Research project Abstract 2023-24

 

TN-TVM-01

Name of the: DIET, Kilpennathur, Tiruvannamalai District.

Name and Designation of the researcher:

Dr.R.Sivakumar, M.Sc.,M.Phil.,M.Ed.,Ph.D.,  Senior Lecturer in Mathematics,

Title:  Attitude of upper primary teachers towards learning outcomes based teaching in              Tiruvannamalai district

1. Introduction

Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion of a learning experience or sequence of learning experiences. Before preparing a list of learning outcomes consider the following recommendations: Learning outcomes should be specific and well defined. When developing a list of student learning outcomes, it is important that statements be specific and well defined. Outcomes should explain in clear and concise terms the specific skills students should be able to demonstrate, produce, and known as a result of the program’s curriculum. They should also exclude the greatest number of possible alternatives so that they can be measured.

2. Need and importance of the study

 Children enter school with their own learning experiences. The central and state government conducting NAS/SLAS examination to know the status of Tamil Nadu upper primary students, so the teachers aware in learning outcome based teaching. This change, when observed and assessed, is often termed as learning outcome. This study aimed to examine the upper primary teacher’s attitude towards learning outcomes based teaching.

3. Objectives of the study

The present study was aimed at achieving the following objectives:

v  To assess the level of attitude of teacher towards favorableness of upper primary teachers towards learning outcomes based teaching.

v  To find out the significant difference educational qualification among upper primary teachers towards learning outcomes based teaching to the following demographic variables Sex, Educational qualification, Locality, Type of Family, Experience, School Management, and School Type.

4.                 Hypotheses of the study

v    The upper primary teacher shows favorable attitude towards learning outcomes based teaching.

v    There is no significant difference educational qualification among upper primary teachers towards learning outcomes based teaching to the following demographic variables Sex, Educational qualification, Locality, Type of Family, Experience, School Management, and School Type.

5. Methodology

a) Method: Normative Survey method has been used in the present investigation to collect data from the teachers in Tiruvannamalai District of Tamil Nadu.

b) Sample:The stratified random sampling technique was used in the selection of the sample of as many as 232 upper primary teachers working in PUMS, GHS, GHSS in Tiruvannamalai District of Tamilnadu, India.

c) Tools used: Attitude of upper primary teachers towards learning outcome-based teaching scale.

 d) Data analysis: Descriptive analysis and Differential analysis

6) Major findings

v The upper primary teacher shows highly favorable attitude towards learning outcomes based teaching.

v There is no significant difference between 1)men and women 2) DTEd and PG with B.Ed 3) DTEd and PG with B.Ed 4) experience 5) joint and nuclear family 6) Govt. and Aided school 7) HS and HSS type of school 8) rural and urban upper primary teachers’ attitude towards learning outcome based teaching.

v There is a significant difference between the 1)DTEd and UG with B.Ed 2) UG with B.Ed and PG with B.Ed educational qualification 3) levels of school 4) levels of school 5) MS and HS type of school upper primary teachers in Attitude towards learning outcome based teaching score.

7. Conclusion: The stratified random sampling technique was used in the selection of the sample of as many as 232 upper primary teachers working in PUMS, GHS, GHSS in Tiruvannamalai District of Tamilnadu, India Attitude of upper primary teachers towards learning outcome based teaching was highly favorable.

8.    Educational Implication:

Upper primary teachers have yielded many interesting results. Attitude of upper primary teachers towards learning outcome based teaching was highly favorable. The same study may be conducted in primary and secondary teachers working in primary and high school.

TN-TVM-02

Name of the: DIET, Kilpennathur, Tiruvannamalai District.

Name and Designation of the researcher:

Dr.K.Velmurugan, Lecturer

District Institute of Education and Training,

Kilpennathur,

Tiruvannamalai district.

Title

 Impact of Ennum Ezhuthum Scheme in Tiruvannamalai district

1.Introduction

Ennum Ezhuthum Scheme in Tamil Nadu has been designed to address the learning gap from the academic year 2022-23.  The Ennum Ezhuthum Scheme aims to ensure literacy and numeracy by 2025.  Students should have reading comprehension and basic arithmetic skills. EVS is taught in combination with Tamil, English and Mathematics in classes 1 to 3 across the state.So by 2025 all students in Tamil Nadu will be able to read with comprehension and acquire basic arithmetic skills by the age of 8. Therefore, this study has been conducted to find out the impact of the Ennum Ezhuthum Scheme among teachers and IV standard students.

