010

Brain-Based Education: Its Pedagogical Implications And Research Relevance

Kumar Laxman* , Dr. Yap Kueh Chin**

*-** Nanyang Technological University, Singapore.

Kumar Laxman and Yap Kueh Chin (2010). Brain-Based Education: Its Pedagogical Implications And Research Relevance. i-manager’s Journal on Educational Psychology, 4(2), 1-5. https://doi.org/10.26634/jpsy.4.2.1233

Abstract

References

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College Writing Rubrics

Brent Muirhead* , J. Skelton**

*-** Faculty, Doctoral Dissertation Mentor, University of Phoenix.

Brent Muirhead and Jillian Skelton (2010). College Writing Rubrics. i-manager’s Journal on Educational Psychology, 4(2), 6-10. https://doi.org/10.26634/jpsy.4.2.1234

Abstract

References

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Classroom Management: A Challenging Task For The Teachers

Thanga Rajathi Sethurajan* , T. Enok Joel**

*Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore **Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore

S. Thangarajathi and T. Enok Joel (2010). Classroom Management: A Challenging Task For The Teachers. i-manager’s Journal on Educational Psychology, 4(2), 11-18. https://doi.org/10.26634/jpsy.4.2.1235

Abstract

References

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Learning Strategies In Proficient And Less Proficient Readers In Medicine

Majid Nemati* , Mohammad Ali Salmani Nodoushan**, Anis Ashrafzadeh***

* University of Tehran (Kish International Campus), Iran. ** Assistant Professor, The Great Persian Encyclopedia Foundation, Iran. *** University of Tehran (Kish International Campus), Iran.

Majid Nemati, Mohammad Ali Salmani Nodoushan and Anis Ashrafzadeh (2010). Learning Strategies In Proficient And Less Proficient Readers In Medicine. i-manager’s Journal on Educational Psychology, 4(2), 19-32. https://doi.org/10.26634/jpsy.4.2.1236

Abstract

References

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Self Regulated Learning of high Achievers

Ami Rathore*

Assistant Professor, Lokmanya Tilak Teachers Training College (CTE) Udaipur (Rajasthan).

Ami Rathod (2010). Self Regulated Learning of High Achievers. i-manager’s Journal on Educational Psychology, 4(2), 33-38. https://doi.org/10.26634/jpsy.4.2.1237

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A Study Of The Relationship Between Self Concept And Adjustment Of Secondary School Teachers Of Aurangabad City

Suhail Ahmed Khan*

Principal Marathwada College of Education, Aurangabad.

Suhail Ahmed Khan (2010). A Study of The Relationship between Self Concept And Adjustment of Secondary School Teachers of Aurangabad City. i-manager’s Journal on Educational Psychology, 4(2), 39-42. https://doi.org/10.26634/jpsy.4.2.1238

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Impact Of Co-Operative Learning Strategies In English

G. Singaravelu*

Reader,UGC-Academic Staff College, Bharathiar University, Coimbatore.

G. Singaravelu (2010). Impact of Co-Operative Learning Strategies in English. i-manager’s Journal on Educational Psychology, 4(2), 43-49. https://doi.org/10.26634/jpsy.4.2.1239

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*Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore

**Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore

Majid Nemati* , Mohammad Ali Salmani Nodoushan, Anis Ashrafzadeh*

* University of Tehran (Kish International Campus), Iran.

Assistant Professor, The Great Persian Encyclopedia Foundation, Iran.

* University of Tehran (Kish International Campus), Iran.