Education-Research Publications
http://kr.cup.edu.in/handle/32116/345
2024-03-28T13:15:13ZImpact of task-related games on cognitive flexibility of low-functioning autism spectrum disorder children: A tool for improving quality of life in indian culture
http://kr.cup.edu.in/handle/32116/3880
Impact of task-related games on cognitive flexibility of low-functioning autism spectrum disorder children: A tool for improving quality of life in indian culture
Kaur, Kanwaljit; Pany, Sesadeba
Introduction: People with autism spectrum disorder (ASD) find it difficult to fulfil the requirements of the changing environment. A lot of studies have indicated; autism spectrum disorder children lack cognitive flexibility. Objective: The present study focuses on improving cognitive flexibility through cognitive flexibility games i.e. Colour LED (light-emitting diode) board game, Geometry shape LED board game, Multidimensional LED board game, Music multidimensional LED board which initially started with minimum WM load, leads to maximum WM load on children with ASD. These games are based on four basic principles (i) providing cues (ii) positive reinforcement (iii) adaptable instructions (iv) increasing attention span through engagement. Methods: The study followed the time-series design. The study was conducted on 15 ASD children with the objectives to find (i) Do children with autism spectrum disorder (low functioning) show improvement in cognitive flexibility when exposed to task-related games? (ii) What elements of cognitive task-related games engage the children with ASD? Results: The study reported that task-based games had a significant impact on the improvement of cognitive flexibility of the ASD children; the four elements of cognitive flexibility task i.e. acceptance, variety of stimulus (LED bulb, Music), motivation and support system (providing cues when needed) plays a pivotal role in the engagement with the cognitive task-related games. Conclusion: The study recommends that task-related games can be used to develop cognitive flexibility in low-functioning Autism Spectrum Disorder Children. � IJCRR.
2021-04-12T00:00:00ZBlended matters: Nurturing critical thinking
http://kr.cup.edu.in/handle/32116/3881
Blended matters: Nurturing critical thinking
Jaswal, Pooja; Behera, Biswajit
The Organization for Economic Cooperation and Development (OECD) Learning Framework-2030 presents critical thinking as one of the transformative competencies for incorporation into the curriculum. Critical thinking refers to one�s ability to distinguish relevant information from irrelevant information, relate ideas, infer and justify whether a particular assumption is acceptable or unacceptable. This article argues that blended learning provides a concrete and meaningful context for enhancing learners� critical thinking. Through collaboration, blended learning makes it possible to control, observe interactions, regulate tasks, and mediate in the acquisition of new knowledge. This form of collaboration creates a student-centered learning environment. Such a shift prompts to examine three objectives: (1) comprehend the creation of a blended learning environment. (2) discuss the characteristics of collaborative blended learning. (3) examine the role of collaboration in developing critical thinking among learners. To achieve the purpose of implementing a blended learning strategy in the classroom, the classroom teacher must create collaborative and participative learning experiences. Blended learning brings collaborative experience to develop higher-order thinking skills such as critical thinking. � The Author(s) 2023.
2023-02-07T00:00:00ZCultural Intelligence as a Congruent to Cross-
cultural Adjustment, Decision Making Styles
and Academic Achievement: A Triangulation
Study of Foreign Students in Punjab
http://kr.cup.edu.in/handle/32116/2780
Cultural Intelligence as a Congruent to Cross-
cultural Adjustment, Decision Making Styles
and Academic Achievement: A Triangulation
Study of Foreign Students in Punjab
Kaur, Kiranjit
The purpose of the study was to investigate the relationship of cultural
intelligence with different variables i.e. cross-cultural adjustment, decision
making styles and academic achievement of foreign students studying in
Punjab. The data were collected from six universities of Punjab with two
major considerations i.e. the universities where foreign students were
available and the universities who gave their consent for data collection.
