- The document summarizes a study on teacher behavior as perceived by higher secondary computer science students in India and its relationship to their achievement in computer science.
- The study surveyed 300 higher secondary students across 4 schools. It found that most students had a neutral perception of their teachers' behavior. It also found that male and female students differed significantly in their perceptions of questioning and class management.
- There was no significant relationship found between students' perceptions of teacher behavior and their achievement in computer science.
TEACHER’S ATTITUDE TOWARDS UTILISING FUTURE GADGETS IN EDUCATION ijcax
Today’s era is an era of modernization and globalization. Everything is happening at a very fast rate whether it is politics, societal reforms, commercialization, transportation, or educational innovations. In every few second, technology grows either in the form of arrival of the new devices/gadgets with millions of apps and these latest technological objects may be in the form of hardware/software devices. We are the
educationists, teachers, students and stakeholders of present Indian educational system. These gadgets/devices are partly being used by us or most of them are still unaware of these innovative technologies due to the mass media or economical factor. So, there is a need to improvise ourselves towards utilizing the future gadgets in order to explore the educational uses, barriers and preparatoryneeds of these available devices for educational purposes. This paper aims to study the opinion of the teacher-educators about the usage of future gadgets in higher education. It will also contribute towards establishing the list of latest technological devices, and how it can enhances the process of teachinglearning system.
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
TEACHER’S ATTITUDE TOWARDS UTILISING FUTURE GADGETS IN EDUCATION ijcax
Today’s era is an era of modernization and globalization. Everything is happening at a very fast rate whether it is politics, societal reforms, commercialization, transportation, or educational innovations. In every few second, technology grows either in the form of arrival of the new devices/gadgets with millions of apps and these latest technological objects may be in the form of hardware/software devices. We are the
educationists, teachers, students and stakeholders of present Indian educational system. These gadgets/devices are partly being used by us or most of them are still unaware of these innovative technologies due to the mass media or economical factor. So, there is a need to improvise ourselves towards utilizing the future gadgets in order to explore the educational uses, barriers and preparatoryneeds of these available devices for educational purposes. This paper aims to study the opinion of the teacher-educators about the usage of future gadgets in higher education. It will also contribute towards establishing the list of latest technological devices, and how it can enhances the process of teachinglearning system.
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
The Influence Of Individual Characteristics And Job Characteristics On Vocati...iosrjce
This study explores the relationship between individual characteristics, job characteristics with job
satisfaction of teachers in vocational schools at the Province of North Sumatera, Indonesia. The sample size of
this study was obtained using the proportional random sampling which further resulting a total number of 166
teachers who were found having the expected qualification in Mechanical Engineering subject. The hypotheses
tests based on the path analysis on the research model revealed that individual characteristics and job
characteristics. The results showed that : 1) Individual characteristics directly affect the job satisfaction of
vocational teachers in North Sumatra, and 2). Job characteristics directly affect the job satisfaction of teachers
of vocational schools in North Sumatra.
A Structural Equation Modelling of Entrepreneurial Education and Entrepreneu...inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The research examined the effectiveness of activities collaborative group poster strategy and on academic achievement of senior secondary school students on genetics concept in Dawakin-kudu Educational Zone Kano State, Nigeria. The study has three research objectives guided by three research questions and three hypotheses.
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
The Influence Of Individual Characteristics And Job Characteristics On Vocati...iosrjce
This study explores the relationship between individual characteristics, job characteristics with job
satisfaction of teachers in vocational schools at the Province of North Sumatera, Indonesia. The sample size of
this study was obtained using the proportional random sampling which further resulting a total number of 166
teachers who were found having the expected qualification in Mechanical Engineering subject. The hypotheses
tests based on the path analysis on the research model revealed that individual characteristics and job
characteristics. The results showed that : 1) Individual characteristics directly affect the job satisfaction of
vocational teachers in North Sumatra, and 2). Job characteristics directly affect the job satisfaction of teachers
of vocational schools in North Sumatra.
A Structural Equation Modelling of Entrepreneurial Education and Entrepreneu...inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The research examined the effectiveness of activities collaborative group poster strategy and on academic achievement of senior secondary school students on genetics concept in Dawakin-kudu Educational Zone Kano State, Nigeria. The study has three research objectives guided by three research questions and three hypotheses.
