Pub Date : 2021-01-28DOI: 10.52634/MIER/2014/V4/I2/1472
M. Kaur
The present study aims to assess the life skills among school going adolescents in relation to gender, locale, parental education and parental occupation. The sample consisted of 200 school going adolescents studying in government and private schools of Patiala, Fatehgarh Sahib and Mansa districts of Punjab. Life skills scale (Sharma, 2003) and the background information sheets prepared by the investigator herself were used to collect the data. The findings revealed that female and rural school going adolescents possess more life skills than their counterparts. School going adolescents whose fathers and mothers are less educated possess significantly more life skills than their counterparts. School going adolescents who have business as parental occupation possess more life skills than their counterparts. Results of the study further revealed that school going adolescents whose mothers are non-working possess significantly more life skills than those with working mothers.
{"title":"Life Skills among School Going Adolescents in Relation to Certain Personal Variables","authors":"M. Kaur","doi":"10.52634/MIER/2014/V4/I2/1472","DOIUrl":"https://doi.org/10.52634/MIER/2014/V4/I2/1472","url":null,"abstract":"The present study aims to assess the life skills among school going adolescents in relation to gender, locale, parental education and parental occupation. The sample consisted of 200 school going adolescents studying in government and private schools of Patiala, Fatehgarh Sahib and Mansa districts of Punjab. Life skills scale (Sharma, 2003) and the background information sheets prepared by the investigator herself were used to collect the data. The findings revealed that female and rural school going adolescents possess more life skills than their counterparts. School going adolescents whose fathers and mothers are less educated possess significantly more life skills than their counterparts. School going adolescents who have business as parental occupation possess more life skills than their counterparts. Results of the study further revealed that school going adolescents whose mothers are non-working possess significantly more life skills than those with working mothers.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"4 1","pages":"218-230"},"PeriodicalIF":0.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48027785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-28DOI: 10.52634/MIER/2014/V4/I1/1484
Azizi Alias, Kamisah Osman
The purpose of this study is to build an analytical rubric for Alternative Assessment for science activities in order to facilitate teachers in assessing multimedia communication skills by inculcating 21st Century Skills. The study attempts to answer a key question i.e. whether the analytical rubric for Alternative Assessment is appropriate to assess multimedia communication skills in science activities in school? The research was conducted by taking into account the advice of 11 experts in science education and five science teachers as assessors to evaluate the reliability of analytical rubric for multimedia communication skills in school. Three round Delphi technique was used to validate the analytical rubric and inter-rater reliability Intra-Class Correlation-ICC was computed to measure the reliability of the rubric. The study found that the rubric has a high validity of 82.0% and high absolute agreement for multimedia communication rubric (ICC = 0.90). Therefore the multimedia communication skill rubric can be adopted and implemented in schools. The study also found that there are a number of issues and constraints in the implementation of alternative assessment, but the construction of the rubric is a shift in assessing student outcomes that are emerging according to the global environment. However, further research on the validity and reliability of the rubric is necessary.
