Online Thesis Search Results

TITLE
DECLARATION
CERTIFICATE
ACKNOWLEDGEMENT
CONTENTS
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES
I. INTRODUCTION
CONTENTS
1.1 lntroduction
1.2 Curriculum and lnstruction
1.2.1 Functions of the instruction subsystem.
1.3 Curriculum Change: A Systems Approach
1.3.1 System direction.
1 (a) Master plan for Curriculum Development
1.3.2 System requirement.
1 (b): Continued Master Plan for Curriculum Development
1.3.3 System Implementation.
1 (c): Continued Master Plan for Curriculum Development
1.3.4 Systern Validation.
1.3.5 Structure of a Curriculum.
1 (d): Continued Master Plan for Curriculum Development
1.3.6 Changes in Teaching-Learninq Process.
1.4 Modern Instructional Strategies: An Innovation in Teaching
1.5 Need and Significance of the Study
1.6 Statement of the Problem
1.7 Meaning and Definition of Terms
1.8 Objectives of the Study
1.9 Hypotheses of the Study
1.I0 Methodology in Brief
1.11 Scope and Limitations
1.12 Organisation of the Thesis
References
II. THEORETICAL OVERVIEW
CONTENTS
2.1 Introduction
2.2 Importance of Teacher Education
2.3 Individualized Instruction
2.4 Teachinq Strategies and Instructional Theory
2.4.1 Evolving an instructional strategy.
2.5 Modern Instructional Strategies
2.6 Modular Strategy
2.6.1 Design of a module.
2.1 Building blocks of a Module
2.6.2 Essential features of a module.
2.6.3 Components of a module.
2.6.4 Development of a module.
2.2 Flow Chart of Learning Process of the Module: Individual Differences: Heredity and Environment
2.7 Mastery Learning Strategy
2.3 Flow Chart indicating Steps to be Followed in Teaching for Mastery Learning Strategy.
2.7.2. The Essential Elements of Mastery Learning
2.7.3 Fundamental Steps in Mastery Learninci Strategy
2.7.4 Blooms Mastery Learnincl Strategy
2.7.5 The Variables of Mastery learning
References
III. REVIEW OF RELATED LITERATURE AND STUDIES
CONTENTS
3.1. Instructional Strateaies
3.2. Modular Strategy
3.2.1. Studies conducted abroad.
3.2.2. Studies conducted in India.
3.2.3 Study conducted in Kerala..
3.3 Mastery Learning Strategy
3.3.1. Studies conducted abroad.
3.3.2 Studies conducted in India.
3.3.3. Study conducted in Kerala.
References
IV. METHODOLOGY
CONTENTS
4.1 Objectives of the Study
4.2 Hypotheses of the Study
4.3 Method Adopted for the Study
4.4 Tools Used for Study
4.1 Secondary Teachers Training Institutions (B.Ed.) under the five Universities in Kerala.
4.4.1 Description of tools.
4.2 The weightages given to different Items of the Socio-economic status scale
4.3 Weightage to content in the Achievement test
4.4 Weightage to objectives in the Achievement test
4.5 Weightage to difficulty level of question in the Achievement test
4.6 Blueprint of Achievement test
4.5 Validity and Reliability of the Tools Used
4.7 Break-up sample of colleges
4.1 Flow Chart of Learning Process of the Module: Individual differences: Heredity and Environment.
4.6 Sample for the Study
4.8 Teacher educators in the five Universities of Kerala.
4.7 Statistical Techniques Used
References
V. ANALYSIS AND INTERPRETATION OF DATA
CONTENTS
5.1 Methods of Teaching Adopted by Teacher Educators
5.1 Teaching Methods adopted by Teacher Educators at Present in the Institutions of Teacher Education
5.1.1 Opinion of teacher educators on adequacv of facilities.
5.2 Distribution of Teacher educators with regard to their Difficulties in adopting various Modern Methods of Teaching.
5.1.2 Library.
5.3 Ranks given by Teacher Educators to the Objectives of the Library
5.4 Ranks given by Teacher Educators on Common Defects found in Library Administration and Organisation
5.1.3 Laboratory facilities.
5.5 Ranks given by Teacher Educators on Measures for Improving Efficiency of Functioning of Library.
5.6 Ranks given by Teacher Educators on the Existing Laboratory Facilities
5.7 Ranks given by Teacher Educators on Additional Requirements for Laboratory.
5.1.4 Audio-visual aids.
5.8 Ranks given by Teacher Educators on the Inadequacy of Laboratory of Facilities
5.9 Ranks given by Teacher Educators on the Inadequacy of Audio-visual Aids.
5.2 Awareness of Teacher Educators on Modular Learning Strategy
5.10 Ranks given by Teacher Educators on the Additional Requirements of Audio-visual Aids.
5.2.1 Difference in the awareness of teacher educators on ModularLearning strategy.
5.11 Comparison of Mean score of Awareness of Teacher Educators on Modular Learning Strategy in different Sub samples
5.3 Awareness of Teacher Educators on Mastery Learning Strateqy
5.3.1 Difference in the awareness of teacher educators on Mastery Learninq strategy.
5.4 Attitude of Teacher Educators Towards Modern Instructional Strateaies
5.12 Comparison of Mean score of Awareness of Teacher Educators on Mastery Learning Strategy in different Sub samples
5.4.1 Difference in the attitude of teacher educators based on gender.
5.13 Comparison of Mean Attitude scores of Male and Female Teacher Educators on SATMIS
5.4.2 Difference in the attitude of teacher educators of urban and rural institutions
5.14 Comparison of Mean Attitude scores of Teacher Educators of Urban and Rural Institutions on SATMIS
5.4.3 Difference in the attitude of teacher educators of aovernment and private institutions.
5.5 Effectiveness of Modular and Mastery Learning Strategies
5.15 Comparison of Mean Attitude scores of Teacher Educators from Government and Private Institutions on SATMIS
5.5.1 Maching of experimental and control groups.
