A STUDY ON PERCEPTION OF STUDENTS AND FACULTY OF HOME SCIENCE TOWARDS ACADEMIC ENVIRONMENT IN ANGR AGRICULTURAL UNIVERSITY
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Date
2007
Authors
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Journal ISSN
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ACHARYA N.G. RANGA AGRICULTURAL UNIVERSITY, RAJENDRANAGAR, HYDERABAD
Abstract
The study of academic environment is one of the most important academic and
applied subjects of research, as it constitutes the core of any educational institute and
it is governed by the interactional outcome of teachers and students. Therefore, there
is a need to elicit the perception of students and faculty regarding the academic
environment of the Home Science college and suggest possible interventions by the
university to provide a congenial academic environment that paves a way for effective
teaching learning situation.
Ex-post facto research design was adopted for the study. The state of Andhra
Pradesh and Acharya N.G. Ranga Agricultural University were selected purposively.
Out of two faculties of the university, the Home Science faculty was selected
purposively. The College of Home Science located at Saifabad and Post Graduate and
Research Centre, Rajendranagar were selected purposively. A total of 106
respondents i.e. UG Students (56), PG students (18) and Faculty (32) were selected
as the sample of the investigation. The structured interview schedule was developed
based on the objectives of the study. The schedule was pre-tested in non-sampling
area, modified and suitably worded wherever required. Then the data were collected.
The obtained data were coded, processed and subjected to appropriate statistical tests
for analysis.
Majority of the students belonged to forward caste, had low immovable assets,
movable assets, annual income and financial assistance from parents. Majority of
the students received medium financial assistance from State Government and having
high academic interest. Majority of the students resided in the Hostel. Cent per cent of
the UG students obtained first class in 10th and Intermediate. Incase of PG students,
majority of the students secured first class in B.H.Sc. Nearly sixty five per cent of the
students had favourable attitude towards faculty and most of the students were Visual
learners, Sequential learners, Sensing learners and Active learners.
Around forty per cent of the teachers were Professors and had low level of
training, medium work load, scientific communication, job satisfaction and high
working experience. Majority of the teachers had favourable attitude towards
profession and students. Nearly forty four per cent of the teachers had expert style of
teaching followed by formal authority style, facilitator style, personal model style and
delegator style.
Majority of the students have favourable attitude followed by neutral and
unfavourble attitude towards academic environment towards overall academic
environment. Majority of the students had favourable attitude towards the components
of academic environment namely; Inter and intra group relations, Information support,
Practical experience, Facilities, classroom teaching, Discipline of students and
faculty, Student Evaluation, Administration, Curriculum, Advisory system and
Semester system with that order.
Majority of the teachers had favourable attitude followed by unfavourable and
neutral attitude towards academic environment. Majority of the teachers had
favourable attitude towards the components of academic environment namely; Inter
and Intra group relations, Administration, Curriculum, Information support, Practical
Experience, Class room teaching, Semester system, Facilities, Student Evaluation,
Discipline of students and faculty, Advisory system with that order.
The āzā values inferred that there was a positive and significant difference
between the perception of teachers and students with regards to the components of
academic environment such as curriculum, facilities, students evaluation, discipline of
students and faculty and administration.
The āFā values indicated that there was a positive and significant difference
among the teachers, PG and UG students with specific reference to the components of
academic environment such as class room teaching, facilities, students evaluation,
information support, discipline of students and faculty.
The selected characteristics of students such as, the Academic performance,
Academic interest and Attitude towards faculty had shown positive and significant
correlation with Academic environment. With regard to faculty of Home Science, the
selected characteristics such as the scientific communication and attitude towards
students had shown positive and significant correlation with academic environment.
The semester system is not providing full-fledged knowledge and skills in the
courses, lack of proper feed back and interaction between teachers and students,
limited usuage of instructional aids in the class room, lack of minimum lodging and
boarding facilities at RHWEP centers, teachers are partial in evaluation were the
major problems faced by the students of Home Science.
Difficult to cover the entire syllabus of a course due to loss of working days,
higher credit load due to introduction of specialization courses, poor relation between
students and advisors, less opportunities for faculty upgradation and development and
lack of required teaching skills were the major problems faced by the faculty of
Home Science.
A workable strategy for augmenting the academic environment in ANGR
Agricultural University was developed based on the findings of the study. The major
components included in the strategy were semester system, curriculum, class room
teaching, facilities, students evaluation, advisory system, administration and others
Description
Keywords
STUDY, PERCEPTION, STUDENTS, FACULTY, HOME, SCIENCE, TOWARDS, ACADEMIC, ENVIRONMENT, AGRICULTURAL, UNIVERSITY