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 7 Issue 3 November - January 2014

Article

Meta-Narrative on Guidance and Councelling in Schools

Ismail Thamarasseri*

Asst. Professor, Dept. of Education, Central University of Kashmir, 190004 - Srinagar, J&K, India..

Thamarasseri, I. (2014). Meta-Narrative on Guidance and Counselling in Schools. i-manager’s Journal on Educational Psychology, 7(3), 1-8. https://doi.org/10.26634/jpsy.7.3.2527

Abstract

The purposes of guidance and counselling provide emphasis and strength to the educational program. The major goals of counselling are to promote personal growth and to prepare students to become motivated workers and responsible citizens. The chief aim of educational guidance is to develop the ability of co-ordinating with the school environment in the pupils to create necessary awareness and sensitivity, so that they may select themselves proper learning objectives, devices and situations. Educators recognize that in addition to intellectual challenges, students encounter personal/social, educational, and career challenges. School guidance and counselling programs need to address these challenges and to promote educational success. This article examines the aims of guidance and counselling programs, the role of the counsellor, major guidance and counselling services, methods of counselling, and evaluation of guidance and counselling programs. The focus of guidance and counselling programs in schools are to assist individuals to develop the ability to understand them, to solve their own problems, and to make appropriate adjustments to their environment.

References

[1]. Coleman, H. L. (2009). Handbook of School Counselling. Mahwah, NJ: Lawrence Erlbaum.

[2]. Gibson et.al. (2008). Introduction to Counselling and Guidance. Michigan: Merrill

[3]. Gysbers, N. C. (2006). Assessing the counselling needs of high school students in Kenya. International Journal for Educational and Vocational Guidance, 8(2), 83–94

[4]. Heyden, S. M. (2011). Counselling children and adolescents. Belmont, CA: Brooks/Cole.

[5]. Parsons, R. D. (2009). Thinking and acting like a cognitive school counsellor. Thousand Oaks, CA: Corwin Press.

[6]. Rogers, C. R. (1942). Counselling and psychotherapy. Boston, MA: Houghton Mifflin.

[7]. Popham, W. J. (2010). Educational assessment: What school leaders need to know? Thousand Oaks, CA: Corwin Press.

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Article

My Teaching Learning Philosophy

Neelam Saleem*

Aga Khan University School of Nursing and Midwifery.

Punjani , N, S. (2014). My Teaching Learning Philosophy. i-manager’s Journal on Educational Psychology, 7(3), 9-12. https://doi.org/10.26634/jpsy.7.3.2528

Abstract

The heart of my teaching learning philosophy is the concept of nurturing students and teaches them in a way that creates passion and enthusiasm in them for a lifelong learning. According to Duke (1990) education is a practice of artful action where teaching learning process is considered as design and knowledge is considered as colours. Teaching learning process should be flexible that gives opportunity to the learners to think critically and learn things according to their own curiosity and interest. Therefore, teachers must use a variety of strategies so that to make the teaching learning journey an exciting one. Moreover, learning environment should be such that promotes diversity and a positive learning environment. In this paper, I have attempted to describe my teaching learning philosophy from multidimensional perspectives; being a teacher as well as being a student. In the end, I have shared my views on what fosters an enabling teaching learning environment.

References

[1]. Bastable,S.B., (2005). Behavioural Objectves. Nurse as Educators: Principles of Teaching and Learning for nursing Practice (2nd Ed.) Sudbury: Jones and Barlet.

[2]. Billings, M.D., & Halstead,A.J., (2005). Teaching in Nursing. A guide for Faculty. Philadelphia: Elsevier Saunders.

[3]. Brophy, J. E. (2010). Motivating students to learn, Routledge.

[4]. Duke, D. L. (1990). Teaching: an introduction (pp. 89- 106), McGraw-Hill.

[5]. Freire, P. (2000). Pedagogy of the oppressed, Continuum.

[6]. Jarvis, P., Holford, J., & Griffin, C. (Eds.). (2003). The theory and practice of learning, Routledge.

[7]. Kerr, C., & Lloyd, C. (2008). Pedagogical learnings for management education: Developing creativity and innovation , Journal of Management and Organization,14(5), 486-503.

