IIE Vol. 9 No. 2 (September 2021)
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Item Online teaching-learning at university level education from psychological perspective and consequences: A post-COVID scenario(Chitkara University Publications, 2021-09-29) Jainish Patel; Prittesh PatelPresent study focused on exploring the impact and consequences of online teaching and learning at the university level from the psychological standpoint using an interpretive questionnaire and a barrage of qualitative literature. Of the 143 student enrolled from India, 72.7% preferred the offline/physical classroom learning mode against only 27.3% that preferred the online. 43.8% students think that online teaching is not as effective as the offline that has been in use since over the years. Obtaining the impact of online teaching, only 25.6% agreed that online teaching had made positive impact on their mind, while 33.6% stated no impact. These results suggest that student believe their diligence to education yields more outcomes with traditional learning environments than with online education.Item The Level of Psychological Burnout of Vocational Education Teachers Compared to Ordinary Teachers in Jordan(Chitkara University Publications, 2021-09-29) Elham Mahmoud Rababa; Mohammad Omar AL-MomaniThe purpose of this study was to determine the psychological level of combustion of education teachers’ professional compared to ordinary teachers in Jordan, with a sample size of 160 teachers including (80) vocational education teachers (40) males and (40) females, and (80) teachers and teachers ordinary (40) males and (40) females in the classroom semester first of the academic year (2019-2020). And, in order to achieve the objectives of the study, the two researchers devised a study tool, which is a measure of psychological burn out appropriate for the purposes of the study. As the result of the study, after conducting the necessary statistical treatment, it was observed that there were statistically significant variations in the level of psychological burnout between vocational educators and conventional teachers, favoring vocational educators.Item Fostering Epistemic Curiosity in School Children by Instructional Teaching Design: Classroom Realities of Indian Schools(Chitkara University Publications, 2021-09-29) Chandra B. P. SinghThe study attempted to answer two basic questions of classroom teaching: a. what were the most common teaching practices at the elementary school level? And b. did teachers foster curiosity in children during teaching? Classroom proceedings enfolded various teaching activities that might lead to a knowledge gap in students. 137 primary and middle schools (altogether 411 classes) were randomly selected to measure a pattern of questioning and answering during classroom teaching. Findings revealed that a large number of teachers adopted lecturing followed by writing on the board, dictating, and ignored some important teaching techniques such as explaining, demonstrating, and experimentation; though they were familiar with all these. Hardly any student asked questions to the teachers. Teachers missed to generate a gap of knowledge in them, showing hardly any use of curiosity-led instructional teaching design. Throwing any question to class or a group of students was an unplanned teaching behaviour. It was a limitation of an in-built education system that prioritised rote learning, exam scores, and grades that measured more static knowledge rather than understanding knowledge. The findings discussed limitations of the in-built education system and mindset of teachers that discouraged epistemic curiosity in children.Item Roadblock on the Way of Disabled Students in the Higher Education(Chitkara University Publications, 2021-09-29) Aditi PandeyThe development of any nation depends on its citizens. Every citizen has their contribution to the development of a nation even the disabled person. They also have an equal rights to get a higher education. Higher education increases the chance of employability, thus, affirming dignified life for persons with disabilities. As per Census 2011, in India, out of the 121 Cr population, about 2.68 Cr persons are ‘disabled’ which is 2.21% of the total population. But it has been seen that very few of these people reach higher education. According to census 2011, 61% of the disabled children aged 5-19 years are attending an educational institution, 12% attended educational institutions earlier while 27% never attended educational institutions. That makes the author think and ask about how our higher education institutions are accessible for disabled students. How inclusive are our higher education institutions? In the light of the above-mentioned problems the present paper has discussed the education of children with special needs in higher education specifically with respect to visual impairment, hearing impairement, locomotor disability, and speech-related impairment. The discussion starts with what all kind of legal provisions and reservations which are there for them in higher education and how many are utilized and used by them. What all things are there in the new education policy for them specifically in higher education, whether their needs have been realized in detail or it has been just touched superficially and at the end, few suggestions related to all these issues have been discussed.Item National Education Policy 2020 – Mentoring of Faculty Members towards Excellence in Higher Education Institutions(Chitkara University Publications, 2021-09-29) B. L. Gupta; Pratibha Bundela GuptaA mentoring approach towards excellence is proposed in this paper. This approach should be followed to develop educational leaders and faculty members to prepare HEIs to build capacity and capability to implement the provisions of the national education policy (NEP) 2020. The approach includes designing the mentoring programme at the institute level, selection and orientation of mentors, selection and orientation of mentees, mentoring process, mentees and mentors’ outcomes, and ultimate outcomes of the mentoring programme-academic, research, and excellence. The authors have noted recommendations to make the mentoring programme successful.Item Assessing Social and Emotional Competencies of Undergraduates: A Cross-Cultural Study(Chitkara University Publications, 2021-09-29) Sukhminder Kaur; Thomas Ayana; Harmilan KaurThe study was conducted to assess social-emotional competencies among Indian and Ethiopian undergraduates. A total of 400 (200 each) participants, with an equal number of 100 male and female were selected through a multi-stage sampling procedure from Punjabi University (India), and Wollega University and Ambo University (Ethiopia). The participants were tested with the Social Skills Inventory (SSI: Riggio & Carney, 2003), which consists of two super-dimensions, i.e. emotional competence and social competence each having three sub-dimensions: emotional expressivity, emotional sensitivity, emotional control, and social expressivity, social sensitivity and social control respectively. Obtained data were subjected to t-statistics. Significant mean differences in social-emotional competence were observed between the Indian and Ethiopian young adults;male and female samples of the two countries. The Indian sample was greater in Social-emotional competence than the Ethiopian sample. Similarly, male and female participants from the Indian sample were greater in social-emotional skills than that of the Ethiopian sample, except for emotional sensitivity with the female participants, where the mean difference was non-significant. Further explorations are recommended to consolidate or refute the result of the present study.Item Impact of Training on Perceived Stress of Parents with Intellectually Disabled Children(Chitkara University Publications, 2021-03-31) Nandini Vankayala; K. AnuradhaThe present study focuses on the perceived stress in 353 parents, whose Children with Intellectual disability underwent training in special education schools of (Bavitha Readiness Centres), Chittoor dist., Andhra Pradesh. The overall perceived stress (scale) score was measured through family assessment scheduled (FAS) developed by NIMHANS. The concerned mean scores were computed and compared at two stages of special training given to children i.e., at the time of joining and after two years of training with a paired t-test of significance. The overall findings reveal that the overall score, as well as its four sub–scales score of parent’s perceived stress, have been reduced after providing 2 years of special training to their Children with Intellectual disability as compared to joining the school (training).