Vol. 9, Issue-2, May 2020. 9 Issue-2, May2020.pdfDr. Ajeet Kumar Rai 63-71 . Education India...
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
ISSN 2278-2435, Vol. 9, Issue-2, May-2020. Page 1
Vol. 9, Issue-2, May 2020
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
ISSN 2278-2435, Vol. 9, Issue-2, May-2020. Page 2
Index
Sl. Sl. No. Paper Title Author Page No.
1. How Asian Universities can Rise to the Current
Challenge – Interview with World Association
for Online Education President Steve McCarty
in Japan
Steve McCarty
Rajesh Panhathodi
03-08
2. From West Bengal to New York: A Cross-
Cultural Analysis of Grade Eight Students'
Attitudes and Experiences Using Computers at
School and at Home
Mathew Swerdloff 09-20
3. Gender Differential in Disability among School
Going Children and its Impact on School
Enrolment in India
Anita Pal
Dr. Madhusudan J. V
Dr. Jeetendra Yadav
21-36
4. Inclusion and Exclusion of Persons with
Disabilities in the Institutions of Higher
Education
Pathloth Omkar
37-47
5. Teacher’s Perception of Student Evaluation of
Teachers in Relation to Demographic
Determinants
Tanushree Balial
Sudeshna Lahiri
47-62
6. Professional Enrichment through Action
Research: Case of Cooperative Learning in
Teacher Education
Dr. Ajeet Kumar Rai 63-71
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
ISSN 2278-2435, Vol. 9, Issue-2, May-2020. Page 3
Paper-1
How Asian Universities can Rise to the Current
Challenge – Interview with World Association for
Online Education President Steve McCarty in
Japan
Steve McCarty
Rajesh Panhathodi
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
ISSN 2278-2435, Vol. 9, Issue-2, May-2020. Page 4
How Asian Universities can Rise to the Current Challenge – Interview with World
Association for Online Education President Steve McCarty in Japan
Steve McCarty1
Rajesh Panhathodi2
1. Medical experts are of the opinion that Covid-19 is going to stay with us until an effective
antivirus is developed. Is the online educational sector ready to cater to the increasing
needs during this pandemic?
Online education should not be a sector of technical specialists separate from educators, but rather
a pan-disciplinary set of meta-skills that educators develop on top of subject matter expertise.
Perhaps I should explain the difference between fields and disciplines. Academia is divided into
fields and areas thereof, but not every possible area in a field is researched, so disciplines have
developed in each field in the form of university departments, academic journals, and a canon of
cited literature. Academics have one or a cluster of specializations where they have expertise. [1]
India has abundant talent and thirst for knowledge, but its universities are not yet highly ranked
globally. There does not seem to be enough thought given to disciplinarity, with journals
sometimes combining odd combinations of fields, or events like Webinars not having a clear
disciplinary focus.
Having stated that, now we are faced with the opposite problem as well, where practitioners in
every discipline need to become online educators. Scholars in all fields can develop online
teaching skills and benefit from interdisciplinary perspectives. Rather than looking to an online
educational sector to cater to our needs, teachers and learners all need to rely on ourselves in a
new world of online inquiry and communication.
2. What is the role of online classes in post-pandemic pedagogy?
Most online classes regarded as emergency remote teaching may be gladly abandoned when
participants have the luxury of meeting face-to-face. Online classes are not a goal but rather a
means to the end of facilitating optimized learning. It all depends on the local situation and what
1 Full Professor for 22 years, he now lectures for Osaka Jogakuin University and the Japanese government
international agency JICA. He has been President of the World Association for Online Education since
1998. https://japanned.hcommons.org 2 Assistant Professor of English at the Department of Languages, Rajagiri College of Social Sciences, Kochi, India. [email protected]
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
ISSN 2278-2435, Vol. 9, Issue-2, May-2020. Page 5
needs to be learned, but there will be a role for online classes in distance education or MOOCs –
massive open online courses offered by universities or individuals, free or discounted, to learners
anywhere who can access the Web. Because online classes offer flexibility of time, place, and
pace, there is a demand for them even when teachers and learners are near each other. It makes
continuing education possible for many learners who have to work or care for children. The role
of online classes is therefore ever expanding as Internet access increases, lifelong learning is
needed, and more purposes can be served usefully by formal or informal online classes. [2]
3. What kind of online education policy best suits the post-pandemic world? Do we have an
adaptable model in front of us?
One size does not fit all, so the policy needs to suit the local circumstances. Yet at the same time,
globalization continues unabated online where the study skills to navigate information and
communication technologies (ICT) are some of the same skills needed in the future workplace.
ICT can serve as both subject matter and medium of instruction.
Regarding adaptable models, the distance education discipline provides principles and
perspectives, for one thing to get away from equating physical distance with social separation.
The recent term social distancing is a misnomer, because it merely refers to physical distancing in
a world where people connect socially through ICT. Teleconferences can feel like being in the
same room with others, most of whom we would not physically touch in person anyway.
Like telephoning, technologies utilizing only sound can still result in a meeting of minds like a
lecture or a conversation. For more than 15 years, podcasting has increased in popularity, with on-
demand sound files transmitted through the Internet, but then available offline for listening, like
take-out food for thought. [3] For those with limited Internet access, podcasting could provide the
next generation of radio for distance education. [4]
However, the closest we have to an adaptable model for post-pandemic education is blended
learning. [5] That is, many of the technological solutions employed in online classes for
emergency remote teaching will carry over into enhancing face-to-face classes with a
supplemental online dimension available anywhere at any time. By necessity, the pedagogical
repertoire of teachers has been expanded, and some of these innovations and perspectives will be
incorporated into classroom teaching and assignments, just as our overall lifestyles migrate much
further online.
4. Among many social disparities, a digital divide is seen more clearly during the pandemic.
How do you think this will affect the effective outcome of online education?
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
ISSN 2278-2435, Vol. 9, Issue-2, May-2020. Page 6
This is an area where government policies would make a difference. The whole society would
benefit economically and socially by empowering its disadvantaged members to participate in the
online arena of daily life and education. If a middle-class society is the goal, reflecting democratic
values and the aspirations of minority groups, then perhaps the government can be persuaded to
be more representative of the governed.
5. Online education requires online meta-skills beyond subject matter. How is this going to
affect the teaching community?
Online education is pan-disciplinary, but most educators teaching online have been able to rely on
instructional designers or technical support, as if those meta-skills affecting the quality of
education could be outsourced. Now that educators worldwide are forced into emergency remote
teaching, it is no longer the duty or responsibility of someone else. Blended learning and lifelong
online learning are here to stay, so it is up to each educator to develop the skills to make online
education effective, whether we have the luxury of face-to-face classes or not.
Moreover, through promotion of open online information and free distance learning opportunities,
education can finally reach and lift up those who have been held back by poverty. The educational
community now has the global community in our purview, hence a greater responsibility to
engage in professional development, international collaboration, and sharing.
6. Remote communication and teaching cause a physical and psychological gap between
students and teachers. Will this permanently redefine ‘teaching’, which has always been a
social service profession?
Teaching will remain a social service and credentialing profession, and higher education stewards
expertise and ethics in all the professions. Perhaps we are redefining ‘social’ more than ‘teaching’
by reaching learners at greater physical distances. Remote communication is not a cause but an
effect of physical separation, and it provides an avenue for solutions to the tyranny of distance.
Rather than remote teaching causing a psychological gap, it should aim to fill the gap. That is a
criterion for effective communication and teaching.
7. Traditional educators are overwhelmed with the sudden shift to online education, and
increased demands to maintain excellence in e-learning environments. In this case, should
‘emergency remote teaching’ be compared with regular online learning?
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
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The term ‘emergency remote teaching’ has arisen precisely to avoid a judgmental comparison
with professional online education. Educators who are suddenly thrust by a global pandemic into
an unfamiliar mode of teaching deserve a humanistic understanding by the surrounding society.
Unless teachers have presented themselves as all-knowing gurus, they should be held to neither
traditional standards nor expectations in the online education field that face-to-face outcomes can
be equaled or even surpassed by leveraging the affordances of new educational technologies.
8. Layoffs to balance budgets are common during the pandemic. Will online education fan
the flames of unemployment in the educational sector? If so, will it not jeopardize the
effectiveness of e-learning environments?
Online education itself would not normally cause unemployment unless bloated administrations
tried to justify their existence by a futile attempt to save money through mass production of
education. Layoffs of teachers can only hurt the quality of education. Schools often order
hardware like computers without investing in the more important training of teachers to use the
technologies effectively. Again, online education should not be a separate sector but rather a new
way that teachers work. For quality in education, people should always be the essential priority.
9. There is an edge in online education for those countries with a robust infrastructure and
governmental support. What kind of international cooperation can ensure educational
parity in developing countries like India?
Especially in these times of global economic crisis, perhaps self-reliance to achieve parity is more
effective than waiting for action at intergovernmental levels. The Internet has allowed for
disintermediation – cutting out the middle man both in shopping and in international relations.
First, get as many citizens online as possible, even with limited connectivity or by mobile phone.
Next, urge them to acquire the language and content they need to participate in the global market
of goods and ideas. Then approach individuals and institutions in other countries with knowledge
and skills to exchange. In the case of educators, participate actively in international online events
and academic associations.
10. Webinars and online conferences are plaguing the online learning environment during the
pandemic. Should there be regulations to maintain quality of e-learning content?
Count it as a blessing if there are too many online events in your country rather than too few. The
technology can be distracting until either it is perfected or it becomes embedded invisibly in the
environment and the user’s experience. That is the meaning of the ubiquitous computing toward
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which we are heading. Thus, people need more experience and experimentation, which may be
unsatisfying at the moment but is part of the learning process. The relevant regulations should be
academic standards and ethics, not rules and restrictions imposed from above educational circles.
11. What is the role of the World Association for Online Education (WAOE) in popularizing
and enabling online education during the pandemic?
Since 1998, although the WAOE is one of the first global virtual organizations, we struggle like
most voices to be heard in an age of excess and questionable information fueled by the ease of
social media expression. We are encouraged by the renewed interest in online education and the
need for shared expertise, so we are trying to step up our outreach. We already have a global
network of scholarly educators, and we especially amplify the voices of Asians and Africans, so
we just need to provide specific activities and communication channels that are accessible and
educational. In that spirit, we appreciate your sharing the news about our work with your readers.
[6]
Endnotes: for further reading
[1] McCarty, S. (2012-2013). "What is the Academic Life?" series: 1. General Answers to
Essential Questions, 2. The Idea of the University, and 3. Upholding Professional Standards and
Ethics. Education India Journal: A Quarterly Refereed Journal of Dialogues on Education.
https://hcommons.org/deposits/download/hc:26460/CONTENT/academic_life_series.pdf
[2] McCarty, S. (2020, May 24). Post-Pandemic Pedagogy. Journal of Online Education. New
York University. https://www.academia.edu/43227493/Post-Pandemic_Pedagogy
[3] McCarty, S. (2005, August). Spoken Internet to go: Popularization through Podcasting. JALT
CALL Journal, 1(2), 67-74. https://www.academia.edu/11156449/Spoken_Internet_to_Go_
Popularization_through_Podcasting
[4] Sharma, P.K. (2020, June 2). Time to Leverage Podcasting in Education. EdTechReview.
https://edtechreview.in/trends-insights/trends/4072-time-to-leverage-podcasting-in-education
5] Mishra, S. (2020, May 30). Blended learning is the way forward after the pandemic. University
World News. https://www.universityworldnews.com/post.php?story=20200528134934520
[6] Get involved through the World Association for Online Education Facebook Page
https://www.facebook.com/waoepage or WAOE-Views e-mail discussion list
https://groups.google.com/forum/#!forum/waoe-views
******************************************************************
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Paper-2
From West Bengal to New York: A Cross-
Cultural Analysis of Grade Eight Students'
Attitudes and Experiences Using Computers at
School and at Home
Mathew Swerdloff
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From West Bengal to New York: A Cross-Cultural Analysis of Grade Eight Students'
Attitudes and Experiences Using Computers at School and at Home
Mathew Swerdloff3, Ed.D. ©2020
Abstract
This research took place in West Bengal, India and New York, United States, between April
and September of 2014. Randomly selected eighth grades students at one school in each
country were interviewed by the researcher. Students were selected from a sample of
convenience of all eighth grade students in each school. In New York, parents provided
written consent and students provided written assent. In West Bengal, verbal consent was
provided by the school Principal and by each student. Eight students from each school were
interviewed using a formal, structured approach, with informal warm-up questions
preceding each interview (Bogdan & Biklen, 2007). Students were selected to provide an
equal distribution of male and female students interviewed at each school. Interviews were
recorded and transcribed verbatim. Each student was asked 20 questions covering their
experiences, feelings, and attitudes about computer use at home and at school. There was
no pre-determined research question; rather inductive data analysis was used to draw a
research focus from the data after it was collected (Bogdan & Biklen, 2007). Data analysis
consisted of identifying themes and key words, counting and analyzing key word frequency
at each school, and noting similarities and differences between schools. Major items were
indicated and discussed. Limitations of the study and suggestions for further research were
noted.