2.Need and significance of the study 

 In the Ennum Ezhuthum Scheme, students are divided into three levels based on their learning ability: Arumbu, Muttu, Malar.  Accordingly, Tamil English and Mathematics textbooks and work books are also prepared and taught to the students.  Teaching aids are attached to the textbook for teachers to teach the subjects easily. Ennum Ezhuthum  training for teachers is provided every term.  Therefore, this study is important to know the performance of the teachers working in this program and the achievement of the IV standard students.

.3.Objectives of the study:

●       To assess the level of Ennum Ezhuthum Scheme among the IV standard students.

●       To assess the level of Ennum Ezhuthum Scheme among the teachers.

Hypotheses: Based on the above objectives necessary hypotheses were formulated and tested for this study.

Methodology:

a)      Method: The present study is based on descriptive part of survey method.

b)      Sample: 150 teachers and 150 students were used as sample for this study.

c)      Tools: The following tools were constructed and validated by the investigator.  Teacher Tool (TT) and Student Tool (ST) Scale.

d)      Intervention: Survey

e)      Data analysis: The following techniques were used for the present study:

(i) Descriptive (ii) Differential (iii) Relational Analysis

Major Findings

1)The mean scores of teachers’ Impact of Ennum Ezhuthum Scheme is moderate 2) there is no significant difference between the teachers’  based on their a) Gender,   b)teaching experience,  3) There is no significant difference between the teachers’  based on their a)locality, b)type of school, c) medium of instruction, d) type of teaching, e) educational qualification . 4)The mean scores of students’ Impact of Ennum Ezhuthum Scheme is moderate 5) there is no significant difference between the students’  based on their  Gender, 6) There is no significant difference between the students’  based on their a)locality, b)type of school, c)medium of instruction . 7) there is positive correlation between teachers performance and student achievements

Educational Implications

There is a need to continue this Ennum Ezhuthum Scheme and essential training may be given to teachers.

Conclusion

The present study has attempted to analyse the impact of Ennum Ezhuthum scheme. The findings reveal that the mean scores of the Ennum Ezhuthum scheme is moderate. Also, found that there is significant positive relationship between teachers performance and students achievements. So, there is a need to continue this Ennum Ezhuthum Scheme.

RESEARCH PROJECT ABSTRACT 23-24         TN-TVM-03

 

NAME OF THE RESEARCHER   : P.Padmanaban, Senior Lecturer, Kilpennathur, Thiruvannamalai District.

TITLE OF THE RESEARCH STUDY:  

Digital literacy among teachers in relation to their teaching skills

INTRODUCTION

This study is aimed at helping the teachers to develop their digital literacy with respect to their teaching skills within the range of areas in order to update the students to become a better digital citizen. Teachers will be able to more effectively and responsibly for: i) engage in digital practices, ii) critically evaluate information, online interactions, and online tools iii) manage and communicate information          iv)Collaborate and share digital content.

NEED AND SIGNIFICANCE OF THE STUDY

Most of the developed countries are investing heavily on the infrastructure for digital literacy and focusing on technology mediated teaching-learning approaches to match the changing learning styles among students for choosing their career and higher education. Even developing countries are taking efforts to acknowledge the technological expansions. So, the school teachers now have a strong base to aware of digital literacy and their teaching skills. Hence, the present problem of investigation on “Digital literacy among teachers in relation to their teaching skills teachers” is taken.

OBJECTIVES

The present study is aimed at achieving the following objectives:

•  To assess the teachers’ digital literacy level and level of teaching skills.

•  To find out is there any significant difference between the teachers’ digital literacy and  teaching skills based on their a)  Gender b) Locality c) Designation d) Level of school e) Educational qualification  f) Experience            g) Birth order

•  To find out the relationship between the digital literacy and teaching skills among the teachers.

HYPOTHESES: Based on the above objectives necessary hypotheses were formulated and tested for this study.