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
Consumer Decision Process: Problem Recognition
Types of consumer decisions, Purchase involvement levels and the decision process, Problem/Need Recognition, Types of Consumer Problems, Marketing Strategy and Problem Recognition.
Consumer Bahavior-6 a Marketing Plan prerequisite by www.marketingPlanNOW.comwww.marketingPlanMODE.com
When studying consumer behavior, what often remains is the process of decision making, an internal processes that includes five main stages: problem recognition, information search, evaluation of alternatives, purchase decisions, post purchase outcomes.
In the discovery with models method identification relationships among students behaviors and characteristics or contextual variables are key applications.
In-Service Training Needs for the Professional Development of the Secondary S...AJHSSR Journal
ABSTRACT : The study determined the importance of in-service training needs for the professional
development of secondary school teachers in Zone 2, Division of Zambales SY 2019-2020. The descriptive
research design with survey questionnaire as the main instrument was utilized to one hundred and ten (110)
teachers as population respondents who were randomly selected. The researcher concluded that the teacherrespondent is a Teacher-2, Social Studies major, and attained BS degree with masteral units of education. The
teacher-respondents assessed “Very Important” on the level of extent on the need for in-service training needs as
to systematic planning in teaching, pedagogical competence, assessment of learning outcomes, effective
management of classroom, use of Information and Communication Technology (ICT) and Professional
development skills. There is no significant differences when grouped according to profile variables towards
systematic planning in teaching, pedagogical competence, assessment of learning outcomes, and the use of
Information and Communication Technology (ICT) however, significant on field of specialization towards
effective management of classroom and significant on academic position towards Professional development
skills. There is no significant difference on the dimensions towards level of extent on in-service training needs
of teacher-respondents as to systematic planning in teaching, pedagogical competence, assessment of learning
outcomes, use of information and communication technology (ICT), effective management of classroom and
professional development skills.
Keywords –In-service training Professional Development, Secondary Teachers, Social Studies About five key
words in alphabetical order, separated by comma
I N T E R N A T I O N A L E D U C A T I O N A L S C I E N T I F I C R E S E A...S. Raj Kumar
Present scenario, E-learning resources gain access to classrooms around the world at an extremely rapid pace. In the wake of this influx, educators face growing challenges as they teach a much “wired” and more and more “wireless” generation of students using technology that is evolving every day. This paper deals with the electronic resources (E-Resources) and their different types. The information seeking behavior of students, researchers and faculty in the electronic milieu are thrashing out in detail, looks at the E- resources created by some organizations are highlighted for access. The main objective of the present Study is to find out the study on E-learning Resources Access and Academic Performance among Under Graduate Students. Normative Survey method was adopted to collect the relevant data for the present study. The tool E-learning Resources Scale (ELRAS) developed and standardized by S. Raja kumar and P. Pachaiyappan, was used to collect data for the present study. The Researcher randomly selected 330 Under Graduate Students studying in Government, Government Aided and Private Colleges in and around Vellore and Thiruvallur District of Tamilnadu. The result existing study was done in order to find the E-Learning Resources Access and Academic Performance of under Graduate Students on the whole it perceived the data explores several factors which are significant in parenteral annual income of E-learning Resources Access and the study Academic performance is significant in Stream and E-device using hours of undergraduate students. Keywords: E-learning, E-resources, E- Access, Academic performance, Under-graduate Students.
This study looked into effective integration of management information system (MIS) in secondary
schools in Awka Education Zone in Anambra State. The study was guided by three research questions and two
hypotheses tested at the 0.05 level of significance based on a descriptive survey research approach. The sampling
technique adopted was purposive type in order to focus on a determined specialized number of respondents. The
study’s sample size was 130 secondary school teachers. A researcher-created questionnaire was used to gather the
data. The tool was rigorously evaluated by two experts. When the instrument’s internal consistency was examined
using Cronbach’s alpha, a reliability value of 0.88 was found. A t-test was used to assess the hypotheses after
arithmetic mean and standard deviation scores were used to analyze the data. The findings demonstrated that
the MIS assists the school in managing tests, enrolments, and fees by providing different people with password
protection. The findings further revealed that MIS opportunities and needs should be identified and prioritized
according to educational objectives rather than technical criteria. In addition, there is no significant difference in the
male and female teachers’ knowledge about MIS in secondary schools. The implications of the study were drawn
and recommendations proffered.
