A STUDY ON SECONDARY SCHOOL TEACHERS ATTITUDE ...

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A STUDY ON SECONDARY SCHOOL TEACHERS

ATTITUDE TOWARDS CONTINUOUS AND

COMPREHENSIVE EVALUATION

Submitted in the partial fulfilment of the requirements for the degree of

MASTER OF ARTS IN EDUCATION

By

PRIYANKA KARJEE

Reg. No. 1226104

Under the Guidance of

Dr. SUMITA RAO

Assistant Professor

School of Education

Christ University, Bangalore-560029

March 2014

Property of Christ University.

Use it for fair purpose. Give credit to the author by citing properly, if your are using it.

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APPROVAL SHEET

The Dissertation entitled “A study on Secondary School Teachers

Attitude towards Continuous and Comprehensive Evaluation” by

Priyanka Karjee is approved for the degree of Master of Arts in

Education.

Examiners:

Name Signature

1. _____________________ _____________________

2.

_____________________ _____________________

H.O.D:

(Head of the Department)

Property of Christ University. Use it for fair purpose. Give credit to the author by citing properly, if your are using it.

ii

CERTIFICATE

This is to certify that the Dissertation “A Study on Secondary school Teachers

attitude towards Continuous and Comprehensive Evaluation” submitted to

Christ University, Bangalore for the award of the degree of Masters in Education

is a bonafide record of research work carried out by Priyanka Karjee under my

supervision. The content of this dissertation, in full and parts have not been

submitted to any other University for the award of any degree or diploma.

SIGNATURE OF THE GUIDE

Dr. Sumita Rao

Assistant Professor

School of Education

Christ University

Bangalore-560029

Place:

Date:


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DECLARATION

I hereby declare that Master‟s Dissertation titled “A Study on Secondary School

Teachers Attitude towards Continuous and Comprehensive Evaluation” is an

original research work done by me under the guidance and supervision of Dr.

Sumita Rao, Assistant professor, School of Education, Christ University. This

dissertation is submitted to Christ University, Bangalore, for the award of the

degree of Masters in Education.

I also declare that this dissertation or any part of it has not been submitted to any

other university for that award of any degree.

Signature of the Researcher

PRIYANKA KARJEE

Reg. No. 1226104

Place:

Date:


ACKNOWLEDGEMENT

First and Foremost, I thank the Almighty for showing me inner peace and for all

his blessings.

I wish to avail myself of this opportunity to express my profound respect and

sincere thanks to my guide Dr. Sumita Rao, Assistant Professor, School of

Education, Christ University, who has given excellent guidance throughout my

work. I am most indebted to her for having provided necessary instruction,

support and encouragement in completing this work.

I sincerely wish to thank Dr. (Fr) Thomas C. Mathew Vice Chancellor, and Dr.

Anil Pinto, the Registrar for their constant support and encouragement.

I also place on record my sincere thanks to all my professors, Dr. Samson Victor,

Prakasha.GS, Jacqueline Kareem, and Greta D‟suoza, for all their rich experience

they provided during this course.

I also Thank Prof. Jose Cherian, HOD, Department of Education, Christ

University, and Dr. Kennedy Andrew Thomas, Director, (Total Quality

Management) , Christ University, and Dr. S. Srikantaswamy, Director, Centre

for Research, Christ University, for their special expertise they provided me with

invaluable suggestions and encouragement during my research work.

I take this opportunity in thanking all the Teaching staff of all Government and

Private Secondary Schools of Jalpaiguri District, for extending their cooperation

and help for conducting this study and also thank the DIE (District Education

Inspector).

I wish to thank the Library of Christ University for their timely help and

cooperation during this Research work.

I express my sincere thanks to my friends, Terence Valli, Saurav Aggarwal,

Patricia Ingles, Pema choki Bhutia, Nicola Hayes and all my class mates (Batch

of 2014) for their continuous inspiration and support.

Finally I express my sincere thanks to my parents, and my younger sister Paulomi

Karjee for their continuous support and inspiration.

Priyanka Karjee


CONTENTS

CHAPTER I

INRTODUCTION

1.1 Education 1

1.2 Background of the Study 1

1.3 Evaluation 2

1.4 Secondary Schools 6

1.5 Attitude 7

1.6 Need and Significance of the Study 8

1.7 Statement of Problem 9

1.8 Objectives of the Study 9

1.9 Limitations of the Study 9

1.10 Overview of the Chapter 10

CHAPTER II

REVIEW OF LITERATURE

2.1 Introduction 11

2.2 Studies related to the area of research in India 11

2.3 Studies related to the area of research in

Abroad

14

2.4 Conclusion 15

CHAPTER III

METHODOLOGY

3.1 Introduction 16


3.3 Operational Definition 16

3.4 Variables of the Study 17


3.6 Hypotheses 17

3.7 Design of the Study 18

3.8 Sample Procedure 18

3.9 Population of the study 18

3.10 Sample of the Study 19

3.11 Tools of the Study 20

3.12 Description of the Tool 20

3.13 Statistical Analysis of the Study 25

3.14 Discussion 25


CHAPTER IV

DATA ANALYSIS AND RESULTS 4.1 Introduction 26

4.2 Hypotheses 30

CHAPTER V

SUMMARY AND CONCLUSION

5.1 Introduction 35

5.2 Evaluation 35

5.3 Need and Significance of the Study 37

5.4 Review of related Literature 37



5.7 Variables of the Study 38

5.8 Operational Definition 38

5.9 Sample Technique 39

5.10 Hypotheses 40

5.11 Design of the Study 40

5.12 Tool used in the Study 40

5.13 Statistical Analysis of the study 40

5.14 Major Findings of the Study 41

5.15 Conclusion 42

5.16 Educational Implications 42

5.17 Limitations of the Study 42

5.18 Suggestions for further research 43

BIBLIOGRAPHY

APPENDIX


LIST OF TABLES

Table

No. Title Page No.

3.1 Number of Government and Private secondary

schools in Jalpaiguri District 19

3.2 Shows the selection of schools for the present study

19

3.3 Sample of secondary school teachers based on type of

schools 20

4.1 Nature of distribution and descriptive statistics

27

4.2 Level of Attitude of secondary school teachers

towards CCE

29

4.3

Gender , number, mean, S.D and t-value of secondary

school teachers with respect to CCE

30

4.4

Types of school, number, mean, S.D, and t-value of

secondary school teachers with respect to CCE

31

4.5

One-way ANOVA for the mean course of below

25yrs, 25-35yrs, 35-45yrs, 45-55yrs, and above 55yrs

old of secondary school teachers with respect to their

Attitudes towards CCE

31

4.6

One way ANOVA for the mean scores of below 5

years, 5-10 years, 10-15 years, and 15-20 years and

above 25 years of experience of secondary school

teachers with respect to their attitude towards CCE.

32

4.7

Pair wise comparison of mean scores of attitude of

secondary school teachers towards CCE with respect

to years of experience (<5yrs, 5-10yrs, 10-15yrs, 15-

20yrs, 20>yrs.) of secondary school teachers by LSD

post hoc procedure.

33

5.1

Population of Secondary school teachers (teaching

and non-teaching staff) according to the type of

school in Jalpaiguri district, West Bengal

39

5.2 Sample of secondary school teachers based on the

type of school 39


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LIST OF GRAPHS

Graph

No. Title

Page

No.

4.1 Graph showing the Normal P-P Plot of Attitude of

Teachers towards CCE 26

4.2 Graph showing the count of the demographic

variables 28

4.3 Graph showing the Percentage of the

Demographic variables 28

4.4 Graph showing the Levels of attitude of secondary

school teachers towards CCE 29

4.5

Graph showing the distribution of Attitude of

Secondary School teachers towards CCE

across Gender

30


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CHAPTER I

INTRODUCTION

1.1 EDUCATION

Education is one of the most important factors that one should receive in his or

her life. It is only through education one can cope up with the changing needs of the

society. Education is an idea, which states the process in which students can understand

something. We can also define education as the delivery of knowledge, skills, and

information from teachers to students.

A right to education has been recognized by some governments. At the global

level, Article 13 of the United Nations' 1966 International Covenant on Economic, Social

and Cultural Rights. It recognizes the right of everyone to an education. Article 21 (a) in

the Universal Declaration of Human Rights states that “Education shall be free and

compulsory to all children from the age group of 6 to 14.”Article 45 in the Indian

Constitution states that “The State shall endeavor to provide, within a period of ten years

from the commencement of this Constitution, for free and compulsory education for all

children until they complete the age of fourteen years.

1.2 BACKGROUND OF THE STUDY

The Report of the International Commission on Education for 21st Century to

UNESCO referred to four planes of living of human individuals namely; physical,

intellectual, mental and spiritual. Thus, all-round development as the stated purpose of

education involves optimization of hidden potential of every child in the physical,

intellectual, mental and spiritual planes. The CBSE in 2010 introduced for the first time

an effort to translate the goal of all round development into practice by introducing CCE

– scheme in schools. We are in the era of globalization and in every sphere of society has

significant implications for education. We are seeing increasing commercialization of

education. We need to be alert about the burden to commodity schools and the

application of market-related concepts to schools and school quality. Growth and

development and the increasingly competitive environment into which schools are being

drawn and the aspirations of parents place a tremendous burden of stress and anxiety on

children, to the detriment of their personal thus hamper the joy of learning. The aims of

education concurrently reproduces the current needs and aims of a society, its lasting

values, concerns as well as broad human ideals. Obviously, the efforts of CBSE to

provide a leadership and pioneering role in implementing CCE is a major breakthrough

which attempts to elevate the status of the schools as equal partners of the Board in

assessing the attainment levels of learners. There are several frameworks that can be

referred to derive a meaningful working framework for assessing all round development

of the child including Scholastic and Co-Scholastic domains.


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1.3 EVALUATION

Evaluation is a continuous process concerned with the study, assessment, and

improvement in all aspect of the education program. The best way for this process to be

carried out co-operatively by all is concerned with the growth and development of

children. It is the process of shaping the changes in the child as a result of teaching and

his experiences. It is a systematic attempt to find out the amount of progress made in the

educational of the child towards the realization of the purpose of education. It is an act of

judging the child‟s achievement of all forms of learning outcomes based on the final data

of the child‟s subject matter achievement in the learning of facts, skills and abilities and

also descriptive, qualitative and data about his personality changes such as social

attitudes, interests, ideals ways of thinking, work, habit and personal and social

adaptability.

National Curriculum Framework (2005) “External examinations are largely

inappropriate for the knowledge society of 21‟st century and its need for innovation

problem solving Questions if not framed well, call for rote memorization and fail to test

higher order skills like reasoning and analysis, lateral thinking, creativity and judgment.

External examinations make no allowance for different types of learners and learning

environments and induce an inordinate level of anxiety and stress. Therefore, there is a

need for a functional and reliable system of school based evaluation i.e. continuous and

comprehensive evaluation.”

National policy on education (1986) in this regard has rightly remarked that, “As a part

of sound educational strategy, examination should be employed to bring about qualitative

improvement in education. The need is to recast the examination system so as to ensure a

method of assessment that is valid and reliable measure of students‟ development and

powerful instrument for improving teaching learning process.” Different commission and

committees have recommended making evaluation process, a regular and inseparable

feature of educational process. The national curriculum framework (2000) has laid

emphasis on continuous and comprehensive evaluation with stress on both formative and

summative evaluation. It talked of exposing students slowly to evaluation system,

replacing pass/fail system with grading system and suggested different method of grading

in scholastic and co-scholastic areas including one for school based evaluation and public

examination. Although, evaluation is examination but it is an extensive and general term.

It signifies the extent to which the students have acquired the imparted knowledge, how

much changes have taken place in their likings and behavior, how much is their interest

in a particular subject, what is their understanding level etc.? Overall, it may be said that

evaluation is the collective report of examination, measurement and value judgments.