[8]. Marton, F., Tsui, A. B., Chik, P. P., Ko, P. Y., & Lo, M. L. (2013). Classroom discourse and the space of learning. Routledge.

[9]. Rebecca, L. (2003). Language Learning Styles and Strategies: An Overview. Online publication. Retrieved November 20 , 2012 from web.ntpu.edu.tw/~language/workshop/read2.pdf

[10]. Somani, R. (2012). The Teaching Learning Process and Its Requisites, International Journal of Nursing Education, 4(1).

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Research Paper

A Study on Attitude of Urban And Rural College Student Teachers Towards Science

S. Prakash* , S. Amaladoss Xavier**

* Research Scholar, Manonmaniam Sundaranar University, Tirunelveli.

** Assistant Professor in Physical Science, St.Xavier's College of Education, Palayamkottai.

Prakash , S., and Xavier, S. A. (2014). A Study on Attitude of Urban and Rural College Student Teachers towards Science. i-manager’s Journal on Educational Psychology, 7(3), 13-17. https://doi.org/10.26634/jpsy.7.3.2529

Abstract

There is a great need to identify and develop positive attitude towards science subject of student teachers. The time has come to increase our efforts to develop positive attitude towards science subject among teachers, student teachers and school children. This is an immediate requirement of the present day. This paper reports on attitude of student teachers towards science with respect to their locality of the college. The sample consists of 1080 student teachers of Madurai revenue district. A scale on attitude towards science was used to get the data from the student teachers. Percentage analysis, Mean, Standard deviation and‘t’tests were used for analyzing the data. The results showed that there is no significant difference in attitude towards science of urban and rural student teachers.

References

[1]. Aggarwal, R. N. (1964). “Educational and Psychological measurement”. Agra: Kalidass Printing Press.

[2]. Aggarwal, Y.P. (2006). “Statistical Methods: Concepts, Application and Computation”. New Delhi: Sterling Publishers Pvt. Limited.

[3]. Best, John W. (1982). “Research in Science Education”. 4th Ed., New Delhi: Prentice Hall of India Private Limited.

[4]. Bhandula, N., Chadha, P.C., Sharma,S. and Bhasin, M.P.(1985). “Teaching of Science”. Ludhiana: Prakash Brothers.

[5]. Bhaskara Rao, D. (1997). “Scientific Attitude”. New Delhi: Discovery Publishing House.

[6]. Conant, J.B. (1951). “Science and Common Sense”. New Haven: Yale university press.

[7]. Crow, D. Laster and Crow Alice (1973). “Educational Psychology”. New Delhi: Eurasia Publishing House Private Limited.

[8]. Dandapani, S.(2006). “A text book of Advanced Educational Psychology”. New Delhi: Anmol Publications Private Limited.

[9]. Edwards Allen, L. (1967). “Techniques of Attitude scale Construction”. New York: Appleton Century Crafts Inc.

[10]. Elizabeth, B. Hurlock. (1981). “Developmental Psychology”, A life span approach. 5th Ed., New Delhi: Tata-McGraw Hill Publishing Company limited.

[11]. Ernest, R. Hilgard, Richard, C.Atkinson and Rita,L. Atkinson. (1958). “Introduction to Psychology”. 6th Ed., New Delhi: Oxford and IBH Publishing Company Private Limited.

[12]. Garret, H. E. and Woodworth, R.S. (1969). “Statistics in Psychology and Education”.5th Ed., Bombay: Vakils Fefer and Sons Private Limited.

[13]. Sharma, R. C. (1989). “Modern Science Teaching”. New Delhi: Dhanpat Rai and sons.

[14]. Vaidya and Narendra. (1976). “The Impact of Science Teaching”. New Delhi: Oxford and IBH Publishing Company.

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Research Paper

A Comparative Study of the Adjustment of Secondary School Students

Devika R*

* Research Scholar, Manonmaniam Sundaranar University, Tirunelveli.

