Study of Classroom Dynamics and Interaction in Elementary Education of A Backward Indian State (Bihar)

 

Report Code: PI160021

No. of Pages: 200 pages

Price (Single User): $0.00

 

By: Amit Kumar Aman & Khagendra Kumar

Published Date: 07/Nov/2016

 

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1. Introduction to the Problem

1.1 Introduction

1.2 Need & Significance of the study

1.3 Explanation of terms 

1.4 Objectives of the study

1.5 Research questions

1.6 Approach of the study

2. Overview of Elementary Education

 2.1 Elementary Education

 2.2 Teachers’ training inst. in Bihar

3. Understanding Classroom Dynamics

3.1 Determinants of classroom dynamics

3.2 Dimensions of classroom dynamics

3.3 Supporting devices of classroom dy.                                

3.4 Strategies of ideal classroom dynamics

3.5 strategies for ideal classroom interaction

3.6 How to create positive classroom atm.

4. Review of Related Literature       

5. Methodology

5.1 Research Approach

5.2 Sample selection

5.3   Tools

5.3.1 Construction of the tool

5.3.2 Tryout of ECDIOS & Questionnaire

5.3.3 Data collection procedure

5.3.4 Observer effect

6. Analysis and Interpretation of Data

6.1 Analysis & Interpretation of classroom Observation data

6.2 Analysis & Interpretation of responses  from teachers

6.3 Analysis & Interpretation of responses from students.

6.4 Overall Interpretation

7. Summary, Results and Recommendations

References

Bibliography

Appendices A

Appendices B

Appendices C

Appendices

List of Tables

1.1: Enrolment in Elementary School

1.2: Density of Elementary school (per sq. km.)

1.3: Population Density (Per sq.km.)

1.4 Average number of classrooms

1.5 Pupil-Teacher Ratio

1.6  %of schools having PTR above 35 at up. Pri. Level

2.1 List of Different module under which teachers are providing in-service training

6.1  Teachers’ Interaction in Classrooms

6.2  Students’ interaction in Classrooms

6.3 Peer group interactions in classroom

6.4 Level of Interaction between teacher and learners

6.5 Appropriate teaching Methods, Skills & Learning aids used by the teacher

6.6 Level of teachers’ knowledge in pedagogy

6.7 Lesson introduction in classroom by teachers Table 6.8Learning aids used by teachers

6.9 Method of teaching

6.10 % of time spent on lecturing in classroom

 6.11 Managing non-interactive students in classroom

6.12 Reasons for non-interactivity of students in classroom

6.13 Subject teachers liked most by the students

6.14 Subject teachers disliked most by the students

6.15 Reason for not answering the question of the teacher

6.16 Students’ sitting preference

List of Figures

6.1:  Teachers’ Interaction in Classrooms

6.2: Students’ interaction in Classrooms

6.3: Peer group interactions in classroom

6.4: Level of Interaction between teacher and learners

6.5 appropriate teaching Methods, Skills & Learning aids used by the teacher

6.6 Level of teachers’ knowledge in pedagogy

6.7 Lesson introductions in classroom by teachers

6.8 Learning aids used by teachers

6.9 Method of teaching

6.10 % of time spent on lecturing in classroom

6.11 Managing non-interactive students in classroom6.12 Reasons for non-interactivity of students in classroom

6.13Subject teachers liked most by the students

6.14 Subject teachers disliked most by the students

6.15 Reason for not answering the question of the teacher

6.16 Students’ sitting preference

 

 

 

 

 

 

 

 

 

 

 

Children are constantly interacting with the physical environment of their schools during structured or unstructured time, consciously or unconsciously. Yet not enough attention is paid to the importance of physical environment for learning. Often classrooms are overcrowded, with no alternative space to learn, nor are they attractive, inviting or sensitive towards children’s needs. Inappropriate school design may drastically affect the teachers’ productive output and classroom management. In fact NCF requires a teacher facilitator of children’s learning in a manner that helps children to construct knowledge and meaning. The teacher in this process is a co-constructor of knowledge. Such roles demand that teachers be equipped with an adequate understanding of curriculum, subject-content and pedagogy on the one hand and the community and school structures and management on another hand.. This can only be possible by using appropriate classroom transaction and this is only possible if teachers have knowledge and attitude for classroom dynamics and interaction. In Bihar the attendance –percentage of the children is poor and drop-out rate is higher as compared to national average.

Programmes like mid day meal, free availability of books  and stationary etc. have definitely increased enrollment of children in schools but these programmes could not ensure full time daily stay of children in schools  and retention of  all enrolled children  up to grade VIII. Abolition of the post of full scale teachers and appointment of teachers on low  consolidated salary have further deteriorated the conditions for quality education as good talents are not attracted towards teaching profession. The quality of both initial and in-service training is poor.

The involvement of teachers in non teaching assignment is another problem affecting teaching-learning system in schools. It has been reported that 24.7 percent of the total teaching community in Bihar was involved in non-teaching business during 2005-06. Total number of instructional days in elementary school of Bihar is reported to be 217. Pass Percentage of students  at primary and upper primary grades with more than 60 percent marks is only 37 percent for both boys and girls. Similarly the pass percentage for upper primary level with 60% marks is only 22 percent. (Analytical report, DISE 2006-07, NUEPA)

From the above discussion it is clear that quality of elementary education of Bihar is far from satisfactory. Hence much more needs to be done in making effective classroom dynamics and interaction which will help in attracting and retaining children in schools and in providing stress free, joyful and meaningful education to our children.

The Study has following objectives:

  • To find out  the nature of  classroom dynamics;
  • To find out interaction between teacher and learners in classrooms;
  • To find out interaction among learners in classrooms;
  • To find out the method of classroom transaction adopted by teachers;
  • To find out the knowledge of pedagogy possessed by teachers;
  • To identify overall strengths and weaknesses of classroom dynamics and classroom interaction; and
  • To suggest strategies for effective classroom dynamics and interaction.

 

In the proposed study the investigator tried to address following research questions.

  1. What is the nature of classroom dynamics?
  2. How do teachers and learners interact in classrooms?
  3. How do learners interact among themselves in classrooms?
  4. What is the nature and level of interaction between teachers and learners and among learners?
  5. How do teachers teach in classrooms?
  6. Are classroom activities and teaching processes conducive to effective classroom dynamics and interaction?
  7. What is the level of teachers’ knowledge in pedagogy?
  8. What are the strengths and weaknesses of classroom dynamics and interaction?
  9. What strategies a teacher can follow to make classroom dynamics and interaction more effective?

This is an important empirical study which has addressed the above questions regarding classroom interaction & dynamics in public elementary schools of Bihar.