The term “continuous” refers to regularity in assessment. Since, the development of child

is a continuous phenomenon; evaluation has to be completely integrated with the teaching

– learning process as to assess the progress of students at regular intervals. The term “comprehensive” refers to assessment in both, the scholastic as well as co scholastic area

of student‟s development. The evaluation of scholastic aspects includes assessment of

personal and social qualities, interest, attitudes, values, life skills and level of

participation in different co-curricular activities. For carrying out such type of evaluation, Property of Christ University.


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multiple techniques have to be employed by the teachers and school authorities.

Conclusively, it may be inferred that continuous and comprehensive evaluation is

intended to identify positive attributes and talents of this students which are not usually

assesses through written examination. There have been efforts for the last few years by

the central government and few state governments in India to introduce continuous and

comprehensive evaluation system in school. The recent efforts in this context include; (I)

Marking class 10th examination optional by CBSE, (II) Shifting from marking system to

grading system by CBSE and certain state Educational Boards and (III) Introduction of

continuous and comprehensive evaluation system at elementary stage under the

programme of Sarva Shiksha Abhiyan (SSA). But, these efforts would net turn to be

effective and successful until and unless our teachers are not willing whole- heartedly to

implement such evaluation system in right manner and spirit. In this regards, it has been

rightly remarked that the evaluation skill of the teachers is very important competence

expected of them to raise the standards of achievements in pupils by giving constant

feedback, remediation and improvement of classrooms instructional strategies based on

evaluation system followed in school education. It is essentials to equip the teachers with

the requisite skills, right attitudes and competencies of evaluating student‟s development

in a holistic fashion.

Meaning of Assessment

Assessment or evaluation is an important part of the teaching and learning

process. It involves the process and techniques/instruments that are designed and aimed

to measure the achievement of learners. The assessment of pupil‟s progress and

achievement is needed to give feedback to the students and it also grades their

performance. It also helps the students to know their weaknesses and strengths. It gives

the students an opportunity to improve their performance and overcome their problems.

There are two types of assessments:

External Assessment It refers to the tests conducted by the educational institutions or by any other

external educational agency.

Internal Assessment Internal assessment is one in which the student and the teacher is directly

involved in evaluating the progress of the students learning.

Assessment or Evaluation which promotes learning is characterized by

It is embedded in a view of teaching and learning of which it is an essential part.

It involves sharing learning goals with pupils.

It aims to help pupils to know and to recognize the standards they are aiming for.

It involves pupils in self-assessment.

It provides feedback which leads to pupils recognizing their next steps and how

to take them forward.

It is underpinned by confidence that every student can improve.

It involves both teacher and pupils reviewing and reflecting on assessment data.

(Assessment Reform Groups, 1999)


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Types of Evaluation There are different ways in which you can evaluate a learner/ student. The most

commonly types of evaluation done in many Indian schools are:

Continuous Comprehensive Evaluation

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-

based evaluation introduced by CBSE in all CBSE affiliated schools across the country to

evaluate both scholastic and non-scholastic aspects of students‟ growth and development.

The CCE has been by the Education Minister, Kapil Sibal to decrease the gathered storm

and stress of board exams on the students and to introduce a more uniform and

comprehensive pattern in education for the children all over the nation from 2009

onwards. Continuous and Comprehensive Evaluation (CCE) refers to a system of school-

based evaluation of students that covers all aspects of students' development. It is a

developmental process of evaluation which highlights on two fold objectives. Continuity

in evaluation and assessment of broad based learning and behavioral results and

consequences.

The word „continuous‟ is meant to highlight that evaluation of known aspects of

learners' 'growth and development' is a continuous process rather than an event, of the

total teaching-learning process and spread over the entire duration of academic session.

The second word „comprehensive‟ refers to make an effort to both the scholastic and the

co-scholastic characteristics of the pupils‟ growth and the development. The word

comprehensive also refers to the application of various tools and technique, whose goal is

to evaluate the student‟s development. Continuous and comprehensive evaluation is a

curricular initiative to make an attempt and to give importance to the holistic learning

rather than just memorizing. Its purpose is to produce the citizens‟ good values, skills and

desired qualities other than academic achievement. By this the students will be able to

meet the day to day problems and challenges faced by the students with vigor and

confidence.

Characteristics of Continuous and Comprehensive Evaluation

The 'continuous' characteristic of CCE takes care of the 'continual' and

'periodicity' characteristic of assessment.

Continual means evaluation of pupils in the initiation of instructions

(placement

Periodically means the evaluation of performance of the students done at the end

of a unit/term also known as summative evaluation.

The 'comprehensive' element of CCE takes care of evaluation of the all- round

development of the child's personality. It includes evaluation of both the

scholastic as well as co-scholastic features of the students‟ growth and

development.

The scholastic areas include curricular and subject specific areas and on the other

hand co-scholastic areas are the students‟ abilities, skills, and co- curricular

activities.

Evaluations in Scholastic parts are conducted informally and formally using

various methods of assessment repetitively and occasionally. The problem-

solving assessment remedy processes.


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Evaluation in Co-Scholastic areas is done using various techniques on the basis

of known principles; where evaluation in life skills is done on the basis of

Indicators.

Objectives of Continuous and Comprehensive Evaluation

To help the students develop cognitive, psychomotor and affective skills.

To give importance to the thought process and de-emphasis memorization.

To make assessment an important part of teaching-learning process.

To use assessment for enhancement of students' achievement and teaching-

learning approaches on the basis of regular diagnosis followed by corrective

measures.

To promote the standards of performance by using assessment as a quality control

method.

To take appropriate decision about the students, the learning environment and

learning environment will help in determining the social utility.

To make the process of teaching and learning a learner-centered.

Summative Evaluation The term „Summative evaluation‟ refers to assigning a grade for pupils‟

achievement at the end of term, semester, course or any instructional programme. Making

overall assessment or decision with the programme is a summative evaluation. There

should be some instructional programme for the attainment of some objectives before the

summative evaluation takes place. Summative test is given to the learner after he/she has

passed successfully all the formative tests.

Purposes of Summative Evaluation

Summative evaluation serves the following purposes:

Pupils cannot easily combine all the daily feedback provided and obtain an overall

picture of how they are doing. The summative evaluation can provide such

overall-picture.

Form the summative test, the general level of the learner is judged. On the basis

of learners performance. The effectiveness of teaching and instruction is

evaluated.

Summative evaluation serves the purpose of assigning grades or certifying

learner‟s mastery of the intended learning outcomes.

Formative Evaluation Formative evaluation is an on-going evaluation, review, and observation that take

place in a classroom. Formative evaluation helps teachers to improve their instructional

techniques and method and students feedback throughout the teaching- learning process.

Purposes of Formative Evaluation

Some of the purposes served by formative evaluation are as:

Feedback to the students, not the assignment of a grade, should be the purpose of

making a formative of affective objectives. Property of Christ University.


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The gathering of data during the time of programme (curriculum evaluation,

preparing unit plan, writing items, classroom testing, etc.) is being developed for

the purpose of guiding the developmental process in formative evaluation.

Formative evaluation is designed to provide the teacher with continuous and

immediate feedback so that he can modify instruction, govern his instructional

strategy and prescribe group and individual remedial work.

Formative evaluation is designed to provide the pupil with continuous and

immediate feedback so that he can get reinforcement in successful learning and

can identify the learning errors that need correction.

Need and significance of evaluation

Evaluation helps us to accomplish various purposes in the education sector. It is

important and needed for various purposes with regard to its own objectives and

goals.

The prime concern of evaluation is to bring out development in the teaching-

learning process so that the learner develops his/her potentials to the highest level.

With the help of evaluation we can find out whether or not the learner is able to

attain the required skill, knowledge and attitude.

Evaluation also helps us to find out the progress of the child in an academic year.

Continuous comprehensive evaluation helps us to check the Childs entry behavior

and exit behaviours.

It helps the teacher to give feedback to the stake holders about the progress of an

individual.

1.4 SECONDARY SCHOOL

Secondary school is a type of school which in-between in level between

elementary school and college level and that which usually offers students technical,

vocational or college curricula. It is a school which caters students partly or all of their

secondary education. In this type of school learners from ages 11-14 and 16-18 years old

attend schooling at this level, although it may differ from one country to another.

Secondary School/Education in India

In India high schools is a grade of education from class VIII, IX and X and also

include class XI and XII, is known to be a secondary school. Normally individual from

the age group of 14-17 attend schooling in this level. These secondary schools are then

affiliated to different boards such as Central Board of Secondary Education (CBSE),

Indian Certificate of Secondary Education (ICSE), Indian School Certificate (ISC) and

National Institute of Open Schooling (NIOS) or various state boards. Secondary

education is made compulsory in India till the age 14yrs.

In India Secondary education is a critical stage in the education hierarchy, it

prepares the individuals for higher education and also for world work. With the

introduction of liberalization and globalization of Indian economy there is a rapid change

witnessed in scientific and technology world and in general there is a need to improve the

quality of life and cut down poverty of the nation. It is important that the school leavers


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acquire a high level of skill and knowledge that what is provided to them during

elementary education. The policies of secondary school/education at present is to make

secondary education good in quality, available, accessible and most importantly

affordable to young individuals belonging to age group of 14-18.

Types of Secondary Schools in India

Government Schools

Government schools are schools purely run by the central and the state

government of the country and state respectively. The infrastructure, the salaries of

teachers, the curriculum pattern and evaluation/assessment pattern is all controlled by the

government. According to current estimates, 80% of all schools are government schools

making the government the major provider of education. However, because of poor

quality of public education, 27% of Indian children are privately educated. Few research

studies show that, private schools often provide higher results at a fraction of the unit cost

of government schools.

Private Schools

Private schools are schools run by the private sector of India. Private schools, are

also known as independent schools and non-state schools, and they are not administered

by local, state or national governments, they retain the right to select their students and

are funded in whole or in part by charging their students tuition, rather than relying on

compulsory taxation through public (government) funding; at some private schools

students may be able to get a scholarship, which makes the cost cheaper, depending on a

talent the student may have e.g. sport scholarship, art scholarship, academic scholarship

etc.

Private-aided Schools

Private-aided schools are those types of schools which are run by private sector

but are aided by the government of the country. The government helps these schools in

term of infrastructure, in these types of schools few of the teachers are recruited by the

government and also their salaries are paid by them, the government also gives financial

help to these types of schools.

1.5 ATTITUDE

One of the main goals of education is develop desirable attitudes in the learners. It

is, thus, obvious that the teacher must understand the different scopes of an attitude.

Attitude is composed from various forms of judgments. Attitude develops on the ABC

model (affect, behaviour and cognition). The affective response is an emotional response

that expresses an individual‟s degree of preference for an entity. The behavioural

intention is a verbal indication or typical behaviour tendency of an individual. The

cognitive response is a cognitive evaluation of the entity that constitutes an individual‟s

beliefs about the object. Most attitudes are the result of either direct experiences or

observational learning from the environment. Property of Christ University.


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Attitude of teachers largely depends upon their personal characteristics and

disposition, both seems to be highly interlinked. The teaching profession requires certain

dominant behaviours which show teacher‟s intellect, desire to excel, extended

professionalism and teaching as a life concern. Attitude is someone‟s opinion or feeling

about something, especially as shown by their behaviour. This attitude is the sum total of

man‟s inclination and feelings, prejudice or biases, preconceived nation, ideas, fears,

threats and conviction about a particular topic. An attitude may be defined as a

predisposition to respond in a favourable or unfavourable manner with respect to a given

attitude or object. Attitude is a mental disposition in relation to a way of thinking or

being. The current popular usage of attitude implies a negative mind set, “a chip on the

shoulder” behaviour and an inner angel toward the prevailing of thought ”Dictionary of

Psychology, defined attitude as the learned, relatively stable tendency to respond to

people, concept and events in an evaluative way. There are some components of attitudes

which are evaluative statements, favourable or unfavourable related to person, objects or

events. They reflect that how one feels about something.