Conceptual Framework
The phenomenological approach was used to design and implement his study. This
approach recognizes that qualitative data analysis sometimes depends on the perspective of the
interviewer, and that the researcher is tasked with finding the meaning and themes in the
interview transcripts, both in what is said, and in what is omitted (Bogdan & Biklen, 2007). The
goal of this research was to understand and compare the experiences of the students in each
country. While the interview questions were focused on computer use at home and in school, a
specific research question emerged from the transcripts. It was understood that there was an
3 Adjunct Professor, State University of New York, USA
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element of subjectivity to this research. However, the researcher focused on identifying the
themes, similarities, and differences that were most obviously apparent in the transcripts. This
step was taken to minimize researcher bias, cultural misunderstanding, and subjectivity. In effect,
while the researcher’s perspective could not be completely eliminated, it could be applied in a
similar manner in both schools; this was intended to minimize the limitations of the study. The
phenomenological approach was chosen to help the researcher better understand the experiences
of the students. By using this approach, pre-conceived ideas were minimized, and the data itself
led to the conclusions that followed.
Gall, Gall, and Borg (2007) describe four specific steps in phenomenological
research. These steps are designed to allow the researcher to draw from the data the intentions
and meanings presented by the interviewees. It is useful when the research question is vague or
non-existent, in that it allows the research to proceed with just a topic or area of interest, as was
the case in this research. Depicted in Table 1 below, these steps were followed when conducting
the present research.
Table 1
Steps in Phenomenological Research
Step Description Specific Instance in this Study
1 Identify a topic of personal or social
significance.
How are student experiences using
computers in school and at home in West
Bengal and New York different and alike?
2 Select appropriate participants. Sixteen grade eight students chosen.
3 Interview each participant. Sixteen interviews conducted.
4 Analyze the interview data. Keyword and frequency analysis.
Description of the Setting and the Subjects
In West Bengal, the school is a rural, non-sectarian, private school serving Indian middle
class families for students in grades K through 12. Interviews with the Principal indicated that
many students travel to attend this school, some from as far as an hour away. Some take local
buses, some walk or bike, and a few are driven by parents. Parents pay tuition, with some
scholarships available, and some students attend from local, underprivileged communities at no
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cost to the family. All students wear uniforms while in school. The school is part of a national
chain of similar facilities, operated on a for-profit basis, and governed by a central administrative
office, with a good deal of autonomy allotted to the Principal. The school adheres to the current
set of national educational standards in India. In comparison to other Indian schools this is an
advanced facility with a computer lab, clean, well lit rooms and clean grounds, some air
conditioning, and sufficient staff. Teachers report no discipline issues, and students show great
deference to the adult staff in the halls and classrooms.
The students were interviewed in an empty computer lab with the rest of the class, the
teacher, and the Principal present in the room. The students and adults remained seated off to the
side while interviews were conducted at the back of the room. Interview audio was recorded on a
laptop using an external microphone and videotaped using a portable camera.
In New York, the school was a suburban, middle class public school located an hour from
a major metropolitan city. Students at this school have parents who work in a variety of
professions that place them in the middle class for New York State but in the upper
socioeconomic class if ranked nationally. Students enter this school in the sixth grade after
attending one of three K-5 elementary schools in the district. Eighth grade is the terminal grade
for this building. Students were interviewed outside their computer lab in a quiet hallway while
class was in session. Each student was called out of class to meet the researcher. Student and
researcher sat opposite each other with a third chair between them holding a laptop for recording
and a portable video camera. The New York students were prepared for the interview in that
parents gave permission in writing and their teacher told them that the researcher would be
coming that day.
Both schools were comprised of mostly middle class students in terms of their respective
countries. While the socio-economic demographic was vastly different between schools, relative
to each country, they were comprised of a similar socio-economic grouping within their own
country. Similarly, both schools, relative to their countries, were well equipped and maintained,
with adequate staff and facilities. One major difference noted was between the grades served in
each school. As noted, the West Bengal school served the equivalent of American grades K-8,
while the New York school only served graded 6-8. Also, the West Bengal school was in a very
rural area, three hours from the nearest city, and within walking distance of extreme rural poverty.
The New York school was in a suburban community of middle class homes. Thus, while the
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demographic of the students interviewed in both schools was similar relative to their countries,
the larger environments were quite different.
Research Question
As noted earlier, the research commenced without a formal research question. Using
Gall, Gall and Borg’s phenomenological approach (2007), the researcher identified a topic of
interest and designed interview questions to address this topic. The research question emerged
during the data analysis portion of the research, when it became clear that there were some
notable differences between the responses from each school. The research question became:
How are student experiences using computers in school and at home in West Bengal and New
York different and alike?
Research Design
This study used a qualitative design that was based on inductive data analysis methods
(Bogdan & Biklen, 2007). In West Bengal, the researcher was introduced to the students by the
Principal, in New York by the classroom teacher. Structured interviews took place in order to
facilitate the data analysis process with eighth grade students. In West Bengal and New York,
the interviewer used warm up questions that were designed to relax the interviewees (Bogdan &
Biklen, 2007) and recorded each session in order to be able to transcribe all data at a later date.
It was deemed important to establish rapport with the students in order to facilitate open and
honest responses and ensure useful data (Gall, Gall & Borg, 2007). This was accomplished
through informal conversation with each student prior to the interviews.
The focus of the questions was the experiences of students using computers at home and
in school in each culture. Twenty questions were asked of each student; ten pertained to school,
ten to home. Follow-up questions were asked where clarification was needed. Interviews were
recorded and transcribed. Data analysis was completed on the written transcripts as per Bogdan
& Biklen (2007), using analysis of key words and phrases. Within each interview, recurring word
or ideas emerged which were tracked using coded tables. This process involved looking for
recurring key words in the text between and within the sixteen interviews. There was no follow
up or report to the interviewees after the initial interviews were conducted.
Qualitative Data Analysis
The identification of key words in qualitative research is a valuable method of analysis
(Gall, Gall, & Borg, 2007). Six prominent key words emerged after the interview text was
analyzed using visual analysis and frequency counting using Microsoft Excel. Key words were
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not pre-determined but emerged organically from the analysis of the data. Appendix A depicts
the key word responses to all 20 questions for each school. Creating this table was the first step
of data analysis.
Once the data was placed in this table, a frequency count was assigned to each
word at each school. Thirteen key words or phrases were identified based on frequency in the
interview text. The thirteen most repeated key words and phrases are show in Table 2. It is worth
noting that there are only two instances where the data reveals a similarity as defined by a match
or near-match in frequency between schools. For most key words the data reveals a pattern of
high frequency in one school with low or no frequency in the other school. This would seem to
point to a greater number of differences being identified between the two schools, and little
congruence in student response between schools.
Table 2
Frequency of Key Words Appearing in Each Interview Transcript
Word West Bengal New York Total
Gaming\games 25 5 30
Homework 0 26 26
HTML(web design) 15 0 15
Typing 1 14 15
Music 2 7 9
Frustrated\frustrating 0 9 9
Friend 5 1 6
Mother\sister 0 4 4
Father\uncle 4 0 4
Surfing 5 0 5
Research 3 3 6
Videos 1 1 2
Bored 0 1 1
A close examination of these data revealed several noticeable differences between the
responses from West Bengal and New York, both in terms of what computers are used for, the
relationship to the computers by the students, and troubleshooting procedures. When students
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reported that they went to an adult for help with computers, all of the West Bengal students
reported seeking help from a male (father or uncle), while all of the New York Students sought
help from a female (mother or older sister). More students in West Bengal sought help from a
friend (5) than in New York (1), and 7 out of 8 New York students reported being “frustrated”
with computer problems, while none of the West Bengal students reported the same experience.
There were several noticeable differences in the types of activities students carried out on
the computers. The top three activities for the West Bengal students were gaming, HTML (web
design) and surfing. The top three activities for New York Students were homework, typing, and
listening to music. Table 3 depicts the top three keywords for each school. The top two
keywords were “gaming” and “homework”, which present an unique juxtaposition. In West
Bengal, “gaming” was mentioned 25 times, most notably as the home computer activity, but also
as an in-school activity. “Gaming” was mentioned only 4 times by the New York students. The
other most frequent keyword was “homework”, and it was mentioned 26 times in New York and
not at all in West Bengal. These observations would be worth further investigation at a later
date.
Table 3
Top Three Key Words for Each School
Word West Bengal New York
Gaming\games 25
HTML 15
Surfing 5
Homework 26
Typing 14
Frustrated\frustrating 9
It was deemed important to provide a balanced sample in terms of gender. Students were
selected randomly to be interviewed but an even mix of males and females was purposefully
selected by the researcher. Table 4 shows the gender breakdown of interviewees by school.
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Table 4
Gender Distribution in Each School Sample
Gender Bengal New York Total
Female 4 4 8
Male 4 4 8
Limitations of the Study
Sample size- This is a clear limitation of this study. Due to reasons beyond the
researcher’s control, only eight students were able to be interviewed in India. With those data in
hand, the researcher chose to interview eight students in New York as well, to provide identical
sample sizes, even though both samples were quite small. Given this small sample size, any
implications for education are accompanied by a proviso that a larger study should be conducted
to verify these findings.
Population- It is expected that results of this study cannot be generalized to schools with
similar demographics. The schools were not diverse enough and the sample was not large enough
to generalize across different ethnic, cultural, home language, and socioeconomic groups.
Ecological- As the researcher administered all interviews and transcripts are available, it
is likely that this study will be fully replicable. A script was used for the interviews which can be
replicated at another site.
Hawthorne effect- Students knew that they were being assessed by a researcher in their
school. They may have been likely to embellish or overstate based on this information. To
counter this effect the researcher emphasized that the purpose of the study was to obtain honest
information on them, and that they should be honest and forthcoming in their participation. In
addition, the research design ensured that this affect would apply to both groups in the same
manner.
Novelty and disruption effects- The novelty of having the researcher in the classroom
was likely to cause some disruption to the classroom culture. In West Bengal in particular, the
presence of an American educator in a small rural school was notable, and received with some
fanfare. This was minimized by his being present in both groups to conduct the interviews, but the
West Bengal students saw the researcher in a very different way than the New York students did.
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To these students the researcher was a venerated scholar and highly respected. In New York this
was not the case. How this affected responses is unknown.
Researcher bias- The researcher made every effort to put aside his desires for the
outcome of the study and his biases towards the portrayal of Indian students and culture and
student use of computers. The researcher used the data as a guide in developing the focus of the
paper.
Qualitative Trustworthiness
Trustworthiness with regards to qualitative research is a measure of how useful, worthy or
relevant the research is. Unlike quantitative research, where validity and reliability are the
standard upon which the research is measured, in the qualitative realm researchers look for a
study with a high degree of trustworthiness. Trustworthiness is assessed by using the four factors
below.
Credibility- Each student had the opportunity to ask additional questions or discuss other
topics if they chose too.
Transferability- Data were maintained on the demographic background of the entire
sample. As this was a cross-cultural study, the data needs to be considered in the context of the
cultural milieu.
Dependability-Transcripts of each interview were maintained and reviewed by the
researcher and spot checked against the audio recordings.
Conformability-The researcher’s bias was clearly identified in the study.
Statement of Ethics
In New York, permission to conduct this research was granted by the Superintendent of
Schools in the district where the study took place. The parents received a letter describing the
study and were asked to return a form to provide consent. Parents provided consent for their
children to participate in the study or did not return the form. All students assented to the study in
writing.
In West Bengal, a very different set of cultural and academic norms prevailed. The
researcher did plan to get written parent approval prior to the interviews, but this was deemed
unnecessary. Upon arrival at the West Bengal school he was informed that he could begin the
interviews right away, and given the opportunity cost of postponing, decided to proceed without
explicit parental consent. Recognition of the different cultural norms in West Bengal is important
in terms of this research. Discussions with local school administrators and academics indicated
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that the procedure used in this research was completely acceptable. Although it would not be so
in New York, in West Bengal the role of the teacher and principal is very different. This notion
of relational ethics (Gall, Gall, & Borg, 2007), wherein the cultural milieu is considered when
making research decisions, was important in this case. Given the minimal risk to the interviewees
participating in the study, and these cultural norms, the research proceeded with verbal consent
from the Principal and the interviewees.
To assure confidentiality, all identifying data were held by the researcher in a secure
location using modern data encryption techniques. All published data has been stripped of any
identifying information.
Implications for Education
These data presents some interesting points for consideration and possible further
research. There were notable differences between the interviewee responses in the two schools
with regard to what computers are used for, how they receive help when in need, and how they
feel about using the computer. In India, the computer was associated with fun activities, with free
time and with enjoyment. It was never used for homework or typing practice, and was used
mostly for gaming, which was clearly an enjoyable activity for the interviewees, along with
creating web pages, also a high interest and high enjoyment activity. Due perhaps to the gender
roles of parents, the interviewees in West Bengal sought assistance exclusively from male adults
when in need.