Convergent parallel design of mixed method research was applied and both
qualitative as well as qualitative data were collected simultaneously from
foreign students, their Indian peers and teachers. The quantitative data
were collected from 350 foreign students with reference to their proportional
representation in the selected universities. To obtain the comprehensive
information, case studies of 22 foreign students were also conducted. The
results of the study revealed that foreign students studying in Punjab have
average level of cultural intelligence, cross-cultural adjustment and
academic achievement. It was also found that there exists no significant
difference in the cultural intelligence, cross cultural adjustment, academic
achievement and decision-making styles of foreign students studying in
Punjab with respect to gender. Both the quantitative as well as qualitative
findings of the study revealed that cultural intelligence of foreign students
studying in Punjab is significantly related with their cross-cultural
adjustment, academic achievement and decision-making styles.
2020-01-01T00:00:00ZContinuous and Comprehensive Evaluation in Elementary Schools of Punjab: An Evaluative Study
http://kr.cup.edu.in/handle/32116/2749
Continuous and Comprehensive Evaluation in Elementary Schools of Punjab: An Evaluative Study
Singh, Narinder
The purpose of the research was to study the awareness, practice and problems related to CCE with respect to the rural and urban upper primary school teachers and administrators. It also aimed to investigate the practice and problems related to CCE as faced by the rural and urban upper primary school students. In addition to it, the training needs of the teachers were also explored and attempt was made to obtain information about the status of upper primary schools of Punjab in order to evaluate the status of CCE. Considering the quantitative results on awareness component, it was revealed that there are more number of rural teachers (83%) and administrators (74%) who are aware about CCE in comparison to their urban counterparts. These results are also supported by the qualitative results of the study. In the context of practice of CCE in upper primary schools of Punjab, it was found that majority of the upper primary school teachers (74%) and administrators (85%) are practicing CCE in an effective manner by regularly assessing the co-scholastic aspects and maintaining records of the students etc. Both the rural school teachers (83%) and administrators (88%) are practicing CCE in a better way in comparison to their urban counterparts which are further supported by the qualitative results. Majority of the rural (68%) and urban (66%) upper primary school students have reported that CCE is implemented effectively in their schools in terms of regularity in evaluation, framing variety of questions for evaluation, organization of co-curricular activities etc. More number of rural students (68%) have reported the better practice of CCE in their schools as compared to their urban counterparts (66%).The findings also revealed that the upper primary school teachers face problems related to CCE like hindrance in academic work of students due to a lot of co-scholastic activities, difficulty in recording the behavior of students on daily basis etc. It was also found that there are more number of urban school teachers (85%) who are facing problems as compared to the rural ones (79%) while implementing CCE in their schools. The administrators are facing problems like teachers’ complaints of increasing workload, incompetency of teachers in handling a lot of work under CCE, lack of parents’ support etc. There was minor difference in the quantitative and qualitative results. Through qualitative data, it was revealed that the urban and rural administrators face problems related to CCE to an equal extent. The upper primary school students also face problems related to CCE like overburden and boredom due to frequent testing, excessive assignments and project work, inadequate facilities for co-scholastic activities etc. Considering the locale wise comparison of the problems related to CCE faced by upper primary school students, it has been revealed that more number of urban school students (56%) face problems related to CCE in comparison to their rural counterparts (54%). The urban and rural upper primary school teachers of Punjab require training for understanding different techniques of evaluating co-scholastic aspects under CCE and for conducting and evaluating co-scholastic activities. From the responses of teachers to the questionnaire, it was revealed that urban school teachers feel the need of training for giving feedback to parents and rural school teachers need training for organizing subject specific activities and framing variety of questions for evaluation purpose. It was also found that there are more rural school teachers (45%) who need training on different aspects of CCE in comparison to the urban school teachers (35%). Further it was reported that there are some loopholes like inadequate material resources, less organization of activities like NSS/NCC, swimming etc., use of only tests and observation technique for evaluating the students and less organization of parent-teacher meetings. As a whole it can be said that urban schools are in more advantageous position in comparison to its rural counterparts in terms of material resources, evaluation, record maintenance and activities organized in the school.
2019-01-01T00:00:00Z