** Assistant Professor in Physical Science, St.Xavier's College of Education, Palayamkottai.

Devika, R. (2014). A Comparative Study Of The Adjustment Of Secondary School Students. i-manager’s Journal on Educational Psychology, 7(3), 18-22. https://doi.org/10.26634/jpsy.7.3.2530

Abstract

Education is the ability to meet one’s life. How the child adjusts with varying situations determines the success of life. The child’s adjustment is determined by a number of factors like home, social, educational and financial adjustment. The investigator here aims to make a comparative study on the adjustment of secondary school students. The study was conducted using survey method. A total of 275 students, of which 151 were boys and 124 girls constituted the sample for the study. They were selected from eight secondary schools of Thiruvananthapuram district by giving due representation to class (VII, IX and X) and gender. Adjustment inventory prepared and standardized by the investigator was used to measure adjustment of secondary school students. Percentage analysis and t test were used as the statistical techniques for the study. The analysis revealed that level of adjustment of secondary school students is average. It was also found that significant difference exists in the emotional adjustment of boys and girls and No significance difference was found between male and female secondary school with regard to family, social, educational and financial adjustment.

References

[1]. Crow, L. D., & Crow, A. (1956). Understanding our behavior. NewYork: Alfred A. Knoff.

[2]. Ganai et.al (2013). A comparative study of adjustment and academic achievement of college students. Journal of Educational Research and Essays.1(1), 5- 8.

[3]. Isabella, A. (2010). Academic achievement of the B.Ed student teachers in relation to their socio-economic status. Edu tracks, 10(3), 27-28.

[4]. Mohanraj., & Latha (2005). Perceived family environment in relation to adjustment and academic achievement. Journal of the Indian Academy of Applied Psychology, 31, 18-23.

[5]. Raju, M ., & Rahamtulla (2007). Adjustment problems among school students. Journal of the Indian academy of Indian psychology. 33(1), 2007, 73-79.

[6]. Reddy, I. V. R., (1976). Academic adjustment in relation to scholastic achievement of secondary school pupils-a longitudinal study, Ph.D. Edu., SVU.

[7]. Trow, W. C. (1956). Psychology in teaching and earning, Boston: Houghton Mifflin Company.

[8]. Yellaiah. (2012). A study of adjustment on academic achievement of high school students. International Journal of Social sciences & Interdisciplinary Research. 1(5),

[9]. Adhiambo, W.A., Odwar, A.J., &Mildred, A.A. (2011). Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 2(6)

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Research Paper

Effect of Student Feedback on the Motivation of Indian University Teachers

Ananta Kumar Jena* , Piyali Chakraborty**

* Assam University, Silchar-788011, Assam, India.

** Radha Madhav College, Rangirkhari, Silchar, Assam, India.

Jena, A. K., and Chakraborty, P. (2014). Effect of Student Feedback on the Motivation Of Indian University Teachers. i-manager’s Journal on Educational Psychology, 7(3), 23-31. https://doi.org/10.26634/jpsy.7.3.2531

Abstract

The purpose of the study was to measure the motivation of the teachers of higher education towards students’ feedback policy of National Assessment and Accreditation Council (NAAC) established by Internal Quality Assurance Cell (IQAC) at different Universities. By the help of questionnaires, the data were gathered, which were earlier sent to the participants, via e-mail for deep analysis and it was directed towards broad generalization of the population. One hundred University teachers were randomly selected as the sample from twelve departments of a university. These departments were: Ecology and Environmental science, Life Science, Chemistry, Physics, Mass Communication, Fine Arts, English, Sanskrit, Bengali, Commerce, education, social work. Teachers’ motivation towards student Feedback Inventory (TMTSFI) was administered among the samples and all the data sheets were scored and analyzed. It was found the overall motivation towards student feedback was strongly positive among university teachers and it was significantly affected the teachers’ classroom performance.

References

[1]. Adams, J.V. (1997). Student Evaluation: The Rating Game, Inquiry. 1( 2), 10-16.

[2]. Assam University (2010). IQAC report.

[3]. Avi-Itzhak, T., and Lya K. (1986). An investigation into the relationship between university faculty attitudes toward student rating and organizational and background factors, Educational Research Quarterly, 10. 31-38.

[4]. Ballantyne, C. (1999). Improving University Teaching: Responding To Feedback From Students., Conferencepaper – Adult learning cultures: Challenges and Choices in times of change. Ch. 11, p 155-165.

[5]. Chang, P. A. (2002). Teachers college faculty attitude towards student rating : The comprarision between required policy and optional policy. Journal of ping-b Dung Teachers College, 16, 205-230.

