Insight: journal of applied research in education

Department of Education

University of Kashmir

Print ISSN: 0975-0665 Online ISSN: NA

The present study was undertaken to study levels of different learning styles and their effect on academic achievement among Scheduled Caste and Scheduled Tribe students. A sample of 200 SC and ST students was selected by using Simple random sampling technique from government and private schools of Jammu District. Learning Style Inventory developed by Prof. K. S. Mishra was used to collect data. Mean, S.D. and Critical Ratio were used for analysis of data. The results indicate that significant differences were found among SC and ST students on the levels of different learning styles. Moreover, the results indicate that SC & ST students having high Enactive, Figural and Verbal learning styles have better academic achievement than the SC & ST students having low Enactive, Figural and Verbal learning styles.

The experimental study was undertaken to study the Effects of Co-education on the Question Asking Behaviour of students especially on the onset of adolescence. The sample for the study were class 10th students of Govt. High School Kandoora (N=73) selected randomly from eight high schools in Zone Beerwah. Out of the 73 students, 36 were girls and 37 boys. Students were provided the opportunity to sit in both types of classroom settings viz. separate sex classrooms and co-educational classrooms, alternately. Direct observation was used as the method of data collection. The data for the present study was students’ Frequency of asking questions in two different classroom environments viz. separate sex classrooms and co-educational classrooms. The statistical methods used to analyze the data gathered were Mean, Standard Deviation and ‘t’-test. The results of the study showed that there is a significant difference between students’ Question Asking Behaviour in Separate Sex Classrooms and their Question Asking Behaviour in Co-educational Classroom. The study provides that there is a significant but inverse relation between the Co-educational classroom setting and the Question Asking Behaviour of students

Women’s equal participation in higher education will help India make a vital contribution towards sustainable development. Along with the provision of equal access to education, employment, quality and affordability must also be emphasized. This paper aims to investigate the gender representation in higher education of the Kashmir division. This study aims to overview the existing situation of female and male representation in the University of Kashmir and its affiliated colleges. Our primary focus has been on females' enrollment in higher education and their representation in top administrative positions in the University of Kashmir. Data was analyzed over multiple parameters using percentage, tabulation, and graphs at different levels. The study examined the number of males and females in top administrative positions, enrolment rate, female, and male teacher ratio in the University of Kashmir. The findings show that there is a gender gap in the university and its affiliated colleges, not only in enrolment but also women are low in number in top administrative positions. The results of this study may help to provide directions to address this imbalance. It has been concluded that there is a need to have gender balance in the University of Kashmir and its affiliated colleges

The recent COVID-19 pandemic has had significant social effects on the population. The COVID-19 outbreak affected all segments of the population and is particularly detrimental to members of those social groups in the most vulnerable situations, which continues to affect populations, including people living in poverty situations, older persons, persons with disabilities, youth and indigenous people. Research has highlighted the social impact of COVID-19 on persons with disabilities, youth and the impact of COVID-19 on the education systems. The investigator has also suggested some recommendations regarding the prevention of persons with disabilities, youth from COVID-19.

Economic success of a nation is reflected by its educational system. Education has the ability to boost the strength of nation. An educated nation tries to help the individuals of the nation to touch the heights of the skies. India is the third largest country in terms of higher education next to China. Improvement in the higher education system has taken place since independence and is developing in the sphere of higher education. Challenges and issues in higher education are quite evident, but the opportunities to overcome the issues needs greater attention in the higher education system. There is an urgent need of scientific research which will help how people learn and to make them skillful and educated, which in turn help to uplift the economic system of the country. Furthermore, it will also help to transfer the skilled persons from one country to another which in turn will help the country to move from the developing stage to the developed one. Moreover, the current paper examines to highlight the issues and challenges in higher educational institutions.

The present study was conducted with the objective to study and compare Work- Motivation among higher secondary school teachers on the basis of type of higher secondary school and stream background. The sample of the study is consisted of 180 teachers. The required data was gathered by utilizing a simple random sampling technique. Work-Motivation Scale (self-constructed) was used to collect the required data. For the statistical treatment of the data t-test and ANOVA were used. The results of the study indicated that there is a significant mean difference between Government and private higher secondary school teachers on work motivation, Government higher secondary school teachers were found to be more motivated towards their work against private higher secondary school teachers. And no significant mean difference was found between teachers teaching science, commerce, and arts subjects on work motivation.