There are three components of attitude:

Cognitive Component: It reflects to that part of attitude which is related in general

to know, „how of a person‟.

Affective Component: This part of attitude is related to the statement which,

„affect another person‟.

Behavioral Component: It refers to that part of attitude which „reflects the

intention of a person,‟ in short run or in long run.

1.6 NEED AND SIGNIFICANCE OF THE STUDY

The current study investigates the Attitude of secondary school teachers towards

Continuous and Comprehensive Evaluation. Continuous Comprehensive (CCE)

Evaluation is an active and very effective new scheme of evaluation. CCE aims at

evaluating every trait of the child during their presence in the school. This is believed to

help reduce the pressure on the child during or before examination and to improve the

overall skills and ability of the student by means of evaluation of other activity. Grades

are awarded to student based on work experience skills, innovation, stability, team work,

leadership quality, behavior etc..., to evaluate the existing and overall extent of the

student‟s ability. This helps the students who are not good in academic to show their

talent in other fields such as art and craft, sports, music, sports etc. The Central Board of

Secondary Education recommended a five point rating scale. It also recommends the

removal of the pass/ fails system at the primary level. The focus is on the recognition the

talents of the learner and permitting positive input. There have been many innovations

like semester system, grading system; assessment system for the effective

implementation of new examination system is evaluation. These efforts would not be

effective and successful until unless the teachers are willing whole- heartedly to

implement such evaluation system in right manner and spirit. In this regard, it has been

rightly remarked that the evaluation skill of the teachers is very important competence

expected of them to raise the standards of achievement in pupils by giving constant

feedback, remediation and improvement of classroom instructional strategies based on


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evaluation system followed in school education. The need is to bring a favourable change

in teachers towards this scheme. The need is to bring a favourable change in teacher‟s

attitude towards CCE through different means of training, orientation, incentives and

other alike. Hence, there is great need to check teacher‟s attitude towards continuous

comprehensive evaluation.

1.7 STATEMENT OF THE PROBLEM

A STUDY ON SECONDARY SCHOOL TEACHERS ATTITUDE TOWARDS

CONTINUOUS AND COMPREHENSIVE EVALUATION

1.8 OBJECTIVES OF THE STUDY

To compare the attitude of male and female teachers toward continuous


To compare the attitude of government and private school teachers

towards continuous comprehensive evaluation.

To compare the attitude of high experienced and low experienced teachers


To compare the attitude of secondary school teachers with regard to their

age.

1.9 LIMITATIONS OF THE STUDY

The current study is confined to West Bengal (Jalpaiguri District) only.

The current study is confined to few selected school teachers of West

Bengal (Jalpaiguri District) only.

Critical analysis of training programs is not included in the study.

The findings of the researcher are based on the respondents have stated as

true.

There are no other sources in the current document.


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1.10 AN OVERVIEW OF THE CHAPTERS

The present chapter, a brief introduction to skill has given along with the need,

scope and objectives of the study.

In the next chapter, the review of literature related to the area of the present study

is given.

In the third chapter, the methodology and procedures followed in the present

study is provided. It includes descriptions of the variables, sampling technique,

hypotheses, research design, tools used in the study and development procedure of tools

is also discussed in detail.

In the fourth chapter, analysis of the data collected and interpretations drawn on

the results are presented by using SPSS package version 16.

In the fifth and final chapter, deals with a brief summary of the present study,

conclusion are drawn, their implications and suggestions for further research are dealt.


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CHAPTER II

REVIEW OF LITERATURE

2.1 INTRODUCTION

In the previous chapter, a theoretical framework of the present study was

discussed. The present chapter deals with review of related literature.

Research can never be undertaken in isolation of the work that has already been

done on the problems which are directly or indirectly related to a study prosed by a

researcher. Rather it takes advantage of the studies done in the past which is accumulated

as a result of constant human endeavour.

2.2 STUDIES RELATED TO THE AREA OF RESEACH IN INDIA

Kauts&Kaur , (May 2013) conducted a study on “Perception and Attitude of

Teachers from Rural and Urban Background towards Continuous and Comprehensive

Evaluation at Secondary Level” The present study conducted, studied the attitude and

perception of the teachers from rural and urban schools towards continuous and

comprehensive evaluation system introduced by CBSE at Secondary School level. 100

teachers, 50 from rural and 50 from urban schools of CBSE were randomly selected. The

tool used was Attitude Scale towards CCE and Scale of Perception towards CCE were

administered to the selected school teachers. The study findings were that there was

significant difference was been found in Perception of Rural and Urban school teachers

with respect to Teachers Performance, Curriculum, Discipline, Learning, Teaching,

Child-centeredness, Personality, Parents Attitude, Evaluation, Students Support System

and criteria of Admissions. The rural school teachers had perceived CCE in a better way

than their counterparts in urban schools but secondly there is no significant difference in

Attitude of Rural and Urban school teachers towards CCE.

Singh, Patel & Desai, (January 2013) Conducted a Study on “Attitude of

Student Teachers towards Continuous Comprehensive Evaluation with reference to

gender, caste and habitat.” The present study conducted studied attitude of teachers

towards continuous and comprehensive Evaluation with regard to gender, caste and

habitat 180 students of B.Ed. students of Maharaja Sayajirao University of Baroda was

taken as the sample, sample size was 143 students. Out of these 143 students, four

students had not filled the response properly thus data from 139 students were being

taken into consideration. The tool used in the study was Attitude scales used in the

studies of Reddi (1977), Patel (1978), Ravi (1989), Prasad (2001) and Kumar (2003)

were examined & forms the base for the Attitude Scale preparation for the study.

The findings of the study was

The distribution of mean attitude towards continuous internal assessment was

found negatively skewed and there was high concentration of the scores nearer to

central tendency and high tails, thus acquiring a leptokurtic curve.

The 38.86% of the students had highly favorable attitude, 60.43% of the students

had moderately favorable and 0.71% had least favorable towards the existing


36

continuous internal assessment system as a whole the B.Ed. students have

moderate attitude towards continuous internal assessment.

The mean attitude towards continuous internal assessment of male and female

students was 139.97 and 144.11 respectively. The t-value was 1.49, which was

not significant at 0.05 levels. Hence it is concluded that there was no significant

difference in the mean attitude towards continuous internal assessment of male

and female B.Ed. students.

The mean attitude towards continuous internal assessment of students belonging

to rural and urban habitat was 142.80 and 142.98 respectively. The t-value was

0.056 which was not significant at 0.05 levels. Hence it is concluded that there is

no significant difference in the mean attitude towards continuous internal

assessment of students belonging to different habitat.

Hasan, (February 2013) Conducted a study on Attitude of B.Ed. students at VBS

Poorvanchal University Jaunpur towards Internal Evaluation: A comparative study. In the

present study an attempt was made to compare the attitude of B.Ed. regular students of

government aided and self-financed colleges of VBS Poorvanchal University Jaunpur

towards Internal Evaluation. A sample of 200 students was selected, 100 each from

government aided and self-finance colleges. Internal Evaluation Scale developed and

standardized by B A Parikh was administered. Findings revealed that B.Ed. students in

general are in favor of Internal Evaluation.

Kothari & Thomas, (2012) conducted a study on “on Implementation of

Continuous and Comprehensive Evaluation in Upper Primary Schools of Kerala” The

purpose of the study done by the researcher was to show that the state of Kerala was been

going through a series of educational transformations over the last decade or so and the

introduction of CCE in the state is one among them. As emphasized by Kerala

Curriculum Framework (2007) the implementation of new evaluation practices focusing

on CCE was introduced right from primary to secondary level. Though the state has made

all-out efforts to implement CCE in its true spirit, the questions that remain unanswered

are that whether CCE has been actually and effectively implemented in all classes, what

problems are being faced by teachers while implementing CCE. The present paper was a

brief attempt made with regard to it and was directed towards answering the questions

and giving suggestions for the same. The study was conducted on teachers of upper

primary government schools of Kerala. The study was carried out in Ernakulam district in

the state of Kerala. There are 105 English medium schools with upper primary classes in

Ernakulam following Kerala State Board Syllabus. Ten schools were randomly selected.

All upper primary teachers of these schools formed sample of study. Thus it became

cluster sampling. A total of 75 teachers formed the sample of the study. The findings of

the study were, the number of days in a particular term is one hundred and thirty. The

duration of each period is forty five minutes. Seventy one percent of teachers had more

than forty numbers of students in their classes, twenty one percent had students between

thirty and forty and only eight percent of teachers had less than thirty students in their

classes. The number of formative assessments conducted per term varied as per teachers.

Majority of the teachers (fifty two percent) revealed that they conducted three formative

assessments in a term and twenty percent revealed that they conducted four formative


37

assessments per term. Fifteen percent however conducted only one assessment per term

and eight percent claimed to conduct five assessments per term.

Sivakumar , Pazhanimurugan& Benjamin, (Dec 2013) conducted a study on

“Attitude towards Continuous and Comprehensive Evaluation of Upper Primary Schools”

and The present study tells us that the state of Tamil Nadu has been through a series of

educational reforms over the last decade or so and the introduction of CCE in the state is

one among them. As emphasized the Curriculum Framework (2007) the implementation

of new evaluation practices focusing on CCE was introduced right from primary to

secondary level. Though the state had made all-out efforts to implement CCE in its true

spirit, the questions that remain unanswered are that whether CCE has been actually and

effectively implemented in all classes, what problems are being faced by teachers while

implementing CCE. The present paper is a brief attempt made in this regard and is di-

rected towards answering these questions and giving suggestions for the same. The study

has been conducted on teachers of upper primary government schools of Tamilnadu .The

present study dealt with students‟ attitude towards continuous and comprehensive

Evaluation of upper primary schools. The investigator has randomly selected seven

school students in various upper primary levels. Also the result reveals that significant

difference between students attitude towards continuous and comprehensive evaluation of

upper primary schools. The study was carried out in sivaganga district in the state of

Tamilnadu. There are seven govt. and Aided schools with upper primary classes in

sivaganga district were randomly selected. The findings of the study were the number of

formative assessments conducted per term varied as per Students. Majority of the

students revealed that they conducted three formative assessments in a term and twenty

percent revealed that they conducted four formative assessments per term. Fifteen Percent

however conducted only one assessment per term and eight Percent claimed to conduct

five assessments per term. A weightage was given for scholastic and co-scholastic

aspects by Fifty seven percent students. Twenty eight percent students gave a weightage

for the same.

It was found that projects, assignments, quizzes, oral questions and Research

works were used for making formative scholastic assessments. And only forty one

percent students claimed to have used all of them.

Singhal, January - June 2012) conducted a study on “Continuous and

Comprehensive Evaluation- A study Teachers Perception” The study was an attempt

made to find out teachers‟ perception about the scheme of continuous and comprehensive

evaluation, the problems they face while its execution and the suggestions that teachers

want to give in making CCE effective and fruitful on ground realities. The sample

consisted of 100 government school teachers from Delhi region. The result of the study

revealed that currently the perception of government school teachers is average which

indicates moderate acceptability of CCE by the teachers. The teachers are not adequately

prepared for the effective execution of CCE in government schools. Further the study

revealed that the large number of students in the classes, lack of appropriate training,

inadequate infrastructure and teaching materials and increased volume of work act as

barriers in smooth execution of CCE.



38

Sharma, (July- august 2013) Conducted a study on “Attitude of teachers

towards Continuous Comprehensive evaluation (CEE)” the study conducted was

mainly an argument to find out the attitude of teachers towards continuous and

comprehensive evaluation. Accordingly the hypothesis was formulated. For this purpose

the sample of 100 teachers were purposively selected. After establishing proper rapport

the attitude scale was administered to the subjects. The data was scored according to the

scoring procedure given in the manual. To study the significance of difference between

the various groups t test was applied. The overall results indicated that the there is

significant difference between the attitude of school teachers towards continuous

comprehensive evaluation in relation to locality experience and nature of school.For the

collection of data for the present study, the investigator used standardized tool named,

“Teachers attitude scale towards continuous comprehensive evaluation” given by Dr.

