Browsing by Author "Madhu Gupta"

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    A Study of the Correlates of Organizational Commitment Among Secondary School Teachers
    (Chitkara University Publications, 2013-03-25) Madhu Gupta; Manju Gehlawat
    The study was planned to determine the effect of job satisfaction, work motivation and type of schools on organizational commitment of secondary school teachers. Descriptive survey method was employed for the investigation. The organizational commitment has been treated as the dependent variable, whereas job satisfaction, work motivation and type of schools comprised the independent variables for the study. Multi-stage random sampling technique was used to select the sample of 480 secondary school teachers working in Rohtak, Jhajjar and Sonepat cities of Rohtak Division of Haryana. The investigators used Organizational Commitment Scale (OCS) by Hyde and Roy (2006), Job Satisfaction Scale (JSS) by Dixit (1993) and Employees Motivation Schedule (EMS) by Srivastava (1988) to measure organizational commitment, job satisfaction and work motivation of teachers respectively. Means, SD’s and t-test were used for analyzing the collected data. Findings of the study reported significant effect of type of schools and job satisfaction on the organizational commitment of the teachers. No significant difference was found in organizational commitment of private school teachers with high and low level of work motivation and the government school teachers with high level of work motivation were reported to be better than their counterparts with respect to their organizational commitment. The study also revealed certain educational implications for the teachers, principals and the administrators for enhancing the organizational commitment among the teachers.
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    Cooperative Integrated Reading Composition (Circ): Improving Achievement in English Writing Composition Among Seventh Graders
    (Chitkara University Publications, 2015-03-30) Madhu Gupta; Jyoti ahuja
    Cooperative learning strategies have occupied a prominent place among language learning methodologies. t his study quantitatively validates the effect of the Cooperative Learning approach-Cooperative Integrated Reading Composition (CIRC) on the Writing Composition achievement in English among seventh graders. Cooperative Learning was compared with conventional teaching-learning classroom structure using an experimental design. 140 students of seventh class were randomly selected out of which 70 students formed Experimental Group (E) and 70 students formed Control Group (C). Writing Composition achievement test in English and Instructional Material were developed by the investigators themselves. Whole teaching-learning process was carried out for eight weeks only. at the end of the experiment, Writing Composition achievement test in English was given to the subjects. Data were analyzed by using the t-test. the findings revealed that Experimental Group outscored significantly Control Group on post-test showing the obvious supremacy of Co-operative Learning technique (CIRC) over Conventional Method of teaching. It was concluded that co-operative learning is an effective approach which needs to be incorporated in teaching Writing Composition to improve writing skill.
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    Gender Related Effects of Co-Operative Learning Strategies (Stad And Tai) on Mathematics Achievement
    (Chitkara University Publications, 2014-03-03) Madhu Gupta; Manju Jain; Pooja Pasrija
    The purpose of this study was to determine how the adoption of cooperative learning as an instructional strategy for teaching mathematics influences students’ achievement. The study also determined how moderating variables like gender affect students’ achievement in mathematics when cooperative learning is used as an instructional strategy. so, the investigators aimed at studying the effect of co-operative learning strategies i.e. team assisted individualisation (TAI) and student teams achievement division (STAD) on the mathematics achievement among ninth graders in relation to gender. This is an experimental study with 3×2 factorial designs. Students of ninth standard of the schools affiliated to Haryana Board in Rohtak city constituted the population of the study. 144 students of ninth standard ( 74 boys and 70 girls ) selected through multi-stage random sampling technique were taken as a sample for the study out of which 52 students taught through TAI formed experimental group-1 (E1 ); 46 students taught through STAD formed experimental group-2(E2) and 46 students taught through conventional method of teaching formed control group(C ). Sample of the students were also equated on the basis of socio-economic status and achievement in the subject concerned. Achievement test in mathematics developed and standardized by the investigators was used to assess the achievement of the subjects. Lesson plans, worksheets, check-outs and formative tests were developed for both the strategies TAI and STAD separately to carry out the teaching and learning process in all the three groups for ten weeks only. At the end of the experiment, achievement test in mathematics was given to the subjects. Data were analyzed by using ANOVA and t-test to determine the performance by comparing the mean scores of all the groups. Data analysis revealed that boys and girls students taught through co-operative learning strategies TAI and STAD outscored significantly the control group on post-test showing the obvious supremacy of co-operative learning over conventional method of teaching. Hence, the ultimate result of the study indicated that co-operative learning was found more effective instructional paradigm for mathematics as compared to conventional method of teaching.
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    Problem Solving Ability & Locality as The Influential Factors of Academic Achievement Among High School Students
    (Chitkara University Publications, 2016-03-07) Madhu Gupta; Kavita; Pooja Pasrija
    Academic achievement of the pupil is the prime concern of educational process. The problem solving ability has been playing a significant role in determining student’s academic achievement. Keeping this in view, the present study was designed to examine empirically the effect of problem solving ability on the academic achievement of rural and urban school students. The research was conducted on 250 school students (118 rural & 132 urban) studying in 10th class CBSE affiliated private schools that were randomly selected from Rohtak district of Haryana State. Descriptive survey method was used to elicit opinion of rural & urban school students about their problem solving ability and their academic achievement at school. The problem solving ability of sample was assessed by using Dubey’s Problem Solving Ability Test (2006) & for academic achievement of students, the school records i.e. marks obtained by the students in previous (IXth) class was considered. The data was analyzed statistically by using ANOVA supplemented by t-test. The findings of the study revealed that problem solving ability had significant effect on the academic achievement of the students whereas significant difference was observed in the academic achievement of students studied in urban and rural schools. However, the significant interaction effects of locality and problem solving ability on the academic achievement of the students had been found.