Evaluation of teaching strategies adopted for enhancing thinking and reasoning in children in rural and urban schools

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dc.contributor.advisorShanti Balda
dc.contributor.authorSharma, Pooja
dc.date.accessioned2016-12-01T14:12:50Z
dc.date.available2016-12-01T14:12:50Z
dc.date.issued2005
dc.description.abstractThe 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.en_US
dc.identifier.urihttp://krishikosh.egranth.ac.in/handle/1/88656
dc.language.isoenen_US
dc.publisherCCSHAUen_US
dc.subHuman Development and Family Studies
dc.these.typeM.Sc
dc.titleEvaluation of teaching strategies adopted for enhancing thinking and reasoning in children in rural and urban schoolsen_US
dc.typeThesisen_US
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