Clustering analysis of learning style on anggana high school studentTELKOMNIKA JOURNAL
The inability of students to absorb the knowledge conveyed by the teacher is’nt caused by the inability of understanding and by the teacher which isn’t able to teach too, but because of the mismatch of learning styles between students and teachers, so that students feel uncomfortable in learning to a particular teacher. It also happens in senior high school (SHS/SMAN) 1 Anggana, so it is necessary to do this research, to analyze cluster (group) of student learning style by applying data mining method that is k-Means and Fuzzy C-Means. The purpose was to know the effectiveness of this learning style cluster on the development of absorptive power and improving student achievement. The method used to cluster the learning style with data mining process starts from the data cleaning stage, data selection, data transformation, data mining, pattern evolution, and knowledge development.
Challenges of Biology Teacher In The Face Of Changing Technologyinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Olson matunga final project dip scie ed 12OLSON MATUNGA
The study was conducted to analyse the actors affecting the teacher’s use of e-learning tools in Zimbabwean secondary education at an urban, private school in Harare. Forty qualified teachers and five pupils taking ICT were sampled to participate in the study. Data was collected using a questionnaire. Results show that e-learning can enhance secondary education but a number of factors are hindering the full scale utilization by teachers which include infrastructural challenges, technical competencies among others.
Educational Data Mining is used to find interesting patterns from the data taken from
educational settings to improve teaching and learning. Assessing student’s ability and performance with
EDM methods in e-learning environment for math education in school level in India has not been
identified in our literature review. Our method is a novel approach in providing quality math education
with assessments indicating the knowledge level of a student in each lesson. This paper illustrates how
Learning Curve – an EDM visualization method is used to compare rural and urban students’ progress
in learning mathematics in an e-learning environment. The experiment is conducted in two different
schools in Tamil Nadu, India. After practicing the problems the students attended the test and their
interaction data are collected and analyzed their performance in different aspects: Knowledge
component level, time taken to solve a problem, error rate. This work studies the student actions for
identifying learning progress. The results show that the learning curve method is much helpful to the
teachers to visualize the students’ performance in granular level which is not possible manually. Also it
helps the students in knowing about their skill level when they complete each unit.
International Journal of Engineering Inventions (IJEI) provides a multidisciplinary passage for researchers, managers, professionals, practitioners and students around the globe to publish high quality, peer-reviewed articles on all theoretical and empirical aspects of Engineering and Science.
The main objective of this study is to find out the level of difficulties faced by the teachers’ in implementing modern technology at higher secondary level and also to find out whether there is any difference in their difficulties in implementing modern technology based on few personal and demographic variables. The sample for this study consists of 300 higher secondary teachers’ (both male [150] and female [150]) from government and government aided schools from Theni educational district. The tool used for the study Teacher’s difficulty in implementing modern technology questionnaire was developed by the investigator (I. Lenin, 2012). The investigator found that the level of teachers’ faced difficulties in implementing modern technology in their class room teaching is below average in nature. It is found that there is no significance difference in teachers’ difficulties in implementing modern technology with respect to the following personal and demographical variables: (i) Sex, (ii) Type of school, and (iii) Nature of the school. The investigator also found that there is significance difference in teachers’ difficulties in implementing modern technology with respect to the locality of the School.
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TEACHER BEHAVIOUR AS PERCEIVED BY HIGHER SECONDARY COMPUTER SCIENCE STUDENTS IN RELATION TO THEIR ACHIEVEMENT IN COMPUTER SCIENCE
1. K.THIYAGU LIGHTHOUSE JOURNAL 2013
1
TEACHER BEHAVIOUR AS PERCEIVED BY HIGHER SECONDARY
COMPUTER SCIENCE STUDENTS IN RELATION TO THEIR
ACHIEVEMENT IN COMPUTER SCIENCE
K. Thiyagu
Assistant Professor
thiyagusuri@gmail.com, surithiyagu@gmail.com
9486812800
ABSTRACT
Computer science is one of the subjects being taught at higher secondary
level catering the needs of basic knowledge and skills to fulfill the requirements at
higher education level (Joseph F. Callahan.1977). Moreover, the subject -
computer science - commands the attention of all the people of the globe. The fact
is that most of the students feel very difficult in learning computer science. Hence,
the computer science teachers are expected to be more competent and effective in
their profession. The main aim of the study is to find out the level of teacher
behaviour as perceived by higher secondary computer science students and to find
out the level of achievement in computer science of higher secondary computer
science students. The investigator used the survey method for the present study.