{"title":"Alternative Assessment: Analytical Rubric in Assessing Multimedia Communication Skills in 21st Century Landscape","authors":"Azizi Alias, Kamisah Osman","doi":"10.52634/MIER/2014/V4/I1/1484","DOIUrl":"https://doi.org/10.52634/MIER/2014/V4/I1/1484","url":null,"abstract":"The purpose of this study is to build an analytical rubric for Alternative Assessment for science activities in order to facilitate teachers in assessing multimedia communication skills by inculcating 21st Century Skills. The study attempts to answer a key question i.e. whether the analytical rubric for Alternative Assessment is appropriate to assess multimedia communication skills in science activities in school? The research was conducted by taking into account the advice of 11 experts in science education and five science teachers as assessors to evaluate the reliability of analytical rubric for multimedia communication skills in school. Three round Delphi technique was used to validate the analytical rubric and inter-rater reliability Intra-Class Correlation-ICC was computed to measure the reliability of the rubric. The study found that the rubric has a high validity of 82.0% and high absolute agreement for multimedia communication rubric (ICC = 0.90). Therefore the multimedia communication skill rubric can be adopted and implemented in schools. The study also found that there are a number of issues and constraints in the implementation of alternative assessment, but the construction of the rubric is a shift in assessing student outcomes that are emerging according to the global environment. However, further research on the validity and reliability of the rubric is necessary.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"10 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77957213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-28DOI: 10.52634/MIER/2014/V4/I1/1482
Kamalpreet Kaur Toor
The present study attempts to compare teacher effectiveness, general intelligence and creativity of secondary school teachers in relation to gender and type of school. The sample for the study consisted of 850 secondary school teachers of Punjab. The findings of the study revealed that there is no significant difference in teacher effectiveness of male and female secondary school teachers. The significant main effect of type of school is independent of gender groups, i.e. government school teachers are effective both in case of male and female groups of school teachers. There is significant difference in general intelligence of male and female secondary school teachers, female teachers being more intelligent as compared to male teachers, both in case of government and private schools. The results also show that male teachers of private secondary schools are more creative than female teachers of private secondary schools but not in case of government secondary schools. Government school teachers are significantly high on creativity than private school teachers only in case of female group and not in case of male teachers. Teacher effectiveness is positively and significantly related with general intelligence and creativity among secondary school teachers.
{"title":"A Study of Teacher Effectiveness, General Intelligence and Creativity of Secondary School Teachers","authors":"Kamalpreet Kaur Toor","doi":"10.52634/MIER/2014/V4/I1/1482","DOIUrl":"https://doi.org/10.52634/MIER/2014/V4/I1/1482","url":null,"abstract":"The present study attempts to compare teacher effectiveness, general intelligence and creativity of secondary school teachers in relation to gender and type of school. The sample for the study consisted of 850 secondary school teachers of Punjab. The findings of the study revealed that there is no significant difference in teacher effectiveness of male and female secondary school teachers. The significant main effect of type of school is independent of gender groups, i.e. government school teachers are effective both in case of male and female groups of school teachers. There is significant difference in general intelligence of male and female secondary school teachers, female teachers being more intelligent as compared to male teachers, both in case of government and private schools. The results also show that male teachers of private secondary schools are more creative than female teachers of private secondary schools but not in case of government secondary schools. Government school teachers are significantly high on creativity than private school teachers only in case of female group and not in case of male teachers. Teacher effectiveness is positively and significantly related with general intelligence and creativity among secondary school teachers.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"4 1","pages":"51-65"},"PeriodicalIF":0.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46336471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-28DOI: 10.52634/MIER/2014/V4/I1/1480
Vanita Chopra, R. Bhatia
The present study reports on the practices adopted by the secondary school teachers of English in implementing the Continuous and Comprehensive Evaluation (CCE) scheme of the Central Board of Secondary Education (CBSE), India which has to be implemented as part of its national assessment policy. The study is delimited to observing the formative assessment practices adopted by the English teachers in enhancing the four language skills along with using variety of tools and techniques as directed by Central Board of Secondary Education in the Teacher's Manual. This study was conducted on a group of twenty teachers chosen purposively from twenty schools (ten central government and ten private). The major findings reveal that almost all teachers use multiple activities for assessing the listening, speaking and writing skills of the students. Reading still remains a neglected skill in the classroom owing to lack of awareness among teachers to use innovative strategies for enabling them to enhance their reading habit with comprehension. In addition, teachers also make use of multiple criteria to assess the above skills along with assessing sub-skills for the same. It was also found that teachers use multiple forms of record maintenance and assessment for assessing the gifted students in the class. With regard to remediation and enrichment for the students less than 50% of the teachers' prefer not to use multiple strategies for remediation and enrichment.
