COMPARATIVE STUDY OF THE TEACHING EFFECTIVENESS: A PRODUCT OF ONE YEAR B.ED COURSE WITH THOSE OF...

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COMPARATIVE STUDY OF THE TEACHING EFFECTIVENESS: A PRODUCT

OF ONE YEAR B.ED COURSE WITH THOSE OF 4-YEAR UNDERGRADUATE

COURES.

Introduction

Education is the key for personal and social development of

the individuals. But the current practice in our classrooms seems

contrary to the stated concept .The prevailing teaching practices

mostly go round the content and examination. Therefore the

important purpose of education is perhaps ignored. During the

process of education a person should be provided opportunities’

to interact with others so that his or personality could be

polished. That is why; the major purpose of Education is

personality development (Govt of Pakistan, 1998).

Education begins as the life of the man begins. A child

starts learning soon after taking birth. The process of learning

goes on the whole life. Man learns from the surroundings of

nature and society. The environment varies from place to place

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and with the pace of time the structure of society changes.

Education prepares a man to understand his environment around

him. Education also plays a vital role for the survival progress

of society. Education is a social activity and its objectives and

methods are based on the nature of society for which it has been

devised (Pachauri, 2006).

All teachers do good things some of them, and all good

teachers lie not only in the proportions of the good and bad, but

also in their awareness of the effects of what they are doing and

their readiness to share this awareness with their students

( smith,1995).

It needs no description that the teacher is pivot of any

educational system for the younger pupils. On him the rests

failure and the success of the educational system. If the

teachers are well educated and trained and if they are

intellectually alive and take keen interest in their job, then

only, the success is ensured, but if on the other hand, they lack

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training in education and if they cannot give their heart to

their job, the system is destined to fail.

Hussain, Shaukat (2004). A bachelor program of teacher

education has been designed keeping in view the demand of the

21st century schools. The institute is intended to develop

well educated and competent teachers for schools and

Institutes both in public and private enterprise. Having in

mind the challenges and scope of the entrepreneurship in the

field of education, we are aiming at developing a dynamic,

skilled and market oriented flock of teachers who are equipped

with the latest advancements in the realms of knowledge,

technology, techniques and methods of teaching. The program

fulfills the demands and requirements of both public and

private sectors. The Institute is affiliated with the

University and the academic sessions of B.Ed is span of nine

months and is under annual examination system.

The Bachelor of Science (BS) and B.Ed (Hons) program

prepares a student to meet the demanding challenges of the modern

workplace. The BS and B.Ed (Hons) degree comprises on more than

130 credits of work.

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With the new emerging demand in society and due to new

trends 1 year professional degree is not sufficient because of

fall or lack of quality Education. After intermediate 2-3 years

Associate degree are considered more sufficient.

Universities parallerly GCET B.Ed courses offered 4 year

undergraduate courses. As B.Ed courses offered by GCET have the

aim of teacher training but due to short span of time the

practical skills are not developed among students mostly

consideration is given to the theoretical knowledge. In B.Ed

courses practical work is minimum or just for formality. As

compare to B.Ed one year courses 4 year undergraduate courses are

activity based.

There are many Educational institutions which offered one

year B.Ed program like GCET and other DAIs / universities offered

four year undergraduate programs for teacher training. Four year

undergraduate program provide us more practical and worth full

teachers, because it gives long training as compare to one year

B.Ed course. The researcher will conduct this study to see the

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worth fullness of both programs. Which product either comes from

one year B.Ed program or four year undergraduate program doing

well in the field of Education?

Statement of the problem

The problem is that the purpose of the study was to identify

comparative study of teaching effectiveness a product of one year

B.Ed course with those of 4 year undergraduate courses. This

study explored effectiveness of the prevalent teacher training

programs in Punjab to find out their current status,

similarities, diversities and effectiveness. The comparison was

based on data collected by the sample of the study to identify

gaps between B.Ed one year course with 4 year undergraduate

course.

Objectives of the Study

Following are the objectives of the study

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• To identify the practical skill applied by B.Ed course with

those of 4 year undergraduate course.

• To determine the teaching methods generally practiced by one

year B.Ed course with those of 4 year undergraduate course.

Research Questions

Following are the research question of the study

Q1 Can the students’ write and communicate clearly and

effectively different ideas given to them by the teachers?

Q2 which of the teachers, are able to develop practical

solutions to students problem?

Q3 Do the teachers, use activity based method in the class?

Q4 Do the teachers’ prefer translation method in the classroom?

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Literature Review

This study was designed comparative study of the teaching

effectiveness: a product of one year B.Ed course with those of 4-

year undergraduate course. This chapter entails the literature

which comprehensively describes the following:

Education

Concept of Education

Teacher, Teaching and teaching, teaching methods

One year B.Ed program

4-year undergraduate program

Education

The word Education has its root in the Latin word “educatum”

which means “to lead forth” and “bring up”. This means that a

child is born with some innate potentialities. With the help of

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good education, these potentialities can grow and develop in

their highest form. They are hidden and sleeping; education

awakens them and brings them out in the form of external

expression.

