Assessment of Developmental Readiness in Government School Children and its Knowledge among Teachers
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Date
2019
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Punjab Agricultural University, Ludhiana
Abstract
The study was conducted to evaluate the ‗Assessment of Developmental Readiness in Government School Children and its Knowledge Among Teachers‘. The study was based on 200 class-I students (i.e. 100 rural and 100 urban) and 100 teachers (i.e. 50 rural and 50 urban) teaching class-I. The sample was randomly drawn from five Government Primary Schools selected from rural and urban areas of Ludhiana district. Self Structured Developmental Readiness Checklist was prepared to assess its different components viz. cognitive, physical and socio-emotional readiness along with self help skills of Class-I students from rural and urban government schools. Similarly Self Structured Teachers Knowledge Questionnaire was prepared to assess the knowledge of rural and urban teachers teaching class-I from rural and urban government school of Ludhiana. Results revealed overall developmental readiness of children at high level. Significant locale differences existed between rural and urban boys and girls, with urban children having better performance than rural children. Similarly, significant gender differences were observed where boys scored better than girls in majority of the domains of developmental readiness as well as in overall level of developmental readiness. Also, significant differences were found in the levels of knowledge of teachers. Urban teachers had better results as compared to the rural teachers. A positive and significant relationship of educational qualification of teachers and teaching experience was observed with knowledge of the teachers. The results indicated that higher was the educational qualification of teachers and more was the teaching experience, better was the level of knowledge regarding developmental readiness.
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