The sample for the present study consisted of 300 higher secondary computer
science students studying in four different schools of Tuticorin District. The
investigator used the Teacher Behaviour Scale prepared and validated by S.
Arockiasamy (2004). The findings of the study were more than 67% of higher
secondary computer science students have recorded their neutral perception on the
teacher behaviour of their respective teachers. The male and female higher
secondary computer science students differ significantly in their perception on
teacher behaviour in total and in the dimensions - questioning and class
management. And no significant relationship is found between the perception of
higher secondary computer science students on teacher behaviour in total and their
achievement in computer science.
Key words: Teacher Behaviour, Perceived, Computer Science, Achievement etc.,
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INTRODUCTION
Computer Science is the scientific and practical approach to computation and
its applications. It is the systematic study of the feasibility, structure, expression, and
mechanization of the methodical processes (or algorithms) that underlie the
acquisition, representation, processing, storage, communication of, and access to
information, whether such information is encoded in bits and bytes in a computer
memory or transcribed engines and protein structures in a human cell.
Teachers can act as trail-blazers in the lives of learners and in the process of
education for development. In this techno-based century, teachers are expected to
play a very complex role, which is full of challenges. Knowledge industries are taking
off at breakneck speed (Ned A. Flanders and Simon, A. 1971). Information highways
are opening new prospects. With convergence of cultures and influences, there is a
demand for new abilities from the younger generation – the ability to respond to
interrelatedness between diverse phenomena and process, information from various
sources for effective problem solving. The future pillars of a nation is moulding in the
classroom itself. The teachers must be competent enough to mould their students at the
school level. Especially, the computer science teachers should be effective in this
sense. (Pandey, K.P. 1997).
To meet these demands, the teacher behaviour of computer science teachers
should be keenly sharpened. The teacher behaviour is significantly correlated with the
achievement of students. The computer science students are the best means to judge
the behaviour of their teachers. The purpose of judging is not only to evaluate the
competency of teachers but also to suggest the ways and means of changing the mode
or method of teaching. This would also help to know where computer science teachers
are in the eyes of their students. Above all, measures can be taken to improve the
research problem, which leads to quality computer science education. Under these
circumstances, this study is planned.
OPERATIONAL DEFINITION OF THE KEY TERMS
The following the definition of the operational key terms
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Teacher Behaviour: Teacher behaviour refers to a number of acts or activities
or operations of teaching of a teacher in the presence of pupils with the intention of
achieving teaching-learning goals. It comprises blackboard work, questioning,
reinforcement, explanation and illustration, class management etc.
Perception: Webster’s Ninth New Collegiate Dictionary states ‘perceive’ as to
attain awareness or understanding of or to become aware of through sense. In the
present study it is taken as an understanding of computer science students about their
teachers.
Higher Secondary Computer science Students: By this, the investigator
means the students are studying in 11th
and 12th
standards studying computer science
group in the higher secondary schools following Tamilnadu state board syllabus.
Achievement in Computer science: By this, the investigator means the marks
obtained by the students in computer science subject in half-yearly examinations.
OBJECTIVES OF THE STUDY
1. To find the nature of teacher behaviour as perceived by higher secondary computer
science students.
2. To find the level of achievement in computer science of higher secondary computer
science students.
3. To find the significant difference in the perception of higher secondary computer
science students on teacher behavior and their achievement in terms of background
variables like gender, location of the school and management of the school.
4. To find the significant relationship between the perception of higher secondary
computer science students on teacher behaviour and their achievement in computer
science.
NULL HYPOTHESES OF THE STUDY
1. There is no significant difference between the male and female higher secondary
computer science students in their perception on teacher behaviour.
2. There is no significant difference between the higher secondary computer science
students studying in rural and urban schools in their perception on teacher
behaviour.
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3. There is no significant difference among the higher secondary computer science
students studying in government, aided and self-financed schools in their
perception on teacher behaviour.