In New York, the computer was associated mostly with typing and homework, neither of
which was deemed fun or enjoyable. It was unclear if this was a factor of more homework in
New York or just that the homework they received required the computer to complete. In New
York all of the students who sought assistance did so from adult females. Again, the reason for
this was not discovered, but is worth considering in the future. In addition, New York students
expressed frustration with their computers often (7 instances), while those in West Bengal never
did.
Despite the small sample size, there were notable differences that became apparent in the
data analysis. The apparent lack of creative, fun uses of the computer by New York students was
notable, as was the excitement and joy in West Bengal. All of the students encountered virus’,
pop-up ads and slow Internet speeds, but only the New York students expressed frustration with
this.
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Suggestions for Further Research
Research into the gender roles of parents in both countries in terms of computer use of
students in particular and education in general is a topic that is worth exploring further.
Specifically, it would be interesting to compare how the gender roles of parents compare between
the two cultures in terms of education and educational issues, amongst the middle class.
Student perceptions of computers seemed very different in West Bengal and New York.
An examination of the causes of this is worth exploring. It might be worth examining if the
novelty of the personal computer has worn off in New York, while in West Bengal it still retains a
fresh appeal. For the New York students, was the mobile device the platform for creative and fun
activities rather than the computer?
The role of homework in education is being discussed broadly in New York and the
United States. There is a vocal constituency of parents and educators that decry the burden of
homework on adolescent lives, and are asking for less of it. Again, while the sample is small, all
of the New York students reported that homework was their main activity, in home and at school,
while none of the West Bengal students did. How does this affect student attitude to school and
computer use, student enjoyment, and adolescent development?
References
References:
Bogdan, R.C. & Biklen, S. (2007). Qualitative research for education: An introduction to
theories and methods. Boston, MA: Allyn and Bacon.
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
ISSN 2278-2435, Vol. 9, Issue-2, May-2020. Page 20
Creswell, J.W & Plano Clark, V.L. (2011). Designing and conducting mixed methods research.
Thousand Oaks, CA: Sage Publications, Inc.
Gall, M., Gall, J., & Borg, W. (2007). Educational research: An introduction. Boston, MA:
Allyn and Bacon.
Lester, S. (1999). An introduction to phenomenological research. Taunton UK, Stan Lester
Developments
Meyers, L., Gamst, G., & Guarino, A. (2006). Applied multivariate research. Thousand Oaks,
CA: Sage Publications.
Campbell, J. (2011). Qualitative method of research: Phenomenological. NSU Ph.D. program documents.
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
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Paper-3
Gender Differential in Disability among
School Going Children and its Impact on
School Enrolment in India
Anita Pal
Dr. Madhusudan J. V
Dr. Jeetendra Yadav
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Gender Differential in Disability among School Going Children and its Impact
on School Enrolment in India
Anita Pal4
Dr. Madhusudan J. V5
Dr. Jeetendra Yadav6
ABSTRACT
The target of the Sustainable Development Goals (SDGs) recognizes disability as one of the
factors which influence equity and inclusion in the social, economic and political dimensions of
development. India has majority youth population suffering from single or multiple disabilities for
whom pursuing education is a major challenge. This study aimed to understand the gender
differential in disability and assess the effect of various disabilities on school enrolment in India.
The study used data from Unified District Information System for Education (U-DISE 2016-17).
To identify the disparities and nature of association between disability and school enrolment,
bivariate and multivariate analysis were performed. Our study pointed that the percentage of
children enrolment with disability was very low and there were huge gender disparities in terms of
enrolment with various forms of disability. It can be argued that this focus on the redistribution of
resources and access is desirable and important, as children with disabilities. The influence by
medical understanding of disability further reinforces this gap, so it seems convenient to
distinguish between children who can access educational opportunities available to the majority,
while others by their own restricted (disabled) abilities, and therefore must attend special schools
with little regard to a possible lifetime of existence at the fringe of society.
Keywords: disabilities, education, school enrolment, DISE data
Introduction
According to the World Health Organization’s (WHO) World Report on Disability, an estimated
95 million children (5.1%) aged 0–14 years have some form of disability which include Autism
Spectrum Conditions, Developmental Delay, Behavioural Disorders and Learning Difficulties
4 Research Scholar, Department of Education and Education Technology, School of Social Sciences, University of
Hyderabad, Hyderabad-500046 Telangana State 5 Associate Professor, Department of Education and Education Technology, School of Social Sciences, University of
Hyderabad, Hyderabad- 500046 Telangana State 6 Technical Officer (B), National Institute of Medical Statistics (NIMS)
Indian Council of Medical Research (ICMR), Deptt. of Health Research, Ministry of Health & Family Welfare, Govt
of India, Medical Enclave Ansari Nagar, New Delhi -110029
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(WHO 2013). As per Census 2011, around 30% of age 0-19 years, having disability where 17% of
children 10-19 years had a disability which is highest as compared to other age groups of people.
[0-4 (5%); 5-9 (7%)]. Out of the total disabled in the age group 0-19 years, 20% are having a
disability in hearing followed by 18% with disability in seeing and 9% has multiple disabilities.
The Census 2011 showed that, 61% of the disabled children aged 5-19 years are attending
educational institutions and among the disabled children aged 5-19 years who were attending
educational institutions, 57% are male children. 54% of the disabled children with multiple
disabilities never attended educational institutions. Also, 50% of the children with mental illness
never attended educational institution. Fifty-four percent of the disabled children with multiple
disabilities never attended educational institutions. Also, 50% of the children with mental illness
never attended educational institution.
According to WHO Disability defines, “Disabilities is an umbrella term, covering impairments,
activity limitations, and participation restrictions”. The Convention on the Rights of Persons with
Disabilities (CRPD) states that “persons with disabilities include those who have long-term
physical, mental, intellectual or sensory impairments which in interaction with various barriers
may hinder their full and effective participation in society on an equal basis with others” (CRPD
2006).
The aim of the Sustainable Development Goals (SDG) recognizes disability as one of the
components which influence equity and inclusion in the social, economic and political dimensions
of growth. It build and enhance existing education systems across countries in such a way that
would allow the disabled population to access educational institutions with greater ease by 2030.
Children with disabilities are widely believed to be less likely to attend school or access health
care, and more vulnerable to poverty. However, children with disabilities continue to be the group
most excluded from the education system. It is widely acknowledged that of the 57 million
children who were out of school in 2011, a high proportion of these were likely to have had some
type of disability.
Many studies attempted to identify the factors associated with low school enrolment of children
with disability. The lack of preparedness in the school system and societal failure to cater for
special needs children are the causes for the low enrolment. Embedded in the Societal factors
associated with low enrolment includes poverty (African Child Policy Forum 2011; Rousso H
2003) and negative attitude (Roussa H 2003; Avramidis E & Norwich B 2002; Etenesh A 2000).
The school system also lacks an adequate number of skilled teachers trained in special need
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education (Avramidis E & Norwich B 2002; Agbenyega J 2007; Agbenyega JS 2003; Lewis I
2009), lack of budget and appropriate resources to provide streamlined education (Deng LB 2003;
UNICEF 2003), and their infrastructures are not suitable for children with disability (African
Child Policy Forum 2011; UNICEF 2003). Apart from this, disability is a barrier to get schooling
mainly because of discrimination and children with disability can be enrolled in ordinary schools
with some adjustment of the school environment (Oranga W 2001; African Child Policy Forum
2011; Shimelis T 2011). However, school enrolment of children with disability in developing
countries is very low (Savolainen H 2000). The rights of children with disability (CwD) are
grossly neglected, especially the right to education (Savolainen 2000). A failure to address
inequalities, stigmatization and discrimination related to wealth, gender, ethnicity, linguistic
communication, location and disability is holding back progress towards quality teaching for all.
Disability is strongly connected with poverty and marginalization. Children and youth with
disabilities are among the most marginalized, excluded people in the world. For instance, many
children drop out of school in Brazil because of a lack of reading glasses, widely usable in most
high-income countries (Mont D 2007).
According to National Policy for Children (2013), all children have equal rights and no child shall
be discriminated against on grounds of religion, race, caste, sex, place of birth, class, language, and
disability, social, economic or any other status. India has majority youth population suffering from
single or multiple disabilities for whom pursuing education is a major challenge. These children
have equal rights to be included in mainstream school.
Objective of the Study:
This study aimed to understand the trends of total enrolment gender differential in disability and
assess the impact of various disabilities on school enrolment in India.
Data and Methods
Data
The study used data from Unified District Information System for Education (U-DISE 2016-17)
which is conducted by National Institute of Educational Planning and Administration (NIEPA).
National Institute of Educational Planning and Administration (NIEPA) is involved in data
collection as such and therefore the accuracy and truthfulness of the data rest with the States/UTs.
It is provided data by States and UTs through annual Census of schools and teachers.
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What is more remarkable about U-DISE is that it has drastically reduced the time-lag in
availability of educational statistics which is now down from 7-8 years to less than a year at the
national and only a few months at the district and state levels. To assess the progression in
elementary education, a baseline the data of 2005-06 was taken into consideration. The basic aim
was to ascertain the trend of progression in elementary education after interventions. It has
successfully developed School Report Cards of more than 1.47 million schools imparting
elementary education and about 260 thousand Secondary and Higher Secondary schools. In
addition to quantitative data, the Report Cards also provide qualitative information and a
descriptive report about individual schools. The core parameters – access, infrastructure, teachers
and outcomes designed by NUEPA were included in the study. On each parameter there exited a
set of sub-parameters (22 variables). For each sub-parameter the baseline data was decided. Some
other sources of data such as All India Educational Survey (AIES, 2002. 2009) and Annual Work
Plan and Budget (AWP&B, 2015-16, 2016-17) of SSA in Bihar were taken into consideration. It
was a time series data based on U-DISE data capture format (DCF).
This dataset is available in the public domain for research use and hence no formal approval from
the institutional review board is required. So, no ethics statement is required for this work. The
data can be freely accessed from the U-DISE website www.udise.in.
Variable Descriptions
For this study we used data based on only elementary education.
The main variables were used in this study, total enrolment of children, total children with special
needs, place of residence (Rural and Urban), gender (Male and Female), region (North, Central,
East, Northeast, West, South) and grade (Grade I to VIII which is called elementary).
Methods
To fulfil the objective first we used to show trends of disability among children across India. Then
we were trying to show the gender differences of total enrolment rate and CWSN rate across state
with the help of ARCGis Software. We also used descriptive statistics to show the gender
difference of enrolment among disabled and non-disabled children by selected background
characteristics.
Results
Trends of Total enrolment and enrolment of children with special needs, India, 2006-17
Figure 1 represents the trend of total enrolment of children and enrolment of children with special
needs for elementary education. In 2006, the gap between male and female was 5.5% which
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denotes that the total percentage of male children enrolment was higher than female (53% versus
47%). However, in 2007 this gap was drastically declined by 4.7% within a year. Post 2007, the
gender gap in terms of school enrolment was continuously declined by 3% in 2013. But Post 2014
it again was increased by 3.5 in 2017. It also illustrates that the trend of total enrolment of
children who having any kind of disability. The pattern of gender gap in total enrolment of
children with disability were similar pattern as total enrolment. But the percentage of gap was
higher as compared to total enrolment. In 2006, 17% of more disabled boys were enrolled for
elementary education as compared to disabled girls (59% versus 41%). This gap was continuously
decreasing which decreased to 16% in 2011 but after that it started increasing again. The result of
which was that 15% and 14.5% in 2016 and 2017 respectively.
Figure 1: Trends of Total enrolment and enrolment of children with disability, India, 2006-
17
Figure 2 represents the gender disparity in total enrolment and enrolment of children with
disability in states. In this figure there were two categories, below national average and above
national average which was helps to understand that where the percentage of male and female are
less as compared to overall percentage. As per figure, in most of the states the total enrolment of
male children were higher as compared to girl’s children. However, children with disability found
more likely of girls enrolment in some of the states.
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Figure 2: Gender differentials in Total enrolment and enrolment with disability by states in
India (Map)
Table 1 illustrates the gender differential in total enrolment by grade. The overall percentage of
total enrolment in grade I-V was higher among boys (51.89%) than girls (48.1%) which was
almost same in grade VI-VIII and the differences between male enrolment and female enrolment
were 3.78% and 2.93% in grade I-V and VI-VIII respectively. In grade I-V, the highest
percentage of boys (55%) were enrolled in Haryana as compared to girls (45%) which followed
by Punjab (54%), Rajasthan, Chandigarh, Dadra & Nagar Haveli, Delhi, Maharashtra, Sikkim and
Daman & Diu at the same percent which was 53%. Whereas, in Bihar, there were almost same
percentage of total enrolment in boys (50.4%) and girls (49.6%). In other side, in grade VI-VIII,
55% of boys were enrolled in Punjab as compared to 46% of girls. It was almost similar
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percentage in Haryana, Gujarat, Chandigarh and Rajasthan. In Meghalaya, the highest percentage
of girls (53%) were enrolled in grade VI-VIII as compared to boys (47%) which were followed by
West Bengal, Assam, Lakshadweep, Sikkim and Bihar by 47-49%. Considering gender
differential, there was huge difference in Haryana (10%) in elementary education (10% in each in
grade I-V and VI-VIII). In Meghalaya the highest percentage of enrolment were found among
girls, followed by West Bengal, Assam, Arunachal Pradesh, Bihar, Lakshadweep, and Sikkim in
grade VI-VIII.