[6]. Chen, Y. & Hoshower, L.B. (2003). Student evaluation of teaching effectiveness: An assessment of student perception and motivation. Assessment and Evaluation in Higher Education. 28(1), 71-88.

[7]. Delhi University (2009). Report of IQAC.

[8]. Duijnhouwer, Hendrien; Prins, Fans J.; Stokking, Karel M. (2012). Feedback Providing Improvement Strategies and Reflection on feedback Use: Effects on Students' Writing Motivation, Process, and Performance. Learning and Instruction, 22(3), 171-184.

[9]. Gardon, P.A.(1990). Student Evaluation of College Instructions: An Overview, As partial requirements for PSY 702: Conditions of Learning.

[10]. Gillmore, G. (1984). Student ratings as a factor in faculty employment decisions and periodic review. Journal of College and University Law, 10, 557-576.

[11]. Guichon, N.; Betrancourt, M.; Prié, Y. (2012). Managing Written and Oral Negative feedback in a Synchronous Online Teaching Situation. Computer Assisted Language Learning, 25(2),181-197.

[12]. Haskell,R.E,(1997). Academic Freedom, Tenure, and Student Evaluation of Faculty: Galloping Polls In The 21st Century, Education Policy Analysis Archives, 5(16), 1-36.

[13]. Hussain, S., Ali, R., Khan, M.S., Ramzan, M., Qadeer, M.Z.,(2011). Attitude of secondary school teachers towards teaching profession. International Journal of academic research.3(1).

[14]. Mac Donald,I.(2001). The Teaching Community: Recreating university teaching, Teaching in Higher Education . 6(2),153-167.

[15]. Marsh, H. W., & Dunkin, M. J. (1992). Students' evaluations of university teaching: A multidimensional perspective. Higher Education: Handbook of Theory and Research, 8, 143-233.

[16]. Martin, J.A.M & Rich, H.E.(1971). Faculty Attitude Towards Student Evaluation On Teaching, Journal of Educational Psychology, 62(3), 235-239.

[17]. Miller,M.T & Coll,B. (2007). Instructor attitudes toward, and their use of, student ratings of teachers, Assessment and Evaluation in higher education, Volume 30.

[18]. Mizoram University (2007). Tejpur University, 2007); Tripura University (2008), Manipur University (2008), Report of IQAC.

[19]. Nasser, F. & Fresko, B. (2002). Faculty views of student evaluation of college teaching. Assessment and Evaluation in Higher Education, 27(2),187-198.

[20]. Peterson, K. and Kauchak, D.(1982). Teacher Evaluation: Perspectives, Practices, And Promises. Salt Lake City, UT: Utah University, Center for Educational Practice, ED 233 996.

[21]. Pillai, K. N. M.; Srinivas, G.(2006). A Study of the Post- Accreditation Scenario in the North Eastern Region of India: A Meta-Evaluation of the National Assessment and Accreditation Council Processes and Procedures, Quality in Higher Education,12(1), 95-106.

[22]. Renaud, R.D. & Murray, H.G.(2005). Factorial validity of student ratings of instruction. Research in higher education. 46(8), 929-953.

[23]. Rich, H. E. (1976). Attitudes of college and university faculty towards the use of student evaluation. Educational Research quarterly, 1, 17-27.

[24]. Ryan, J. J., J.A. Anderson, and A.B. Birchler. (1980). Student evaluations: The faculty responds. Research in Higher Education, Vol.12 (December) 317-333

[25]. Scheeler, Mary Catherine; McKinnon, Kathleen; Stout, Jonathan (2012). Effects of Immediate feedback Delivered via Webcam and Bug-in-Ear Technology on Preservice Teacher Performance .Teacher Education and Special Education, 35(1),77-90.

[26]. Schmelkin, L. P., Spencer, K. J., & Gellman, E. S. (1997). Faculty perspectives on course and teacher evaluations. Research in Higher Education, 38 (5), 575- 592.

[27]. Shannon, D.M, Twale, D.J., Hancock, G.R. (1996). Use of Instructional Feedback and Modification Methods among University Faculty. Assessment & Evaluation in Higher Education.21(1), 41- 53.