The present study was undertaken to find out the Self esteem and Academic achievement of orphan adolescents in Kashmir valley. A sample 0f 200 orphan adolescents (100 institutionalised and 100 non institutionalised) was selected through random sampling. Self constructed Self esteem scale was employed to collect the data. Academic achievement was taken as the mean of marks of previous two years. After going through the statistical techniques of Mean, S.D and t-test, the results revealed that the non institutionalised orphans were having better self evaluation, confidence than the institutionalised orphan adolescents. Further, non institutionalised orphan adolescents were having more academic achievement than institutionalised orphan adolescents.

The present research was undertaken with an objective to study rumination of university students in relation to extraversion and emotional stability dimensions of personality across genders. Descriptive method of research was followed on the sample of 80 university students. To assess the personality short version of Eysenck’s Maudsley Personality Inventory (EMPI) was used, while ruminative behavior was assessed through Mihaly Rumination Scale. The means, SDs along with t- values computed to explain gender differentials in rumination and personality of university students and chi-square was applied to find out the significance of association between rumination and dimensions of personality of university students. The results revealed that there was no significant gender differential in rumination and extraversion and emotional stability dimensions of personality. The university students across gender groups have shown themselves to be more on the flow side of rumination and students tend to be extroverts and exhibit emotional stability. There was no significant association between rumination and extraversion among university students. A significant association between rumination and emotional stability dimension of personality was found depicting highly emotional stable university students to be more towards flow side of rumination as compared to emotionally instable counterparts among university students.

The study examined internet usage among university students of Punjab in relation to gender. Descriptive methodof research was followed. The total sample consisted of 200 students (100 male and 100 female), selected from three faculties, i.e., professional, science and humanities from Punjabi University, Patiala. Self designed internet usage scale with 15 items was used to gauge the purpose of internet usage, its effect on wellbeing of university students, and self-regulation in internet usage. Collected data was analyzed in terms of percentage. The results revealed that almost all university students use the internet for different purposes such as educational purposes, career planning, and global affairs. Furthermore, one third university students reported ill effects on their wellbeing. They forget day specific assignments nd household chores due to internet use. There were only one tenth male and female university students who attributed insomnia due to internet usage. It was also found that majority of university students use the internet for purposeful activities and a few reported need to regulate internet usage for better well-being.

The present study investigated the mental health of male and female senior secondary students -of Himachal Pradesh. Descriptive research design was used to accomplish the objective of the study. A sample of 300 government school students was taken from one district of Himachal Pradesh by random sampling technique. For this paper, the researcher used mental health inventory constructed by Dr. Jagdish and Dr. A.K. Srivastava. Researcher finds out Mean, S.D. and t- value for testing the null hypothesis. The findings of the study revealed that there is no significant difference and exists a significant difference in mental health of male and female Senior Secondary students.

In inclusive education, special education teachers have to deal with children with various disabilities. In the light of this, the researcher made an attempt to explore how wellequipped pre-service teachers, who are groomed at teachers training institutes, think they are to work with children with various disabilities. This qualitative study is confined to pre-service special education teachers in Delhi only. The researcher took a sample of 30 pre-service teachers. To gather data, the researcher developed a questionnaire along with employing the technique of document analysis. According to the research findings, the participants were being offered specialization in one disability. Moreover, they reported their inability to cater to the individual needs of children with other disabilities (or cross disabilities). The study recommended that comprehensive chapter/unit on cross disabilities should be incorporated in the curriculum so that pre-service teachers could be made aware of and be equipped with interventions required by children with other disabilities.