METHODOLOGY:

a)      Method: The present study is based on descriptive part of survey method.

b)     Sample: 324 school teachers were used as sample for this study.

c)      Tools: The following tools were constructed and validated by the investigator. Digital Literacy (DL) and Teaching Skills (TS) Scale constructed and validated by the researcher P.Padmanaban (2023).

d)      Intervention: Survey

e)      Data analysis: The following techniques were used for the present study:

(i) Descriptive (ii) Differential (iii) Relational Analysis

MAJOR FINDINGS

1)      The mean scores of teachers’ digital literacy and teaching skills is moderate 2) there is no significant difference between the teachers’ digital literacy based on their a) Gender, b) Designation, c)teaching experience, d)birth order 3) There is significant difference between the teachers’ digital literacy based on their locality, type of school, educational qualification . 4) There is significant difference between the teachers’ teaching skills  based on their a) Gender, b)type of  school, c) teaching experience, 5) there is no significant difference between the teachers’ teaching skills based on their a) birth order, b) educational qualification. 6) there is positive correlation between digital literacy and teaching skills among teachers.

EDUCATIONAL IMPLICATIONS

      There is a need to improve teachers’ digital literacy and level of teaching skills. Numerous digital literacy and teaching skills training may be given to teachers

CONCLUSION

The present study has attempted to analyse the digital literacy among teachers in relation to their teaching skills. The findings reveal that the mean scores of the teachers’ digital literacy and level of teaching skills is moderate. Also, found that there is significant positive relationship between digital literacy and teaching skills. There is a need to improve teachers’ digital literacy and level of teaching skills. Numerous digital literacy training may be given to government upper primary, high school and higher secondary school teachers.

 

 

 

TN-TVM-04

Research project abstract 2023-24

Name of the DIET: District Institute of Education and Training, Kilpennathur, Tiruvannamalai District

Title: Influence of suitable play way pedagogies in developing language skills and cognitive skills of primary students

1.                 Introduction: The Play Way method of education assumes that play is a natural way for children to learn about and understand the world around them. It relies on the fact that children learn best when they actively participate in their own learning. The idea is to create an engaging and interactive learning environment that fulfils a child’s natural curiosity and creative urges. The teacher’s role is that of a facilitator who guides and supports the child in learning and developing, rather than dictating a specific course of action.

2.                 Need and significance of the study: The importance of play in children’s daily lives and healthy development has become increasingly recognized in recent years. A growing body of evidence supports the view that playing, throughout childhood, is not only an innate behavior but also contributes to children’s quality of life, their well-being and their physical, social, emotional and cognitive development. This study tends to describe how children can foster language cognitive skills through active engagement in learning that is experienced as joyful, meaningful, socially interactive, actively engaging and iterative.

3.                 Objectives of the study:

·         To develop a module constituting of age-appropriate play-way pedagogies with 10 activities planned for primary students to develop language skills and cognitive skills

·         To study the influence of suitable play way pedagogies in developing language skills and cognitive skills of primary students

·         To study the above-mentioned objective by using the following categorical variables.

➢ school type (primary/middle)

➢ gender of the students

4.                 Hypothesis:

Based on the above objectives, suitable hypothesis is formulated and tested in this study

5.                 Methodology:

        i.            Method - experimental study, with control group and experimental group

      ii.            Sample: purposeful sampling, 82 students of class V from primary school and middle school

    iii.            Tools: Play way Pedagogies’ in developing language skills and cognitive skills, Test of language skills (TLS), Rest of cognitive skills (TCS) constructed and validated by the researcher

    iv.            Intervention: play way pedagogy comprising of 10 activities framed by the researcher

      v.            Data analysis: descriptive, di

6.            Major findings:

1.The influence of suitable play way pedagogies in developing language skills and cognitive skills of primary students is high. 2. The categorical variables selected for the present study will not have any effect on the influence of suitable play way pedagogies in developing language skills and cognitive skills of primary students. 3. There is a significant difference between the total post-test Scores of the experimental group and the control group. 4. There is significant difference between the pre-test and post-test scores of the experimental group. 5. There is the no significant difference between TLS post-test scores and TCS post-test scores of the experimental group. 6. There is significant difference between TLS pre-test and post-test scores of experimental groups, 7. There is significant difference between the TCS pretest and post-test scores of the experimental group. 8. There is no significant difference between the scores of boys and girls in their post test scores after the intervention. 9. There is no significant difference between the scores of middle school and primary school students’ performance in their post test scores after the intervention

7.       Educational implications:       This play way pedagogy can be implemented in all schools to enhance the language and cognitive skills of students in primary levels.

8.       Conclusion:

          Every child gets equal opportunity for complete participation in any Play-way pedagogy and hence it is expected that this strategy would have an impact in developing the cognitive and language skills of primary students.