4. There is no significant difference between the male and female higher secondary
computer science students in their achievement in computer science.
5. There is no significant difference between the higher secondary computer science
students studying in rural and urban schools in their achievement in computer
science.
6. There is no significant difference among the higher secondary computer science
students studying in government, aided and self-financed schools in their
achievement in computer science.
7. There is no significant relationship between the perception of higher secondary
computer science students on teacher behaviour and their achievement in computer
science.
METHOD USED IN THE PRESENT STUDY
Analysing the various characteristics of educational research methods, the
investigator decided to use the survey method for the present study. Survey is a
method of investigation, which attempts to describe and interpret what exists at present
in the form of conditions, practices, trends, attitudes etc., (John W. Best and James V.
Kahn. 1992)
POPULATION AND SAMPLE
The population for the present study includes all higher secondary schools of
Tuticorin District. The sample for the present study consisted of 300 higher secondary
computer science students studying in four different schools of Tuticorin District.
TOOL USED
For analyzing the perception of higher secondary computer science students on
the teacher behaviour in the higher secondary schools of Tuticorin district, the
investigator would like to use the Teacher Behaviour Scale prepared and validated by
S. Arockiasamy (2004). The tool consists of five dimensions like blackboard work,
questioning, reinforcement, explanation & illustration and class management.
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VALIDITY AND RELIABILITY OF THE TOOL
The investigator established content validity of the scale. The scale was given
to the guide and the professors of Dr. Sivanthi Aditanar College of Education,
Tiruchendur. They suggested some modification and deletions in the scale. Thus, the
content validity of the scale was established. For establishing the reliability, the
investigator used test-retest method. First, the scale was given to a set of 50 higher
secondary computer science students selected randomly from the population. The
Karl Pearson’s Product Moment Correlation is found to be 0.791, which is found to be
positive and significant. Thus, the reliability of the scale was established.
STATISTICAL TECHNIQUES USED
The investigator for analyzing the data uses following major statistical
techniques. Percentage analysis; Mean; Standard deviation; Test of significance (t-test)
and co-efficient of correlation. (Aggarwal, J.C. 1966)
ANALYSIS AND FINDING OF THE STUDY
OBJECTIVE TESTING
1. To find the nature of teacher behaviour as perceived by higher secondary computer
science students.
Table 1
Nature of Teacher Behaviour as perceived by
Higher Secondary Computer science Students
Dimensions
Negative Neutral Positive
N % N % N %
Blackboard Work 34 11.33 160 53.33 106 35.33
Questioning 43 14.33 197 65.67 60 20.00
Reinforcement 51 17.00 191 63.67 58 19.33
Explanation and Illustration 46 15.33 175 58.33 79 26.33
Class Management 55 18.33 171 57.00 74 24.67
Total 48 16.00 201 67.00 51 17.00
From the above table, it is found that 67% of higher secondary computer
science students have neutral perception on teacher behaviour. In the case of the
dimensions, they have neutral perception on blackboard work (53.33%), questioning
(65.67%), reinforcement (63.67%), explanation and illustration (58.33%) and class
management (57%).
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2. To find the nature of teacher behaviour as perceived by higher secondary computer
science students with regard to gender.
Table 2
Level of Achievement in Computer science of Higher Secondary
Computer Science Students
Variable
Low Average High
N % N % N %
Achievement in Computer science 48 16.00 196 65.33 56 18.67
From the above table, it is found that 65.33% of higher secondary computer
science students have average achievement in computer science.
HYPOTHESES TESTING
Null Hypothesis – 1
There is no significant difference between the male and female higher
secondary computer science students in their perception on teacher behaviour.
Table 3
Difference in the Perception of Higher Secondary Computer science Students on
Teacher Behaviour with regard to Gender
Dimensions Gender N Mean SD
Calculated
‘t’ Value
Table
Value
Remark
Blackboard Work
Male 93 10.09 2.53
1.04 1.96 NS
Female 207 10.41 2.31
Questioning
Male 93 13.31 3.21
3.61 1.96 S
Female 207 14.66 2.41
Reinforcement
Male 93 17.04 3.54
1.71 1.96 NS
Female 207 17.79 3.36
Explanation and
Illustration
Male 93 17.75 4.21
0.31 1.96 NS
Female 207 17.92 4.37
Class Management
Male 93 17.49 4.31
2.97 1.96 S
Female 207 19.00 3.37
Total
Male 93 75.69 13.51
2.53 1.96 S
Female 207 79.76 11.42
From the above table, it is found that the calculated ‘t’ values are greater than
the table value for 298 degrees of freedom at 5% level of significance, the null
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hypothesis is rejected with regard to perception on teacher behaviour in total and its
dimensions – questioning and class management.