Vishal Sood and Dr. Mrs.) Arti Anand.

The Educational Research Center (1999) published a paper on “Primary School

Principals' Perspectives on School Evaluation: Implications for Professional

Development” The paper sets out to develop a model of evaluation from current literature

on evaluation, self-evaluation, and school improvement. A six-stage model is developed

along a continuum from a focus on control to a central concern with professional

development. The model becomes the lens through which the perceptions, practices, and

attitudes to evaluation and self-evaluation of six principals in Irish primary schools are

critically analyzed. The implications of the analysis are discussed in relation to

professional development and school improvement. It is concluded that significant and

sensitive policy development and in-service provision are necessary in the process of

promoting greater collegiality and a more positive climate which are intended to foster

more interactional evaluation attitudes, understandings, and practices in Irish primary

schools.

2.3 STUDIES RELATED TO THE AREA OF RESEARCH FROM ABROAD

Adeneye, Awofala, Veronica &Babajide, (2013) Conducted a study on

“Examining Attitude towards Continuous Assessment Practices among Nigerian Pre-

service STM Teachers” The study investigated the attitudes of 339 pre-service Science,

Technology and Mathematics (STM) teachers towards continuous assessment practices in

Nigeria within the blueprint of a descriptive survey research design in a conventional

university. Data were collected using an instrument tagged pre-service STM teachers‟

attitudes toward CA questionnaire in which respondents were to indicate the extent of

their agreement or otherwise, on a modified five–point Likert attitude measuring scale, to

a set of 39 statements made on various assessment practices. Results showed that a higher

proportion of the pre-service STM teachers seemed to display positive attitudes toward

most of the continuous assessment practices while their attitudes toward some assessment

practices tended to be either negative or neutral. Although gender and age might not be

factors in pre-service STM teachers‟ attitudes toward continuous assessment practices,

discipline of study was the only potent predictor of pre-service STM teachers‟ attitudes

towards CA practices. Property of Christ University.


39

Palardy, &Rumberger, (Jun., 2008) conducted a study on “Teacher

Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes,

and Instructional Practices for Student Learning” The study investigated the uses of Early

Childhood Longitudinal Study data to investigate the importance of three general aspects

of teacher effects-teacher background qualifications, attitudes, and instructional practices-

to reading and math achievement gains in first grade. The results indicate that compared

with instructional practices, background qualifications have less robust associations with

achievement gains. These findings suggest that the No Child Left Behind Act's "highly

qualified teacher" provision, which screens teachers on the basis of their background

qualifications, is insufficient for ensuring that classrooms are led by teachers who are

effective in raising student achievement. To meet that objective, educational policy needs

to be directed toward improving aspects of teaching, such as instructional practices and

teacher attitudes.

Mohammed conducted a study on “Teachers‟ attitudes towards continuous

assessment and its effect on their work” The study investigated the attitudes of English

teachers of Grade 12 towards continuous assessment (CA) and their own role in the

classroom under this system. It attempts to describe the extent to which their assumptions

about teaching and learning have been changed since the introduction of CA. m the

findings; teachers‟ perceptions towards CA are not always positive. Indeed, teachers

appear to have some reservations about implementing the new assessment techniques

such as self-assessment and peer-assessment in their teaching. They appear to have

doubts about how CA will contribute to students‟ achievement and doubts about their

own role in the classroom in the new system. With these doubts, it could be difficult for

CA to achieve its aims. Although I found evidence of some teachers‟ commitment to

change, this commitment needs to be fostered in other teachers.

Webster &Mendro, Dec.,( 1975) Conducted a study on “A Pragmatic Model for

a Comprehensive Public School Research and Evaluation System” the present study

investigated A model for research and evaluation in a large urban school district is

presented. The relationship between research, evaluation, planning, and development is

discussed in light of major functions including context, input, process, and product

evaluation, as well as applied and basic research. The role of these functions in supplying

the information base necessary for educational planning and decision-making is

highlighted.

2.4 CONCLUSION

The review of related literature was helpful in getting the clear picture of

researchers in the area of Attitude of teachers towards CCE. The review of related

literature gave an insight to the researchers with respect to the variable related to the

study. The current focus is to study the Attitude of Secondary School teachers Attitude

towards CCE in West Bengal. Property of Christ University. Use it for fair purpose. Give credit to the author by citing properly, if your are using it.

35

CHAPTER III

METHODOLOGY

3.1 INTRODUCTION

In the previous chapter the researcher has presented the details of Review related

to Literature.

The present chapter deals with the concepts which are operationally defined. The

present chapter also holds the variables of the study, the hypothesis of the study. This

chapter also deals with the selection of samples, tools used for data collection and the

statistical technique used in the study.

The purpose of this research study is to the Attitude of the Secondary School

Teacher towards Continuous and Comprehensive Evaluation. It was also the intention of

the investigator to find out the level of secondary school teachers attitude with respect to

Gender, Age, Type of school and Years of experience.




3.3 OPERATIONAL DEFINITION OF THE TERM USED IN THE STUDY

In the present study, Continuous and Comprehensive Evaluation, Teacher,

Attitude has been operationally defined as:

Continuous and Comprehensive Evaluation Continuous and Comprehensive Evaluation (CCE) refers to a system of school-

based evaluation introduced by CBSE and in all CBSE affiliated schools across

the country to evaluate both scholastic and non-scholastic aspects of students‟

growth and development.

Teacher

Teacher is a person who imparts the knowledge and provides learning experiences

to the pupils. The teacher takes up the responsibility of the student for the all-

round development and it is the teacher who trains the un-trained mind.

Attitude

An attitude can be said to be a positive or negative evaluation of people, objects,

event, activities, ideas, or just about anything in your environment. Attitude also

means the sum-total of man‟s feelings, ideas, fears and threats about a particular

thing.


36

3.4 VARIABLES OF THE STUDY

The review of related literature was made to identify the variables suitable for the

present study. There are different type‟s variables namely, independent, dependent,

moderate, categorical, quantitative variable etc.

Keeping the problem and the objectives of the study, the variables were classified under

quantitative and demographic variables.

Independent Variable

The Independent variable in the present study is „Continuous and Comprehensive

Evaluation‟

Dependent Variable

The dependent variable of the study is the „Attitude of Secondary School

teachers towards Continuous and Comprehensive Evaluation.‟

Demographic variables a. Gender - Male, Female

b. Type of school - Private, Government

c. Age - <25 years, 25-35years, 35-45years, 45-55years and above

55years

d. Years of experience - <5 years, 5-10years, 10-15years, 15-20years and above

20years


The present study was designed keeping the following objectives in view:

1. To study the level of attitude of secondary school teachers towards continuous

and comprehensive Evaluation.

2. To compare the attitude of male and female teachers towards continuous


3. To compare the attitude of government and private school teachers towards

continuous comprehensive evaluation.

4. To compare the attitude of high experienced and low experienced teachers


5. To compare the attitude of secondary school teachers with regard to their age.

3.6 HYPOTHSES

Based on the objectives of the study, the researcher formulated the following hypotheses

Hypotheses 1

There is no significant difference in the attitude of secondary school teachers towards

continuous and comprehensive evaluation with respect to Gender.


37

Hypotheses 2

There is no significant difference in the attitude of government and private school

teachers towards continuous comprehensive evaluation.

Hypotheses 3

There is no significant difference in the attitude of high experienced and low experienced


Hypotheses 4

There is no significant difference in the high age group and low age group


3.7 DESIGN OF THE STUDY

The main focus of the study is to know attitude of secondary school

teacher‟s attitude towards Continuous and Comprehensive Evaluation. It was also the

intention of the researcher to find out whether there was a difference in the level of

secondary school teachers attitude towards CCE with respect to Gender, age, type of

school and years of experience.

3.8 SAMPLING PROCEDURE

A sample is a group in the study from who the information is obtained. A

population is the group to which the result of the study is intended to apply. The process

of sampling helps to draw generalization on the basis of observation of variables within a

relatively small portion of the population called sample. There are different type of

sampling techniques like random, stratified, quota, purposive and convenience sampling

techniques. In the present stratified random sampling technique is been used.

3.9 POPULATION OF THE STUDY

Population refers to collection of a specified group, the group to which the

researcher would like to generalize the results of the study. The population selected for

the present study involves secondary school teachers belonging to private and

government schools of Jalpaiguri district of West Bengal state.


38

3.1 Table showing the number of Private and Government schools in Jalpaiguri

District, West Bengal

Location Type of School Total

Private Government

Jalpaiguri

District

40 537 577

Total number of Schools 577

Source: DEI (District Education Inspector)

The above table indicates the total number of Government and Private Schools in

Jalpaiguri district, West Bengal.

3.10 SAMPLE OF THE STUDY

Selection of Schools

From 975 schools approximate percentage of schools were selected proportionate random

sampling techniques for the present study. 13 schools were selected for the present study

from Jalpaiguri district. This comprises of 8 Government secondary schools and 5 Private

secondary schools.

3.2 Table showing the number of Government and Private Secondary schools of

Jalpaiguri district

Location Type of School Total

Private Government

Jalpaiguri

District

5 8 13

Total number of Schools 13

The above table indicates the number of Private and Government schools select for the

present study.


39

Selection of Secondary School Teachers

Stratified random sampling technique was adopted to select the number of

respondents under the two types of school. The investigator intended to obtain 250

respondents in total; 125 teachers from private schools and 125 from Government

schools. After few personal visits to the schools, the researcher received 200 copies from

the respondents. Therefore, total sample size of the present study consists of 200

secondary school teachers, 116 from government, and 84 from private schools were

surveyed for the present study.

3.3 Table showing the sample of Secondary School teachers based on the Type of

School

Secondary School teachers based on the Type of

school

Total

Government Private

116 84 200

Total Secondary School teachers 200

The above table indicates the selection of Secondary School teachers with respect to the

type of School.

3.11 TOOL USED IN THE STUDY

In the present study a standardized tool was adopted to measure the attitude of

secondary school teachers towards Continuous and Comprehensive Evaluation. This tool

is named “Teachers attitude scale towards continuous comprehensive evaluation” given

by Dr. Vishal Sood and Dr. Mrs.) Arti Anand.

3.12 DESCRIPTION OF THE TOOL

Purpose for the attitude scale

The construction of “Teachers Attitude Scale towards Continuous and

Comprehensive Evaluation (TASTCCE-SA) was planned with the purpose of measuring

teacher‟s attitude towards different aspects of continuous and comprehensive evaluation.

Construction of self-rating scale was carried out with the technical assistance and

consultations with experts. The present scale was designed to measure the „Attitude of

teachers towards Continuous and Comprehensive Evaluation‟ which may be

operationally defined as under:

“Attitude towards continuous and comprehensive evaluation (CCE) means an aggregated

of a liking and disliking, personal dispositions, pre-conceived notions, feelings, ideas or

inclination towards different aspects of CCE. It is a tendency to engage in or avoid

activities related to CEE”



40

Technique Employed for Development of Attitude scale

The method of summated ratings as given by Likert (1932) has been employed for

development of present attitude scale. Each/ statement of the scale is to be rated on five

consecutive points i.e. strongly agree, agree, undecided, disagree and strongly dis-agree.

An individual teachers score on the attitude scale is the sum total of his/her ratings on all

statements/items.

