DSpace 7
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Recent Submissions
Effectiveness of English Newspaper Reading on Reading Comprehension: A Study Conducted on 9th Class Students
(Chitkara University Publications, 2024-09-10) Sanjay Chandwani; Dillip Kumar Khuntia
Background: Vygotsky’s theory accentuates the importance of social and cultural context and meaning. The newspapers provide contextual, meaningful, and authentic input that makes it easier to understand the passage, syntactical structures, unfamiliar vocabulary, and social and cultural issues as well. Reading newspapers regularly works towards improving learning outcomes and reading comprehension skills.
Purpose: The study was conducted in Malerkotla, Punjab, and explored the effect of gender and English newspaper reading on the reading comprehension of 9th-class students.
Methods: The investigator intended to conduct that study on 100 randomly selected students. But during the experiment some students got absent, so investigators decided to remove the 8 pairs of students. In the final stage the investigator performed an experiment on 42 randomly selected pairs with respect to gender. The study employed an experimental research design, with 84 students from two selected schools using a lottery approach. The experimental group received instruction while dedicating 45 minutes every day to reading newspapers under the supervision and assistance of teachers. Mean, S.D., Levene’s Test of Equality of Error Variances, and balanced two-factor (2×2) factorial design were applied.
Results: The results showed that there is a significant effect of English newspaper reading and gender on the reading comprehension of 9th-class students. Reading comprehension of 9th-class students was found independent of interaction between gender and newspaper reading.
Conclusion: the study indicates that both gender and treatment type significantly affect reading comprehension scores among 9th-class students, with females and the experimental group performing better than their counterparts. Overall, the analysis indicates that both gender and treatment significantly influence the dependent variable reading comprehension, while the interaction between these two factors does not have a significant effect.
Impact of Virtual Reality Instruction on Secondary School Students’ Conceptual Understanding of Physics Concepts in Dutsin-Ma, Katsina State Nigeria
(Chitkara University Publications, 2024-09-09) Ahmed Salihu; Abdulmalik Sabitu
Background and Purpose: The purpose of this research was to find out how virtual reality instruction affected students’ conceptual understanding of physics concepts.
Method: This study used a quasi-experimental approach with control groups before and after the test. 117 SSII physics students comprise the study’s sample. chosen at random from two public co-educational secondary schools in the Dutsin-Ma Education Zone. The Physics Conceptual Understanding Test (PCUT) with a reliability of 0.781 was used. Means, standard deviations, and a t-test with independent samples were used to analyze the data (P = 0.05).
Result: In fostering students’ conceptual understanding of physics concepts, virtual reality instruction was found to be more effective than the teacher-centered method. The result shows no significant differences in the conceptual knowledge of male and female students.
Conclusion: To enhance their conceptual understanding of physics, it was suggested that teachers expose their physics students to virtual reality instruction. It was also suggested that it be incorporated into teacher training institutions’ curricula to enhance the conceptual understanding of both male and female students.
An Analytical Comparison of the 8-4-4 and Competency-Based Curriculum Grading Systems in Kenya
(Chitkara University Publications, 2024-09-09) Felix Chepchieng Aengwo; Ismail Thamarasseri
Background: Kenya has transitioned from the long-established 8-4-4 education system to the Competency-Based Curriculum (CBC), sparking widespread debate regarding the effectiveness of their respective grading systems. While the 8-4-4 system primarily emphasized academic achievement through summative national examinations, the CBC emphasizes formative and continuous assessment strategies designed to evaluate a broader range of learner competencies.
Purpose: This study aims to conduct an analytical comparison of the grading systems used in the 8-4-4 and CBC frameworks in Kenya, focusing on their effectiveness, strengths, and challenges in assessing learners.
Methods: A mixed-methods research design was employed. Quantitative data were collected through surveys administered to 67 participants, including 60 teachers and 7 policymakers. Additionally, qualitative data were gathered via interviews with 13 respondents—10 teachers and 3 policymakers. The survey data were analysed using descriptive statistics, while thematic analysis was used to interpret interview responses.
Results: Survey findings revealed that 78% of respondents favoured the holistic and competency-oriented approach of the CBC, with a mean score of 20.23 (SD = 0.92). However, concerns were raised about the inconsistency and resource limitations of the CBC, which averaged a lower score of 16.61 (SD = 2.75). Interviews highlighted the CBC’s flexibility and inclusiveness, as it assesses a range of 21st-century skills such as creativity, collaboration, and problem-solving. Conversely, the 8-4-4 system was appreciated for its structured and transparent grading, though it was criticized for promoting rote learning and lacking practical engagement.
Conclusion: While the 8-4-4 grading system provided clarity and structure, the CBC represents a forward-looking approach by offering a more comprehensive and competency-based learner evaluation. Nonetheless, successful implementation of the CBC depends on addressing critical challenges such as teacher preparedness, resource availability, and standardized assessment criteria. A balanced integration of both systems’ strengths could guide Kenya toward more inclusive and effective learner assessment practices.
Emerging Trends in Research in Educational Technology: A Review of Articles Published in Indian Journal of Educational Technology – NCERT
(Chitkara University Publications, 2024-03-04) Pritam Rajak; Susmita Barman
Background: The use of technology in education is significantly increasing. Its primary focus is to improve educational standards and facilitate the learning process. Recent developments in educational technology, which emphasize accessibility, greatly influence the future of education and the learning process.
Purpose: This paper analyzes the recent trends in educational technology in India by reviewing the research articles published in the Indian Journal of Educational Technology (IJET) by NCERT from 2019 to 2024 (up to January 2024).
Method: The content analysis technique was used in order to achieve the research objective.
Results: The result of the study shows that online teaching and learning, as well as the use of ICT-based tools, were the most frequently discussed topics, indicating the need to investigate other aspects of educational technology as well. The study also highlights a strong lack of collaborative research practices among authors. The most commonly used sampling techniques were purposive sampling and random sampling, with most studies considering a sample size of fewer than 100 participants. For the majority of authors, the primary focus areas were teacher education and school education. Questionnaires were the most commonly used to collect data.
Conclusion: However, this study’s limitation was its exclusive analysis of research articles published in IJET-NCERT, excluding other journals. The study aims to help researchers, policymakers, and academicians develop a roadmap for promoting and conducting technology-based research.
Utilizing Chart Moves to Increase Students’ Work Completion and Decrease their Escape Behaviors
(Chitkara University Publications, 2024-03-04) John W. Maag
Background: Teachers often provide students with independent practice activities, such as completing worksheets or other written assignments, after receiving content-area instruction. Many students understand independent practice is part of a teacher’s daily routine. However, some students who display challenging behaviors or who are at-risk for developing an emotional or behavioral disorder (E/BD) often do so during independent academic work activities as a way to escape a task they perceive as unpleasant.
Method: Teachers often respond to continued misbehavior by removing these students from the classroom as a form of discipline. However, their removal only reinforces them engaging in additional misbehavior as a way to escape a task. Unfortunately, the approach of using exclusionary practices takes away from instructional and independent practice time these students would otherwise receive.
Result: Teachers often do not know how to simultaneously positively address increasing work completion while also decreasing inappropriate escape behaviors during these tasks without the use of exclusionary practices.
Purpose and Conclusion: The purpose of this article is to provide teachers with a fun, positive way to simultaneously increase students’ accurate work completion while decreasing inappropriate behaviors that otherwise would be performed to escape the task and result in exclusionary discipline practices.