IIE Vol. 7 No. 2 (September 2019)

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    A Status and Perceived Attitude Towards Child Abuse Among Upper Primary Students
    (Chitkara University Publications, 2019-09-04) Vidyanand S. Khandagale; Rajendra Chavan
    Child abuse impedes an individual personality and leaves mark on the heart of an individual eventually and affects the growth and development. The children are most vulnerable and can be easily exploits. Child Abuse refers to the action which hurt or harms children in terms physical, emotional, sexual etc. The study was intended to find out the status and perceived attitude towards the child abuse among upper primary school students of Kolhapur city. A descriptive survey was conducted and the data was collected from 221 Upper Primary School students using structured questionnaire of child abuse. The findings of study were parents do not talk about the uncomfortable situations their child might face in absence of them along with and let the child make it know about the uncomfortable situation faced by their child to the responsible adult and the child to deal with such situations at school, movie, by doctor, friend or at a workshop. This is serious concern as parents must make aware about child abuse among their wards and Most of the Boys and Girls don’t know what to do if they will have to face any of the above mentioned situations.
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    Bilingual Education in Spain: An Analysis of L2 Methodological Requirements and Non-Linguistic Disciplines Within Primary Education Legislation
    (Chitkara University Publications, 2019-09-04) Gema Alcaraz-Mármol; María Victoria Guadamillas Gómez
    This article analyses the main legislation in Spain regarding Bilingual Education in the stage of Primary Education. Firstly, it divides Spanish regions into monolingual and bilingual. Later, it deals with the main legislation enforced in Primary Education, and carefully analyses three main aspects: teachers’ L2 level, teachers’ methodological requirements, and the non-linguistic discipline or disciplines included in bilingual programs together with the subjects’ language or languages of delivery and assessment. The first aspect, L2, is labelled following the different levels of the European Framework of Languages. As for teaching methodology, information has been classified as “not mentioned”, “recommended” or “required”. With regards to subjects, there are four different labels: “compulsory”, “optional”, “not mentioned”, and “not specified”. A high degree of heterogeneity is observed in two of the three areas analyzed. These differences among regions do not seem to be connected with their monolingual or bilingual nature. Finally yet importantly, it should be assumed that India and Spain are not close realities in some aspects. However, the study described above might help researchers, teachers or educational authorities to reflect upon some issues which are derived from CLIL(Content and Language Integrated Learning) methodology implementation in schools.
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    Learning Outcomes in Science Among Elementary Level Students
    (Chitkara University Publications, 2019-09-04) Fatma Gausiya; Hem Raj
    The evolution in field of science has led to technological advancement in present century and has made the human to think and behave in more scientific way. Inadequate knowledge of science and how it functions may affect the efficient functioning of humans, and thus this demands to have a society where students are exposed to scientific knowledge. Exposure to science from the foundations years in schools is not to develop each child into a scientist but it is necessary to develop scientific attitude in them to find out the truth by experiencing, observing and questioning what captivates their interest and attention. Hence, the present study focused on learning outcomes in science among elementary school students. The present study focuses on achievement of elementary school students in science and also compares the differences on the basis of the type of school and gender. The population for the study consisted of students from residential, government and private schools of Chandigarh. Sample was randomly selected including 35 students from class VIII from each type of school. The self-developed standardized Science Achievement Test (SAT) was used as an instrument for data collection. Data was analyzed using percentage, t-test and one way ANOVA with SPSS (version 21). The findings of the study revealed that 39 percent of students scored above average, 23 percent scored average and 38 percent scored below average in SAT. Male and female students do not differ on learning outcome in science but on the basis of type of school, students of residential school performed better in SAT as compared to government and private school students. It is recommended that various factors affecting learning outcomes in science should be explored to improve the Achievement in Science.
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    Multilingual Approach to Mathematics Education
    (Chitkara University Publications, 2019-09-04) Shailaja Bairy
    Multilingual approach to pedagogical practices in mathematics has the potential to target high level mathematical competence and abstraction. Content and Language Integrated Learning (CLIL) is an innovative educational approach to learning, a dynamic and motivating force with holistic features. Not only does it image a shift towards curricular and cultural integration but also helps greatly to focus on deeper conceptual understanding in Mathematics. CLIL’s basic principle of integration of the content and languages if accepted in a broader sense as ‘Content connected to regional language and a new language, culture, nature, real-life’ might solve various problems associated with the teaching-learning of mathematics, and thus ensures to support ‘learning for real life’. This paper establishes the need for ‘Multilingualism’ through a comprehensive literature research. It highlights multilingualism as a trigger for active approach to the quality of Mathematics education, mainly in Indian scenario. The importance of teaching mathematics as a language and specific strategies for teaching mathematics vocabulary are discussed. The illustrations provided for such approaches are entirely based on author’s teaching experiences.