Evaluation (Aspects of Teachers Attitude towards Continuous and Comprehensive

(CCE)

The information regarding different of continuous and comprehensive evaluation

was obtained in consultation with field expert and discussion with teacher educators,

school heads, teachers and researchers and it was analyzed carefully so as to classify

teacher‟s attitude towards CCE under different aspects/dimensions. The theoretical

literature and empirical evidence‟s in the area of continuous and comprehensive

evaluation were also reviewed for classification of teacher‟s attitude towards CCE into

various aspects. On the basis of this, it was finalized to have three dimensions of

teachers‟ attitude towards CCE which are briefly discussed here under:

Child Related Aspect of CCE

This dimension of teachers‟ attitude includes items/statements which are related

to effect of CCE on psychological and personality related characteristics of students. This

indicates that how the outcomes of CCE affect cognitive, affective and psychomotor

domain of students. It also includes statement concerning CCE for the parents.

Teacher Related Aspect of CCE

This aspect of continuous and comprehensive evaluation comprised of

items/statements showing teachers dispositions with respect to influence of CCE on

teacher and school related characteristics. It reflects the teacher‟s feelings, beliefs and

ideas with regard to those aspects of CCE which have a direct or indirect bearing on their

own characteristics as well as their functioning in schools.

Process Related Aspects of CCE

Under this dimension, such items/statements have been included which are related

to teachers inclinations or pre-concepts notions regarding the procedures employed in

CCE to evaluate students various characteristics. It also covers that item which indicates

the significance of CCE for the whole educational process. Certain statements regarding

feasibility of CCE in present educational scenario and provision of requisite facilities by

the government authorities for implementation of CCE in educational institution have

also been covered.

Development of attitude scale

Following steps were undertaken for development of attitude scale in order to

measure Teachers Attitude towards CCE



41

Collection of statements for initial draft of Attitude Scale

Initially, a list of 87 items was prepared which were intended to ascertain

teacher‟s attitude towards three dimensions/aspects of CCE. The items were developed in

Hindi language keeping in view the nature of population for which the attitude scale was

mainly intended. The items were collected or developed by reviewing the available

literature and carrying out personal discussion with teacher educators, school heads,

school teachers and researchers with regard to various aspects of continuous and

comprehensive evaluation. These items were developed in the form of statements and a

five-point rating scale was developed for each item. Along with this, modes of scoring

and instructions /for the respondents were developed.

Editing and revising the statements After preparing initial draft of attitude scale comprising of 87 statements, the

items were edited and revised by seeking the expert opinion. The initial list of 87

statements was given to 25 experts for rating each item on following rating scale:

0- Item Not Acceptable.

1- Doubtful item (may or may not be retained).

2- Acceptable item.

The judges were made aware about the evaluation criteria and were requested to

evaluate each item of the attitude scale in terms of its technical and logical accuracy,

relevance to the object under consideration and coverage of content matter. Different

items were discussed personally by the investigators with the experts. Thus, on the basis

of criticism and comments offered by experts, only those items which received at least

75% approval of the experts were retained for preliminary draft (try-out form) of attitude

scale. In the light of this, 11 items were weeded out from the initial draft and certain

items were modified in view of expert opinion. In addition to this, items were also

discussed with language experts in order to remove any sort of linguistic ambiguity

contained in them. The items were thus, linguistically modified so that they should

possess only intended meaning and not double meaning. Thus, a preliminary draft of

attitude scale was developed comprising of 76 items. Out of these 76 items, 30 items

belonged to child-related aspect, 20 items to teacher-related aspect and 26 items belonged

to process-related aspect/dimension of teachers‟ attitude towards continuous and

comprehensive evaluation. Furthermore, 51 items were of positive nature (reflecting

favorable attitude) whereas, remaining 25 items were of negative nature (depicting

unfavorable attitude).

Item Analysis and Selection of Items for Final Draft The scale with 76 items was then administered to a representative sample of 160

teachers from 52 schools (24 primary schools and 28 middle/high/senior secondary

school) of Mandi and Kullu district of Himachal Pradesh. It was made clear to the

respondents that no item of attitude scale should be omitted and there was no correct or

incorrect response of any item. They were encouraged to answer each item in accordance

with their personal disposition or beliefs. The anonymity of supplied information was

assured to the respondents. After completion of the scale, the scoring was done in such a

manner that respondents giving answers i.e. strongly agree, agree, undecided, disagree Property of Christ University.


42

and strongly disagree to positive items in the scale were assigned scores of 5, 4, 3, 2 and

1 respectively. On the contrary, the negative items were scored in reverse order

completely. The total score of an individual respondent varied from 76 to 380, showing

highly unfavorable attitude to highly favorable attitude towards continuous and


On the basis of the scores obtained by the respondents on all statements, the

scales were arranged in descending order. Then, top 43 teachers(top 27%)with highest

total scores on the scale and the bottom 43 teachers(bottom 27%)with lowest total scores

on the scale were separated which served as two criterion groups in order to evaluate

each individual item of the scale as suggested by Edwards,1957. Afterwards, means and

standard deviations were computed for each individual item separately for top 27% and

bottom 27% group of teachers. The discriminating value for each item was then

determined by computing t-value (critical ratio) on the basis of responses of upper and

lower groups. Only those statements were retained for final draft of attitude scale which

was having t-value greater than 1.75. A„t- value‟ greater than 1.75 indicates that the

average response of the top and bottom groups of teachers to a statement differs

significantly. Thus, on the basis of this, out of 76statements, 48 items out of 76 with

highest t-values (more than 1.75) or in other words, items which were highly capable of

discriminating between two extreme groups of teachers were selected for final draft of

attitude scale.

After conducting item analysis and selecting the statements for final draft, the distribution

of statements (both positive and negative) was carried out in three aspects (Child-related,

Teacher related and Process related) of teachers‟ attitude towards CCE.

Scoring Procedure

The scale is a self-administering and self-reporting five-point scale. Items of the

scale are in statement from requiring response for each item on either of the five options

on a continuum as follows; Strongly Agree, Agree, Undecided, Disagree and Strongly

Disagree.

The items are scored in such a manner that if the answer to a positive item is „Strongly

Agree‟, a score of 5 is given; for „Agree‟ option, a score of 4, for „Undecided‟ option, a

score of 3, for „Disagree‟ option , a score of 2 and for ‟Strongly Disagree‟ option, a score

of 1 is awarded. On the other hand, in case of negative items, the above scoring

procedure is completely reversed.

The sum of scores on all statements of the scale is considered as respondent‟s total

attitude score. The score on the scale can range from 48-240. The higher total score on

the scale will reflect positive attitude and vice-versa. There is no time limit for

completing the scale but it takes twenty to twenty five minutes on an average to complete

the scale.

For purpose of smoothness in scoring, each item in the Test-booklet has the indication of

positive (P) and negative (N) marked before the serial number of the item.

Reliability of Attitude Scale

The reliability of the scale was established with the help of (i) Split-Half Method.

(ii) Test-Retest and (iii) Internal Consistency Technique by administering two halves of

the attitude scale as well as complete attitude scale on a representative sample of 120 Property of Christ University.


43

school teachers selected from Kullu district of Himachal Pradesh. For test and re-test, the

scale was administered to the same sample after a gap of one week.

1. Split-Half Reliability: The reliability of attitude scale was ascertained by „Split-

Half Method‟. For this, positive and negative items of each aspect/dimension of attitude

scale were randomly distributed to two halves of attitude scale by employing lottery

method. Each half of the scale thus comprised of 24 items/statement (both positive as

well as negative items) belonging to all three aspects of teachers‟ attitude towards CCE.

The reliability coefficient for half of the scale was found to be 0.73. After applying

Spearman-Brown Prophecy formulae, the reliability coefficient (r) for whole attitude

scale came out to be 0.844 which also indicates a fairly high index of intrinsic validity of

the attitude scale.

2. Test-Retest Reliability: The Test-Retest Reliability was got by correlating 1st test

and re-tests scores of the representative‟s sample of 56 teachers and, was found to be 0.76

which is significant at 0.01 level of significance.

3. Internal Consistency: The internal consistency of the scale was ascertained by

computing the coefficients of correlation of correlation between total score on the scale

and score on each of three aspects/ dimensions of the scale.

Validity of Attitude Scale

(1) Content Validity: The content validity involves essentially the systematic

examination of test content to determine whether it covers a representative‟s sample of

the behavior domain to be observed. The content validity of the scale was established by

carrying out critical discussions with the field experts at the time of development of

preliminary draft of attitude scale. The experts were of the opinion that the statements of

the scale are fully adequate and relevant to measure the predisposition of teachers

towards CCE. In addition to this, only those items were retained in the preliminary draft

of attitude scale for which there has been at least 75% agreement amongst judges

(experts) with regard to their relevance of the attitude towards CCE. Thus, the scale was

found to be possessing adequate content validity.

(2) Item Validity: The scale can be considered to be valid enough in terms of item

validity because only those items are retained in the final form of the scale which was

having t-value greater that 1.75(highly discriminated items).

(3) Intrinsic Validity: The intrinsic validity of the scale was ascertained by ensuring

internal consistency of the scale through product moment correlation method. The split-

half reliability coefficient of 0.844 was also fairly high and ensured intrinsic validity of

the scale.

(4) Face Validity: The face validity refers to know whether present scale for

teacher‟s attitude towards CCE looks valid to the subjects who take it (Anastasi, 1970).

The face was established by having the reactions of school heads and school teachers

towards present attitude scale.

(5) Cross Validity: Each samples of teachers for carrying out item analysis,

establishing reliability and for developing norms respectively was different entirely from

one another so as to avoid the chance errors of carry over effect and hence, this ensured

cross validity of the scale.



44

Norms for Interpretation of Attitude Scores:

The scale was administered to a representative sample of 375 teachers (Male 198

and Female 177) from 56 primary schools and 71 middle/high/senior secondary schools

of Kangra, Hamirpur and Bilaspur districts of Himachal Pradesh. This was done in order

to develop norms so as to interpret attitude scores. On the basis of data collected, the

means and standard deviations for different groups of teachers were calculated.

Utility of Attitude Scale

The scale is fairly reliable and valid to measure teacher‟s attitude towards various

aspects of continuous and comprehensive evaluation (CCE). The scale can also be safely

used to measure attitude of school teachers irrespective of level of education and types of

institutions in which they are serving. This scale can also be administered to school heads

for ascertaining their attitude towards CCE. It can be administered in individual as well

as in group situations.

3.13 STATISTICAL ANALYSIS OF THE STUDY

For the present study both descriptive and inferential statistics will be employed

for data analysis. The descriptive statistic such as mean and standard deviation and

inferential statistics such as, t‟ test and One-Way ANOVA are used.

t’-test Analysis was used to find out whether there is a significant different of the

means of attitude of secondary school teachers towards CCE with regard to

gender.

t’-test Analysis was used to find out whether there is a significant different of the

means of attitude of secondary school teachers towards CCE with regard to type

of school.

One-way ANOVA test by LSD post hoc procedure for pair-wise comparison of

the mean of different variables namely age groups and years of teaching

experience with respect attitude of secondary school teachers towards CCE.

3.14 DISCUSSION

The obtained data was analyzed, interpreted and discussed in chapter four.


35

CHAPTER IV

DATA ANALYSES AND RESULTS

4.1 INTRODUCTION

In the previous chapters the Introduction, Review of Related literature and

methodology of the present study were discussed.

The present chapter deals with data analyses and interpretation of the results with the help

of the data gathered from the survey on attitude of secondary school teachers; it is based

on the objectives and hypotheses framed for the current study. The data collected has

undergone normality check and hence the researcher has decided to do parametric test

like t-test and ANOVA by using SPSS-16 statistical software. The data is analysed and

described under one section.

Section 1: Analysis of data related to Attitude of secondary school teachers towards

Continuous and Comprehensive Evaluation.

4.1 Graph showing the Normal P-P Plot of Attitude of Teachers towards CCE

The above graph indicates that distribution is almost normal. Hence parametric test was

adopted for further analysis.


