Issues and Ideas in Education
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School Management’s Perception of Corporate Social Responsibility (CSR): An Exploratory Study
Full text linkBackground: In recent years, the importance of school as a stake-holder in CSR activities is gaining recognition. Companies channel financial and human resources into developing schools. School Development and Monitoring Committee (SDMC) plays an important part in the management of Primary schools in Karnataka and as such should have a role in CSR activities. Purpose: This exploratory study attempted to answer the following questions- (1) How aware are SDMC members of CSR and its role in schools (2) what is their perception of CSR in their schools? (3) Do rural and urban SDMC members differ in their perception of CSR Methods: Sample consisted of SDMC members from 50 rural and 50 urban Government run primary schools in Bangalore Educational districts. 100 SDMC members, one from each school, were interviewed using a semi structured information schedule developed for this study. Results: Management is not very clear about the nature of CSR support . However, 75% of them perceive CSR as beneficial to their schools. Rural subjects have a more favourable perception of CSR impact and they differ significantly from urban counterparts in rating ‘ how CSR has benefited students’ (t = 2.052).Conclusions: SDMC members do not clearly distinguish between support provided under CSR and support received from other sources. Overall, CSR is seen as beneficial to school by supplementing government support and helping the management. Rural schools seem to benefit more from CSR support. Though SDMC is supposed to monitor the developmental activities of the school, they are not often consulted by companies about the requirements for the school. Involving SDMC in planning, executing and monitoring would enhance the efficacy of CSR programmes
Content-Related and Methodological Issues in Bilingual and Plurilingual Programmes
Full text linkCLIL programmes have been implemented in a large number of Spanish schools in the last decades as a means of promoting foreign language proficiency and fostering multilingualism and language diversity in order to meet the new demands of our globalized societies. Although Spain is considered one of the European leaders in CLIL practice and research, it nevertheless faces many challenges caused by teachers´ insufficient training both in the target language and in CLIL methodology. While the language-related shortcomings have been identified to a certain extent and remedied through language immersion courses and language assistant programmes, the content-related and methodological issues are still being largely neglected in spite of the fact that there exists considerable CLIL literature where these issues have been addressed. Renowned CLIL authors such as Do Coyle, David Marsh and Peeter Mehisto stress the importance of high quality teaching as key to the success of the CLIL approach; they claim that good CLIL practice not only broadens conceptual mapping resources by boosting cognitive development and metacognitive skills, but it also encourages active, meaningful, “deep” learning, critical thinking and creative thought with the help of scaffolding techniques that facilitate both language and content learning. This paper examines the language practices in content classrooms in the bilingual programmes of Castilla la Mancha. With a view to identifying the main difficulties that both teachers and students face. It also explores different ways of approaching these challenges, most of which are bound to be extensive to the Indian context
Using WebQuest Based Instruction to Enhance Students’ Critical Thinking
Full text linkThe study was executed to investigate the effects of teaching via WebQuest Based Instruction on students’ critical thinking in comparison to teaching through traditional mode of instruction. Murthy Critical Thinking Scale (2014) was used to assess students’ critical thinking. The study was carried out with ninth grade science students who were selected from government schools of Chandigarh and were randomly separated into two groups: the control group who received conventional mode of instruction and experimental group exposed to WebQuest based instruction created by the researcher. Both descriptive as well as inferential statistics (t-test) were employed to analyze the data. The findings of the research illustrated a noteworthy variation in critical thinking between two groups where students of experimental group dominated over control group students, hence demonstrating the substantial positive effect of WebQuest based instruction on student’s critical thinking. In view of the acquired results, the researcher recommended the use of WebQuest based instruction during teaching learning process and also proposed to provide proper training to teachers in how to implement the WebQuest in educational practices
Fostering Productive Thinking Among Elementary School Students Through FIESI Model
