Education - Research Publications

Permanent URI for this collectionhttps://kr.cup.edu.in/handle/32116/73

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Author: search.filters.author.Pany, Sesadeba

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    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.
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    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
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    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.
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    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
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    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
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    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.
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    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.
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    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.