Synopsis
Synopsis
Synopsis
SUBMITTED BY
Mishra Santwana Gopalchandra
GUIDED BY
Dr. K. L. Chincholikar
Associate Professor
Government College of Education (IASE), Aurangabad
SUBMITTED TO
Dr. Babasaheb Ambedkar Marathwada University, Aurangabad
2011-2014
INDEX
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1. INTRODUCTION
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In the present study, the researcher gathered data on aptitude, attitude and anxiety
level of the trained teachers (M.Ed. students) to investigate the relationship of these
variables to their academic achievement. Researcher believes that this study would help
to establish the role of anxiety as yet another variable in pre-service Graduate teachers
training program.
1. Teacher training should be provided to those students who apart from excelling in
their studies also have favorable attitude and aptitude to be a competent teacher.
Therefore the researcher wanted to find the relationship between teaching attitude
and aptitude of the M.Ed. student with academic achievement.
2. Anxiety is generally considered a psychological problem and left behind and never
considered prevalent. But considering the fast paced life and other responsibilities,
high anxiety is a very common phenomenon. Hence cannot be ignored in the present
times and this study provides an insight into the role of anxiety in academic
achievement.
3. STATEMENT OF PROBLEM
4. OPERATIONAL DEFINITION
1. Academic Achievement - The percentage of marks obtained by the M.Ed. student for
the pre-service graduate teacher training (Bachelor of Education, B.Ed.) course.
2. Aptitude – The score obtained on the standardized Teacher Aptitude Test Battery
(TATB) developed by Jai Prakash and R.P. Shrivastava and recognized by National
Psychological Corporation, Agra.
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3. Attitude – The score obtained on the standardized Teacher Attitude Inventory (TAI)
designed by Dr. S.P. Ahluwalia and recognized by National Psychological
Corporation, Agra.
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There is no significant correlation between the job satisfaction and teaching
aptitude (Rajnishumar Kumar Singh, 2013) but, job satisfaction and attitude towards
teaching were positively related to each other (Singh, 2002). Teaching aptitude was found
to be significantly positively correlated to English Language Teaching Ability,
motivation and teaching competence (Prasad Kanbhampati, 2013). In pre-service teacher
educators it was indicated that there is an overall trend of positive attitudes towards
mathematics and teaching mathematics (Beth Southwell, Jenni Way, Allen White, Bob
Perry, 2005). A significant positive correlation was found between the admission test
score and teaching attitude but negative correlation with academic achievement (Mishra
SG, 2007)
Anxiety and its relationship to academic achievement is not widely studied
especially in the area of teacher education. The relationship between test anxiety and
scholastic achievement is negative and significant i.e., the more anxious the student is,
the less achievement is his/her performance in the examination for statistics, mathematics
and medical students (Ilangovan K.N & Rangaraj K.R, 2001; Yeh YC and others, 2007
and El-Anzi & Freih Owayed, 2005). Another study concluded that there is a significant
difference in the anxiety of intermediate arts and science students and the anxiety is
negatively correlated to academic achievement (Talwar Vibha, 2013). Academic
achievement could be enhanced by manipulating the levels of anxiety, emotional maturity
and social maturity and anxiety showed negative relationship with academic achievement
(Singh Surjit, 2013). The successful (passed) science male students had significantly high
anxiety than the successful female science students but there was no significant
difference between the anxiety of male and female failed students (Vandana Gupta,
2014).
A negative relationship exists between statistics anxiety and attitudes about
statistics (Fadia Nasser, 1999). The students of physical education were found to be
moderately anxious and concerned on teaching practice (Susan A Capel, 1997). For the
pre-service teachers the mathematics anxiety was associated with efficaciousness toward
mathematics teaching practices and was the basis for their mathematics teaching efficacy
beliefs (Gina Gresham, 2008). There were statistically significant differences in
mathematics teaching anxiety between convergent and the other three types of learners:
divergent, accommodator, and assimilator with convergent learners having less
mathematics teaching anxiety than the other types of learners and divergent learners
showed the highest level of mathematics teaching anxiety (Murat Peker, 2009).
The anxiety level also differed significantly gender wise in some studies whereas
in some studies no such significant differences were observed. The anxiety of female
college students was significantly more than male students (Sultania MK, 2009). Boys
and girls as well as rural and urban students differed significantly on the basis of their
anxiety (Singh Surjit, 2013). It has also been found that there is no significant difference
between Academic Anxiety of the male and female students of Xth class in both Private
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and Government Schools (Dhull Jitendra, 2013). Boys and girls did not differ
significantly with respect to their mean score on academic anxiety, but still the mean
score of girls was higher than boys indicating girls possess higher academic anxiety in
comparison to boys (Kanchan Bala, 2014).
