An Innovative Soft Ware              for Learning to Write Tamil Lesson Plan                                       Dr. S. ...
Objectives of the study    1.      To measure the learning hurdles in writing Tamil lesson plan.    2.      To find out th...
Data collectionThe researcher administered a diagnostic test to identify the problems of the Teacher-trainees inlearning t...
Table-2                                                                                          Level of            Tests...
ConclusionLike this study can eliminate the problems of the learners in all levels of education.References    1.   Kwok-Ke...
B6 panneerselvam
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B6 panneerselvam

  1. 1. An Innovative Soft Ware for Learning to Write Tamil Lesson Plan Dr. S. K. Panneer Selvam Assistant Professor, Department of Education, Bharathidasan University, Tiruchirappalli,TN skpskpbdu@gmail.comIntroductionQuality Education is indispensable for ameliorating the secondary education to stand on the platformof globalization. It can be acquired by revamping the quality of Secondary Teacher Education throughthe degree course of Bachelor of Education. Teachers are responsible facilitators for ensuring thequality education. Teacher Education can assist to enrich the quality of teachers by implementinginnovative methods in teaching learning process. Most of the students are unable to read and writeTamil without mistakes in Tamilnadu. Even if the Tamil is the mother-tongue of the learners, they areunable to write correct Tamil. Parents and learners are attracted by learning English and neglectlearning Tamil language. It paves way to the learners for committing more mistakes. Errors oflearning Tamil can be rectified through effective teaching learning process. Innovative effectivemethod has to be investigated for easy understanding of the language. Hence innovative teaching-learning software was prepared for error free successful learning to write Tamil lesson plan.Need of the StudyEffective teaching is based on the planning of lesson plan which is depending upon unit plan. Writingand preparing a lesson plan for macro-classroom is essential for a perfect teacher-trainee or in serviceteacher. Most of the teacher-trainees of selecting their optional-I as Tamil at Bachelor Education levelwere unable to write lesson plan in Tamil from some Educational colleges situated around the Trichydistrict. Lesson plan is the skeleton of the teaching learning process. If the student-teacher is unable towrite an appropriate lesson plan for particular unit of the lesson for /poem/prose/grammar, histeaching can not be more effective. Acquiring practice in lesson plan writing may eliminate theproblems of the teacher-trainees in teaching learning process. Learning to write Tamil lesson planamong the teacher-trainees was identified by administering a diagnostic-test .Teacher-trainees ofTamil scored very less mark in writing lesson plan. Hence the researcher endeavoured to prepareinnovative Software for the teacher-trainees to eliminate the problems in conventional methods oflearning to write Tamil lesson plan.Statement of the ProblemTeacher-trainees of optional I as Tamil in Bachelor of Education have problems in writing lesson planin Tamil by conventional method. 65
  2. 2. Objectives of the study 1. To measure the learning hurdles in writing Tamil lesson plan. 2. To find out the significant difference in achievement mean score between pre-test of control group and post-test of control group in learning to write Tamil lesson plan. 3. To find out the significant difference in achievement mean score between pre-test of experimental group and post –test of experimental group in learning to write Tamil lesson plan. 4. To measure the effectiveness of innovative software in learning to write Tamil lesson plan.Hypotheses of the study 1. Teacher-trainees of optional I as Tamil in Bachelor of Education have problems in writing lesson plan in Tamil by conventional method. 2. There is no significant difference in achievement mean score between pre-test of control group and post-test of control group in learning to write Tamil lesson plan. 3. There is no significant difference in achievement mean score between pre-test of experimental group and post-test of experimental group in learning to write Tamil lesson plan. 4. Innovative software is more effective than conventional methods in learning to write Tamil lesson plan.MethodologyExperimental method was followed in the study.SampleOne hundred Teacher trainees of B.Ed were selected from Indira Ganesan college of Education, Trichyas sample for the study. Fifty Teacher-trainees were considered as Controlled group and another FiftyTeacher-trainees were considered as Experimental group.ToolResearcher’s self-made criterion reference test was used as a tool for the study.Reliability of the toolThe co-efficient correlation was found 0.78 in the tool through split-half method.Validity of the toolFace validity and Content validity was established for the test through expert suggestions. Hencereliability and validity were properly established for the study. ‘t’ test was used as a statisticaltechnique for the study.Procedure of the study 1. Problems identification by administering diagnostic test. 2. Preparation of innovative software and validation. 3. Pre-test-treatment-post-test. 4. Finding the effectiveness of the software. 5. Implementation of the study. 66