Table 1: Gender differential in Total enrolment of children in India and its states, 2016-17
India and States
Boys Girls % Differences
I-V VI-VIII I-V VI-VIII I-V VI-VIII
INDIA 51.89 51.46 48.11 48.54 3.78 2.93
Jammu & Kashmir 52.60 52.93 47.40 47.07 5.20 5.86
Himachal Pradesh 52.33 52.60 47.67 47.40 4.66 5.19
Punjab 54.38 54.96 45.62 45.04 8.76 9.93
Chandigarh 53.37 54.29 46.63 45.71 6.74 8.59
Uttrakhand 52.97 52.33 47.03 47.67 5.93 4.66
Haryana 54.95 54.88 45.05 45.12 9.89 9.75
Delhi 53.22 53.40 46.78 46.60 6.45 6.81
Rajasthan 53.42 54.45 46.58 45.55 6.84 8.91
Uttar Pradesh 51.24 50.29 48.76 49.71 2.48 0.59
Bihar 50.36 49.28 49.64 50.72 0.72 -1.45
Sikkim 53.10 49.39 46.90 50.61 6.20 -1.21
Arunachal Pradesh 51.49 49.20 48.51 50.80 2.97 -1.60
Nagaland 51.33 50.78 48.67 49.22 2.67 1.56
Manipur 51.41 50.24 48.59 49.76 2.81 0.47
Mizoram 51.87 51.75 48.13 48.25 3.75 3.50
Tripura 51.08 50.57 48.92 49.43 2.16 1.14
Meghalaya 50.58 47.47 49.42 52.53 1.17 -5.06
Assam 50.50 48.43 49.50 51.57 1.00 -3.14
West Bengal 51.39 48.31 48.61 51.69 2.79 -3.38
Jharkhand 51.62 50.07 48.38 49.93 3.24 0.13
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Odisha 51.68 51.90 48.32 48.10 3.35 3.80
Chhattisgarh 51.17 50.41 48.83 49.59 2.34 0.83
Madhya Pradesh 52.53 52.47 47.47 47.53 5.05 4.94
Gujarat 52.88 54.28 47.12 45.72 5.76 8.56
Daman & Diu 53.07 53.63 46.93 46.37 6.15 7.25
Dadra & Nagar Haveli 53.25 53.29 46.75 46.71 6.51 6.59
Maharashtra 53.14 53.16 46.86 46.84 6.27 6.32
Andhra Pradesh 52.81 51.61 47.19 48.39 5.63 3.23
Karnataka 51.82 52.24 48.18 47.76 3.64 4.48
Goa 52.22 52.43 47.78 47.57 4.44 4.87
Lakshadweep 51.70 49.29 48.30 50.71 3.40 -1.42
Kerala 51.13 51.14 48.87 48.86 2.27 2.28
Tamil Nadu 51.45 51.21 48.55 48.79 2.90 2.43
Puducherry 51.72 51.51 48.28 48.49 3.44 3.03
Andaman & Nicobar Island 50.94 50.80 49.06 49.20 1.88 1.60
Telangana 51.92 51.33 48.08 48.67 3.84 2.66
In table 2, the overall percentage of total enrolment of children with disability in grade I-V was
higher among boys (58.04%) than girls (41.96%). While in grade VI-VIII, the percentage of
disabled boys and girls were enrolled 56% and 44% respectively. The differences between male
enrolment and female enrolment were 16.08% and 11.75% in grade I-V and VI-VIII respectively.
In grade I-V, the highest percentage of boys who have any kind of disability (66%) were enrolled
in Lakshadweep as compared to girls (34%) which followed by Andaman & Nicobar Islands
(64%), Goa (63%), Dadra & Nagar Haveli (62%). In other side, in grade VI-VIII, 63% of boys
were more likely enrolled in Goa as compared to 37% of girls. While in Arunachal Pradesh only
46% of boys were enrolled in respect of girls (54%) followed by Puducherry (47%), Meghalaya
(48%). Considering gender differential, there was huge difference in grade I-V where boys were
more likely to enroll than girls which was in Lakshadweep (33%), Andaman & Nicobar Islands as
well as Goa (27%). In Arunachal Pradesh, Puducherry and Jharkhand less than 10% of more boys
were enrolled in grade I-V as compared to girls. Considering enrolment in grade VI-VIII, there
were higher gender difference in Goa (25%), followed Chandigarh, Gujarat and Haryana.
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Table 2: Gender differential in total enrolment of children with disability, India and its
states, 2016-17
Boys Girls % Differences
India and States I-V VI-VIII I-V VI-VIII I-V VI-VIII
INDIA 58.04 55.88 41.96 44.12 16.08 11.75
Jammu & Kashmir 57.32 58.35 42.68 41.65 14.64 16.70
Himachal Pradesh 57.14 57.59 42.86 42.41 14.28 15.18
Punjab 60.52 52.16 39.48 47.84 21.05 4.32
Chandigarh 62.06 59.58 37.94 40.42 24.12 19.16
Uttrakhand 59.44 56.29 40.56 43.71 18.88 12.58
Haryana 60.31 58.92 39.69 41.08 20.62 17.84
Delhi 55.38 57.53 44.62 42.47 10.75 15.06
Rajasthan 59.78 57.97 40.22 42.03 19.57 15.95
Uttar Pradesh 57.47 55.45 42.53 44.55 14.94 10.89
Bihar 56.67 55.60 43.33 44.40 13.34 11.19
Sikkim 56.63 55.94 43.37 44.06 13.26 11.88
Arunachal Pradesh 52.62 46.04 47.38 53.96 5.23 -7.91
Nagaland 55.68 54.11 44.32 45.89 11.37 8.22
Manipur 57.07 55.72 42.93 44.28 14.14 11.45
Mizoram 57.14 52.97 42.86 47.03 14.27 5.95
Tripura 58.27 58.20 41.73 41.80 16.54 16.40
Meghalaya 55.75 48.36 44.25 51.64 11.51 -3.27
Assam 58.20 53.23 41.80 46.77 16.40 6.46
West Bengal 55.96 50.23 44.04 49.77 11.92 0.47
Jharkhand 54.21 51.00 45.79 49.00 8.42 2.01
Odisha 58.32 56.95 41.68 43.05 16.64 13.90
Chhattisgarh 55.53 54.42 44.47 45.58 11.06 8.83
Madhya Pradesh 56.54 56.29 43.46 43.71 13.09 12.58
Gujarat 58.54 58.98 41.46 41.02 17.09 17.95
Daman & Diu 58.90 57.41 41.10 42.59 17.81 14.81
Dadra & Nagar Haveli 62.23 56.03 37.77 43.97 24.46 12.06
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Maharashtra 60.38 57.09 39.62 42.91 20.77 14.17
Andhra Pradesh 57.98 55.59 42.02 44.41 15.96 11.19
Karnataka 57.18 57.13 42.82 42.87 14.37 14.25
Goa 63.32 62.67 36.68 37.33 26.64 25.34
Lakshadweep 66.41 56.58 33.59 43.42 32.81 13.16
Kerala 58.01 55.67 41.99 44.33 16.02 11.34
Tamil Nadu 60.20 56.49 39.80 43.51 20.40 12.98
Puducherry 53.90 46.67 46.10 53.33 7.80 -6.67
Andaman & Nicobar Island 63.51 57.89 36.49 42.11 27.02 15.79
Telangana 56.81 54.52 43.19 45.48 13.62 9.03
Table 3 demonstrates the percentage of CWSN was 2.2% out of total enrolment of children in
grade I-VIII where grade I-V contributes 1.09% and Grade VI-VIII was 1.13%. Most of the
children who mentally retarded (0.48%) were enrolled for elementary education which followed
by children having low vision (0.46%) and locomotor impairment (0.35%). However in grade I-
V, children who mentally retardation were more enrolled and in grade VI-VIII, higher percentage
of children having low vision were enrolled. When we shift our focus on gender differential,
mental retardation were more common among boys (12.28%) in grade I-V as compared to girls
(11.39%) which followed by locomotor impairment and low vision. Considering grade VI-VIII,
low vision were mostly found among male (13.27%) as compared to female (12.51%).
Table 3: Percentage by Nature of Disability to total enrolment, India, 2016-17
Nature of disability
Total Boys Girls
I-V VI-VIII I-V VI-VIII I-V VI-VIII
Blind 0.03 0.03 1.57 1.56 1.45 1.47
Low vision 0.17 0.29 7.85 13.27 7.28 12.51
Hearing Impairment 0.12 0.11 5.49 5.12 5.09 4.83
Speech Impairment 0.11 0.09 5.35 3.89 4.96 3.67
Locomotor Impairment 0.17 0.18 8.11 8.32 7.51 7.85
Mental Retardation 0.26 0.22 12.28 10.24 11.39 9.65
Learning Disability 0.12 0.12 5.93 5.33 5.49 5.03
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Cerebral Palsy 0.03 0.02 1.53 1.02 1.42 0.97
Autism 0.01 0.01 0.54 0.42 0.50 0.39
Multiple 0.07 0.05 3.25 2.29 3.02 2.16
Table 4 shows the CWSN by nature of disability. In overall grade I-V, more than one fifth of
children suffered with mental retardation which followed by low vision (15.13%) and locomotor
impairment (15.62%) while in grade VI-VIII a slightly more than one fourth (25.78%) of children
having low vision, followed by mental retardation (19.89%) and locomotor impairment (16.17%).
The percentage of autism children were low in both the grades which was 1.05% and 0.81% in
grade I-V and VI-VIII respectively. Considering male-female gap, in grade I-V mental retardation
were more common among both boys (13.75%) and girls (9.94%) and also the difference was
3.81%. However, in grade VI-VIII, the percentage of children with disability were more suffered
from low vision (14.41% versus 11.38%) which shows 3% of boys with disability having low
vision as compared to girls. As similar results, in both grade of boys and girls were found least
common problem with autism.
Table 4: Percentage by Nature of Disability to Total Students with Disability, India, 2016-17
Nature of disability Total Boys Girls
I-V VI-VIII I-V VI-VIII I-V VI-VIII
Blind 3.02 3.03 1.76 1.69 1.27 1.34
Low vision 15.13 25.78 8.79 14.41 6.35 11.38
Hearing Impairment 10.57 9.94 6.14 5.56 4.44 4.39
Speech Impairment 10.30 7.57 5.98 4.23 4.33 3.34
Locomotor Impairment 15.62 16.17 9.07 9.04 6.56 7.14
Mental Retardation 23.67 19.89 13.75 11.12 9.94 8.78
Learning Disability 11.42 10.36 6.63 5.79 4.80 4.58
Cerebral Palsy 2.94 1.99 1.71 1.11 1.24 0.88
Autism 1.05 0.81 0.61 0.45 0.44 0.36
Multiple 6.27 4.45 3.64 2.49 2.63 1.97
Table 5 represents the gender differential of enrolment by residence, region and grade. In Urban
areas, the percentage of difference was 5.84%, 5.92% and 15.42% in enrolment of children with
having no disability, total enrolment of children and enrolment of children with disability
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respectively which were higher than rural areas. The gender difference in total enrolment were
mostly found in north region (7.64%) and least found in east (0.91%) and northeast (0.21%).
While children with disability, the gender difference in enrolment were higher in west region
(18.15%) followed by north (16.67%) and south region (14.79%). Considering grade wise
enrolment, the gender disparity were declined in terms of total enrolment, enrolment of children
with disability and non-disabled children. In grade I, the percentage of difference in total
enrolment was 4.55%, children with disability (17.91%) and children with non-disabled (4.43%)
as compared to grade VIII total enrolment (2.68%), children with disability (10.56%) and children
with no disability (2.59%).