In a study to examine pre-service teachers’ practicum-based mathematics classroom
teaching experiences and its contribution to their anxiety, it was found that locus of
control played an integral part in increasing vs. decreasing mathematics teaching anxiety
(Amy Brown , Arla Westenskow & Patricia Moyer-Packenham, 2012). The teaching
effectiveness and anxiety were negatively correlated with each other in the case of
teacher educators working in Government as well as self financed teacher education
institutions (Satish Kumar, 2013).
The studies recommended that efforts be made to test the teaching aptitude more
comprehensively in the admission test and its weight age may also be increased. Though
teaching attitude was not found to be significant correlate of academic achievement, it
had significant correlation with job satisfaction. Anxiety was found to be significant
correlate with academic achievement. The studies showed that mild level of anxiety
actually helped in academic achievement but higher levels of anxiety resulted in lower
academic achievement. These studies were conducted mostly for students and very few
studies are related to teacher education students. Also despite some significant studies on
teaching attitude and aptitude on pre-service and in-service teacher trainees, anxiety and
its effect was not extensively studied for the teacher education students.
6. ASSUMPTIONS
The researcher has made the following assumptions for this study:
1. The M.Ed. students have completed the graduate pre-service teacher training (B.Ed.)
degree course.
2. Personality traits like aptitude, attitude and anxiety are not dependent on the faculty
of graduation to which the M.Ed. student belongs.
3. Anxiety is not considered as a factor during assessment at any level in the colleges
of education.
4. The evaluation system in the colleges of education affiliated to Dr. Babasaheb
Ambedkar Marathwada University is impartial.
5. The practical and theoretical aspects of the curriculum covered in all the Colleges of
Education affiliated to Dr. Babasaheb Ambedkar Marathwada University are similar.
7. OBJECTIVES
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3. To study the correlation of aptitude score of M.Ed. students with their academic
score
4. To study the correlation of attitude score of M.Ed. students with their academic
score.
5. To study the correlation of anxiety score of M.Ed. students with their academic
score.
6. To study the relationship between academic achievement score of M.Ed. students
with their attitude, aptitude and anxiety score.
8. HYPOTHESIS
Null Hypothesis:
1. There is no significant difference between the aptitude of male and female M.Ed.
students.
2. There is no significant difference between the attitude of male and female M.Ed.
students.
3. There is no significant difference between the anxiety of male and female M.Ed.
students.
9. RESEARCH METHODOLOGY
The researcher has used the Quantitative research for this study using Descriptive
methodology. The research method used for this Study is Survey Method as the survey
method gathers data from a relatively large number of cases at a particular time.
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2. This research problem does not deal with the past events and concentrates only on
present situation.
3. Data could be easily collected after deciding the sample form the vast population
using survey method.
4. Also quantitative techniques can be easily incorporated in Survey method and
generalization is possible.
5. Manipulation of variables was not the plan of action decided by the researcher.
The researcher collected the data regarding the aptitude, attitude and anxiety of the
M.Ed. students using the following standardized tools:
4. The academic achievement score is the final percentage of marks obtained in B.Ed.
course. It was collected using a self-made form.
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11. POPULATION & SAMPLE
The population for this study is the students enrolled for the Post-Graduate
program in Education (M.Ed. course) in the two departments and fourteen (14) colleges
of education affiliated to Dr. Babasaheb Ambedkar Marathwada University, Aurangabad.
Total 296 M.Ed. students were selected as a random sample for the study.
The researcher for this study has collected the data using Teacher Attitude Inventory
(TAI) by Dr. S. P. Ahluwalia, Teacher Aptitude test developed by Jai Prakash and R.P.
Shrivastava, and Comprehensive Anxiety Test developed by Sharma, R. L. Bharadwaj
and M. Bhargava. The academic achievement score and gender of the M.Ed. students was
collected using a self-made form. The researcher used MS-Excel for data tabulation and
analysis. The statistics used for data analysis and hypothesis testing were coefficients of
correlation and theory of Regression Analysis.
1. There is no significant difference in the Aptitude score of Male and Female M.Ed.
students.
2. There is no significant difference in the Attitude score of Male and Female M.Ed.
students.
3. There is a significant difference in the Anxiety score of male and female M.Ed.
students.
4. The Anxiety score of male students is higher than that of female students.
8. Aptitude score and Anxiety score significant predictors of Achievement score but
Attitude score is not a significant predictor of Achievement score.
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14. CONCLUSIONS
1. The teaching aptitude and attitude is not related to gender but the anxiety level is
significantly different among male and female students.
15. RECOMMENDATIONS
16. BIBLIOGRAPHY
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