{"title":"Practices of Teachers' in Implementing Continuous and Comprehensive Evaluationan Exploratory Study","authors":"Vanita Chopra, R. Bhatia","doi":"10.52634/MIER/2014/V4/I1/1480","DOIUrl":"https://doi.org/10.52634/MIER/2014/V4/I1/1480","url":null,"abstract":"The present study reports on the practices adopted by the secondary school teachers of English in implementing the Continuous and Comprehensive Evaluation (CCE) scheme of the Central Board of Secondary Education (CBSE), India which has to be implemented as part of its national assessment policy. The study is delimited to observing the formative assessment practices adopted by the English teachers in enhancing the four language skills along with using variety of tools and techniques as directed by Central Board of Secondary Education in the Teacher's Manual. This study was conducted on a group of twenty teachers chosen purposively from twenty schools (ten central government and ten private). The major findings reveal that almost all teachers use multiple activities for assessing the listening, speaking and writing skills of the students. Reading still remains a neglected skill in the classroom owing to lack of awareness among teachers to use innovative strategies for enabling them to enhance their reading habit with comprehension. In addition, teachers also make use of multiple criteria to assess the above skills along with assessing sub-skills for the same. It was also found that teachers use multiple forms of record maintenance and assessment for assessing the gifted students in the class. With regard to remediation and enrichment for the students less than 50% of the teachers' prefer not to use multiple strategies for remediation and enrichment.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"4 1","pages":"16-32"},"PeriodicalIF":0.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49606544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-28DOI: 10.52634/MIER/2014/V4/I1/1489
Swati Gupta, Vandana Goswami
Globally, there is an overwhelming concern over the quality and relevance of education. Education being the social system of society, plays a key role in reforming and reconstructing the society from time to time. Teacher Education Programme plays an important role in shaping and moulding the habits, manners and above all, the character of pupil-teachers to become effective teachers. Teacher educators have the responsibility to prepare teachers having all these qualities. So, there is a need of special education and training for the preparation of such teacher educators. An important factor which can determine professional effectiveness of teacher educators is self-efficacy. It means teacher educators must also have some sense of belief that they can make a difference to the lives of children they are teaching and that those children are learning. In this context the study started with the question, is there any difference in professional effectiveness of teacher educators with reference to occupational self-efficacy? For this, a sample of 300 teacher educators from government and private institutions were identified. Professional Effectiveness Scale prepared by the researcher and Occupational Self- Efficacy Scale (OSES) developed by Pethe, Chaudhari and Dhar were used as tools in this study. F-test was used to examine whether the difference found in mean scores is significant or not. Significant differences in professional effectiveness were found between the teacher educators having average and low occupational self-efficacy and the teacher educators having high and low job value at 0.01 level of significance. However, no significant difference in professional effectiveness was found between the teacher educators having high and average occupational self- efficacy .
{"title":"Is Self-Efficacy a Key Factor for Effective Teacher Educators?","authors":"Swati Gupta, Vandana Goswami","doi":"10.52634/MIER/2014/V4/I1/1489","DOIUrl":"https://doi.org/10.52634/MIER/2014/V4/I1/1489","url":null,"abstract":"Globally, there is an overwhelming concern over the quality and relevance of education. Education being the social system of society, plays a key role in reforming and reconstructing the society from time to time. Teacher Education Programme plays an important role in shaping and moulding the habits, manners and above all, the character of pupil-teachers to become effective teachers. Teacher educators have the responsibility to prepare teachers having all these qualities. So, there is a need of special education and training for the preparation of such teacher educators. An important factor which can determine professional effectiveness of teacher educators is self-efficacy. It means teacher educators must also have some sense of belief that they can make a difference to the lives of children they are teaching and that those children are learning. In this context the study started with the question, is there any difference in professional effectiveness of teacher educators with reference to occupational self-efficacy? For this, a sample of 300 teacher educators from government and private institutions were identified. Professional Effectiveness Scale prepared by the researcher and Occupational Self- Efficacy Scale (OSES) developed by Pethe, Chaudhari and Dhar were used as tools in this study. F-test was used to examine whether the difference found in mean scores is significant or not. Significant differences in professional effectiveness were found between the teacher educators having average and low occupational self-efficacy and the teacher educators having high and low job value at 0.01 level of significance. However, no significant difference in professional effectiveness was found between the teacher educators having high and average occupational self- efficacy .","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"4 1","pages":"101-110"},"PeriodicalIF":0.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48499763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-28DOI: 10.52634/MIER/2014/V4/I1/1493
Neelam Dhamija
Information technology plays a vital role in our lives. Everything is influenced by information technology today. The students of each and every stream are dependent upon e-learning through the use of computers and internet availability. This study attempts to assess the attitude of undergraduate students towards the use of e-learning. For this purpose, 300 undergraduate students of Kurukshetra district were randomly selected. Attitude Scale for e-learning was developed and administered on them. To find out the significance of difference between different groups, t-test was applied. The overall results indicate that maximum undergraduate students have a positive attitude towards e-learning. No significant difference was found in the attitude of Arts and Science, Arts and Commerce as well as Science and Commerce undergraduate students towards the use of e-learning. However, significant difference was seen in the attitude of Male and Female and Urban and Rural undergraduate students towards the use of elearning.