Table 5: Gender differential in total enrolment, CWSN and non-disabled children by selected
background characteristics, India, 2016-17
Background Total
enrolment
Children
with
disability
Non-disabled
children % Difference
Boys Girls Boys Girls Boys Girls Total Disabled Non-disabled
Residence
Rural 51.31 48.69 57.17 42.83 51.24 48.76 2.62 14.33 2.48
Urban 52.96 47.04 57.71 42.29 52.92 47.08 5.92 15.42 5.84
Region
North 53.82 46.18 58.33 41.67 53.78 46.22 7.64 16.67 7.55
Central 51.32 48.68 56.56 43.44 51.27 48.73 2.63 13.12 2.55
East 50.45 49.55 55.77 44.23 50.40 49.60 0.91 11.54 0.80
Northeast 50.11 49.89 56.53 43.47 50.03 49.97 0.21 13.05 0.06
West 53.24 46.76 59.08 40.92 53.15 46.85 6.48 18.15 6.29
South 51.72 48.28 57.39 42.61 51.63 48.37 3.44 14.79 3.27
Grade
I 52.27 47.73 58.95 41.05 52.22 47.78 4.55 17.91 4.43
II 51.86 48.14 57.88 42.12 51.80 48.20 3.73 15.76 3.61
III 51.75 48.25 57.67 42.33 51.69 48.31 3.51 15.35 3.37
IV 51.83 48.17 58.24 41.76 51.75 48.25 3.65 16.48 3.49
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V 51.73 48.27 57.69 42.31 51.65 48.35 3.45 15.39 3.30
VI 51.64 48.36 56.56 43.44 51.58 48.42 3.28 13.12 3.17
VII 51.40 48.60 55.74 44.26 51.35 48.65 2.81 11.48 2.71
VIII 51.34 48.66 55.28 44.72 51.30 48.70 2.68 10.56 2.59
Conclusion
Our study pointed that the percentage of children enrolment with disability was very low and there
were huge gender disparities in terms of enrolment with various forms of disability. Boys were
more likely to enrol for primary or secondary education as compared to girls. Similarly, in Rural
Eastern Ethiopia, Male children with disability (AOR=2.40; 95% CI=1.47, 3.92) had a better
chance for school enrolment (Geda B at al., 2016). Distance to school constitutes an educational
barrier for many girls which is intensified for girls with disability (Rousso H 2003; Al-Balushi T,
Al-Badi AH, Ali S 2011). It can be argued that this focus on the redistribution of resources and
access is desirable and important, as children with disabilities. The influence by medical
understanding of disability further reinforces this gap, so it seems convenient to distinguish
between children who can access educational opportunities available to the majority, while others
by their own restricted (disabled) abilities, and therefore must attend special schools with little
regard to a possible lifetime of existence at the fringe of society. Evidence of study aimed at
educating the girl child have highlighted that while ensuring basic conditions for ensuring girl’s
access to education such as infrastructure is essential, there is also a need to focus on
transformations in the pattern of study and the method and practice of teaching. Current endeavour
must address concerns of equity in agreement with quality for the education of children with
disabilities.
Ethical approval: The study is based on a secondary data set with no identifiable information on
the survey participants. This dataset is available in the public domain for research use and hence no
formal approval from the institutional review board is required. So, no ethics statement is required
for this work. The data can be freely accessed from the U-DISE website https://www.udise.in
Conflicts of Interest: The authors declare that they have no competing interests
Funding: This research received no specific grant from any funding agency, commercial entity or
not-for-profit organization.
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Paper-4
Inclusion and Exclusion of Persons with
Disabilities in the Institutions of Higher
Education
Pathloth Omkar
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Inclusion and Exclusion of Persons with Disabilities in the Institutions of
Higher Education
Pathloth Omkar7
Abstract
There are many invisible views, cultural myths and superstitious beliefs towards Persons with
Disabilities (PWD). The social perception, sympathetic views and discrimination of non-disabled
individuals are stigmatizing, marginalizing and excluding the persons with disabilities and there
is growing invisible inequalities with in the institutions, with in the spaces of higher education
which are creating multitude of barriers to their full participation in everyday life. The person’s
self-concept, cognitive and social development, academic performance, and psychological health
are largely affected, when an individual is not accepted fully in their own environment and in
social opportunities. A persistent focus on abilities/inabilities, negative attitude and social
rejection of people with disabilities is evident across the cultures. One side institutions do not
respond in full forms to the needs of persons with disabilities and other side follows one set of
pedagogical practices and curriculum. The provision for persons with disabilities is gaining
ground after the enactment of various disability laws and it has contributed to the increasing
enrolment of persons with disabilities in the institutions of higher education. Universities are
becoming hub for disabled but these staff and students constantly face various barriers in their
educational environment. In the institutions of higher education context this refers primarily to
the relationship between persons with disabilities and the process of teaching and learning,
preparation of pedagogy, curricula and entire engineering of the ambiences with research and
extension. In this context, this paper deals with how institutions include and exclude the persons
with disabilities and their practices for inclusion with in the institutions of higher education.
Keywords: Inclusive Policies, Persons with Disabilities, Institutions of Higher Education and
Pedagogical Practices.
7 Department of Educational Studies,School of Education,Mahatma Gandhi Central University,
East Champaran, Bihar-845 401 (India) Email: [email protected]
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
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Introduction
“Privilege is invisible to those who have it”.– Michael Kimmel
There has been a growing interest in supporting the learning of disabled students in higher
education, stimulated in part by legislation. However, what the students themselves have to say
about their experiences has not been sought in any systematic way. Even though the enactment of
various disability laws has contributed to the increasing enrolment of disabled students in higher
educational institutions, Palan (2016) suggests that ‘these students constantly face various barriers
in their educational environment’. One of the fundamental responsibilities of higher education is
to provide open and equal opportunities for students to learn, succeed, and positively contribute to
their local, national, and global societies.
The Concept of Disability
Disability is seen as the lack of ability to perform mental or physical tasks that one can normally
do (Michailakis, 2003). The term is used in legal medicine to apply especially to the loss of
mental or physical powers as a result of injury or disease. In this sense, therefore, any person
whose ability to function in a “normal” manner is limited by physical, cognitive, visual or
environmental factors is said to have a disability. When disability is interpreted as an illness or
impairment, it is viewed as occurring in an individual’s body or mind, and when interpreted as a
social construct, disability is seen in terms of the socio-economic, cultural, and political
disadvantages resulting from an individual’s exclusion.
Disability refers to the disadvantage or restriction of activity caused by the way society is
organized which takes little or no account of people who have physical, sensory or mental
impairments. As a result such people are excluded and prevented from participating fully on equal
terms in mainstream society. Disability is thus imposed on people with impairments who, as a
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result, become disabled not by their impairments, but by society (UPIAS, 1976 in Philpott &
McLaren, 1997:181). From the perspective of the social model, disability can therefore be
understood only by focusing on the relationship between persons with impairments (or perceived
impairments) and the society or environment of which they are part. In the higher education
context this refers primarily to the relationship between a student with impairment and the process
of teaching and learning and research. Are there conditions in higher education which allow
disabled students to participate fully in this process, even if their participation entails using
different forms of engagement with the curriculum such as braille or sign language? To answer
this question it is necessary to examine whether there are any barriers in higher education
institutions or in society at large that prevent or limit the emergence of conditions that would
enable disabled people to participate fully in higher education.
Models of Disability
Disability is a social construct, not the inevitable consequence of impairment. Disability is best
characterized as a complex interrelationship between impairment, individual response to
impairment, and the social environment and the social disadvantage experienced by disabled
people is caused by the physical, institutional and attitudinal (together, the ‘social’) environment
which fails to meet the needs of people who do not match the social expectation of ‘normalcy’
(Hosking, 2008, p. 7). Critical disability theory thus recognizes the need to consider both personal
and social factors when trying to understand disability, without making one aspect dominant over
the other (Hiranandani, 2005). Two important elements of critical disability theory are relevant in
this study. These are rights and language.
Human Rights
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The theory recognizes that people with disabilities have rights to autonomy -individual rights, as
well as rights to full participation in society (Hosking, 2008). Several human rights legislations,
for example, the Universal Declaration on Human Rights; the UN Convention on the Rights of
the Child; the UN Convention on the Rights of Persons with Disabilities, clearly establish that
people with disabilities have the same rights as other members of the societies they live in.
Discrimination on the grounds of disability is therefore prohibited. Critical disability theory
embraces human (and legal) rights as an indispensable tool to advance the equality claims of
people with disabilities and to promote their full inclusion into all aspects of their society
(Hosking, 2008). In recent years, inclusion and exclusion have been viewed and interpreted as
rights. A Rights discourse of inclusion and exclusion is supported in and by many international
rights declarations. For Example the Universal Declaration of Human Rights (1948); the United
Nations Convention on the Rights of the Child (UNCRC) (1989).
Language and Labels
Critical disability theory also addresses how language and labels affects the concept of disability
and the status of people with disabilities (Hosking, 2008). Kress-White (2009), points that “the
language of disability, and the definitions and symbols that attach to societal lexicon, can be
significant disablers” (p. 53), for many persons in society. Directly associated with the concept of
difference and disability discourse are the words or language that define and categories those as
different. Language is often reported as instrument of exclusion. The dimensions of disabilities
are as vast and as widespread as the individuals themselves. The specific language used to
identify able-bodies and disable-bodies within culture are so conflated that the meanings merge
together.
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Inclusion
Inclusion is a difficult concept to describe because how it is defined and implemented tends to be
context specific (Armstrong et al., 2011; Lambe 2011; Ratan Sarkar 2016). Inclusion refers to all-
encompassing access to admission, programs, events, classes, and physical spaces within the
university environment. Inclusive education’ in general a system of education wherein all students
i.e. those with and without disability, learn together, most or all of the time, and the system of
teaching-learning is suitably adapted to meet the learning needs of different types of students such
that learning outcomes of comparable/satisfactory quality are achieved for all students (The
Rights of Persons with Disabilities Bill Draft, 2012).
Exclusion
The process whereby certain groups are pushed to the margins of society and prevent from
participating fully by virtue of their poverty, low education or inadequate life skills. This
distances them from job, income and education opportunities as well as social and community
networks. They have little access to power and decision making bodies and little chance of
influencing decisions or policies that affect them and little chance of bettering their standard of
living. The concept of social exclusion is closely related to the concept of marginalization.
Marginalization originated from the political struggles of people of colour, women, the poor,
immigrants, the mentally ill, and children (Hall, 1998). It is tied to the notion of normality, where
those who are not perceived to fall within the bounds of normality. Marginalization is often
described as a socio political process that results in inequality and disadvantages.
Pedagogy and Instruction
Pedagogy and instruction are the core of the university. As suggested by Rodney Pennemon,
“When you’re designing your class and putting it together, you really need to think globally in
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terms of who’s going to be (your) audience, who do (you) need to reach? (There may be) younger
students, non-traditional students, students from different backgrounds and different
cultures…you are going to have an audience of people that come from a lot of different
backgrounds, and so you want to be able to appeal to as many different levels as possible.”
(University of Washington, 2015). Each and every differently abled students has individualized
instructional needs in their academics, one set of curriculum and one set of practices does not help
in creating inclusive and supportive atmosphere in the campuses.
Universal Design in Education
Universal design in the education setting is a framework of instruction that aims to be inclusive of
different learners to reduce barriers for all students, including those with disabilities. We used the
principles of Universal Design for Learning (UDL focuses on the learner) and Universal Design
for Instruction (UDI focuses on instruction). UDL/UDI strives to make educational products and
environments welcoming, accessible, and usable for everyone. Can be applied to instruction,
services, information, technology, and physical spaces to ensure welcoming, accessible, and
usable products and environments for students, instructors, staff, and others (Myers et al., 2013).
Applications of Universal Design in Education
In Instruction In Services In Information
Technology
In Physical Spaces
Class climate
Interaction
Planning, policies,
and evaluation
Physical
Procurement and
development policies
Physical environments
Planning, policies, and
evaluation
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
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Physical environments
and products
Delivery methods
Information resources
and technology
Feedback
Assessment
Accommodation
environments and
products
Staff
Information
resources and
technology
Events
and products
Information
Input and control
Output
Manipulations
Safety
Compatibility with
assistive technology
Appearance
Entrances and routes of
travel
Fixtures and furniture
Information resources
and technology
Safety
Accommodation
(Source: Burgstahler, 2013)
Universal Design for Learning
Burgstahler (2013) states that the term "universal design for learning" means a scientifically valid
framework for guiding educational practice that-
(A) Provides flexibility in the ways information is presented, in the ways students respond or
demonstrate knowledge and skills, and in the ways students are engaged; and
(B) Reduces barriers in instruction, provides appropriate accommodations, supports, and
challenges, and maintains high achievement expectations for all students, including students with
disabilities and students who are limited English proficient.
The UDL framework and principles helps address learner variability by shaping the design of
flexible goals, methods, materials, and assessments that empower educators to meet varied needs
the all learners.
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Conclusion
A cohesive and multidisciplinary approach is essential to the integration of students with
disabilities in the mainstream of campus life. Supporting students with disabilities needs to
involve personnel at every level across the institution, from policy makers at managerial level to
academics, general and direct line staff and, of course, the student him/herself. A truly inclusive
campus takes a more holistic approach. It takes an entire campus, from administration to
architecture to academics, to create a welcoming and inclusive environment. In many cases,
exclusion and marginalization are unintentional, a matter of unquestioned assumptions, lack of
knowledge, or inadequate skill. What makes our approach unique is that it focuses not only on the
institutional mechanisms required to support an inclusive and diverse university, but also on the
ways in which each of us must take responsibility for supporting inclusion and diversity. We are
convinced that simply changing a policy or two, or identifying a key point person responsible for
inclusion on campus, while important, will not result in the deep cultural change needed. Each of
us from members of the senior administrative table, to members of student social clubs needs to
build our understanding of how we (intentionally and unintentionally) include and exclude
members of our community; to take steps to bridge and respect differences; and to hold ourselves
accountable for change and inclusive society.
