Developing Scientific Literacy to Promote 21st Century Skills
Overcoming Isolation: Online Collaboration among Rural Primary School Principals in New Zealand
Evaluating Pandemic-Induced Online Learning in India: Secondary and Senior Student Experiences
Relationship between Videogame Addiction and Academic Performance of Senior Secondary Students
STEM Education: Evaluation and Improvement Methods
A Study Of Health Education And Its Needs For Elementary School Students
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
Time Management and Academic Achievement of Higher Secondary Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
This study aimed at investigating the effect of Kolb's Experiential Learning Strategy on enhancing the pedagogical skills of pre-service teachers of secondary school level. Kolb's Experiential Learning is a method of acquiring knowledge, skills, and experiences by creating situation to gain first hand experiences. According to Kolb optimal learning takes place when the learner pass through a cycle of experiential learning. It focuses on the learning process of the individual by reflecting upon the experiences provided and takes the students through the whole process in sequence. This study is an experimental study with 2x3 factorial design. Randomly selected 40 pre-service teachers were the samples of the study. Pedagogical skills of pre-service teachers were measured using 'Observation Cum Rating Scale' prepared by the investigator. Data was analysed using inferential statistic ANOVA at 0.05 level of significance. The study revealed that Kolb's experiential learning strategy is significantly effective than the conventional teaching strategy in enhancing the pedagogical skills of pre-service teachers of secondary school level
Information and Communication Technology (ICT) has infused in every walk of life effecting the technology fields, such as launching satellites, managing businesses across the globe, and also enabling social networking. The technological tools provide students in discovering, classifying, and enhancing the knowledge towards mathematical concepts and relationships. The purpose of this study is to enhance students' learning in mathematics through teaching multimedia instructional strategy. The study was performed over the 60 IX standard students selected randomly. 30 students constituted the experiment group and 30 students constituted the control group. Multimedia instructional strategy were applied to experiment group and traditional method of instruction were implemented on the control group. Before the treatment both group were diagnosed and pretested and taught through multimedia for experimental group and traditional method for control group. After the intervention both groups were assessed by post-test. After 20 days both groups were tested by retention and then analysed by t-test. The results show that, experimental group students have more retention in learning mathematics. So this is an evidence that technological devices must enhance the students learning mathematics.
Everyone talks on stress. Further, role stress in an organization is very common in the current scenario. The organization has its own structure and goal and an individual plays important role in order to achieve the organisational goals. Individual's unique personality and needs affects his role in any organization. The investigators conducted a study to find out whether gender, category of teachers, and school management were the discriminating factors among the secondary school teachers. 'Organizational Role Stress Scale' of Pareek (1993) was used for collection data. The study revealed gender as the decimating factor in ORS. But school management and category of faculty (Science and Arts) are not the discriminating factors.
Reasoning ability is the 'problem solving skills' or 'analytical ability' or 'deductive and inductive reasoning'. Academic achievement is the total score one achieved at school, college, or university from class, laboratory, library, or field work. The objectives of the study were to explore the relationship between reasoning ability and academic achievement among secondary school students in Trivandrum district. Study also evaluated the difference in the mean scores of reasoning ability and academic achievement in terms of their background variables, such as gender, age, and type of school. Population of the study includes all students studying in secondary schools of Trivandrum district. The sample of the study consisted of 225 secondary school students of Trivandrum district. The tool adopted here was the Reasoning Ability of Secondary School Students Scale developed by the investigator herself and academic achievement by the term test conducted in the school by the state government. Statistical techniques involved here were t-test and Pearson's Product Moment coefficient of correlation. The result of the study showed that, there was significant high positive correlation between reasoning ability and academic achievement among secondary school students. Also male students showed more reasoning ability and academic achievement than that of female students. With reference to age, and type of school also there existed significant differences in reasoning ability and academic achievement. Educators need to recognize that the age and the type of the school are also influencing the student's reasoning ability and academic achievement of the students. Hence, it is necessary to allow the students to keep in touch with the latest facilities free of cost. So, the instructors have to arrange various competitive programmes, scientific exhibitions, various programs like quiz, talent test, puzzles, etc. Society allows students to access science and technology museums to students at low cost and encourages clubs and NGOs to arrange various programmes, such as seminars, symposium, etc., which promote the reasoning ability.
This study examined student teachers' perceptions about Technology Integration (Blended Learning in this study) before and after their exposure to a Blended Learning Experimental Programme designed for the study for eight weeks. EDMODO (an open access Learning Management System) was used as the teaching learning platform for the implementation of Blended Learning Programme. Data were collected from 29 student teachers from a college of teacher education located in Puducherry state of India. The scale for assessing their perception was constructed and validated. The overall results indicated that student teachers changed their perceptions of Blended Learning in terms of their general perception, interactivity in classroom, knowledge creation, content knowledge, technology benefits, and overall satisfaction, positively, after undergoing the experiment. The factor perceptions of technology benefit turned out to be the predictor of the overall satisfaction of respondents on Technology Integration. From these results, the authors recommend that stakeholders of education work closely with teachers to address their perceptions about using technology in classrooms and then helping them to change it positively so as to improve quality of teaching and learning process. Student teachers need to be trained to integrate technology in teaching. Improving their perception is the first step towards it. The teacher education administration may provide personal support and resources required for such a change. This study also offers recommendations for involving teacher educators in educational software designing for strengthening the pedagogical components in such programmes keeping the teacher perceptions and expectations in mind, not focusing solely on the technology benefits as the results of the study shows.