Full text linkProductive thinking is the cognitive ability to plan, reason logically, analyse, synthesize, evaluate, and make decision to reach at the solution of the problem or we can say that it is the ability by which one can refine their creative work with critical thinking to give strength and value to it. It is a way to solve problems creatively. For this research, a model has been developed called as FIESI (Foundation, Ideation, Evaluation, Stabilization and Implication) for fostering productive thinking. Researchers conducted an experiment to foster productive thinking among VIII standard students with the help of this model as elementary level is delimited to standard VIII. Quasi-experimental pre-test post-test control group design was used. Two Kendriya Vidyalayas (Central Schools) were selected purposively for experiment purpose. One section of standard VIII from each school was selected as the sample for the experiment and control groups. Students of both the classes were made equivalent on the basis of a science achievement test. The equivalent groups consist of 26 students each. Researchers taught Science to the experimental group for one academic year (2019-2020) using FIESI model and the control group was taught by their regular teachers. Researchers developed and validated a productivethinking test for data collection. Data were analysed using chi-square. The finding revealed that FIESI model was found significant in fostering productive thinking among standard VIII students
Performance of Participants on Multiple Answers Type Item in Research Methodology as a Function of Discipline, Gender and their Interaction
Full text linkExamination is a part and parcel of Teaching-Learning Process. In examination or tests different types of question are asked by teachers. These are Essay, Short Answer, Multiple Choice, Fill-in the Blanks, and Matching Types. These are not very suitable for Open Book Examination. Multiple Answers Type Items in Research Methodology were developed for the research. It is a new type of question which can be used by school, College and University teachers irrespective of the subject taught by them. The objective of this research was to study the influence of Discipline, Gender and their interaction on Performance of participants on Multiple Answers Type Items in Research Methodology. The Hypothesis formulated in null form was there is no significant influence of Discipline, Gender and their interaction on Performance of participants on Multiple Answers Type Items in Research Methodology. This study was conducted on Sample of 423 Deans, Professors, Associate Professors, Assistant Professors, Research Fellows and Postgraduate students from 26 states and six countries. Data were collected online using WhatsApp and emails during Covid-19 period. The findings were: (1) Social Science participants were found to have better understanding of Research Methodology than Science as well as Humanities participants. Further Science as well as Humanities participants were found to similar understanding of Research Methodology. (2) Male and Female Participants were found to perform equally well on Multiple Answers Type Items in Research Methodology. (3) Performance on Multiple Answers Type Items in Research Methodology was found to be independent of interaction between Discipline and Gender of Participants
Location of School: Impact on Secondary Students’ Performance in Mathematics
Full text linkIn the present day, the examination results of different school boards of India in general and West Bengal in particular are not much satisfactory in respect of performance in mathematics. It has been an observed fact that educational facilities provided in a school has to play a vital role in the performance of its students. The present study attempts to examine whether the performance of students in mathematics depends on the location of school where they study. Ex post facto research design has been employed in carrying out the study. The scores in mathematics of 1104 Madhyamik examinees from six secondary schools of Kolkata and outskirts served as the source of data and the sampling technique used was purposive. Results indicate that there exist significant differences between mathematics scores in Madhyamik Examination of students from Kolkata and outskirt schools. Students from Kolkata schools score better in mathematics than the students from the schools that are situated in the outskirts. The study, therefore, recommends that schools located in the outskirts should be provided with better infrastructure to help in better performance of their students in mathematics
Multilingual Approach to Mathematics Education
Full text linkMultilingual approach to pedagogical practices in mathematics has the potential to target high level mathematical competence and abstraction. Content and Language Integrated Learning (CLIL) is an innovative educational approach to learning, a dynamic and motivating force with holistic features. Not only does it image a shift towards curricular and cultural integration but also helps greatly to focus on deeper conceptual understanding in Mathematics. CLIL’s basic principle of integration of the content and languages if accepted in a broader sense as ‘Content connected to regional language and a new language, culture, nature, real-life’ might solve various problems associated with the teaching-learning of mathematics, and thus ensures to support ‘learning for real life’. This paper establishes the need for ‘Multilingualism’ through a comprehensive literature research. It highlights multilingualism as a trigger for active approach to the quality of Mathematics education, mainly in Indian scenario. The importance of teaching mathematics as a language and specific strategies for teaching mathematics vocabulary are discussed. The illustrations provided for such approaches are entirely based on author’s teaching experiences. 