References
Armstrong, D., Armstrong, A. C., & Spandagou, I. (2011). Inclusion: By choice or by chance?
International Journal of Inclusive Education, 15(1), 29-39.
Burgstahler, S. (2001). Universal design of instruction (EC309179). DO-IT, University of
Washington
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
ISSN 2278-2435, Vol. 9, Issue-2, May-2020. Page 46
Burgstahler, S. (2009). Self-Examination: How Accessible Is Your Campus? Retrieved from DO-
IT, University of Washington.
Burgstahler, S. (2013). Introduction to universal design in higher education. In Universal design
in higher education: Promising practices. Seattle: DO-IT, University of Washington.
Burgstahler, S. (2015). Universal design: Process, principles, and applications: a goal and a
process that can be applied to the design of any product or environment.
Hall, J., & Tinklin, T. (1998). Students first : the experiences of disabled students in higher
education (SCRE Research Report Series No. 85). Edinburgh, Scotland, United
Kingdom: Scottish Council for Research in Education.
Hiranandani, V. (2005). Towards a critical theory of disability in social work. Social Work, 6(1).
Hosking, D. L. (2008, September). Critical disability theory. In A paper presented at the 4th
Biennial Disability Studies Conference at Lancaster University, UK.
Karen A. Myers, Jaci Jenkins Lindburg, & Danielle M. Nied (2013). Allies for Inclusion:
Disability and Equity in Higher Education: ASHE Volume 39, Number 5: John Wiley
Publications.
Kress-White, M. (2009). The quest of inclusion: Understandings of ableism, pedagogy and the
right to belong (Doctoral dissertation).
Michalakis, K. X., Hirayama, H., & Garefis, P. D. (2003). Cement-retained versus screw-retained
implant restorations: a critical review. International journal of oral & maxillofacial
implants, 18(5).
Ministry of Law and Justice, (2012). The Draft Rights of Persons with Disabilities Act,2012, By
the controller of Publications, Delhi.
Myers, K. A., Lindburg, J. J., & Nied, D. M. (2013). Allies for Inclusion: Disability and Equity in
Higher Education: ASHE Volume 39, Number 5. John Wiley & Sons.
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ISSN 2278-2435, Vol. 9, Issue-2, May-2020. Page 47
Palan, R. (2016). Disabled Students in Higher Education: A Study of Experiences and Aspirations
(Doctoral dissertation, Tata Institute of Social Sciences, Mumbai).
United Nations (UN). (2006). Convention on the Rights of Persons with Disabilities and
Optional Protocol.
*****************************************************************
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
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Paper-5
Teacher’s Perception of Student
Evaluation of Teachers in Relation to
Demographic Determinants. Tanushree Balial
Sudeshna Lahiri
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Teacher’s Perception of Student Evaluation of Teachers in Relation to Demographic
Determinants. Tanushree Balial8
Sudeshna Lahiri9
ABSTRACT
Education plays a pivotal role in the advancement of a nation. It is a source of acquiring
knowledge and transmitting values and culture to the young lot of the society. These educational
goals are achieved through teaching and learning experiences being offered in schools and
colleges. Teachers play a basic and dynamic role in an educational system. It is said that good
performance of students depends upon effective teaching of their teachers. One of the most
difficult problems in educational research is that of recognizing the teacher’s effectiveness; i.e.,
discriminating between more effective and less effective teachers (Coleman, 1998).The present
study “Teacher’s Perception of Student Evaluation of Teachers in relation to demographic
determinants” was conducted to explore the aspects about evaluations teachers like or dislike,
and what they would like to change or improve. The intent of the findings is to provide
suggestions on how to improve the evaluation process for teachers and administrators.
Normative survey method is used by investigator in this study & the standardized Questionnaire
was adapted from the Lecturers Response to Students Evaluations of Teaching (LRSET) which
was developed by Machingambi and Wadesango (2011) and Researcher adopted random
sampling technique and selected randomly seven different degree Colleges affiliated to
University of Calcutta (India) for data collection. After testing the null hypothesis the results
comes out that there was significant difference in teacher’s perception towards student
evaluation of teaching effectiveness in relation to gender for summative functions of student
evaluations of teaching. There was significant positive relationship for formative functions and
negative significant relationship for summative functions of student evaluations of teaching
between teacher ages and teacher’s perception towards student evaluation of teaching
effectiveness. There was significant effect of nature of employment on teacher’s perception
towards student evaluation of teaching effectiveness for formative functions of student
evaluations of teaching.
Keywords: Teacher Perception, Student Evaluation of Teacher, Demographic
determinants
8 Ex-M.Phil Scholar, Department of Education, University of Calcutta, Email: [email protected] 9 Associate Professor, Department of Education, University of Calcutta, Email: [email protected]
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Introduction
Teacher evaluations can be a tool for increasing teacher effectiveness and accountability if it is
determined how evaluations can be best used. According to current literature, this is not the case.
It is more pertinent than ever that administrators use evaluations to strengthen marginal teachers
and further develop skills of teachers who are already proficient. Education holds the golden key
to human progress. The role of education as one of the most important factor in the development
of a nation is universally accepted.Teacher evaluation is one of the most controversial issues in
education. It is a complex and highly debated issue in the age of reform and contract negotiations.
Teachers are also concerned with evaluations since it may affect their job. They are becoming
more involved in planning and monitoring their own evaluations.Teacher’s perceptions on
teaching functions would provide educators with significant information to help determine
curricula and program direction (Pajares, 1992). Student evaluation of teaching (SET) as a
measurement of effective teaching in higher education has drawn much attention due to the need
for greater accountability and improvement in student learning. Our review of literature on SET
suggests that that there are considerable controversy and criticism surrounded its use, fairness and
validity. If universities are to continue to use SET as the main source of mechanism for measuring
teaching effectiveness; teachers must understand and be aware of its uses and purposes. “The
Education Commission (1964-66) rightly emphasized that education is the one and only
instrument that can be used to bring about a change towards social and economic development of
the nation.”
Objectives of the study
1. To find out the difference in teacher’s perception towards student teaching effectiveness in
relation to gender.
2. To find out the effect of stream of studies on teacher’s perception towardsstudent
evaluation of teaching effectiveness.
3. To find out the relationship between teacher age and teacher’s perception towards student
evaluation of teaching effectiveness.
4. To find out the effect of nature of employment on teacher’s perception towards student
evaluation of teaching effectiveness.
Hypothesis
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Ho1: There is no significant difference between male and female teacher’s perception towards
student evaluation of teaching effectiveness.
Ho2:There is no significant effect of stream of studies on teacher’s perception towards student
evaluation of teaching effectiveness.
Ho3:There is no significant relationship between teacher age and teacher’s perception towards
student evaluation of teaching effectiveness.
Ho4:There is no significant effect of nature of employment on teacher’s perception towards
student evaluation of teaching effectiveness.
REVIEW OF RELATED LITERATURE
According to Mouley (1964), the review of the literature is an exciting task calling for a deep
insight and clear perspective of overall field. It promotes a greater understanding of the problem
and its crucial aspect and ensures the avoidance of unnecessary duplication. The published
literature is a fruitful source of hypothesis. Review of related literature means those studies; have
already been done and related directly or indirectly to the proposed theme of research. The review
of related literature not only enables the researcher to define the limitations of proposed subject
but also supports to avoid biasness. Similarly, Inko-Tariah (2013), carried out to ascertain the
attitude of lecturers in Nigerian universities towards students’ evaluation of their teaching
effectiveness. Descriptive survey was employed in carrying out the study. The population
comprised all lecturers in three universities in south-south Nigeria.The findings of the study
showed that most of the lecturers have positive attitude towards students’evaluation of their
teaching effectiveness. It was also found that gender, age and teaching experience madesignificant
differences while professional status and discipline did not make significant differences in the
attitudeof lecturers towards students’ evaluation of their teaching effectiveness.
Mohsen, Ghafar and Omar (2013 ) in their study to discuss the role and functions of lecturers in
teaching based on the two different views of teaching theories. This paper gives more attention
on constructivism view for making change on lecturers’ roles in teaching for improving teaching
practice. The study survey results show that there is a gap between the lecturers’ perception on
teaching functions and their roles on teaching at CC in enhancing their professional knowledge
and experience. Olatoye and Aanu (2011 ) in their study sought teachers’ view or opinion about
using or involving students in rating of their effectiveness in teaching.Results show that majority
of the teachers are in favour of using students to evaluate their teaching effectiveness. Moreover,
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Pazhanimurugan, Sivakumar, Edward (2015) studied teachers’ perception about the scheme of
continuous and comprehensive evaluation, the problems they face while its execution and the
suggestions that teachers want to give in making Continuous and comprehensive evaluation
(CCE) effective a ground realities. The result of the study revealed that currently the perception of
government school teachers is average which indicates moderate acceptability of CCE by the
teachers. The teachers are not adequately prepared for the effective execution of CCE in
government schools. Akram, Raza, Khaleeq, Atika (2011) investigated the perception of
principals on how the factors of subject mastery, teaching methodology, personal characteristics,
and attitude toward students affect the performance of teachers at higher secondary level in the
Punjab.The major conclusions of the study were that the factor of subject mastery was perceived
to be influencing the performance of teachers maximally, but the factor of attitude toward
students was affecting the performance of teachers minimally. Further, Singh, Patel , Desai (2013)
found that, a) to construct a scale to measure the attitude towards continuous internal assessment ,
b) to measure the attitude of B.Ed students of the Maharaja Sayajirao University of Baroda, India
towards Continuous Internal Assessment, c) to study the attitude towards Continuous Internal
Assessment with respect to different variable like gender, habitat and caste. The result of the
study relevant that the attitude of B.Ed. Students of the Maharaja Sayajirao University of Baroda
towards Continuous Internal Assessment have found to be favourable. The majority of the
students were in the favour of continuation of this system of assessment with certain
improvements. They were of opinion that this system helps, both teachers and students for
improving themselves time to time; in systematizing and regularize the studies and students
attendance; enhancing the achievement of the student. Moreover, Sharma (2011) found that to
evaluate the attitude of teachers towards the SET, to make a faculty wise analysis of the teachers
of Garhwali University teachers on the basis of theiropinion towards SET, to make sex-wise
analysis of teachers on their opinion towards SET, to identify and analyse, teachers with positive
attitude towards SET,to identify and analyse, teachers with negative attitude towards SET.These
conclusions have been put in to different categories keeping in view theopinion of the teachers on
various aspects of the Students’ Evaluation of Teachers.
Methodology
Normative survey method is used by investigator in this study & the standardized Questionnaire
Teacher's Perception ofStudents Evaluation of their teaching Practices Scale
(TPSETPS)was adapted from the Lecturers Response to Students Evaluations of Teaching
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(LRSET) which was developed by Machingambi and Wadesango (2011) and Researcher adopted
random sampling technique and selected randomly seven different degree Colleges affiliated to
University of Calcutta (India) for data collection. A total 93 Teachers were selected as sample
from all seven colleges.The teachers teaching at University and colleges, affiliated to University
of Calcutta (West Bengal), has been considered as population for the present study.
Table 1. Number of sampling.
SL.NO. SCHEME OF
STUDIES
MALE FEMAL
E
TOTA
L
1 Social Science 14 36 50
2 Science 17 10 27
3 Commerce 07 09 16
Grand Total 38 55 93
Reliability and Validity
The reliability is analyzed through internal reliability test. For this purpose using SPSS (Statistical
software for the Social Sciences) version 17.0 and Cronbach alpha is used which gives internal
reliability of the scale as 0.749.The validity ofTeacher's Perception ofStudents Evaluation of their
teaching Practices Scale” is ensured through consultation with subject experts as content validity.
The questionnaire is four-point Likert scale with twenty items dispersed over three
dimensions. Dimension I corresponds to 1-10 items and named as, the extent to which Teachers
value student evaluations of their teaching. Items from 11-15, in order of occurrence, corresponds
to Dimension II and entitled as, Formative functions of student evaluations of teaching. Lastly,
Dimension III constituted item numbers 16-20, may be named as, Summative functions of student
evaluations of teaching.
Table2 : Inter-dimension correlation matrix among the dimensions of (TPSETP)
Dimension Statistics Dim I Dim II Dim III
Dim I
Pearson Correlation 1 0.479**
0.373**
Sig. (2-tailed) 0.000 0.000
N 93 93 93
Dim II Pearson Correlation . 1 0.543**
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Sig. (2-tailed) 0.000
N 93 93
Dim III Pearson Correlation . 1
Sig. (2-tailed)
N 93
**Correlation is significant at 0.01 levels
Reliability of the scale through Cronbach alpha is 0.749.