{"title":"Attitude of Undergraduate Students Towards the use of E-Learning","authors":"Neelam Dhamija","doi":"10.52634/MIER/2014/V4/I1/1493","DOIUrl":"https://doi.org/10.52634/MIER/2014/V4/I1/1493","url":null,"abstract":"Information technology plays a vital role in our lives. Everything is influenced by information technology today. The students of each and every stream are dependent upon e-learning through the use of computers and internet availability. This study attempts to assess the attitude of undergraduate students towards the use of e-learning. For this purpose, 300 undergraduate students of Kurukshetra district were randomly selected. Attitude Scale for e-learning was developed and administered on them. To find out the significance of difference between different groups, t-test was applied. The overall results indicate that maximum undergraduate students have a positive attitude towards e-learning. No significant difference was found in the attitude of Arts and Science, Arts and Commerce as well as Science and Commerce undergraduate students towards the use of e-learning. However, significant difference was seen in the attitude of Male and Female and Urban and Rural undergraduate students towards the use of elearning.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70738179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-28DOI: 10.52634/MIER/2014/V4/I2/1475
A. Kamath
The General Assembly of United Nations adopted a convention on the rights of the child (UNCRC) in 1989 with the right to survival, protection, development and participation forming the core of the convention. 192 countries affirmed their commitment to the convention and India ratified it in 1992. Chapter VI) of the RTE Act (2009) deals with protection of the rights of children. It thrusts the responsibility of protection of child rights on the National Commission and the State Commission for Protection of Child Rights along with agencies at lower levels of administration. It also describes the mechanism of redressal of the grievances. But, are our children enjoying a secure childhood? Do they enjoy the rights as declared in UNCRC? India has been working towards providing a safe childhood to all children. As education is a medium to know about child rights and its redressal, it is essential to find out whether the children who are at the stage of stepping out of school aware of their rights. Therefore, the investigator felt the need to take up the study. The sample of the study included 138 students of class X from the two co-education schools (one residential and another non- residential) chosen randomly, following the CBSE syllabus. A questionnaire prepared by the investigator with 25 items of multiple-choice type was used as the tool for the study. The findings of the study show that the level of awareness on rights of the child is average among the students of class X. There are no significant differences between the students of residential and non-residential schools; boys and girls of both the schools taken together; boys and girls of residential as well as non-residential schools, on awareness about the rights of the child.
