SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES

11377-11389

Authors: Florence Nduku Nguli, Gideon M. Kasivu & Leonard M. Kamau

Integrating Information and Communication Technology (ICT) in education is an important agenda of all countries due to the rapid changes occurring in the world. However, the teachers as the main driver of this integration should be intrinsically and extrinsically equipped. The preparedness of the teacher has incorporated in ICT success in the education system. This study investigated the influence of teacher demographic factors on ICT integration in teaching in ICT Champion schools in Machakos Sub-county, in Kenya. The independent variable was the teacher demography while the dependent variable was ICT integration. The study used quantitative and qualitative methodologies. A sample of 163 teachers and 9 principals was selected. The study used primary data which was collected using self administered structured questionnaires and interview guide to teachers and principals respectively. Data was coded and analyzed using descriptive and inferential statistics with aid of the SPSS software. The influence of teacher demographic factors on integration of ICT in teaching in public secondary schools was tested using Pearson’s chi-square test at 5% level of significance. The study found out there was significant relationship between age, gender and level of education with integration of ICT in teaching.The study recommends that a compulsory computer training programme be introduced for teachers to equip and harmonize them with ICT competencies and skills. This shall be crucial in inculcating a positive ICT attitude amongst teachers.

11402-11410

Authors: Shankar Singh & Prof. Rama Maikhuri

Uttarakhand is a hill state and it is providing a large amount of natural recourses to country but uttrakhand’s human capital faces so many problems for their survival. Last few decades climate change and disasters made a big change on attitude of people of uttrakhand. Kedarnath disaster, June 2013 changed the destiny of humans of Kedar valley. After flood, thousands of people lost their life and many people struggle for their survival in kedar valley. Present paper deals with the academic achievement among upper primary school students in relation to their mental pressure after kedarnath disaster with special reference to Rudrpyaag district. Descriptive survey method used for the present study and 120 students selected randomly from disaster affected upper primary schools from Rudrpryag district. Data was collected through self constructed mental pressure questionnaire and report cards of students. Results indicated that after disaster student’s mental pressure influenced their academic achievement. After disaster students’ gained low grades in their school subjects than previous year. It was also found that totally disaster affected school’s students feel more mental pressure than partially affected schools.

11415-11426

Authors: Sailendra Bhuyan

Periodic assessment/evaluation of learning outcomes helps in deciding the attainment of students in the subject area, suitability of learning experiences provided, learning strategies adopted and the appropriateness of the curriculum in general. In this regard, it is an integral part of curriculum construction and renewal process. In Environmental Education, evaluation concerns with objectives in Cognitive, Affective and Psychomotor domains and hence a teacher should make use of a range of assessment techniques for measuring these learning outcomes. The document „Habitat and Learning‟ of the National Curriculum Framework (NCF, 2005) highlights this by stressing “since the development of appropriate attitudes, skills and values is to be the most significant component of EE in schools, developing a scheme to assess student‟s achievement on these aspects will perhaps be the most crucial in determining the success of interventions through the EE curriculum”. This brings forth the need for grounding student teachers in the use of various evaluation techniques by actually providing them with situations to understand and practice these techniques and tools as part of “Continuous and Comprehensive Evaluation process” in Environmental Education. This would help the student teachers understand the present learning levels of children but also how to use them in their day-to-day classroom practice. Based on the text and curriculum, written tests, examinations can be conducted to evaluate one‟s understanding, perceptions, applied knowledge about the subject and the values which one committed for, could be done through summative evaluation. In formative evaluation, apart from measuring the performance through the marks obtained ones‟ understanding about the surrounding environment, environmental concerns, observing best practices and processes can be assessed. This method can be applied to evaluate practice lessons, usage of innovative methodologies, experiments, group studies, brainstorming, observation, interviews, field visits, educating the mass/community etc., which establishes linkage with the immediate environment, and how they develop their perceptions and communication skills in the classrooms. This can help evaluate broadly inside and outside classroom learning. The assignment of developing projects should be based on teacher learners‟ immediate environment. It can be taken up by individual or by group. But it is desirable that the topic which they select should be such that they experience in their day to day life. Through this students‟ performance/ efficiency can be assessed. Whether such innovative practices have been used in Assam is very much questionable. Therefore, this study entitled „The Evaluation Procedures Used in Teaching Environmental Education at the Elementary Level in Assam.‟

11437-11446

Authors: Sailendra Bhuyan

Curricular activities are an integral part of curriculum which provide educational activities to the students and thereby help in broadening their experiences. These activities enhance and enrich the regular curriculum during the normal school hours. Environmental Education is an educational programme which aims at making learners aware of interrelationship between human and nature. It also aims at inculcating in them rational attitudes, values, responsible behaviour and skills towards environmental issues. Co-curricular activities can play a very important role in achieving these.It is widely agreed that the purpose of Environmental Education is that students shall be trained not only to know the right things but also to behave in the right way. A close relationship between right knowledge and right action is sought for. Here the former is mostly taken care by the curricular activities and the later part is taken care mostly by the co-curricular activities. The curricular activities are mainly cognitive in nature and concentrate on to intellectual development of the students. However, the objective of education is not confined to intellectual development only but also on all round development of personality, i.e. besides intellectual growth, education shall also cater to emotional, physical, psychological and social development. The development in these areas may take place if curricular activities are supplemented with the co-curricular activities. It has been well recognized the importance of co-curricular activities by different commissions and committees in India. Considering the importance of these in educational programmes, it is necessary to know how far it has been successfully organized particularly at the Elementary Level. In this study an attempt was made present status of co-curricular activities in Assam.