This study examined the professional commitment of effective and less effective secondary school teachers in Kashmir. The sample for the study consists of 800 secondary school teachers which were collected by random sampling. Professional commitment scale developed by Ravinder Kaur and Sarbjit Kaur was used. The results of the study showed that the effective secondary school teachers have more professional commitment towards their teaching profession as compared to less effective teachers. The results also revealed that effective teachers are more committed to their jobs and also show positive commitment both towards students as well as progressive betterment of society. Job satisfaction in the present study refers to the set of scores obtained by the sample subjects on the job satisfaction scale developed by Singh and Sharma (2009).

Teacher Effectiveness is an amalgamation of both cognitive and non-cognitive attributes like academic qualification and distinctions, clarity of thought and expression, fluency, teaching strategy, charisma, and experience, and socio-personal interaction. The major objective of the present investigation was to study the teacher effectiveness of elementary school teachers in relation to their gender and level of job satisfaction. A sample of 400 elementary school teachers working in government schools was taken from four districts of Himachal Pradesh. Mean, S.D., Analysis of variance and t- test was used for analyzing the data. The findings of the study revealed that male and female elementary school teachers differ significantly in their teacher effectiveness. There exists no significant difference in teacher effectiveness of elementary school teachers with respect to their level of job satisfaction. There is no significant interactional effect of gender and level of work motivation on teacher effectiveness of elementary school teachers.

Since ages, teachers have been bestowed with the title of being “the builders of the nation” having regard to the crucial and pivotal role they play in the development of a nation by preparing its human resources to meet the challenges and exigencies of life. Currently, even at the international level, quality of education is one of the prime indicators under the HRD concept, to determine the comparative developmental index among the community of nations. This had led to a paradigm shift in the educational policies of nations. Effectiveness of the educational system of a nation depends upon the quality of teaching imparted by its teachers. Education is a complex process and educational policies have to evolve over time in order to make education time relevant. Interrelation between society and education is that of a tree and its bark, one cannot grow without growth in the other. Thus, the main stakeholders in this process (teachers) have to be continuously oriented and trained if desirable results are to be achieved. Teacher Training is an integral component of an educational system. In India in this direction, National Curriculum Framework for Teacher Education 2005 is a vital document which contains elaborate provisions emphasizing the need, significance, and strategies pertaining to teacher education. The present paper is an attempt to make a critical appraisal of the provisions relating to teacher education contained in NCF-2005, to discuss the issues and challenges pertaining to such provisions and to suggest measures which should be incorporated within this policy framework.

The progress of a country depends upon the quality of education and its teachers and for this reason teaching is the noblest among all professions. Nowadays the field of education and vis-à-vis films as an appraisal of the governance are not only limited but has broadened in various new horizons. Cinema has a great impact on people & film stars are a big influence in on daily life. Cinema plays an important role in our lives, even more than we notice. The quantum development and changes in education have affected teacher education & Bollywood movies that are necessitating review and reforms. The present paper will focus on certain glaring challenges which present in the daily lifestyle of the students, teachers & environments, but in the present scenario of qualified staff, adequate facilities of academic environments and equipments, effective teaching practice and internship, quality improvement, research efficacy, professional competency empowerment of teacher student relations, the changing role of teachers, integration of ICT in Teacher Education. Films on the education system are rarely explored by NFDC (Ministry of Information & Broadcasting by Prakash Javadekar), but some Bollywood movies have openly challenged the Indian education system, talking about its flaws and loopholes.

Inclusive Education is one of the internationally emerging concepts in education. It makes an effort to bring equity, justice, and quality education to all children. Inclusive education gives opportunity to bridge the gap among normal and children with disabilities across the world. Inclusive education aligns the educational system by bringing the children with special needs in normal school system. Assessment of the children for overall development in general and academic development in particular is very important to design the future educational structure. In order to assess the children with special needs, a number of challenges are being faced. This paper is an effort to examine the issues and challenges faced by the teachers while assessing the children with special needs in inclusive education system. The present study has adopted the exploratory method of research by exploring the existing literature to accomplish the objectives.

In today’s fast changing modern world, the traditional educational system is gradually becoming irrelevant. In our time the change is only constant and this is much more rapid as compared to the changes of the past. We human beings need to keep pace with these rapid changes. This in turn demands more skills so as to cope with the ever-changing technological developments. Considering this fact, it has become imperative that today’s educational institutes produce such products who are fully capable of coping with technological developments. In order to achieve this aim, it is necessary that our traditional education system gets shifted to Outcome Based Education (OBE).