{"title":"An Assessment of Awareness of Rights of the Child among the Students of Class X","authors":"A. Kamath","doi":"10.52634/MIER/2014/V4/I2/1475","DOIUrl":"https://doi.org/10.52634/MIER/2014/V4/I2/1475","url":null,"abstract":"The General Assembly of United Nations adopted a convention on the rights of the child (UNCRC) in 1989 with the right to survival, protection, development and participation forming the core of the convention. 192 countries affirmed their commitment to the convention and India ratified it in 1992. Chapter VI) of the RTE Act (2009) deals with protection of the rights of children. It thrusts the responsibility of protection of child rights on the National Commission and the State Commission for Protection of Child Rights along with agencies at lower levels of administration. It also describes the mechanism of redressal of the grievances. But, are our children enjoying a secure childhood? Do they enjoy the rights as declared in UNCRC? India has been working towards providing a safe childhood to all children. As education is a medium to know about child rights and its redressal, it is essential to find out whether the children who are at the stage of stepping out of school aware of their rights. Therefore, the investigator felt the need to take up the study. The sample of the study included 138 students of class X from the two co-education schools (one residential and another non- residential) chosen randomly, following the CBSE syllabus. A questionnaire prepared by the investigator with 25 items of multiple-choice type was used as the tool for the study. The findings of the study show that the level of awareness on rights of the child is average among the students of class X. There are no significant differences between the students of residential and non-residential schools; boys and girls of both the schools taken together; boys and girls of residential as well as non-residential schools, on awareness about the rights of the child.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"4 1","pages":"254-261"},"PeriodicalIF":0.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47173425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-28DOI: 10.52634/MIER/2014/V4/I2/1468
Dhananjay Joshi, Indrajeet Dutta
In recent years emotional intelligence has gained immense importance especially in predicting the success and failure of an individual in his life. The one who has high level of emotional intelligence is found to be better in handling the situations of life than one who has low level of emotional intelligence. Children in the age group of 14-16 years pass through the phase of life which is considered to be crucial in determining the development of a later phase of life. This phase is considered by many as stress and storm. Therefore, it is imperative that they are able to handle and control their emotions as it has implications for their immediate and future life. The present study was conducted in the urban settings wherein 246 students from public and private-funded institutions participated. The result indicated that female students have higher emotional intelligence in comparison to their male counterparts whereas the type of school does not act as a significant factor in differentiating emotional intelligence.
{"title":"Emotional Intelligence Among Secondary Students: Role of Gender and Type of School","authors":"Dhananjay Joshi, Indrajeet Dutta","doi":"10.52634/MIER/2014/V4/I2/1468","DOIUrl":"https://doi.org/10.52634/MIER/2014/V4/I2/1468","url":null,"abstract":"In recent years emotional intelligence has gained immense importance especially in predicting the success and failure of an individual in his life. The one who has high level of emotional intelligence is found to be better in handling the situations of life than one who has low level of emotional intelligence. Children in the age group of 14-16 years pass through the phase of life which is considered to be crucial in determining the development of a later phase of life. This phase is considered by many as stress and storm. Therefore, it is imperative that they are able to handle and control their emotions as it has implications for their immediate and future life. The present study was conducted in the urban settings wherein 246 students from public and private-funded institutions participated. The result indicated that female students have higher emotional intelligence in comparison to their male counterparts whereas the type of school does not act as a significant factor in differentiating emotional intelligence.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"4 1","pages":"167-182"},"PeriodicalIF":0.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42921461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-28DOI: 10.52634/MIER/2014/V4/I2/1469
B. Alemayehu, S. Menkir, G. Basha, L. Nigatu
The purpose of this study was to assess the level of knowledge, attitudes and perceptions of students and science teachers towards bio-energy resources (BER) and other renewable energy sources (RES) in two randomly selected government secondary schools (Harar and Abadir Secondary Schools) in the Harari regions. The sample consisted of randomly selected grade ten students (N=302), science (Biology, Chemistry and Physics) teachers (N=35) and school leaders (principals and unit leaders) (N=8). The analysis of the data revealed that teachers were found to have a low level of knowledge about BER and geothermal energy, while students have low-level of knowledge about BER and other RES. It was also found out that both students and teachers didn't have clear perception and attitude towards BER and RES. Document analysis revealed that issues related to BER and other RES were not integrated into the curricula of the schools. No school co-curricular activities were observed for issues relatedtoBERandRES. Thismaybebecauseoftheresourcelimitations;lowlevelof knowledge, attitudes and perceptions held by school community towards BER and RES, schools didn't play their roles disseminating and implementing concepts of BER and RES. Although the issue of BER and other RES is critical nowadays, the study revealed that due attention wasn't given to this issue in schools.