5.16 Comparison of Mean of the Socio-economic scores of Teacher Trainees from Government and Private Institutions.
5.17 Comparison of Mean of the Socio-economic scores of Male and Female Teacher Trainees
5.18 Comparison of Mean of the Socio-economic scores of Teacher Trainees from Urban and Rural institutions
5.19 Comparison of Mean of the Socio-economic scores of Experimental and Control groups.
5.20 Comparison of Mean of the Socio-economic scores of subgroups of Experimental and Control groups
5.21 Comparison of Mean of the Academic Achievement scores of Teacher Trainees from Government and Private Institutions
5.22 Comparison of Mean of the Academic Achievement scores of Male and Female Teachers Trainees
5.23 Comparison of Mean of the Academic Achievement scores of Teachers Trainees from Urban and Rural Institutions
5.24 Comparison of Mean of the Academic Achievement scores of Teachers Trainees from Experimental and Control Groups.
5.25 Comparison of Mean Socio-economic scores of Sub groups of Experimental and Control Groups.
5.5.2 Effectiveness of Modern Instructional Strategies.
5.1 Achievement of Experimental and Control Group in Modular Learning Strategy
5.26 Comparison of Mean Achievement scores of Experimental and Control Groups.
5.27 Comparison of Mean Achievement scores of Experimental and Control Groups of Modular Learning strategy with regard to gender
5.28 Comparison of Mean Achievement scores of Experimental and Control Groups of Modular Learning strategy with regard to Locale
5.29 Comparison of Mean Achievement scores of Experimental and Control Groups of Modular Learning strategy with regard to Management of Institution.
5.30 Significance of difference among Mean scores of Teacher Trainees of different Socio-economic status through Modular Learning strategy: Analysis of Variance
5.31 Significance of difference among Mean scores of Teacher Trainees of different Academic Achievement at Graduate level through Modular Learning strategy: Analysis of Variance.
5.32 Correlation Coefficients of Achievement through Modular Learning strategy with Socio-economic status and Achievement at Graduate level of the sample.
5.33 Regression of Achievement through Modular Learning strategy on Selected Independent variables.
5.34 Regression of Achievement through Modular Learning strategy on Independent variables which are having significant impact.
5.35 Comparison of Mean Achievement scores of Experimental and control Groups through Mastery Learning strategy (MLS)
5.2 Achievement of Experimental and Control Group in Mastery Learning Strategy
5.36 Comparison of Mean Achievement scores of Experimental and control Groups with regard to Gender through MLS
5.37 Comparison of Mean Achievement scores of Experimental and Control Groups of different locale on MLS
5.38 Comparison of Mean Achievement scores of Experimental and Control Groups under different Management on MLS
5.39 Significance of difference among Mean scores of Teacher Trainees of different Socio-economic status through Mastery Learning strategy (MLS): Analysis of Variance.
5.40 Significance of difference among Mean scores of Teacher Trainees of different Academic Achievement of Graduate level through Mastery Learning strategy (MLS): Analysis of Variance
5.41 Correlation Coefficients of Achievement through Mastery Learning Strategy with Socio-economic status and Achievement at Graduate level of the Sample.
5.42 Regression of Achievement through Mastery Learning Strategy on Selected Independent Variables.
5.43 Regression of Achievement through Mastery Learning Strategy on Independent Variables which are having Significant Impact
5.44 Comparison of Mean Achievement Scores through Modular and Mastery Learning Strategies
5.5.3 Feasibility of implementing Modern lnstructional Strategies.
5.45 Comparison of Mean Achievement Scores through Modular and Mastery Learning Strategies among Sub samples
References
VI. CONCLUSIONS AND SUGGESTIONS
CONTENTS
6.1 The Study in Retrospect
6.2 Objectives of the Study
6.3 Hypotheses of the Study
6.4 Summary of Procedure
6.5 Tenability of Hypotheses
6.6 Findings and Conclusions
6.6.1 Opinion of teacher educators on adequacy of facilities.
6.6.2 Awareness of teacher educators on Modular and MasteryLearning strategies
6.6.3 Attitude of teacher educators about Modern Instructional Strategies.
6.6.4 Effectiveness-of Modular and Mastery Learning strategies.
6.6.5 Facilitating conditions for the effective implementation of Modular and Mastery Learninq strategies.
6.7 Educational Implications
6.8 Suggestions for Further Research
BIBLIOGRAPHY
A. Training Colleges of Kerala State
B. Personal Data Sheet
C. Scale of Attitude Towards Modern Instructional Strategies (SATMIS) -Draft Form
D. Response sheet of SATMIS (Draft form)
E. Item Analysis of SATMIS
F. SATMIS Final Form
G. Response sheet of SATMIS (Final form)
H. Modular Awareness Questionnaire
I. Mastery Learning Awareness Questionnaire
J. Achievement Test-Draft Form
K. Response sheet of Achievement test (Draft form)
L. Item Analysis of Achievement Test
M. Achievement Test - Final Form
N. Response sheet of Achievement test (Final form)
O. Opinionnaire regarding the Physical Facilities and Academic Atmosphere in the Institutions of Teacher Education
P. Checklist to Find out the Methods of Teaching Adopted by Teacher Educators in the Institutions of Teacher Education
Q. Module on the Selected Topic Individual Differences
R. Mastery Learning Lesson Individual Differences