INTERNATIONAL CONFERENCE

Of

ALL INDIA ASSOCIATION FOR EDUCATIONAL RESEARCH
on
IMPROVING RURAL EDUCATION
on
10-12 OCTOBER 2005
at
ANGEL MATRICULATION HIGHER SECONDARY SCHOOL,
THIRUNINRAVUR, NEAR CHENNAI, TAMIL NADU

ABSTRACTS OF THE PAPERS

 

National Service Scheme- A Step Ahead to Acquire Literacy

 

Indrani, Lecturer, Dept. of Education,   V.ML PG College for Women, Ghaziabad

 

National Service Scheme is a programme run by government of India to develop the personality of undergraduate students through social service.  This programme can be a very useful instrument to enhance the literacy rate of the country.  This study aims at making undergraduate students aware of the problem of illiteracy in Ghaziabad and to encourage  and guide them to undertake the project of literacy as ‘each one teach one’.  After receiving orientation programme in teaching, 100 N.S.S. Volunteers (Undergraduate Students) taught one illiterate person from Sep.2004 to Feb 2005.  87 Illiterate persons from age group 5-50 years attained the competencies in reading, writing and arithmetic. N.S.S volunteers admitted 12 children to School many problems like problem to convince the illiterates, irregularity in attendance, financial condition of the family, lack of retention etc.  were faced by N.S.S volunteers during teaching illiterates persons.  The ‘each one teach one programme changed the attitude of volunteers toward problem of illiteracy and other problems of weaker section of the society.  Volunteers suggested ways to help persons belong to low socio-economic status

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The Role of Teacher Training Institutes in the Development of Rural Teachers

Intekhab Ansari, I/C. Principal, B.J. Patel College of Education, Bardoli, Dist.Surat

 

The quality of society depends on the education. While the quality of education is directly dependent on the quality of teachers training institution. In India, Majority of the population live in rural area so Rural Schools have to play vital role in the development of the society. In this regard, it becomes very important for the teacher training institution to prepare teachers in such a way that they can contribute towards preparing good quality teachers. The teacher training Institutes (TTEs) have to fulfill so may expectations in this regard. Specifically, they have tp prepare qualitative teachers for the development of rural teachers. The teacher training institutions have to play vital role in this direction. National Policy on education (2003) also Says that, “No nation can rise above the level of its teachers”. In these perspectives, one can think about the valuable contribution of Training Institutes to create good teachers. The teacher Training Institutes should keep following points in mind in preparing rural teachers.

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Strategies for Enhancing Rural Teachers’ Performance

 

Inbaraj, J Assistant Professor, DTERT, Chennai - 6.

 

In India, the National framework of curriculum for Teacher Education envisages a value based education system that would enable the teachers to develop the all round personality of the students along with 3Rs. After the advent of LPG, the teachers’ roles have changed drastically. Teachers are expected to deliver even employability skills such as communicate skills, computer literacy and socially accepted behaviours to students. These ill equipped teachers are expected to teach skills that would be absolutely essential for meeting the requirements of the job market for 15 years since now. There are many constraints to the teachers who get appointed to the rural schools. A miniscule teacher population accepts the rural appointment and settles down there and the rest commutes to their rural school. But they are unable to a fall back on their pedagogy to address issues arising out of multi grade situation, inclusive education of the differently abled children and lack of accommodation (i.e.) one classroom for a group of 40 students separately. The teachers’ own communicative skills and computer literacy are not fostered well in Teacher Training Institutes because they are not taught as separate subjects. Hands on experience in the use of computers are hardly ever available to all the students. So, the teachers in village schools have challenges that remain unaddressed. This paper analyses some of the crucial issues and tries to offer interventions.

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Effectiveness of Computer Aided Language Learning (CALL) Package in Rural Schools

 

Ishita M. Badiyani, Lecturer, Shri S.J. Thakkar College of Education, Rajkot

 

In the present venture the researcher tried to employ computer delivered instruction in the field of teaching the core part of the language i.e. action verb forms in the given context in rural schools. Action verbs, which might be used in the active vocabulary of the students of standard VIII, were selected. Teaching learning material in the form of PowerPoint presentation of MS Office XP was developed keeping in view the use of multimedia facilities along with hyperlink facility. Researcher selected two groups from grade VIII of Gujarati medium schools in rural area in Rajkot district: 1) Experimental group (CALL Package group), (2) Control group   (Conventional instruction group).By employing ‘Two groups randomized subjects only post-test design’, the effectiveness of the CALL Package was tested. Statistical analysis on collected data was done using t-test. During the replication the experimental group who received instruction through CALL Package gained significantly higher scores than the scores of students of control group who received conventional instruction. This research is an attempt to show that CALL is an effective mode of instruction in the education environment of rural schools.

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Question Designing for Learning Control Education

 

Israfil Siddique, Sr. Lecturer, Head, Dept. of  Education, Diphu Govt. College, Diphu, Karbi Anglong

 

In every education institutional examinations are held to assess and evaluate the progess of the student.  The examinations are the instruments to collect the feedback and to measure the learning out-come among the students.  In the present system of examination both essay type and objective questions are used the question designer must keep in mind the following principles while constructing questions.  Objectives and purpose of the question, weightage to different types of questions, Content materials, Forms of questions, Options of questions, Schemes of sections in question paper, Time to be allotted, word limit of the questions, difficulty level of the questions and percentage of examinees attempting the questions wrongly.  The rate of the weightage of objective vogue at present is given below:  Knowledge type questions-30%, Understanding type questions-38%, application type questions-24%, skill type questions-08%.

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