Browsing by Author "Pany, Sesadeba"

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Continuous and Comprehensive Evaluation in Elementary Schools of Punjab: An Evaluative Study
(Central University of Punjab, 2019) Singh, Narinder; Pany, Sesadeba
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.
Continuous and Comprehensive Evaluation: A Paradigm Shift in Evaluation
(Online International Interdisciplinary Research Journal, 2016) Singh, Narinder; Pany, Sesadeba
Evaluation is an integral part of the teaching-learning process and has undergone substantial changes over the years.. The teaching –learning process seems to be directionless without a relatively stable and vibrant system of evaluation. The purpose of evaluation should not be only to grade the students as per their level of attainment rather it is expected to focus on the reasons of failure and as a whole a comprehensive idea about the performance of the child in multiple areas. As such evaluation need be continuous and comprehensive covering both the scholastic as well as the non-scholastic aspects of students’ achievement. The present article comprehensively discusses about the different aspects of continuous and comprehensive evaluation(CCE) and its advantages over the traditional mode of evaluation.
Creative teaching: the need of the hour
(SRJIS, 2016) Kaur, Kiranjit; Pany, Sesadeba
The researches show thatevery child is born with creative potential, but this potential may not be unfolded if care is not taken to nurture the creative abilities of the children. This article begins by stressing the importance of creativity in our life. It also highlights what is creative teaching by focusing on some principles of creative teaching given by NACCCE (1999) report and some other researchers to enhance the creative abilities of the students. Since teacher plays a dominant role in shaping and molding the life of the children hence he can apply a lot of innovative teaching strategies to nurture the creative potentials of the children. As such this article deals with different methods of creative teaching becausecreative teaching leads a child to give of his best to society.
Creative Thinking Ability of Primary School Boys and Girls: A Comparative Study
(SRJIS, 2015) Pany, Sesadeba
The present study focuses on the creative thinking ability of the primary school students with reference to their gender and type of school. In this context data were collected from 100 government ((50 boys & 50 girls) and 100 private primary (50 boys & 50 girls) school students. The study was conducted with the objectives like to compare the creative thinking ability of primary school boys and girls, to compare the creative thinking ability of government and private primary school students, to compare the creative thinking ability of government primary school boys and girls, to compare the creative thinking ability of private primary school boys and girls, to compare the creative thinking ability of government and private primary school boys, and to compare the creative thinking ability of government and private primary school girls. The findings of the study are the primary school boys and girls, students of government and private primary schools, government primary school boys and girls, government and private primary school boys differ significantly on their creative thinking ability whereas the private primary school boys and girls, and the government and private primary school girls do not differ significantly on their creative thinking ability
Cultural Intelligence as a Congruent to Cross- cultural Adjustment, Decision Making Styles and Academic Achievement: A Triangulation Study of Foreign Students in Punjab
(Central University of Punjab, 2020) Kaur, Kiranjit; Pany, Sesadeba
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.
Dilemma over values verses needs among youth: An uncertain future
(PEDAGOGY OF LEARNING (POL), 2016) Sandeep; Pany, Sesadeba
Dynamism is the basic feature of any society. It is reflected in the socio-economic and cultural component of the society. The individuals keep themselves aware of such changes and also get themselves changed. No one can avoid oneself of such changes. But the focus is on values. Do values get changed in proportional to such changes in the society? Are they automatically get changed or our need compel them to be changed? What is the perception of our youths on values and how they value their needs over values? The present article focuses on all these generic problems concerning the conflicting state of mind of the present youths over the preference to materialistic over spiritual values; fulfillment of needs and desires on one hand and emphasis on values on the other hand leading towards dilemma over preference to values and needs. Our future seems uncertain amidst such dilemma. No matter whatever may be the changing element in the society the major focus of the youth should be to maintain a balance between their needs and values. Generally for need fulfillment values should not be compromised rather a judicious decision is expected on the part of the youth concerning the value of needs ahead as well as the values.
Foreign students cross culture adjustment and academic achievement in India- A critical analysis
(Educational Quest: An International Journal of Educational And Applied Social Science, 2016) Kaur, Kiranjit; Pany, Sesadeba
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
(Radiance Research Academy, 2021-04-12T00:00:00) 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.
Innovation educational games for young children with attention deficit/ hyperactivity disorder : An executive function-based interpretation
(International Journal of Multidisciplinary educational Research, 2017) Kaur, kanwajit; Pany, Sesadeba
Redesigning the Mathematics Classroom through TPACK enriched Pedagogical Strategies
(Krishma Educational Centre, 2018) Arora, Richa; Pany, Sesadeba
Technology continues to change with the changing demands of society. With the integration of new technologies in the classroom, the evolution of changes in classroom instruction has been a perpetual feature. But, the efficiencies of teachers vary from each other considering their way of integration of content, pedagogy and technology with each other. For effective teaching-learning process, a balanced knowledge of these three components is expected on the part of teacher i.e. an adequate level of Technological Pedagogical and Content Knowledge (TPACK). The conventional pedagogies need to be strengthened through the application of technology or can be replaced if situation demands for so. As such the application of flipped teaching improves the learning of students. Mathematics is considered as least preferred subject so new pedagogies should be thought of for better comprehension and achievement of students. Innovative pedagogical strategies like animated content demonstration may support in increasing the engagement of students in mathematics. The dynamic and interactive learning environment can be created in the classrooms through the interactive software like GeoGebra, Geometer Sketchpad and the activities based on concrete and virtual manipulative can contribute in enhancing the effectiveness of technology oriented pedagogies.