36

4.1 TABLE SHOWS NATURE OF DISTRIBUTION AND DESCRIPTIVE

STATISTICS

Demographics Dimensions Count Percentage

Gender Female 88 43.8%

Male 112 55.7%

Age

<25 9 4.5%

25-35 66 32.8%

35-45 66 32.8%

45-55 48 23.9%

>55 11 5.5%

Type of School Private 84 41.8%

Government 116 57.7%

Years of

Experience

<5 36 17.9%

5-10 95 47.3%

10-15 37 18.4%

15-20 19 9.5%

>20 13 6.5%

The above table shows the demographics (gender, age, type of school and years of

experience) and each dimensions of demographics are classified (Gender- Female and

Male, Age- <25, 25-35,35-45, 45-55, >55, Type of school- Private and Government and

Years of experience- <5, 5-10, 10-15, 15-20, >20) respectively. The table also shows the

count and percentage of each dimensions (Male- 112, 55.7% and Female- 88, 43.8%),

(Age- <25- 9, 4.5%; 25-35- 66, 32.8%; 35-45- 66, 32.8%; 45-55- 48, 23.9%; >55- 11,

5.5%), (Private- 84, Government-116), (Years of experience- <5- 36, 17.9%; 5-10- 95,

47.3%; 10-15- 37, 18.4%; 15-20-19, 9.5; >20- 13. 6.5%).


37

4.2 Graph showing the count of the demographic variables

The above graph shows the Count of the demographics of the study.

4.3 Graph showing the Percentage of the Demographic variables

The above graph shows the percentage of the demographics of the study.

It was found out from the above table and graphs that majority of the secondary school;

teachers have a positive attitude towards Continuous and Comprehensive Evaluation.

88

112

9

66 66 48

11

84

116

36

95

37 19 13

020406080

100120140

Fem

ale

Mal

e

<2

5

25

-35

35

-45

45

-55

>5

5

Pri

vate

Go

vern

me

nt

<5

10

-May

15

-Oct

15

-20

>2

0

Gender Age Type ofSchool

Years of Experience

Count

Count

43.80%

55.70%

4.50%

32.80% 32.80%

23.90%

5.50%

41.80%

57.70%

17.90%

47.30%

18.40% 9.50% 6.50%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Fem

ale

Mal

e

<2

5

25

-35

35

-45

45

-55

>5

5

Pri

vate

Go

vern

me

nt

<5

10

-May

15

-Oct

15

-20

>2

0

Gender Age Type ofSchool

Years of Experience

Percentage

Percentage


38

Further, it was felt that there is a need to find out whether there is any significant

difference in the attitude of secondary school teachers towards CCE with respect to age,

gender, years of experience and type of school.

4.2 Table showing the level of attitude of secondary school teachers towards

Continuous and Comprehensive Evaluation

Attitude Level Frequency Percentage

Negative 36 18.0

Neutral 106 53.0

Positive 58 29.0

4.4 Graph showing the Levels of attitude of secondary school teachers towards

CCE

It was found from the above table and graph that majority (53%) of secondary

school teachers have neutral attitude towards CCE and 29% of the teachers have positive

attitude towards CCE and 18% have negative attitude towards CCE.

36

106

58

18

53

29

0

20

40

60

80

100

120

Negative Neutral Positive

Frequency

Percentage


39

4.2 HYPOTHESES

Hypotheses 1

There is no significant difference in the attitude of secondary school teachers

towards continuous and comprehensive evaluation with respect to Gender.

To test the hypothesis 1, mean, standard deviation and t-value was calculated.

4.3 Table below shows the gender, number, mean, S.D. and t-value attitude of


Gender N Mean df S.D t value Sig**

Total

Score

Female 88 1.8476 198 12.70894 .859 .050

Male 112 1.8307 14.60699

From the above table it is found that the mean scores of male secondary school

teachers is 1.8307 and female is 1.8476 with a S.D. of 14.60699 and 14.60699

respectively, and t-value (.859) is found to be significant at 0.05 level. Hence the null

hypothesis is rejected and alternate hypothesis is accepted, which means that there is a

significant difference in attitude of secondary school teachers towards CCE with regard

to gender.

4.5 Graph showing the distribution of Attitude of Secondary School

teachers towards CCE across Gender

1.82

1.825

1.83

1.835

1.84

1.845

1.85

Female Male

1.8476

1.8307

Mean

Female

Male


40

Hypothesis 2



To test the hypothesis 1, mean, standard deviation and t-value was calculated.

4.4 Table below shows the type of school, number, mean, S.D. and t-value of


Type of

School N Mean df

S.D

t value

Sig

Total

Score

Private 84 1.8170 198 14.56748 1.854 .689

Government 116 1.8534 13.06046

From the above table it is found that the mean scores of secondary school teachers

working Private school is 1.8170 and Government is 1.8534 with a S.D. of 14.6748 and

13.06046 respectively, and t-value (1.854) is found to be not significant at 0.05 level.

Hence, the null hypothesis is accepted, which means that there is no significant

difference in attitude of secondary school teachers towards CCE with regard to the type

of school they are working in.

Hypothesis 3 There is no significant difference in the attitude of high experienced and low

experienced teachers towards continuous comprehensive evaluation.

In order to test the hypothesis, one way ANOVA test was applied and the results are

presented in the following table.

4.5 Table showing one way ANOVA for the mean scores of below 25 years, 25-35

years, 35-45 years, 45-55 years and above 55 years of secondary school teachers with

respect to their attitude towards CCE.

Source

of

variation

Degrees of

Freedom

Sum of

squares

Mean sum

of squares F-value Sig

Between

age

groups

4 639.963 159.991

.838

.503

Within

age

groups

195 37236.192

190.955

Total 199 37876.155

From the above table it is evident that the calculate value of is P.503 which is lesser than

the table value at 0.05 level. Hence the null hypothesis is accepted. This means that there


41

is no significant difference between mean scores of secondary school teachers attitude

towards CCE belonging to the different age group (<25, 25-35, 35-45, 45-55 and 55+).

Hypothesis 4

There is no significant difference in the high age group and low age group


In order to test the hypothesis, one way ANOVA test was applied and the results are

presented in the following table.

4.6 Table showing one way ANOVA for the mean scores of below 5 years, 5-10

years, 10-15 years, 15-20 years and above 25 years of experience of secondary school

teachers with respect to their attitude towards CCE.

Source

of

variation

Degrees of

Freedom

Sum of

squares

Mean sum

of squares F-value Sig**

Between

age

groups

4

2150.517 537.629

2.935

.022

Within

age

groups

195

35725.638

183.208

Total 199

37876.155

From the above table it is evident that the P is.022 which is less than the table

value at 0.05 level. Hence null hypothesis is rejected and the alternative hypothesis is

accepted which means there is a significant difference in the Attitude of the mean scores

of secondary school teacher‟s attitude with respect to the years of experience.


42

If P is significant, to know the pair wise comparisons of different experience

(<5yrs, 5-10yrs, 10-15yrs, 15-20yrs, and above 20yrs) with respect to attitude towards

CCE of secondary school teachers, LSD post hoc procedure was followed and the results

are presented in the following table.

4.7 Table showing Pair wise comparison of mean scores of attitude of secondary

school teachers towards CCE with respect to years of experience (<5yrs, 5-10yrs,

10-15yrs, 15-20yrs, 20>yrs.) of secondary school teachers by LSD post hoc

procedure.

Variable

Year of

Experience

<5

Years

5-10

Years

10-15

Years

15-20

Years

20>

Years

Attitude

of

Secondary

school

teachers

towards

CCE

Mean

Difference

<5

years

-

6.4877*

3.2612

.40351

3.7179

5-10

Years

6.4877*

-

3.2264

6.0842

10.2056*

10-15

Years

3.2612

2.8577

-

2.85775

6.9792

15-20

Years

.40351

6.0842 2.8577

-

4.12146

20>

Years

3.7179

10.2056* 6.9792

4.1214

-

From the above table, it can be inferred that there is a significant difference in the

mean score mean of Attitude of secondary school teachers towards CCE and it also

shows that; there is no significant difference in the Attitude of secondary school teachers

towards CCE between <5yrs and 10-15yrs, there is no significant difference in the

Attitude of secondary school teachers towards CCE between <5yrs and 15-20yrs, there is

no significant difference in the Attitude of secondary school teachers towards CCE

between <5yrs and 20>years, there is no significant difference in the Attitude of

secondary school teachers towards CCE between 5-10yrs and 10-15 years, there is no

towards CCE between 10-15 and 15-20yrs, there is no significant difference in the


43

Attitude of secondary school teachers towards CCE between 10-15yrs and 20>years,

there is no significant difference in the Attitude of secondary school teachers towards

CCE between 15-20yrs and <5yrs, there is no significant difference in the Attitude of

secondary school teachers towards CCE between 15-20yrs and 10-15yrs, there is no

significant difference in the Attitude of secondary school teachers towards CCE between

15-10yrs and 20>years, there is no significant difference in the Attitude of secondary

school teachers towards CCE between 20>years and <5yrs, there is no significant

difference in the Attitude of secondary school teachers towards CCE between 20>years

and 10-15yrs, there is no significant difference in the Attitude of secondary school

teachers towards CCE between 20>years and 15-20yrs but above table also shows that

there is a significant difference in the Attitude of secondary school teachers towards CCE

between <5yrs and 5-10yrs, there is a significant difference in the Attitude of secondary

school teachers towards CCE between 5-10yrs and 20>years.

significant difference in the Attitude of secondary school teachers towards CCE between

5-10yrs and 15-20yrs, there is no significant difference in the Attitude of secondary

school teachers towards CCE between 10-15yrs and <5yrs, there is no significant

difference in the Attitude of secondary school teachers towards CCE between 10-15yrs

and 5-10yrs, there is no significant difference in the Attitude of secondary school

teachers.


44

CHAPTER V

SUMMARY AND CONCLUSIONS

In the previous chapter, analysis and interpretation of the data was done in detail. The present

chapter contains brief summary of the study along with the findings and conclusions drawn, its

educational implications and suggestions that emerged out of the findings of the study.

5.1 INTRODUCTION

Education is one of the most important factors that one should receive in his or her life. It

is only through education one can cope up with the changing needs of the society. Education is

an idea, which states the process in which students can understand something. We can also

define education as the delivery of knowledge, skills, and information from teachers to students.

A right to education has been recognized by some governments. At the global level,

Article 13 of the United Nations' 1966 International Covenant on Economic, Social and Cultural

Rights. It recognizes the right of everyone to an education. Article 21 (a) in the Universal

Declaration of Human Rights states that “Education shall be free and compulsory to all children

from the age group of 6 to 14.”Article 45 in the Indian Constitution states that “The State shall

endeavor to provide, within a period of ten years from the commencement of this Constitution,

for free and compulsory education for all children until they complete the age of fourteen years.

5.2 EVALUATION

Evaluation is a continuous process concerned with the study, assessment, and

improvement in all aspect of the education program. The best way for this process to be carried

out co-operatively by all is concerned with the growth and development of children. It is the

process of shaping the changes in the child as a result of teaching and his experiences. It is a

systematic attempt to find out the amount of progress made in the educational of the child

towards the realization of the purpose of education. It is an act of judging the child‟s

achievement of all forms of learning outcomes based on the final data of the child‟s subject

matter achievement in the learning of facts, skills and abilities and also descriptive, qualitative

and data about his personality changes such as social attitudes, interests, ideals ways of thinking,

work, habit and personal and social adaptability.

National Curriculum Framework (2005) “External examinations are largely inappropriate for

the knowledge society of 21‟st century and its need for innovation problem solving Questions if

not framed well, call for rote memorization and fail to test higher order skills like reasoning and

analysis, lateral thinking, creativity and judgment. External examinations make no allowance for

different types of learners and learning environments and induce an inordinate level of anxiety

and stress. Therefore, there is a need for a functional and reliable system of school based

evaluation i.e. continuous and comprehensive evaluation.”

