COMPARISON OF THE EFFECTIVENESS OF MULTI-GRADE TEACHING WITH THAT OF MONO-GRADE TEACHING AT PRIMARY LEVEL.
Journal Title: International Journal of Advanced Research (IJAR) - Year 2018, Vol 6, Issue 7
Abstract
In this modern age when the world is discovering life on Marse, the educational system is key point to success for every nation of the world. Any nation which does not follow modern and partially good teaching techniques will not be contending the rest of world. The teaching profession is considered as the best and perfect duty in the world as they give caring obligation to shape somebody\\\'s life. Before going to the classroom, a great teacher guarantees his/her objectives of training on regular routine. Each teacher has diverse characteristics of showing their understudies. They change in their insight, abilities, and mentalities in showing particular subjects. They attempt their best and do all endeavors in helping us to accomplish our objectives in life. The aim of present study is to investigate and compare the effectiveness of multi-grade teaching with that of mono-grade teaching at primary level. The objectives of research study were: (1) To find out the effectiveness of multi-grade teaching. (2) To find out the effectiveness of mono-grade teaching. (3) To compare the effectiveness of multi-grade teaching with that of mono-grade teaching. It was descriptive comparative survey research study. The population was comprised of one thousand five hundred and seventy six (five hundred and thirty one male and one thousand and forty five female) primary teachers of government schools. A sample of two hundred teachers from government primary schools was taken. Two teachers from each school were selected for the study interest by convenience sampling technique. Research questionnaire was developed on likert scale for teacher?s perception on the organizational effectiveness of multi-grade teaching and for perception of teachers on the effects of mono-grade teaching. The collected data were analyzed through SPSS 21 and Minitab 14. The score of responses were tabulated in to the frequencies and represented in percentage. Z test was performed for equality of two proportions, the results were significant, which means that the effect of two teaching methodologies on student?s learning is not equal and majority of teachers are supporting to mono-grade method of teaching.
Authors and Affiliations
Muhammad Shahzad Ashfaq, M. Imran Yousuf, M. Arshad Dahar.
Keywords
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- EP ID EP366508
- DOI 10.21474/IJAR01/7430
- Views 50
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