Findings
After testing the null hypothesis the results comes out that there was significant difference in
teacher’s perception towards student evaluation of teaching effectiveness in relation to gender for
summative functions of student evaluations of teaching. There was significant positive
relationship for formative functions and negative significant relationship for summative functions
of student evaluations of teaching between teacher ages and teacher’s perception towards student
evaluation of teaching effectiveness. There was significant effect of nature of employment
on teacher’s perception towards student evaluation of teaching effectiveness for formative
functions of student evaluations of teaching. It is found that urban teachers showed higher
teacher’s perception towards student evaluation of teaching effectiveness.
The items of Attitude towards Computer Scale are responded over 4-point Likert scale. So the
scoring of the responses will be as follows in Table 3
Table 3 Scoring Pattern of TPSETP Scale
Dimension
Item no
Responder
Strongly
agree
Agree Disagree Strongly
disagree
I
1,2,3,4,5,6,7,8,9,10
4
3
2
1
II
11,12,13,14,15
4
3
2
1
III
16,17,18,19,20
4
3
2
1
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The Table 3shows the array of scoring through three sets of dimensions of “Teacher's Perception
ofStudents Evaluation of their teaching Practices” Scale. The maximum score for the extent to
which teacher’s value student evaluations of their teaching(Dimension I) may be 40; for
Formative functions of student evaluations of teaching(Dimension II) may be 20 and for
Summative functions of student evaluations of teaching(Dimension III) may be 20. Similarly,
minimum scores could be scored as for Dimension I: 10; Dimension II: 5; Dimension III: 5.
The data are subject to relevant differential statistics which are mean and Standard Deviation.
Data are further subjected to inferential statistics which are coefficient of correlation, T-test and
ANOVA. For the conducted study, 0.05 and 0.01 levels are considered for level of significance.
To find out the difference in teacher’s perception towards student evaluation of teaching
effectiveness in relation to gender for the data is subjected to t-test. The result of t-test is
given in Table 4 and Figure 1.
Table 4.Teacher’s perception towards student evaluation of teaching effectiveness in relation
to gender.
Dimension Gender N Mean SD t-value P
Dim I Male 38 29.50 4.88 0.999 0.32
Female 55 28.34 5.85
Dim II Male 38 15.05 1.67 1.522 0.13
Female 55 14.25 2.91
Dim III Male 38 12.52 3.19 1.997 0.45**
Female 55 11.05 3.68
**0.05 level of significance
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Figure 1.Teacher’s perception towards student evaluation of teaching effectiveness in relation
to gender.
There is significant difference between teacher’sperception towards student evaluation of teaching
effectiveness in relation to gender. So the null hypothesis is rejected 0.05 level of significance. In
Dimension I, number of male is 38, mean is 29.50, and number of female is 55, mean is 28.34
their t-value is 0.999 which is significance at 0.05 level. So there is a significance difference
between male and female.
In Dimension II, number of male is 38 ,mean is 15.05,and number of female is 55,mean is14.05
their t-value is 1.522 which is significance at 0.05 level .so there is a significance difference
between male and female.
In Dimension III, number of male is 38 ,mean is 12.52,and number of female is 55,mean is 11.05
their t-value is 1.997 which is significance at 0.05 level .so there is a significance difference
between male and female.
Between male and female teachers, male teachers are more effective to evaluate themselves in
Formative functions of student evaluations of teaching then Summative functions of student
evaluations of teaching.There is no significant difference in teacher’s perception towards student
evaluation of teaching effectiveness in relation to gender for the extent to which teacher value
student evaluation of teaching and formative functions of student evaluations of teaching. So, the
null hypothesis, Ho1 there is no significant difference in teacher’sperception towards student
evaluation of teaching effectiveness in relation to gender, stands accepted for the extent to which
teacher value student evaluation of teaching andformative functions of student evaluations of
teaching. However, there is a significant difference in teacher’s perception towards student
evaluation of teaching effectiveness in relation to gender for summative functions of student
evaluations of teaching. So, the null hypothesis, there is significant difference between
teacher’sperception towards student evaluation of teaching effectiveness in relation to gender
stands not accepted for summative function of student evaluations of teaching.
To find out the effect of stream of studies of teacher’s perception towards student
evaluation of teaching effectiveness for the data collected is subjected to F-test as shown in
Table 5 and Figure 2.
Table 5.Teacher perception towards student evaluation of teaching effectiveness in relation to
stream of studies
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Dimension Stream N Mean SD F Sig.
Dim I Science 27 30.66 4.89 2.440 0.093
Social Science 50 28.30 5.68
Commerce 16 27.31 5.25
Dim II Science 27 15.07 1.73 2.726 0.071
Social Science 50 14.04 2.77
Commerce 16 15.43 2.42
Dim III Science 27 12.14 2.90 0.813 0.447
Social Science 50 11.22 3.42
Commerce 16 12.18 4.79
Figure 2.Teacher perception
towards student
evaluation of teaching effectiveness in relation to stream of studies
Using F-test, it has been found that there is a no significant effect of stream of studies of colleges
and universities teacher’s perception towards student evaluation of teaching effectiveness for the
extent to which teacher value student evaluation of teaching. So, the null hypothesis, Ho2 there is
no significant effect of stream of studies of colleges and universities teacher’s perception towards
student evaluation of teaching effectivenessstands accepted for the extent to which teacher value
student evaluation of teaching the teachers with Commerce stream show lowest mean and Science
show highest mean on for dimension I as shown in Figure 2.
Using F-test, it has been found that there is a no significant effect of stream of studies of
colleges and universities teacher’s perception towards student evaluation of teaching effectiveness
for the formative functions of student evaluations of teaching. So, the null hypothesis, there is no
significant effect of stream of studies of colleges and universities teacher’s perception towards
student evaluation of teaching effectivenessstands accepted for formative functions of student
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
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evaluations of teaching. The teachers with Commerce stream show highest mean and Social
Science show lowest mean on for dimension II.
Administrating F-test, it has been found that there is a no significant effect of stream of
studies of colleges and universities teacher’s perception towards student evaluation of teaching
effectiveness for the Summative functions of student evaluations of teaching. So, the null
hypothesis Ho2, there is no significant effect of stream of studies of colleges and universities
teacher’s perception towards student evaluation of teaching effectivenessstands accepted for
summative functions of student evaluations of teaching.The teachers with Commerce stream
show highest mean and Social Science show lowest mean on for dimension III.
To find out the relationship, between teacher age and teacher’s perception towards student
evaluation of teaching effectiveness for the data collected is subjected to test of correlation
along with mean and S.D. are calculated as shown in Table 6
Table 6.Teacher age and teacher’s perception towards student evaluation of teaching
effectiveness.
Variables Statistics Age Dim I Dim II Dim III
Age Pearson
Correlation
1 -.012 .003 -.041
Sig. (2-tailed) .907 .980 .694
N 93 93 93 93
Dim I Pearson
Correlation
Mean=28.8172
SD =5.47712
1 .479**
.373**
Sig. (2-tailed) .000 .000
N 93 93 93
Dim II Pearson
Correlation
Mean =14.5806
SD=2.50357
1 .543**
Sig. (2-tailed) .000
N 93
Dim III Pearson
Correlation
Mean = 11.6559
SD=3.54933
1
Sig. (2-tailed)
N 93
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**. Correlation is significant at the 0.01 level
There is a negative correlation between teacher age and teacher’s perception towards
student evaluation of teaching effectiveness for the extent to which teacher value student
evaluation of teaching. There is a low and positive correlation between Teacher age and teacher’s
perception towards student evaluation of teaching effectiveness for formative functions of student
evaluations of teaching. There is a negative correlation between Teacher age and teacher’s
perception towards student evaluation of teaching effectiveness for summative functions of
student evaluations of teaching. Moreover, there is significant correlation found between teacher
age and teacher’s perception towards student evaluation of teaching effectiveness for formative
functions of student evaluations of teaching and summative functions of studentevaluations of
teaching. Thus there is no significant relationship of teacher age and teacher’s perception towards
student evaluation of teaching effectiveness for formative functions of student evaluations of
teaching and summative functions of student evaluations of teaching stands not accepted at
0.01level.
To find out the effect of, nature of employment on teacher’s perception towards student
evaluation of teaching effectiveness for the data collected is subjected to F-test as shown
in Table 7 and Figure 3.
Table 7.Teacher’s perception towards student evaluation of teaching effectiveness in relation to
nature of employment.
Variables N Mean SD F-value P
Permanent/Full time Teacher
Part-time Teacher
Contractual Teacher
59 28.05 5.44 3.495 0.035*
21 31.52 3.58
13 27.92 6.96
Permanent/Full time Teacher
Part-time Teacher
Contractual Teacher
59 14.28 2.65 1.918 0.153
21 14.66 2.24
13 15.76 1.92
Permanent/Full time Teacher
Part-time Teacher
Contractual Teacher
59 11.03 3.19 2.998 0.040*
21 12.85 3.42
13 12.53 4.73
*significant at the 0.05 level
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Figure 3.Teacher’s perception towards student evaluation of teaching effectiveness in relation to
nature of employment.
There is no significant effect of nature of employment on teacher’s perception towards student
evaluation of teaching effectiveness for the formative functions of student evaluations of teaching.
So, the null hypothesis Ho4 there is no significant difference in effect of nature of employment
on teacher’s perception towards student evaluation of teaching effectiveness stands accepted for
formative functions of student evaluations of teaching.However, there is a significant difference
in effect of nature of employment on teacher’s perception towards student evaluation of teaching
effectiveness for the extent to which teacher value student evaluation of teaching and summative
functions of student evaluations of teaching. So, the null hypothesis Ho4 there is no significant
difference in effect of nature of employment on teacher’s perception towards student evaluation
of teaching effectiveness stands notaccepted for the extent to which teacher value student
evaluation of teaching and summative functions of student evaluations of teaching.
Limitations:
Limitation of the present study is as follows:-
The limitation of the no work has been study is that performed on private sector.
The work has been conducted primarily at urban and semi urban area in Kolkata district
only.
The work has been done primarily with college teacher only. Use for different groups than those
used to develop the survey is not yet tested. Additional research to test the instrument with
different populations is suggested.
The accuracy of the analysis is dependent upon the Self –reported behavior of the respondents.
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Conclusion
The present study reveals the teacher’s perception towards student evaluation of their teaching
practice. The apprehension of a section of teachers, planners and administrators that the teachers
of the Universities, in India are not in favour of TPSETP, this goes in favour of Recommendation
of Rastogi Committee (1996) for higher education and the plans of University Grants
Commission that the Students’ Evaluation of Teachers’ should be implemented in higher
education It clearly effects on their teaching profession. The findings of this study shows that the
gender, age, , nature of employment and stream of studies teachers are correlated with the
perception of teacher’s towards student evaluation. College and university students routinely
complete a summative course evaluation toward the end of each semester throughout their degree
or non-degree programs. Questionnaires are generally the most frequently used format of SET
using rating scales. It is reasonable for students to assume that their feedback has an impact on the
modification, transformation, and improvement in future lecture formats and materials, course
requirements, assessment methods, and classroom management and interactions.
Suggestion for the Further Research:
The further work of present study are framed as follows -
A similar study may be conducted on the teachers of other campuses.
A similar study can be carried out a school level.
A similar study can be conducted on male and female teachers separately.
The study can be conducted on younger and older teachers separately
References
Ali, Mofreh., Samah, G., Najib, M. & Omar, Audul .(2013). A Study on Lecturers’
Perceptions on Teaching Functions among the Lecturers of Community Colleges.
International Journal of Scientific & Technology Research, 2(5), 109-112.
Retrieved from http://www.ijstr.org/final-print/dec2013/A-Study-On-Lecturers-
Perceptions-On-Teaching-Functions-Among-The-Lecturers-Of-Community-
Colleges-Yemen.pdf .
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Akram, J. M., Syed, A. R., Abdur, R. & Samrana, K. A. (2011). Principals’ Perception regarding
factors affecting the Performance of Teachers. Journal of International Education
Research, 7 (2),33-38.
Inko-Tariah D. C. (2013),“Attitude of Lecturers towards Student’s Evaluation of Their Teaching
Effectiveness in Nigerian Universities”. Journal of Education and Practice, 4 (15).
Port Harcourt. Nigeria. Retrieved from www.iiste.org
Olatoye R.A.,& Aanu E.M.(2011), “Senior Secondary School Science Teachers’ Perception of
Using Students to Evaluate Teaching Effectiveness”. Journal of Emerging Trends
in Educational Research and Policy Studies, 2 (3): 164-170.Nigeria.Retrieved
from jeteraps.scholarlinkresearch.org.
Pazhanimurugan, S., Sivakumar, R., Benjamin, William & Edward, A. (2015), “Teachers Attitude
towards Continuous and Comprehensive Evaluation on Secondary Schools”.
Indian Journal of Applied Research, 5. Bharathidasan University, Tricky.
Singh, A., Patel, J. & Desai, R. (2013). “Attitude of Student Teachers towards Continuous
Comprehensive Evaluation with Reference To Gender, Caste and Habitat”.