National policy on education (1986) in this regard has rightly remarked that, “As a part of

sound educational strategy, examination should be employed to bring about qualitative


45

improvement in education. The need is to recast the examination system so as to ensure a method

of assessment that is valid and reliable measure of students‟ development and powerful

instrument for improving teaching learning process.” Different commission and committees have

recommended making evaluation process, a regular and inseparable feature of educational

process. The national curriculum framework (2000) has laid emphasis on continuous and

comprehensive evaluation with stress on both formative and summative evaluation. It talked of

exposing students slowly to evaluation system, replacing pass/fail system with grading system

and suggested different method of grading in scholastic and co-scholastic areas including one for

school based evaluation and public examination. Although, evaluation is examination but it is an

extensive and general term. It signifies the extent to which the students have acquired the

imparted knowledge, how much changes have taken place in their likings and behavior, how

much is their interest in a particular subject, what is their understanding level etc.? Overall, it

may be said that evaluation is the collective report of examination, measurement and value

judgments. The term “continuous” refers to regularity in assessment. Since, the development of

child is a continuous phenomenon; evaluation has to be completely integrated with the teaching –

learning process as to assess the progress of students at regular intervals. The term

“comprehensive” refers to assessment in both, the scholastic as well as co scholastic area of

student‟s development. The evaluation of scholastic aspects includes assessment of personal and

social qualities, interest, attitudes, values, life skills and level of participation in different co-

curricular activities. For carrying out such type of evaluation, multiple techniques have to be

employed by the teachers and school authorities. Conclusively, it may be inferred that

continuous and comprehensive evaluation is intended to identify positive attributes and talents of

this students which are not usually assesses through written examination. There have been efforts

for the last few years by the central government and few state governments in India to introduce

continuous and comprehensive evaluation system in school. The recent efforts in this context

include; (I) Marking class 10th examination optional by CBSE, (II) Shifting from marking

system to grading system by CBSE and certain state Educational Boards and (III) Introduction of

continuous and comprehensive evaluation system at elementary stage under the programme of

SarvaShikshaAbhiyan (SSA). But, these efforts would net turn to be effective and successful

until and unless our teachers are not willing whole- heartedly to implement such evaluation

system in right manner and spirit. In this regards, it has been rightly remarked that the evaluation

skill of the teachers is very important competence expected of them to raise the standards of

achievements in pupils by giving constant feedback, remediation and improvement of classrooms

instructional strategies based on evaluation system followed in school education. It is essentials

to equip the teachers with the requisite skills, right attitudes and competencies of evaluating

student‟s development in a holistic fashion.

5.3 NEED AND SIGNIFICANCE OF THE STUDY

The current study investigates the Attitude of secondary school teachers towards

Continuous and Comprehensive Evaluation. Continuous Comprehensive (CCE) Evaluation is an

active and very effective new scheme of evaluation. CCE aims at evaluating every trait of the

child during their presence in the school. This is believed to help reduce the pressure on the child

during or before examination and to improve the overall skills and ability of the student by

means of evaluation of other activity. Grades are awarded to student based on work experience

skills, innovation, stability, team work, leadership quality, behavior etc..., to evaluate the existing


46

and overall extent of the student‟s ability. This helps the students who are not good in academic

to show their talent in other fields such as art and craft, sports, music, sports etc. The Central

Board of Secondary Education recommended a five point rating scale. It also recommends the

removal of the pass/ fails system at the primary level. The focus is on the recognition the talents

of the learner and permitting positive input. There have been many innovations like semester

system, grading system; assessment system for the effective implementation of new examination

system is evaluation. These efforts would not be effective and successful until unless the teachers

are willing whole- heartedly to implement such evaluation system in right manner and spirit. In

this regard, it has been rightly remarked that the evaluation skill of the teachers is very important

competence expected of them to raise the standards of achievement in pupils by giving constant

feedback, remediation and improvement of classroom instructional strategies based on

evaluation system followed in school education. The need is to bring a favorable change in

teachers towards this scheme. The need is to bring a favorable change in teacher‟s attitude

towards CCE through different means of training, orientation, incentives and other alike. Hence,

there is great need to check teacher‟s attitude towards continuous comprehensive evaluation.

5.4 REVIEW OF RELATED LITERATURE

In the present study, review of literature is categorized into one section. They are studies

related to secondary school teachers‟ attitude towards CCE. Having reviewed several studies and

having identified the gap, the investigator felt the imperative need to undertake the present study.





1. To study the level of attitude of secondary school teachers toward continuous and

comprehensive Evaluation.

2. To compare the attitude of male and female teachers toward continuous


3. To compare the attitude of government and private school teachers towards


4. To compare the attitude of high experienced and low experienced teachers


5. To compare the attitude of secondary school teachers with regard to their age.



47

5.7 VARIABLES OF THE STUDY

Keeping in mind the problem and the objectives of the study, the variables were under

Independent variable, dependent variable and demographic variables.

Independent Variable

The Independent variable in the present study is „Continuous and Comprehensive

Evaluation‟

Dependent Variable

The dependent variable of the study is the „Attitude of Secondary School

teachers towards Continuous and Comprehensive Evaluation.‟

Demographic variables

e. Gender - Male, Female

f. Type of school - Private, Government

g. Age - <25 years, 25-35years, 35-45years, 45-55years and above

55years

h. Years of experience - <5 years, 5-10years, 10-15years, 15-20years and above

20years

5.8 OPERATIONAL DEFINITION OF THE STUDY

In the present study, Continuous and Comprehensive Evaluation, Teacher, Attitude have

been operationally defined as

Continuous and Comprehensive Evaluation: Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based

evaluation introduced by CBSE and in all CBSE affiliated schools across the country to evaluate

both scholastic and non-scholastic aspects of students‟ growth and development.

Teacher Teacher is a person who imparts the knowledge and provides learning experiences to the

pupils. The teacher takes up the responsibility of the student for the all-round development and it

is the teacher who trains the un-trained mind.

Attitude

An attitude can be said to be a positive or negative evaluation of people, objects, event,

activities, ideas, or just about anything in your environment. Attitude also means the sum-total of

man‟s feelings, ideas, fears and threats about a particular thing.

5.9 SAMPLING TECHNIQUE


48

Population: The population for the present study includes secondary school teachers belonging

to private and government schools of Jalpaiguri district of West Bengal state.

5.1 Table indicating the population of Secondary school teachers (teaching and non-

teaching staff) according to the type of school in Jalpaiguri district, West Bengal

Type of

Management Number of Schools

Secondary school

Teachers Total

Government 537 8428 9,828

Private 40 1,400

Total Population 9,828

Sample: From 577 schools approximately 34% of the schools were selected for the study, thus

13 schools were selected for the study, of these 8 schools were Government and 5 were Private.

Thus the sample based on random sampling technique comprising of 116 secondary school

teachers from Government schools and 84 secondary school teachers from Private schools.

5.2 Table showing the sample of secondary school teachers based on the type of school

Secondary School teachers based on the Type

of school Total

Government Private

116 84 200

Total Secondary School teachers 200


49

5.10 HYPOTHESES

Based on the objectives of the study, the researcher formulated the following hypotheses

Hypotheses 1

There is no significant difference in the attitude of male and female teachers towards


Hypotheses 2



Hypotheses 3

There is no significant difference in the attitude of high experienced and low experienced


Hypothesis 4

There is no significant difference in the high age group and low age group teachers


5.11 DESIGN OF THE STUDY

The present study employed survey method and is descriptive in nature.

5.12 TOOL USED IN THE STUDY

In the present study a standardized tool was adopted to measure the attitude of secondary

school teachers towards Continuous and Comprehensive Evaluation. This tool is named

“Teachers attitude scale towards continuous comprehensive evaluation” given by Dr. Vishal

Sood and Dr. Mrs.) ArtiAnand.

5.13 STATISTICAL ANALYSIS OF THE STUDY

For the present study both descriptive and inferential statistics will be employed for data

analysis. The descriptive statistic such as mean and standard deviation and inferential statistics

such as, t‟ test and One-Way ANOVA are used.

(i) t’-test Analysis was used to find out whether there is a significant different of the means of

attitude of secondary school teachers towards CCE with regard to gender.

(ii) t’-test Analysis was used to find out whether there is a significant different of the means of

attitude of secondary school teachers towards CCE with regard to type of school.

(iii) One-way ANOVA test by LSD post hoc procedure for pair-wise comparison of the mean

of different variables namely age groups and years of teaching experience with respect attitude of

secondary school teachers towards CCE.

5.14 MAJOR FINDINGS OF THE STUDY



50

1. The majority (53%) of secondary school teachers have neutral attitude towards CCE and

29% of the teachers have positive attitude towards CCE and 18% have negative attitude towards

CCE.

2. It was found that the mean scores of male secondary school teachers is 1.8307 and female

is 1.8476 with a S.D. of 14.60699 and 14.60699 respectively, and t-value (.859) is found to be

significant at 0.05 level. Hence the null hypothesis is rejected and alternate hypothesis is

accepted, which means that there is a significant difference in attitude of secondary school

teachers towards CCE with regard to gender.

3. It was found that the mean scores of secondary school teachers working Private school is

1.8170 and Government is 1.8534 with a S.D. of 14.6748 and 14.06046 respectively, and t-value

(-1.854) is found to be not significant at 0.05 levels. Hence the null hypothesis is accepted, which

means that there is no significant difference in attitude of secondary school teachers towards

CCE with regard to the type of school they are working in.

4. It was found that the calculate value of is P.503 which is lesser than the table value at

0.05 level. Hence the null hypothesis is accepted. This means that there is no significant

difference between mean scores of secondary school teachers attitude towards CCE belonging to

the different age group (<25, 25-35, 35-45, 45-55 and 55+)

5. It was evident that the P is.022 which is less than the table value at 0.05 level. Hence null

hypothesis is rejected and the alternative hypothesis is accepted which means there is a

significant difference in the Attitude of the mean scores of secondary school teacher‟s attitude

with respect to the years of experience. Hence, it is also inferred from the Turkey‟s Post Hoc test

that there is a significant difference in the mean score mean of Attitude of secondary school

teachers towards CCE and it also shows that; there is no significant difference in the Attitude of

secondary school teachers towards CCE between <5yrs and 10-15yrs, there is no significant

difference in the Attitude of secondary school teachers towards CCE between <5yrs and 15-

20yrs, there is no significant difference in the Attitude of secondary school teachers towards

CCE between <5yrs and 20>years, there is no significant difference in the Attitude of secondary

school teachers towards CCE between 5-10yrs and 10-15 years, there is no significant difference

in the Attitude of secondary school teachers towards CCE between 5-10yrs and 15-20yrs, there is

no significant difference in the Attitude of secondary school teachers towards CCE between 10-

15yrs and <5yrs, there is no significant difference in the Attitude of secondary school teachers

towards CCE between 10-15yrs and 5-10yrs, there is no significant difference in the Attitude of

secondary school teachers towards CCE between 10-15 and 15-20yrs, there is no significant

difference in the Attitude of secondary school teachers towards CCE between 10-15yrs and

20>years, there is no significant difference in the Attitude of secondary school teachers towards

CCE between 15-20yrs and <5yrs, there is no significant difference in the Attitude of secondary

school teachers towards CCE between 15-20yrs and 10-15yrs, there is no significant difference

in the Attitude of secondary school teachers towards CCE between 15-10yrs and 20>years, there

is no significant difference in the Attitude of secondary school teachers towards CCE between

20>years and <5yrs, there is no significant difference in the Attitude of secondary school

teachers towards CCE between 20>years and 10-15yrs, there is no significant difference in the

Attitude of secondary school teachers towards CCE between 20>years and 15-20yrs but above

table also shows that there is a significant difference in the Attitude of secondary school teachers

towards CCE between <5yrs and 5-10yrs, there is a significant difference in the Attitude of

secondary school teachers towards CCE between 5-10yrs and 20>years



51

5.15 CONCLUSION

The study reveals that the majority (53%) of secondary school teachers have neutral

attitude towards CCE and 29% of the teachers have positive attitude towards CCE and 18% have

negative attitude towards CCE.