  3. 3. Data collectionThe researcher administered a diagnostic test to identify the problems of the Teacher-trainees inlearning to write Tamil lesson plan with permission of Principal of the college. Pre-test –Treatment-Post-test was used for the control group in conventional method. Pre- test- using the innovativesoftware and post -test was administered for the research.Hypothesis testingAlternative Hypothesis-1Teacher-trainees of optional I as Tamil in Bachelor of Education have problems in writing lessonplan in Tamil by conventional method.Teacher-trainees scored 24% of marks in writing Tamil lesson plan. Seventy six percentages of teacher-trainees committed the mistakes in writing lesson plan. It substantiates that the problems existing inwriting lesson plan among the teacher-trainees in Tamil by conventional method. Hence the Teacher-trainees of optional I as Tamil in Bachelor of Education have problems in writing lesson plan in Tamilby conventional method.Null-Hypothesis-2There is no significant difference in achievement mean score between pre-test of control group andpost-test of control group in learning to write Tamil lesson plan. Table-1 Tests N Mean S.D. do t- value ResultPre-test control group 50 8.62 2.32 Insignificant 98 0.214 Post- test control 50 8.68 2.42 groupAchievement means scores between pre-test of control group and post-test of control group.The calculated t value is (0.214) less than table value (1.96). Hence null hypothesis is accepted at 0.05levels. Hence there is no significant difference between the pre-test of control group and post-test ofcontrol group in achievement mean scores of the teacher-trainees in writing Tamil lesson plan throughconventional methods.Null Hypothesis- 3There is no significant difference in achievement mean score between pre-test of experimental groupand post-test of experimental group in learning to write Tamil lesson plan. 67
  4. 4. Table-2 Level of Tests N Mean S.D. df t- value significance Pre-test Experimental 50 14.39 3.68 group P>0.05 98 9.32 Post- test Experimental significance 50 18.12 3.02 groupAchievement means scores between pre-test of experimental group and post-test ofExperimental group.The calculated‘t’ value is (9.32) greater than table value (1.96). Hence null hypothesis is rejected at 0.05levels. Hence there is significant difference in achievement mean score between the pre-test ofExperimental group and post-test Experimental group in achievement mean scores of the teacher-trainees of B.Ed College in learning to write Tamil lesson plan.Hypothesis- 4Innovative software is more effective than conventional methods in learning to write Tamillesson.The above two tables prove and confirm the innovative software is more effective than traditionalapproaches in learning to write Tamil lesson plan. Mean scores in pre-test of Experimental group byconventional method is (14.39) less than the mean score of post-test of Experimental group by usinginnovative software in learning to write Tamil lesson plan (18.12). It substantiates that innovativesoftware is more effective than conventional methods in learning to write Tamil lesson plan.Findings 1. Teacher-trainees of optional I as Tamil in Bachelor of Education have problems in writing lesson plan in Tamil by conventional method. 2. There is no significant difference in achievement mean score between pre-test of control group and post-test of control group in learning to write Tamil lesson plan. 3. There is significant difference in achievement mean score between pre-test of experimental group and post-test of experimental group in learning to write Tamil lesson plan. 4. Innovative software is more effective than conventional methods in learning to write Tamil lesson.Recommendation of the study 1. Preparing more software’s for learning of Tamil may simplify the learners of Tamil in mother tongue as well as Tamil as second language learners. 2. It may be implemented in Diploma in Teacher Education also. 3. It may be implemented in School Education also. 4. It may be implemented in Collegiate Education also. 68
  5. 5. ConclusionLike this study can eliminate the problems of the learners in all levels of education.References 1. Kwok-Keung LAU(1992) On The Objectives of Teacher, Education Journal Vol. 20 No, pp. 43- 48 by The Chinese Universityof Hong Kong Faculty of Education, 2. Wahab, Norshahriah and Zaman, Halimah Badioze (2007) Multimedia courseware Package for learning English based on learning styles (mel-e). in: ICEEI2007 Bandung, Indonesia. 3. Britten, J.S. and Cassady, J.C. (2005) The Technology Integration Assessment Instrument: Understanding Planned Use of Technology by Classroom Teachers: Computers in the Schools Vol. 22, No. 3/4, pp. 49-61. 69

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