Evaluation of teaching strategies adopted for enhancing thinking and reasoning in children in rural and urban schools
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Date
2005
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Publisher
CCSHAU
Abstract
The present study evaluated the teaching strategies adopted by the teachers
for enhancing thinking and reasoning in rural and urban setting. The study was
conducted in Hisar district of Haryana State Hisar city and three adjoining villages
were selected for the present study.Study was divided into two phases. During
phase one twelve schools (six rural and six urban) were selected. During phase 2,
two high and two low profile schools were selected on the basis of evaluation of
facilities, staff, curriculum and teaching methods. Third and fourth classes were
selected at random for the present study. Teachers of 3rd and 4th classes were
observed for their teaching methods. Total number of observation for all the
selected schools were 288.
Percentages of observations for teaching strategies were calculated. It was
found that emotional behaviour and classroom organisation and management of
private school teachers were better than govt. school teacher in both rural and
urban setting. Govt. school teachers of both rural and urban setting were observed
to be using more physical punishment than urban and rural private school teachers.
Urban school teachers used more motivational strategies than rural school
teachers. Urban and private school teachers were using more instructional
strategies than rural and govt. school teachers. Urban and private school teachers
were observed using more reasoning activities as compared to rural or govt.
school teachers.
Teacher education and professional training was associated with all
teaching strategies. Negative and moderate significant correlation existed between
age and income of teacher and all the teaching strategies. Exposure to mass media
was positively correlated with emotional behaviour, disciplinary strategies,
assessment procedure, reasoning activities and total teaching strategies.
Impact of professional training and academic qualification was found to be
significant for all teaching strategies. Impact of age was found to be significant for
assessment procedure, reasoning activities and total teaching strategies. Exposure
to mass media had significant impact on teaching strategies. Teaching strategies of
private and urban school teachers were better than govt. and rural school teachers.
Teachers and students of high profile schools had more knowledge and practiced
activities to promote reasoning and thinking as compared to teachers and students
of low profile schools.