{"title":"Students' and Teachers' Knowledge, Attitudes and Perceptions Towards Bioenergy Resources","authors":"B. Alemayehu, S. Menkir, G. Basha, L. Nigatu","doi":"10.52634/MIER/2014/V4/I2/1469","DOIUrl":"https://doi.org/10.52634/MIER/2014/V4/I2/1469","url":null,"abstract":"The purpose of this study was to assess the level of knowledge, attitudes and perceptions of students and science teachers towards bio-energy resources (BER) and other renewable energy sources (RES) in two randomly selected government secondary schools (Harar and Abadir Secondary Schools) in the Harari regions. The sample consisted of randomly selected grade ten students (N=302), science (Biology, Chemistry and Physics) teachers (N=35) and school leaders (principals and unit leaders) (N=8). The analysis of the data revealed that teachers were found to have a low level of knowledge about BER and geothermal energy, while students have low-level of knowledge about BER and other RES. It was also found out that both students and teachers didn't have clear perception and attitude towards BER and RES. Document analysis revealed that issues related to BER and other RES were not integrated into the curricula of the schools. No school co-curricular activities were observed for issues relatedtoBERandRES. Thismaybebecauseoftheresourcelimitations;lowlevelof knowledge, attitudes and perceptions held by school community towards BER and RES, schools didn't play their roles disseminating and implementing concepts of BER and RES. Although the issue of BER and other RES is critical nowadays, the study revealed that due attention wasn't given to this issue in schools.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"4 1","pages":"183-194"},"PeriodicalIF":0.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49562589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-28DOI: 10.52634/MIER/2014/V4/I1/1485
Ishita Ghaonta, Pawan Kumar
This study aims to assess the social intelligence of prospective teachers in relation to gender, stream, and emotional intelligence. Initial sample of the study consisted of 400 prospective teachers on which Rogan Emotional Intelligence Test (REIT) developed and standardized by Zainuddin (2005) and Social Intelligence Scale developed and standardized by Chadha and Ganeshan (2009) were administered. The sampled teachers were categorized into two extreme groups on the basis of emotional intelligence scores.Finally,the sample consisted of 136 prospective teachers i.e. 68 of each gender as well as 68 of each stream of teacher education. Analysis of Variance (ANOVA) was applied for data analysis. Significant differences were found in their social intelligence on the basis of their emotional intelligence. However, no significant differences were observed in the social intelligence of prospective teachers on the basis of their gender and stream.
{"title":"Emotional Intelligence as Related to Gender, Stream and Social Intelligence","authors":"Ishita Ghaonta, Pawan Kumar","doi":"10.52634/MIER/2014/V4/I1/1485","DOIUrl":"https://doi.org/10.52634/MIER/2014/V4/I1/1485","url":null,"abstract":"This study aims to assess the social intelligence of prospective teachers in relation to gender, stream, and emotional intelligence. Initial sample of the study consisted of 400 prospective teachers on which Rogan Emotional Intelligence Test (REIT) developed and standardized by Zainuddin (2005) and Social Intelligence Scale developed and standardized by Chadha and Ganeshan (2009) were administered. The sampled teachers were categorized into two extreme groups on the basis of emotional intelligence scores.Finally,the sample consisted of 136 prospective teachers i.e. 68 of each gender as well as 68 of each stream of teacher education. Analysis of Variance (ANOVA) was applied for data analysis. Significant differences were found in their social intelligence on the basis of their emotional intelligence. However, no significant differences were observed in the social intelligence of prospective teachers on the basis of their gender and stream.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"4 1","pages":"76-87"},"PeriodicalIF":0.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48328706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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