The study also reveals that male and female teachers do differ in terms of Attitude towards CCE.

In addition, it was revealed that there was no significant difference in the Attitude of teachers

working in Private and Government schools. Similarly, it was found that there is no significant

difference in the Attitude of teachers belonging to high age group and low age group.

Another important finding revealed that there is a significant difference in the Attitude of

secondary school teachers towards CCE with regard to their years of experience.

5.16 EDUCATIONAL IMPLICATIONS OF THE STUDY

There is a great need to stress upon continuous and Comprehensive Evaluation in State

board schools and ICSE board school in order to make students Stress free.

There is a great need to create positive attitude among teachers towards Continuous

and Comprehensive Evaluation.

The Government or management can conduct a training programme for briefing the

teachers with regard to CCE

The Government can implement certain positive measures in the CCE system

to make it teacher friendly.

Highly experienced teachers of CBSE can be given an induction programme

towards CCE.

5.17 LIMITATIONS OF THE STUDY

1. The current study is confined to West Bengal (Jalpaiguri District) only.

2. The current study is confined to few selected school teachers of West Bengal

(Jalpaiguri District) only.

3. Critical analysis of training programs is not included in the study.

4. The findings of the researcher are based on the respondents have stated as true and

there are no other sources in the current document.

5.18 SUGGESTIONS FOR FURTHER RESEARCH

A study on effect of Continuous and Comprehensive Evaluation on the Academic

Achievement of students can be undertaken.

An exploratory study on merits and demerits of CCE can be undertaken.

A study on Teaching Aptitude and its relationships with CCE can be undertaken.

The present study can also be undertaken in metropolitan cities with large number of

CBSE schools.


52

Stress level of teachers teaching in CBSE schools can be undertaken in relation to

CCE.


53

BIBLIOGRAPHY

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Hasan, A.,,,& , (February 2013). 3. Attitude of B.Ed. students at vbspoorvanchal university

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comprehensive evaluation in upper primary schools of kerala . Retrieved from www.mierjs.in/ojs/index.php/mjestp/article/download/72/48

Sivakumar , R., Pazhanimurugan, S., & Benjamin, A. ((Dec 2013). Attitude towards

continuous and comprehensive evaluation of upper primary schools. Retrieved from http://www.theglobaljournals.com/ijar/file.php?val=Mjc3Mw

Singhal , P. (January - June 2012). Continuous and comprehensive evaluation a study of

teachersí perception. Vol. 13, No. 1 (, Retrieved from http://www.delhibusinessreview.org/V_13n1/v13n1g.pdf Sharma, K., , , & , ((JULY- AUGUST 2013). 7.attitude of teachers towards continuous

comprehensive evaluation (cce) . , Vol. – I(Issue-I), Retrieved from http://www.srjis.com/srjis_new/images/articles/42KUSUM SHARMA SOLAN.pdf

Adeneye , O., Awofala, A., Veronica , F., &Babajide, T. ((2013)). 8. Examining attitude

towards continuous assessment practices among Nigerian pre-service stm teachers.

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Mohammed , S. (n.d.). Teachers‟ attitudes towards continuous assessment and its effect on

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Teachers‟attitudes towards continuous assessment and its ef.pdf

Webster , W., &Mendro, R. (Dec., 1975). 11.a pragmatic model for a comprehensive public

school research and evaluation system . Vol. 69, No. 4, , Retrieved from http://www.jstor.org/stable/view/27536859?&Search=yes&searchText=research& searchUri=/action/doBasicSearch?Query=research+studies+done+on+continuous +and+comprehensive+evaluation&acc=on&wc=on&fc=off

(1999) Primary school principals' perspectives on school evaluation: Implications for

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http://www.mierjs.in/ojs/index.php/mjestp/article/download/72/48

http://www.theglobaljournals.com/ijar/file.php?val=Mjc3Mw

http://www.delhibusinessreview.org/V_13n1/v13n1g.pdf

http://www.srjis.com/srjis_new/images/articles/42KUSUM%20SHARMA%20%09SOLAN.pdf

http://www.iiste.org/Journals/index.php/JEP/article/viewFile/6773/6886

http://www.jstor.org/stable/info/30128057?&Search=yes&searchText=Attitude&s%09earchUri=/action/doBasicSearch?Query=Attitude+of+teachers+towards+continuo%09us+and+comprehensive+evaluation+&prq=Attitude+of+teachers+towards+evalua%09tion+pattern&hp=25&acc=on&wc=on&fc=off&so=rel&racc=off




http://www.moe.gov.om/Portal/sitebuilder/Sites/EPS/Arabic/IPS/Importa/tesol/5/

http://www.moe.gov.om/Portal/sitebuilder/Sites/EPS/Arabic/IPS/Importa/tesol/5/

http://www.jstor.org/stable/view/27536859?&Search=yes&searchText=research&%09searchUri=/action/doBasicSearch?Query=research+studies+done+on+continuous%09+and+comprehensive+evaluation&acc=on&wc=on&fc=off



http://www.jstor.org/stable/info/30077463?&Search=yes&searchText=research&%09searchUri=/action/doBasicSearch?Query=research+studies+done+on+attitude+of%09+teachers+towards+continuous+and+comprehensive+evaluation&prq=research+s%09tudies+done+on+continuous+and+comprehensive+evaluation&hp=25&acc=on&%09wc=on&fc=off&so=rel&racc=off


54

+teachers+towards+continuous+and+comprehensive+evaluation&prq=research+s tudies+done+on+continuous+and+comprehensive+evaluation&hp=25&acc=on& wc=on&fc=off&so=rel&racc=off http://www.iaea.info/documents/paper_2b71209fa.pdf http://www.thefreedictionary.com/secondary+school http://en.wikipedia.org/wiki/Secondary_school http://mhrd.gov.in/secondaryedu http://fcit.usf.edu/assessment/basic/basica.html





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http://en.wikipedia.org/wiki/Secondary_school

http://mhrd.gov.in/secondaryedu

http://fcit.usf.edu/assessment/basic/basica.html

55

APPENDIX

Dear Respondent,

I am a student pursuing my Master degree in Education from the School of

Education, Christ University. In lieu of the partial fulfilment for the Master degree in

Education, I am doing a study on „Secondary School teachers Attitude towards

Continuous and Comprehensive Evaluation‟, under the supervision of Dr. Sumita Rao,

Asst. Professor at School of Education, Christ University.

The attached Questionnaire is only for research purpose. Kindly spare your valuable time

in responding to these questionnaires honestly to enable me to conduct an effective study.

Thank you for your cooperation.

Yours truly,

Priyanka Karjee

Instruction: Kindly read the following statements and tick (√) your responses in the

appropriate Box/column. Kindly respond to all items honestly without making changes.

Personal Details:

1. Age: □ below 25. □ 25-35 yrs. □ 35-45yrs. □ 45-55yrs

□ above 55yrs.

2. Gender: □ Female □ Male

3. Type of School: □ Private □ Govt.

4. Years of teaching Experience: □ below 5 yrs. □ 5-10 yrs.

□ 10-15 yrs. □ 15-20 yrs. □ above 20 yrs.


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TEACHERS ATTITUDE SCALE TOWARDS CONTINUOUS AND

COMPREHENSIVE EVALUATION

Dear Respondent,

There are forty eight (48) items in the scale. Each item is followed by

responses ranging from Strongly Agree (SA), Agree (A), Undecided (UD), Disagree

(D), and Strongly Disagree (SD). Read each item carefully and tick the responses, that

you feel most appropriate to you. It is necessary to answer all the items; there is no

right or wrong answer. In case you have any difficulty with regard to the instruction

please clarify before answering the item.

Sl.

No

STATEMENT S.A A U.D D S.D

1. Continuous comprehensive evaluation is

helpful in identifying various hidden talents of

students.

2. The teachers can bring essential changes in

their teaching process by employing

continuous and comprehensive evaluation

techniques.

3. The appropriate implementation of

Continuous and comprehensive evaluation in

Indian schools mainly depends on teachers.

4. Continuous and comprehensive evaluation is

helpful only in development of cognitive

skills.

5. The results of annual examination should be

over looked in the process of continuous and


6. Continuous and comprehensive evaluation

creates the feeling of hatred among the

students varying abilities.

7. Teachers should evaluate their students on the

basis of various academic and co-academic

activities organized in the school.


should be done by keeping into view every

aspect of child‟s personality.

9. It is impossible for the teachers to evaluate co-

scholastic characteristic of the students.

10. The chances of teachers to become partial

increase while conducting Continuous and

comprehensive evaluation of their students.

11. Present examination system is unable to

evaluate students‟ abilities appropriately.

12. Today‟s teacher is mentally prepared to adapt

continuous and comprehensive evaluation.


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helpful for students in generating awareness

about health, environment and cleanliness

issues.

14. The regular attendance of students and

teachers in the school is not essential to

complete the process of continuous and


15. Different evaluation strategies/ techniques

should be used by the teachers in the process

of continuous and comprehensive evaluation.


reduces habit of road memorization amongst

students.

17. Teachers feel tense due to their engagement in

the process of continuous and comprehensive

evaluation.

18. Teacher can bring positive change in student‟s

interest, aptitude and values through

continuous and comprehensive evaluation.


helpful in acquainting the parents about their

academic progress of their children.

20. By continuous and comprehensive evaluation,

a teacher can improve the pass percentage of

his/her school because no student is declared

as fail in it.


oppresses the spirit of competition among

children.

22. Continuous and comprehensive evaluations

provide opportunities to the students to

participate in various academic and co-

curricular activities organized in the school.

23. It is very difficult to fill up „Students Progress

Performa‟ as required in continuous and



creates rage/wrath among students towards

their teachers.

25. The process of continuous and comprehensive

evaluation as reinforcement for the students.

26. In continuous and comprehensive evaluation,

teachers should also evaluate the students on

the basis of certain other parameters apart

from fixed parameters.


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whole teaching-learning process becomes

teacher-centered because the evaluation of the

students largely depends on the wishes of the

teacher.


provides opportunities to the student for self-

evaluation.

29 Continuous and comprehensive evaluation

helps in predicting educational future of the

students.

30. The students can remove their weaknesses

through continuous and comprehensive

evaluation and thus, can direct their

educational activities towards fixed goals.

31. The habit of cheating among students can be

reduced by continuous and comprehensive

evaluation.


teacher provides diagnostic and remedial

teaching after identifying hard learning spots.

33. There is no need of parent‟s co-operation for

effective implementation of continuous and

comprehensive evaluation by the teachers in

the school.

34. There is no need of in-service training to the

teachers for appropriate implementations of

continuous and comprehensive evaluation in

schools.


demands changes in present school

curriculum.

36. „Not to declare students as fail in scholastic

aspect under continuous and comprehensive

evaluation process‟ is right and accurate.


helps the teachers in identifying learning

difficulties of slow learners.


significant in present education scenario.

39. Filling up of „Teacher Checklist Register‟ in

the process of continuous and comprehensive

evaluation, is a useless task.

40. Due to continuous and comprehensive

evaluation, most of the teacher‟s time is

wasted in evaluation activities instead of

teaching activities.

41. Continuous and comprehensive motivates the

students to learn more.


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42. The feeling of dullness develops among

teachers due to continuous and comprehensive

evaluation.


develops interest among students towards co-

curricular activities.


develops indiscipline among students because

there remains no fear of failure among them.


results in developing cordial and close

relationship among students and teachers.


more emphasis is laid on development of

thought processes/mental processes.


develops fear and tension among students.

48. Continuous and comprehensive is a very

complicated process.


A STUDY ON SECONDARY SCHOOL TEACHERS ATTITUDE ...

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