Educationia Confab, 2 (1). Vadodara, Gujarat, India.
Sharma, N. (2011), “A Survey of Teachers’ Opinion on the Students’ Evaluation of Teachers”.
International Journal of Educational Research and Technology. Volume 2; 57-
61.Badhani-Pathankot, Punjab. Retrieved from www.soeagra.com/ijert.html
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
ISSN 2278-2435, Vol. 9, Issue-2, May-2020. Page 63
Paper-6
Professional Enrichment through
Action Research: Case of Cooperative
Learning in Teacher Education.
Dr. Ajeet Kumar Rai
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
ISSN 2278-2435, Vol. 9, Issue-2, May-2020. Page 64
Professional Enrichment through Action Research: Case of Cooperative
Learning in Teacher Education.
Dr. Ajeet Kumar Rai10
Abstract
Action Research is a teacher's inquiry into their professional theories, context and practices that
enriches them professionally and solves their frequent context specific professional problems. An
action research was carried out in the context of a teacher education institute with the aim of
creating an instructional experience that is more motivating for the students. Cooperative
instructional method was used by the author to get insight into the constructivists pedagogical
approaches and encourage learning with cooperation rather than competition. An appropriate
intervention was designed and implemented in a B.Ed. class and data was collected through
multiple sources. Reflections on the consequences of the intervention helped the teacher as
researcher to develop insight into the instructional innovation by designing and implementing the
same in his own professional context. The inquiry into professional practice enriched the
teacher’s professional understanding and skills and at the same time it provided opportunities for
learners to own their learning. A reflection on the action research process is also discussed.
Key words: Action Research, Cooperative Learning, Teacher education, Students reaction
Introduction:
Learning is a life-long activity. Hence a good teacher continuously learns. A good teacher learns
through their practices with great perseverance. One way to learn while in practice and develop
professionally is through action research. The teacher can solve their professional problems and
enrich their knowledge and skill repertoire as well as better understand their professional context
through small scale action research independently or in collaboration with other teachers.
Action research (AR) is a context specific problem solving approach to their day to day
professional challenges and problems. AR is specifically defined by Carr and Kemmis &
McTaggart (2000 ) as a form of self-reflective inquiry that
10 Assistant Professor, Faculty of Education, Banaras Hindu University ([email protected])
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serve the purpose of more sophisticated understanding of the professional practices, the
rationality behind the specific acts included in the practice and overall the context specificity that
has a bearing on their professional practices and beliefs. Thus the teacher acts as a researcher in
search of new solutions and better understanding, often post-encounter of any problem or sort of
dissatisfaction in their professional (educational) context. The teacher as a researcher, provided
that they are willing, explores the possible causes of the problem, navigates through the related
literature and ponders over the possible solutions which they can bring in their repertoire of
professional practice. It can be said that the teacher, through AR, brings in a sort of intervention
in the form of specific actions followed by reflection on the consequences that determines the fate
of the intervention on the one hand and enriches the teacher on the other hand.
With this background information regarding action research the author, as a teacher
educator, presented a report of an action research carried out in the context of teaching at the
B.Ed. level in a premier institute in India. Professional enrichment along with a needed evidence
based change in the teaching strategy was the aim of this action research conducted during the
even semester in one of the class at undergraduate level in the year 2019.
Context:
The study reported is contextualized at a premier institute of Education where B.Ed and M.Ed
courses and research activities are carried out. The report is contextualized in the teaching of the
course on Learning and Teaching in a B.Ed. semester II class with over 40 students including
both male and female students from different streams of graduation. The instructional strategy
routinely followed in the class was lecture and discussion with blackboard and power point
projector to display powerpoint presentations as the only teaching aid used in the
classroom.Majority of the students were convenient at internet browsing using smart phone and
coincidentally all the students involved in the study possessed their personal smartphones with
internet connectivity.
Focus of Study:
The following question was devised to guide the action research:
How do the students react to the new instructional strategy in their class?
Method:
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The action research method was employed in the present study.
Problem Focus:
The authors felt the need for a shift in the instructional approach based on their interaction
with the students’ right from semester I and the need to provide hands on experience for the
students on innovative instructional approaches. Further, the authors were willing to explore
certain of the innovative practices recommended in the contemporary literature applicable for
higher education as well. The problem identified as the need to adapt new instructional practices
was justified by the authors observational data supported by advocacy for student centred learning
in higher education (NCF, 2005). With a felt need for change and with a background knowledge
related to pedagogical shifts, the teacher as a researcher decided to use the co-operative learning
strategy for a section of Unit in the course Teaching and Learning for students of semester II in
the session 2019.
Hypothesis Framing
The need for incorporating new learning perspectives into the classroom was felt and
based on the authors expertise in the field of teaching and learning and evidence from the
literature (particularly relying on NCF, 2005) and was thus convinced at using cooperative
learning as the needed intervention in the existing situation.
Cooperative learning is defined as an instructional tool that is used to facilitate students learning
in small groups through cooperation rather than competition and in which shared learning goals
are achieved by students individually as well as in group (Johnson, et., al., 1993). According to
Slavin ( ), cooperative learning instructional programs in which students work in small groups to
help each other master academic content.” (p. ). Students in small groups are accountable for their
own as well as for the group learning in a cooperative way. Cooperative learning provides a non-
competitive environment for learning in which the learners are self motivated and hence they are
able to sustain their interest and involvement in learning task (Tripathy, 2004). This broad
learning strategy was considered as congruent with the new slogan that teacher is not merely ‘the
sage on the stage’ but ‘the guide on the side’ or the facilitator of learning. It is in accordance with
the constructivist perspective on learning (NCF, 2005) that provides the students opportunity to
construct knowledge for themselves.
Embedded in the theoretical inputs from the field of action research and cooperative
learning strategies the following hypothesis was framed to be tested through action based
intervention:
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Action Hypothesis: Teaching students by cooperative learning method will be positively accepted
by the student where students’ active engagement in the learning and their overt acceptance of
the method were interpreted as indicators of positive acceptance.
Hypothesis Testing:
The hypothesis in action research is tested through actions rather than following statistical
operations on survey data. The general approach followed is that of designing and implementing
of an action based intervention, the consequences of which determines the acceptance or
rejection/modification of the action hypothesis or its rejection.
Intervention
The intervening action plan was as follows:
● Thirty (30) students were divided into six small groups with five (05) students in each
group .
● a section of one of the units in the course “Learning and Teaching” that included five
topics (Teaching Skills, Teaching Techniques, Teaching Approach, Teaching strategy and
Teaching Maxims) were framed as assignment and initially given to each group.
● Thereafter the day-wise schedule of activities were shared with all the students with the
instruction to adhere with the plan for the prescribed time period ( days of one hour
activities per day spanning over two weeks). The plan of activities to be carried out day
wise was as:
Day 1: The five topics were divided into the members of a group. The
members in each group discussed the topics in their respective
groups. The group as whole developed an initial understanding of
the topic.
Teacher assisted
by one of his
research scholar
observed and
facilitated
students on each
day through
their physical
presence in the
class and
continuous
interaction with
Day 2 The experts for a given topic from each group were clubbed
together. Thus five expert groups created wiht one member from
each of the parent/original group.
Members in the expert group thoroughly searched the related
topic (keeping their search to a maximum of three sources
available in google search), reviewed them, discussed with each
other and shared their insights till a till a common understanding
is developed.
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Day3:
The original groups were re-stored. The members in each group
shared and discussed their experiences gained during expert
group activity. This way each member in the group developed an
understanding of the five topics.
Each group was asked to prepare a report on the topics thus
learned as home assignment and one of them were instructed to
prepare for presentation of their report.
the students
Day4 A student seminar was organized in which each group presented
their understanding of one specific topic. The teacher duplicated
their understanding with cross questions and additional
information.
Data Source:
Data was obtained in two forms. First of all the observational data in the form of journal writing
by the teacher and the student for the four days intervention was compiled. Second source of data
was obtained in the form of student feedback on a five point rating scale comprising 20 items with
the options of ‘strongly agree’ to and ‘strongly disagree’ against each item. The scale thus
presented a minimum possible score of 20 and the maximum possible score of 10. The scoring
was such that the lower the score the more positive is the students’ acceptance of the intervention.
Scores were interpreted as follows:20-36=Strongly positive acceptance; 36-52= Negative
acceptance; 52-48=Neutral; 68-84= Negative acceptance; >84 = Highly negative acceptance.
Third, an open ended question was appended to the scale for obtaining students specific
remarks in form of both the merits and demerits of the intervention. likert scale had a maximum
possible score of 100 and a minimum possible score of 20.
Findings
The data collection included three different data sources as is the ritual in action research
process. Accordingly the findings of the three data source analysis is presented.
➢ The observation data revealed that the students were engaged actively in the
process. They were found discussing, using the internet. Students looked quite
curious, enthusiastic in the activity. On the 2nd
day, some students were also
spotted with books or xerox content matter in the classroom to assist in their
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discussions. The student seminar went quite well. Students presented the topic well
with keen interest, answered the questions at the end of their presentation and
looked quite satisfied in the whole activity. The observation data revealed the co-
operative learning was being accepted by the students and it was able to enrich
their effort to construct knowledge for themselves.
➢ The mean score for the students (n=30) who returned the completed questionnaire
was 36 that was found to be average rating of 30 students who responded on the
Likert Scale turned out to be 36 with a SD of 7.75. Thus assuming normalcy of
data it could be claimed that majority of the students (two third) scored between 23
and 43 which is well below the mid scale score of 60 and the neutral range of 48-
52. Thus the intervention was positively accepted by the students based on their
own rating of the intervention.
● Thirteen of the thirty students completed the open ended question appended to the scale. It
was content analyzed to find that
➔ Ten (10) of the thirteen students gave positive comments and the remaining three
(03) responded negatively.
➔ Of these ten positively responding students, three (03) students appreciated the
experience of working in a team, with one (01) student specifically pointing out
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
ISSN 2278-2435, Vol. 9, Issue-2, May-2020. Page 70
the benefit of the active energy of the team work among the participants. Five of
them (05) considered the intervention program as able to lead the students to a
better understanding and expression of the topic. Four students viewed the
intervention as an innovative approach in teaching. Five (05) students commented
the whole experience as good while four (04) of them agreed that the experience
should be repeated at least once in each semester in each course.
➔ On the negative side, two (02) students referred to it as “time consuming” while
one (01) student remarked that a few students of the team were lethargic or neutral
regarding the activity.
The summary of this section is presented in Table 1:
Table 1: Summary of the Students Remarks on the Instructional
Intervention
Remarks Specific Remarks n
Positive Remark (n = 10)
Appreciation of Team Work 03
Innovative Instructional
Approach
04
Good Experience 05
Need to repeat 04
Learning Enrichment 05
Negative remark (n=03)
Time Consuming Intervention 02
Inactive Group Members 01
Reflections:
Every way of doing things has their ups and downs. Reflection helps to identify them explicitly.
The research team found the evidence convincing to accept the action hypothesis. acceptance of
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education,
ISSN 2278-2435, Vol. 9, Issue-2, May-2020. Page 71
the action hypothesis in turn leads to the acceptance of the intervention as a successful one and
hence its inclusion in the repertoire of instructional activities to be repeated again. The three data
sources converged on the acknowledgement of the intervention as a success.
The entire inquiry was judged to be practically relevant as well as fruitful for both the
teacher as well as the students. WHile the author enriched himself professionally by developing
an insight into the pedagogical shift in terms of the hassles faced in implementing the shift, the
means to overcome them in his own teaching context and the way it materializes in the author’s
professional context. The students were enriched by the opportunity provided to them for self
learning and developing a sense of accountability and ownership of their own learning.
However, there were certain pitfalls as well that need to be addressed and such pitfalls are
not a disadvantage in action research. it paves the way for further improvement and further
enrichments, in accordance to the cyclic nature of action research. Particularly, there is need to
create some mechanism so that the irregular students during the sessions could be regularized and
even the few inactive students could be streamlined in accordance to the group behavior. The
experience was found to be encouraging and it establishes a context specific change in instruction
for betterment of the students. These reflections are food for thought and should be incorporated
in the next cycle of action research.
Acknowledgement: The action researcher was assisted by his research scholar Mrs. Jaya Mookherjee,
SRF at Faculty of Education, BHU
References:
Johnson, D. W. & Johnson, R. (2000). Teaching students to be peacemakers: Results of twelve
years of research, http://www.clcrc.com/pages/Meta-Analysis Of Peacemaker Studies.htm
Keemis, S. & McTaggart, R. (2000). Participatory Action Research. In N, K. Denzin, & Y. S.
Lincoln(Eds) Handbook of Qualitative Research, pp.567-607, Thousand Oaks, CA Sage.
Slavin, R.E. (1996). Cooperative learning in middle and secondary schools. The Clearing House,
69(4), p. 200
Tripathy, H.H. (2004). Cooperative Learning: A strategy for teaching science. Indian Journal of
Psychometry and Education, 35(1), 3-8.
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