But, the calculated ‘t’ values are less than the table value for 298 degrees of
freedom at 5% level of significance, the null hypothesis is accepted with regard to
perception on blackboard work, reinforcement, and explanation and illustration.
Null Hypothesis – 2
There is no significant difference between the higher secondary computer
science students studying in rural and urban schools in their perception on teacher
behaviour.
Table 4
Difference in the Perception of Higher Secondary Computer science Students on
Teacher Behaviour with regard to Locality of School
Dimensions
Locality
of
School
N Mean SD
Calculated
‘t’ Value
Table
Value
Remark
Blackboard Work
Rural 144 10.30 2.46
0.06 1.96 NS
Urban 156 10.31 2.31
Questioning
Rural 144 14.08 2.65
0.95 1.96 NS
Urban 156 14.38 2.83
Reinforcement
Rural 144 17.86 3.22
1.49 1.96 NS
Urban 156 17.28 3.60
Explanation and
Illustration
Rural 144 19.17 3.92
5.25 1.96 S
Urban 156 16.67 4.32
Class Management
Rural 144 18.88 3.51
1.57 1.96 NS
Urban 156 18.21 3.93
Total
Rural 144 80.29 10.97
2.48 1.96 S
Urban 156 76.85 13.11
From the above table, it is found that the calculated ‘t’ values are greater than
the table value for 298 degrees of freedom at 5% level of significance, the null
hypothesis is rejected with regard to perception on teacher behaviour in total and its
dimension – explanation and illustration.
But, the calculated ‘t’ values are less than the table value for 298 degrees of
freedom at 5% level of significance, the null hypothesis is accepted with regard to
perception on blackboard work, questioning, reinforcement and class management.
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Null Hypothesis – 3
There is no significant difference among the higher secondary computer science
students studying in government, aided and self-financed schools in their perception on
teacher behaviour.
Table 5
Difference in the Perception of Higher Secondary Computer science Students on
Teacher Behaviour with regard to Type of School
Dimensions
Type of
School
Mean SSb SSw df
Calculated
‘F’ Value
Table
Value
Remark
Blackboard
Work
Government 11.50
107.30 1586.49
2,
297
10.04 3.03 S
Aided 9.77
Self-
financed
10.50
Questioning
Government 14.82
136.26 2120.46
2,
297
9.54 3.03 S
Aided 13.52
Self-
financed
14.90
Reinforcement
Government 18.93
97.66 3420.37
2,
297
4.24 3.03 S
Aided 17.30
Self-
financed
17.35
Explanation
and
Illustration
Government 18.73
217.78 5348.88
2,
297
6.05 3.03 S
Aided 18.48
Self-
financed
16.79
Class
Management
Government 19.45
49.97 4144.76
2,
297
1.79 3.03 NS
Aided 18.23
Self-
financed
18.54
Total
Government 83.43
1292.02 43452.98
2,
297
4.42 3.03 S
Aided 77.30
Self-
financed
78.08
From the above table, it is found that the calculated ‘F’ values are greater than
the table value for 2, 297 degrees of freedom at 5% level of significance, the null
hypothesis is rejected with regard to perception on teacher behaviour in total and its
dimensions – blackboard work, questioning, reinforcement, and explanation and
illustration.
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But, the calculated ‘F’ value are less than the table value for 2, 297 degrees of
freedom at 5% level of significance, the null hypothesis is accepted with regard to
perception on class management.
Null Hypothesis – 4
There is no significant difference between the male and female higher
secondary computer science students in their achievement in computer science.
Table 6
Difference in the Achievement in Computer science of Higher Secondary
Computer science Students with regard to Gender
Gender N Mean SD
Calculated
‘t’ Value
Table
Value
Remark
Male 93 112.15 33.52
2.52 1.96 S
Female 207 102.11 28.16
From the above table, it is found that the calculated ‘t’ value is greater than the
table value for 298 degrees of freedom at 5% level of significance, the null hypothesis
is rejected.