[28]. Stella, A.(2002). External Quality Assurance in Indian Higher Education: Case Study of the National Assessment and Accreditation Council (NAAC). New Trends in Higher Education. ERIC project.

[29]. Tang, J.; Harrison, C.(2011).Investigating University Tutor Perceptions of Assessment feedback: Three Types of Tutor Beliefs, Assessment & Evaluation in Higher Education, 36(5),583-604

[30]. Tezpur university(2007). IQAC

[31]. Wegener, T.C. (1995). Student evaluation of teaching: Some cautions and suggestions. Teaching and sociology, Vol. 64, 64-68.

[32]. Yao, Y., Weissinger, E.,Grady, M, (2003). Faculty use of student evaluation feedback, Practical Assessment, Research & Evaluation, 8 (21). Retrieved October 11, 2011, from http://PAREonline.net/getvn.asp?v=8&n=21.

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Research Paper

Students’ Perspective (Age Wise, Gender Wise And Year Wise) Of Parameters Affecting The Undergraduate Engineering Education

Neeraj Kumari*

Assistant Professor (Humanities & Management), FET, Manav Rachna International University, Faridabad, India.

Kumari , N. (2014). Students' Perspective (Age Wise, Gender Wise and Year Wise) Of Parameters Affecting the Undergraduate Engineering Education. i-manager’s Journal on Educational Psychology, 7(3), 32-43. https://doi.org/10.26634/jpsy.7.3.2532

Abstract

The objective of the study is to examine the students’ perspective (age wise, gender wise and year wise) of parameters affecting the undergraduate engineering education system present in a private technical institution in NCR, Haryana. It is a descriptive type of research in nature. The data has been collected with the help of a structured questionnaire based on the Likert scale. The sample size for the study is 500. The sample has been taken on the random (Probability) basis and the questionnaire was filled by the students (pursuing B.Tech) chosen on the random basis from a private technical educational institution in NCR, Haryana. For data analysis and conclusion of the results of the survey, statistical tool like T test was performed with the help of high quality software; SPSS. To conclude t test revealed statistically no difference between the mean number of two groups (age wise) for the parameters “Selection”, “Academic Excellence” and “Management and Administration”. t test revealed statistically no difference between the mean number of two groups (gender wise) for the parameters “Selection”, “Academic Excellence”, Infrastructure”, “Personality Development and Industry Exposure”, “Placements” and “Management and Administration”. t test revealed statistically no difference between the mean number of two groups (year wise) for the parameters “Selection”, “Academic Excellence”, “Personality Development and Industry Exposure”, “Placements” and “Management and Administration”. While t test revealed a statistically reliable difference between the mean number of two groups (age wise) for the parameters “Infrastructure”, “Personality Development and Industry Exposure” and “Placements”. t test revealed a statistically reliable difference between the mean number of two groups (year wise) for the parameter “Infrastructure”.

References

[1]. Chakraborty Susmita and Ghosh S.B. (2011), “Open resources for higher education: the Indian scenario”, Proceedings of the IATUL Conferences, paper 32, page number 1-10.

[2]. Helen Melissa (2013), “Importance of Soft Skills Training in a Number of Professional Colleges”, Using Multi Media for Training in Soft Skills Training, Volume 13:03, page number 118-125.

[3]. Kanjilal Uma (2013), "Digital Repository to Open Educational Resource Repository: IGNOU's eGyanKosh", Open Educational Resources: An Asian Perspective, page number 221-230.

[4]. Matta Priya and Singh Neelam (2012), “A methodological model for e-learning: A step towards quality assurance & enhancement ”, Journal of Information and Operations Management, Volume 3, Issue 1, page number 34-37.

[5]. Prasad K.G. Durga, Subbaiah K. Venkata and Padmavathi G. (2012), “Application of Six Sigma Methodology in an Engineering Educational Institution”, International Journal of Emerging Science, page number 222-237.

[6]. S Dharini, Mohan Deepa and N Sudarsan (2013), “Assessment of Factors Influencing Academic Performance in Higher Education”, International Conference on Technology and Business Management.

[7]. Saeki Andreas Blom Hiroshi (2011), “Employability and Skill Set of Newly Graduated Engineers in India”, Policy Research Working Paper, page number 1-58.