India was really fortunate to have many distinguished scholars, intellectuals, politicians, and freedom-fighters, who defeated the powerful British by their wisdom, sacrificed themselves for the mission, and saved the future generations from the tyrant and barbaric rule. One among such eminent personalities was Dr. Bhim Rao Ramji Ambedkar, who after independence was given a stupendous task of drafting the constitution of India. In this paper, the researcher attempts to explore and analyze Dr. Ambedkar's struggle and contribution for the integration of the nation. That is why the researcher makes an attempt to pen down some points to recall people about his mission to integrate the disintegrated population of India.

Education is a process of human enlightment and empowerment and helps in the emancipation of mankind. Being ignorant is not shameful, but being unwilling to learn is. We are living in a technological era where everything is available on one mouse-click whether it is education or something else. Nowadays, entire world is suffering from corona virus which compels us to confine at homes. As we are battling with the worldwide coronavirus outbreak, the education sector is going through a huge change. Students across the country are being tutored via e-learning with daily classes and online school programmes. Corona virus brought a paradigm shift in the way professional and non-professional courses are being taught. Online learning is gaining more ground as most countries begin to introduce online platforms for continued learning. The adoption of the digital platform to impart teaching is gaining significant traction. This is the necessity to secure the future of education. Therefore, the need of the time is to change the process of teaching and learning according to the needs of the learner with careful cultivation of experiences. Researcher has used secondary sources which include research papers, videos, articles and books in order to collect data. The present paper focuses on how paradigm shift has taken place in teaching leaning phenomena amid Covid 19. The paper also attempts to draw attention on the role of ICT in paradigm shift of education. This research study reveals the robust innovative changes in the teaching and learning phenomena.

After the outbreak of covid-19 pandemic, the significance of ICT gains its footing stronger than it was ever before. This challenging situation not only brought crisis for public health system, but it has put educational system in shambles, in order to play its pivotal role in maintaining social order which was upset by this global pandemic and thus create a situation where individual from around the global by their creative endeavours are continuously connected, work in collaboration and knowledge generation and dissemination is co-created. Although this pandemic has not given any good memories across the world but has given opportunities for a new type of learning that has taken the physical campus to virtual campus where learning is not confined to traditional classrooms but it can take place anywhere and anytime. Each educational institution has turned an institution with a virtual campus in space. It allows the educational institutions to redesign courses across the disciplines and may implement a flipped model. This model helps the student to read the material in advance before coming in the classroom. This helps the concerned teacher to discuss the content in a dialogical way where students actively participate, which in-turn help teachers lessen the burden and use their time more resourcefully. Thus, with the help of ICT, using new innovative educational resources, renewal of new methods of learning, establishing a more active collaboration of students, and simultaneous acquisition of technological knowledge. The focus of this paper is to identify the role of ICT in assessment and evaluation in the light of the growing use of virtual learning environments. This paper also through some light on the issues concerned in moving towards ICT based assessment like Computer Assisted Assessment or Computer Aided Assessment (CAA); Computer Based Assessment. Furthermore, it can also help to understand advance assessment and evaluation practices and processes.

Inclusive education refers to a model wherein special needs students spend most or all of their time with non-special needs i.e., general education students. It arises in the context of special education with an individualized education program, and is based on the fact that it is more effective for students with special needs to have said mixed experience for them to be more successful in social interactions leading to further success in life. Inclusive education happens when children with and without disabilities participate and learn together in the same classes. Research shows that when a child with disabilities attends classes alongside peers who do not have disabilities, good things happen. Inclusive education differs from the integration or mainstreaming model of education, which is to be concerned principally with disability and special educational needs, and learners changing or becoming ready for or deserving of accommodation by the mainstream, also inclusion is about the child's right to participate and the school's duty to accept the child. Thus, the present paper focuses on importance of inclusive education and how it can be implemented in educational institutions.