Null Hypothesis – 5
There is no significant difference between the higher secondary computer
science students studying in rural and urban schools in their achievement in computer
science.
Table 7
Difference in the Achievement in Computer science of Higher Secondary
Computer science Students with regard to Locality of School
Locality of
School
N Mean SD
Calculated
‘t’ Value
Table
Value
Remark
Rural 144 121.85 28.68
10.68 1.96 S
Urban 156 89.87 22.57
From the above table, it is found that the calculated ‘t’ value is greater than the
table value for 298 degrees of freedom at 5% level of significance, the null hypothesis
is rejected.
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Null Hypothesis – 6
There is no significant difference among the higher secondary computer science
students studying in government, aided and self-financed schools in their achievement
in computer science.
Table 8
Difference in the Achievement in Computer science of Higher Secondary
Computer science Students with regard to Type of School
Type of
School
Mean SSb SSw df
Calculated
‘F’ Value
Table
Value
Remark
Government 102.05
76589.14 196644.34
2,
297
57.84 3.03 SAided 121.33
Self-financed 86.68
From the above table, it is found that the calculated ‘F’ value is greater than the
table value for 2, 297 degrees of freedom at 5% level of significance, the null
hypothesis is rejected.
Null Hypothesis – 7
There is no significant relationship between the perception of higher secondary
computer science students on teacher behaviour and their achievement in computer
science.
Table 9
Relationship between the Perception of Higher Secondary Computer science
Students on Teacher Behaviour and their Achievement in Computer science
Dimensions N
Calculated
‘r’ Value
Table
Value
Remark
Blackboard Work 300 0.171 0.114 S
Questioning 300 0.113 0.114 NS
Reinforcement 300 0.063 0.114 NS
Explanation and Illustration 300 0.147 0.114 S
Class Management 300 0.005 0.114 NS
Total 300 0.009 0.114 NS
From the above table, it is found that the calculated ‘r’ values are less than the
table value for 298 degrees of freedom at 5% level of significance, the null hypothesis
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is accepted with regard to perception on teacher behaviour in total and its dimensions –
questioning, reinforcement and class management.
But, the calculated ‘r’ values are greater than the table value for 298 degrees of
freedom at 5% level of significance, the null hypothesis is rejected with regard to
perception on blackboard work, and explanation and illustration.
INTERPRETATIONS
From the findings of the present study, it is observed that more than 65.33% of
higher secondary computer science students have recorded their neutral perception on
the teacher behaviour of their respective teachers. While studying dimension-wise
analysis, they have recorded the same neutral perception on blackboard work,
questioning, reinforcement, explanation and illustration, and class management. While
analyzing the achievement of higher secondary computer science students in computer
science, they attained only average level.
The reason behind the above said findings is that the adolescent nature of
higher secondary computer science students may deviate their perception regarding the
teacher behaviour of their concerned teachers. Moreover, the students of this
adolescent age group may have difference of opinions in almost all their day-today
activities. Due to this confused state of mind, they are not steady minded and even
they do not take the right decision. Hence, they have only neutral perception on the
teacher behaviour. Regarding their achievement in computer science, the higher
secondary students studying computer science group are not realized their subject and
they feel it as an boredom subject. So, they do not concentrate in their studies and
hence the average level is observed.
The results of differential analysis revealed that the male and female higher
secondary computer science students differ significantly in their perception on teacher
behaviour in total and in the dimensions - questioning and class management. The
female higher secondary computer science students are found to be superior in this
regard. This may be due to the fact that the perception of female students is always
positive or neutral in their day care activities as well as academic activities. Moreover,
the have motherly care and nature, which develop such a positive or neutral perception
among themselves. Hence, they are found to be superior in this regard.
The higher secondary computer science students studying in rural and urban
schools differ significantly in their perception on teacher behaviour in total and its
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dimension – explanation and illustration. Rural school students have better perception
on teacher behaviour in total and in the dimension - explanation and illustration. The
reason behind this finding is that the rural students are in need of more and more
explanation and illustrations regarding their subject matter to get mastery over their
subject and hence the computer science teachers use different narrative and explanation
techniques while teaching the subject. So, the rural students are found to be superior in
this regard.