[8]. Santhi L. and Radhakrishnan N. (2012), “Awareness of Electronic Resources among the Research Scholars of Anna University of Technology, Coimbatore and its Affiliated Colleges”, Indian Journal of Library and Information Science, Volume 6 number 3(Supl), page number 285-291.

[9]. Sasireka I, Gopalakrishnan S and Balamurugan S (2011), “Present Status of Availability of Electronic Resources in Engineering Institutions in Tamil Nadu”, 8th International CALIBER, March, page number 223-232.

[10]. Sharma Himani and Goswami Virendra K. (2013), “Qualitative Approach for Sustenance of Quality Higher Education through FDI”, International Conference on Technology and Business Management.

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

Current Issue Vol. 18 Issue 2

Most Read

Most Cited

Volume 7 Issue 3 November - January 2014

Meta-Narrative on Guidance and Councelling in Schools

Ismail Thamarasseri*

Asst. Professor, Dept. of Education, Central University of Kashmir, 190004 - Srinagar, J&K, India..

Thamarasseri, I. (2014). Meta-Narrative on Guidance and Counselling in Schools. i-manager’s Journal on Educational Psychology, 7(3), 1-8. https://doi.org/10.26634/jpsy.7.3.2527

Abstract

References

Full Article (HTML)

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My Teaching Learning Philosophy

Neelam Saleem*

Aga Khan University School of Nursing and Midwifery.

Punjani , N, S. (2014). My Teaching Learning Philosophy. i-manager’s Journal on Educational Psychology, 7(3), 9-12. https://doi.org/10.26634/jpsy.7.3.2528

Abstract

References

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A Study on Attitude of Urban And Rural College Student Teachers Towards Science

S. Prakash* , S. Amaladoss Xavier**

* Research Scholar, Manonmaniam Sundaranar University, Tirunelveli. ** Assistant Professor in Physical Science, St.Xavier's College of Education, Palayamkottai.

Prakash , S., and Xavier, S. A. (2014). A Study on Attitude of Urban and Rural College Student Teachers towards Science. i-manager’s Journal on Educational Psychology, 7(3), 13-17. https://doi.org/10.26634/jpsy.7.3.2529

Abstract

References

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A Comparative Study of the Adjustment of Secondary School Students

Devika R*

* Research Scholar, Manonmaniam Sundaranar University, Tirunelveli. ** Assistant Professor in Physical Science, St.Xavier's College of Education, Palayamkottai.

Devika, R. (2014). A Comparative Study Of The Adjustment Of Secondary School Students. i-manager’s Journal on Educational Psychology, 7(3), 18-22. https://doi.org/10.26634/jpsy.7.3.2530

Abstract

References

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Effect of Student Feedback on the Motivation of Indian University Teachers

Ananta Kumar Jena* , Piyali Chakraborty**

* Assam University, Silchar-788011, Assam, India. ** Radha Madhav College, Rangirkhari, Silchar, Assam, India.

Jena, A. K., and Chakraborty, P. (2014). Effect of Student Feedback on the Motivation Of Indian University Teachers. i-manager’s Journal on Educational Psychology, 7(3), 23-31. https://doi.org/10.26634/jpsy.7.3.2531

Abstract

References

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Pdf

Students’ Perspective (Age Wise, Gender Wise And Year Wise) Of Parameters Affecting The Undergraduate Engineering Education

Neeraj Kumari*

Assistant Professor (Humanities & Management), FET, Manav Rachna International University, Faridabad, India.

Kumari , N. (2014). Students' Perspective (Age Wise, Gender Wise and Year Wise) Of Parameters Affecting the Undergraduate Engineering Education. i-manager’s Journal on Educational Psychology, 7(3), 32-43. https://doi.org/10.26634/jpsy.7.3.2532

Abstract

References

Full Article (HTML)

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* Research Scholar, Manonmaniam Sundaranar University, Tirunelveli.

** Assistant Professor in Physical Science, St.Xavier's College of Education, Palayamkottai.

* Research Scholar, Manonmaniam Sundaranar University, Tirunelveli.

** Assistant Professor in Physical Science, St.Xavier's College of Education, Palayamkottai.

* Assam University, Silchar-788011, Assam, India.

** Radha Madhav College, Rangirkhari, Silchar, Assam, India.