11453-11458

Authors: M. V. K. Mehar & M. Gopal Krishna

The spreading e-learning arises challenges in many ways viz. Technical challenges, skill of teachers, learner efficiency etc. Secondary school establishes with virtual class rooms, digital class rooms upgrading phase by phase in our AP depending on strength of the school. Kerala was the first to successfully implement the ICT with Providing infrastructure which are internet, computer etc. Training to teachers is also important to operating skills, performance teaching through e-learning and lead to curriculum education. All schools must have Introducing computer knowledge since primary stage making awareness on e-learning and as understanding tools. High quality, corecurriculum products correlated to the various syllabi in Maths, English, and sciences linked Various methods of classroom delivery to interactive white boards, projector, computer lab, LCD .TV Blended teaching approach with software designed to be used in conjunction with teachers’ textbooks or directly with the syllabi. A management system for teachers and school administration (optional) Interactive whiteboard tools and activities that supplement and extend classroom learning and which are designed also as standalone activities (classroom/maths lab/science lab). Rarely available lectures can be repeated and as and when under supervision of principals.

11466-11471

Authors: Ravi Gupta

Increasing mathematics anxiety among students at all level has gained the attention of academicians across the globe. It is a well-established phenomenon now a day, severely affecting mathematics achievement of school going children resulting in their escape from mathematics and allied subjects. In this context it became very important to study various aspects of mathematics anxiety for developing tools for its assessment and to develop measures to overcome its adverse effects. An attempt has been made in the present study to review contemporary research studies on mathematics anxiety among secondary school children and its predictors. The review includes research studies related to relationship between mathematics anxiety and mathematics achievement, causes of mathematics anxiety and its overcoming measures.

11478-11483

Authors: Subodh Kumar Agrawal

IN MARATHI

11490-11494

Authors: Subodh Kumar Agrawal

IN MARATHI

11501-11507

Authors: Devilal

IN MARATHI

11515-11519

Authors: H. A. Hngund

NA

11531-11536

Authors: Anju Mala Agrawal

IN MARATHI

11543-11548

Authors: Guru Prasad Rathaur

The political awareness refers to one’s knowledge about government policies and functioning of various political parties, awareness of current political issues and knowledge of organizational working and consequences of each party’s victory in the elections for the country. Political awareness is said to be a pre-requisite of political development. Politically aware citizens make democracy work. After all, citizens should keep themselves posted about the political events taking place around them. The political participation is the actualization of the political awareness in behavioral terms. The participation of the people in matters related to politics and also their role and standard of loyalty are related to political development in the country. There are many forms of participation and democracy is the form of Government which encourages maximum political participation. The participation does not mean mere exercise of political rights, like Franchise, by the people. It means their active involvement which in a real manner influences the decision making activity of the Government. It refers to those voluntary activities by which members of a society share in the election of rulers, directly or indirectly, in the formation of public policy. Various activities regarding politics i.e. voting discussion, decision, voting preference, voting Pattern of family members, source of motivation for voting, use of conveyance on election day, views about Caste-meetings and follow their directives, and political satisfaction etc.

11549-11565

Authors: Ranju Bala

The present study was conducted to explore the relationship between mental health and social adjustment of the senior secondary students of Gurdaspur district. Descriptive survey method is used for the present study. Data was collected at random from 100 male (50 urban and 50 rural) and 100 female (50 urban and 50 rural) students from the senior secondary schools of Gurdaspur district. To collect the data for the study, Mental Health Battery of Arun kumar Singh and Alpana Sen Gupta and Social Adjustment Inventory of Dr. R.C. Deva were used. The findings show a positive significant relationship between mental health and social adjustment in the senior secondary school students.

11572-11576

Authors: G. K. Dhokrat

The present study assessed the impact of especially designed training program on Defensive Ability of Kho-Kho Players.50Kho-Kho players belonging to age group 12 to 14 years was selected as subjects in the present study. These selected subjects divided into two groups i.e. Experiment and Control group with equal number of subjects assigned randomly in each group. The subjects of experimental group underwent specific training program of 12 weeks duration while subjects from control group did the routine exercises during this period. The Zig - Zag Play Test, Ring Game Test and Squat Run Dodging Test were employed twice i.e. before the start of study period and after the completion of 12 weeks of training period. Results indicate significant improvement in the defensive ability of kho – kho players after the completion of training program as compared to what it was before the commencement of training program. No significant changes were observed in the subjects belonging to control group. It was concluded that specific training program of 12 weeks can be used to improve the Defensive Ability of Kho-Kho Players.

11584-11593

Authors: M. V. Sudhakaran & Sunitha Nath

The Indian National Youth Policy (2014) emphasizes the need to empower the youth of the country to achieve their full potential, and become change agents contributing to full participation and progress in life. Youth are crucial stakeholders and they must be endowed with skills and competencies to thrive in the 21st century. Research evidences prove that life skills training (LST) is an important tool fostering healthy developmental transitions into adulthood. Life Skills enables an individual to adapt to situations and people and helps to lead a healthy and positive life. The main objective of this study was to assess the level of life skills before and after intervention among youth (women) who are coming from slums, are first generation learners and possess the zest to be successful in life. The current study is a quasi-experimental one, with pre-test and post-test design without control group, on a sample of (n=42) women youth. A four day life skills training of 6 hours per day, totaling to 24 hours was carried out, adopting the 10 core Life Skills as laid down by World Health Organisation. Appropriate learner centric training methods were used. The results confirm that Life Skills Training has a significant impact on enhancing their global Life Skill levels and also the categories of Life Skills namely, their social, thinking and coping skill levels, before and after training intervention, thereby enhancing their life competencies. More number of studies may be carried out among youth, especially those disadvantaged who have fewer choices.