The higher secondary computer science students studying in government, aided
and self-financed schools differ significantly in their perception on teacher behaviour
in total and in the dimensions - blackboard work, questioning, reinforcement, and
explanation and illustration. Government school students have better perception on
teacher behaviour in total and in the dimensions - blackboard work, reinforcement,
explanation and illustration. In the dimension - Self-financed school students have
better perception on teacher behaviour related to questioning. This may be due to the
fact that the teachers working in government schools have full freedom in using the
blackboard and other teaching aids, and implementing various teaching techniques.
This is not possible for the teachers working in self-financed schools, where there are
too many number of tests to be conducted for their students. Hence, they are found to
be differ in these aspects.
The male and female higher secondary computer science students differ
significantly in their achievement in computer science. The male students have better
achievement in computer science than their counterparts. This is because of the
enthusiasm shown by the male students to excel the female population in the higher
secondary final examination. Moreover, the grand opening of computer science stream
is always favouring the male population like practical work, skill based work etc.
Realizing this fact, the male students work hard to prove themselves only with their
achievement in computer science. Hence, the significant difference is observed among
these categories.
The rural school students have better achievement in computer science than the
urban school students. This may be due to the fact that the enthusiasm found among
the rural students have certain influence on their interest and involvement in their
studies, which may motivate themselves to secure higher level achievement in
computer science. Hence, they are found to be superior in this regard.
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Significant difference is observed among the higher secondary computer
science students studying in government, aided and self-financed schools in their
achievement in computer science. The aided school students have better achievement
in computer science than their counterparts in government and self-financed schools.
The reason is that the teachers and the management of aided schools have shown much
involvement in the teaching-learning process of the higher secondary computer science
students by giving additional coaching classes and guest lectures on the difficult units
of the subject, which may help the students in securing higher level achievement.
Hence, the difference is observed.
No significant relationship is found between the perception of higher secondary
computer science students on teacher behaviour in total and their achievement in
computer science. In the case of dimensions - blackboard work and explanation and
illustration, significant relationship is observed between the perception of higher
secondary computer science students on teacher behaviour and their achievement in
computer science. This finding clearly shown the influence of using blackboard and
illustrating the subject with a number of explanations and practicum of the higher
secondary computer science teachers might have influence on the achievement of
higher secondary computer science students in computer science.
CONCLUSIONS
A school can play a very important role in the moral development of children.
The most important agent in the school is obviously the teacher. It has been stressed
again and again that nothing can be more effective and helpful in moulding the child’s
moral behaviour than the own moral behaviour of the teacher. The teacher should
establish and maintain clear standards of behaviour and encourage his pupils to behave
towards himself, towards one another and towards the whole community in an orderly
and considerate way (William C. Morse and Max Wingo, G. 1968). Every school
demands a certain standard of behaviour from its pupils. The teacher should develop a
rational acceptance of these standards in his pupils and also the ability to discriminate
right from the wrong. Teachers are rightly conceived as the nation builders. Hence,
they should play the role that are expected on them and should shoulder the
responsibilities that the society places on them with right earnestness and utmost
sincerity. All the factors in a school system the teachers occupy the key position. The
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behaviour of school teachers is taking new dimensions with the growing complexity of
the school life.
REFERENCES
1. Aggarwal, J.C. (1966) Educational Research - An Introduction, Arya Book
Depot, New Delhi.
2. John W. Best and James V. Kahn (1992) Research in Education, Prentice Hall
of India Pvt. Ltd., New Delhi.
3. Joseph F. Callahan (1977) Teaching in the Middle and Secondary School.
MacMillan International Edition, Marcovell.
4. Ned A. Flanders and Simon, A. (1971) Teacher Effectiveness. In: R.L. Ebel
(Ed.), Encyclopedia of Educational Research. New York: Macmillan.
5. Pandey, K.P. (1997) Modern Concepts of Teaching Behaviour, Anamika
Publishers and Distributors (P) Ltd., New Delhi.
6. William C. Morse and Max Wingo, G. (1968) Psychology and Teaching, D.B.
Taraporewala Sons & Co. Pvt. Ltd., Bombay.