Learning Outcomes in Science Among Elementary Level Students
Full text linkThe evolution in field of science has led to technological advancement in present century and has made the human to think and behave in more scientific way. Inadequate knowledge of science and how it functions may affect the efficient functioning of humans, and thus this demands to have a society where students are exposed to scientific knowledge. Exposure to science from the foundations years in schools is not to develop each child into a scientist but it is necessary to develop scientific attitude in them to find out the truth by experiencing, observing and questioning what captivates their interest and attention.Hence, the present study focused on learning outcomes in science among elementary school students. The present study focuses on achievement of elementary school students in science and also compares the differences on the basis of the type of school and gender. The population for the study consisted of students from residential, government and private schools of Chandigarh. Sample was randomly selected including 35 students from class VIII from each type of school. The self-developed standardized Science Achievement Test (SAT) was used as an instrument for data collection. Data was analyzed using percentage, t-test and one way ANOVA with SPSS (version 21). The findings of the study revealed that 39 percent of students scored above average, 23 percent scored average and 38 percent scored below average in SAT. Male and female students do not differ on learning outcome in science but on the basis of type of school, students of residential school performed better in SAT as compared to government and private school students. It is recommended that various factors affecting learning outcomes in science should be explored to improve the Achievement in Science
Role of Stream on The Occupational Aspirations And Career Maturity of The Students of Senior Secondary
Full text linkThe adolescents’ occupational aspirations is affected by various factors such as intelligence, emotional stability, growth and development, peer group interest, family background, social and economic life and the cognitive maturity to select a career according to the one’s interest and needs. Adolescents’ career maturity is influenced by the attitude and the competencies of the individual. The study focused on finding out the relation between occupational aspirations and career maturity of the senior secondary school students according to their streams of study. The results of the study indicated no significant correlation between the occupational aspirations and career maturity of the arts stream senior secondary school students and it also shows no significant correlation between the occupational aspirations and career maturity of the science stream students of senior secondary classes
Substandard Performance in Mathematical Problem Solving in Physics Among Higher Secondary School Students in Kerala - An Investigation on Teacher Perceptions and Student Difficulties
Full text linkPhysics and Mathematics are two deeply interlinked domains of Science. Mathematics is considered as the language in which the Physics theories are built by employing mathematical symbols and operations to make equations and representations in the world of Physics completely meaningful. In spite of being the backbone of Physics, the use of Mathematics principles and operations in Physics is the root cause of most of the issues and hassles aroused among students who learn Physics. This is an investigation on the substandard performance in mathematical problem solving in Physics among higher secondary school students by looking into the responses of teachers and students. The responses obtained from 21 higher secondary Physics teachers through questionnaire were studied using percentage analysis and the four major categories of ‘Difficulties in Mathematical Problem Solving in Physics’ faced by students viz., ‘Creating or Identifying the Formula’, ‘Extracting Information from Diagrams’, ‘Using Physics Concepts to Create Schematic Diagrams’ and ‘Application of Mathematics’ to solve Physics problems. were identified, The investigators used ‘Test on Mathematical Problem Solving in Physics’ with 40 multiple choice questions on select basic topics from ‘Motion’, which was informed by the Physics teachers to be one of the strenuous concepts for students while solving problems. The extent of each category of difficulty in the respective topics based on the students’ responses in the test was studied to rank them. This study also highlights some suggestions for improving the teaching and learning of mathematical problems in Physics at higher secondary level