The importance of education is well recognized as a powerful

catalyst for socio economic developments and welfare of the

societies. Education has very wide scope that is why; there are

divergent views of scholars on its meaning and definition.

• Education is to stimulate careful reasoning and mental

self- discipline which will result in continuous

intellectual development and high standards of moral

conduct. ( Socrates)

• Education is to develop the mind, not to learn

practical skill but to discover truth. (Plato)

• Education is the creation of sound mind in a sound

body.(Aristotle)

Teacher

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It needs no description that the teacher is pivot of any

educational system for the younger pupils. On him rests the

failure and success of the educational system. If the teachers

are well educated and trained and if they are intellectually

alive and take keen interest in their job, then the success is

ensured, but if on other hand, they lack training in education

and if they cannot give their heart to their job, the system is

destined to fail.

The teacher is dynamic force of educational system.

Education without a teacher is just like a body without soul,

skeleton without flesh and blood, a shadow without substance.

“There is no greater need for the cause of education today than

the need for strong manly men and womanly women as teachers for

the young”. The teacher is yardstick that measures the

achievement and aspirations of the nation the worth and

potentialities of a country get evaluated. In and through the

work of teacher, “the people of a country are enlarged replica of

their teachers”. They are the real nation builder.( Dash,2007).

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Teacher and their responsibilities

Teachers can shape the views of the people more

directly than they can of the public in general. They can

attain earned status by performing in a way that commands

the respect of people who see them in action every day.

Although teachers, status and pay are not likely to increase

enough to become more significant satisfiers, they need to

be dissatisfies. Anyone who seeks challenging what that

offers opportunities for personal growth along with social

significance would do well to consider a career in education

(smith, 1994).

Teaching effectiveness

Hamacheck (1969) summarized his thoughts on teaching

effectiveness in the following manner; “A good teacher is a

good person. Simple and true. A good teacher rather likes

life, is responsibility at peace with him, has a sense of

humor, and enjoys other people. The good teacher is

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flexible. By far the single most repeated adjective used to

describe good teacher is flexible”.

Teaching Methods

Various researchers have stressed different aspects of

methods in teaching. Gregorce (1979) indicated that a

teaching style “consists of a teacher’s personal behaviors

and the media used to transmit data to or receive it from

the learner”. Teachers strive to become more effective

teachers so that students can learn better, and many explore

methods to improve their teaching practice. Depending on the

nature of subject, number of students, and the facilities

available, there are different methods teachers are using in

the classroom. Below are given various methods and certain

tips and techniques for improving these methods. (Sajjad,

S.1997).

Lecture Method: A lecture is a talk or verbal presentation

given by a lecturer, trainer or speaker to an audience. With all

the advancement of training systems and computer technology,

lecture method is still a backbone widely used in teaching. A

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study conducted by Benson, L., Schroeder, P., Lantz, C., and

Bird, M (n.d.). Provides evidence that students may place greater

emphasis on lecture material than on textbooks.

Discussion: It is a free verbal exchange of ideas between

group members or teacher and students. For effective discussion

the students should have prior knowledge and information about

the topic to be discussed. McCarthy, P. (1992) stated strengths

of class discussion as; pools ideas and experiences from group,

and allows everyone to participate in an active process. Kochhar

(2000, p.347) stated that; a problem, an issue, a situation in

which there is a difference of opinion, is suitable for

discussion method of teaching.

Role Play: Role play occurs when participants take on

differentiated roles in a simulation. These may be highly

prescribed, including biographical details, and even personality,

attitudes and beliefs; or loosely indicated by an outline of the

function or task. These techniques have already demonstrated

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their applicability to a wide range of learners, subjects and

levels. (Singh, and Sudarshan, 2005).

Case Study: Primarily developed in business and law contexts,

case method teaching can be productively used in liberal arts,

engineering, and education. This method is basically used to

develop critical thinking and problem-solving skills, as well as

to present students with real-life situations.

Brainstorming: It is a loosely structured form of discussion

for generating ideas without participants embroiled in

unproductive analysis. It is a very useful technique for problem

solving, decision making, creative thinking and team building. It

develops listening skills.

Assignment method: Written assignments help in organization of

knowledge, assimilation of facts and better preparation of

examinations. It emphasizes on individual pupil work and the

method that helps both teaching and learning processes (Kochhar,

2000).

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Bachelor of Education (B.Ed)

B.Ed is the well known degree holder mostly by the Teachers

and senior Professors In Education Sector. Bachelor of Education

is specially designed for the Teachers and Subjects are aligned

with the goals and ultimate advantage for the Teachers. This

Article is providing you the brief introduction about to how to

enter in B.Ed Degree Education what is the Requirement For B.Ed

Education and finally what kind of Jobs You can get after doing

B.Ed (Bachelor of Education) In Pakistan. Bachelor of Education

is an Undergraduate Academic Degree awarded for a course or a

program in the field of Education. It is popularly known as B.Ed.

which is an abbreviated form of the Education Degree.

The Bachelor of Education qualifies a student to become a

teacher in a school. Bachelor of Education degree programs

generally lasts 1 year. The 1 Year of Course consists of 2 or

more Semesters. The duration of the 1st semester can be up-to 16

weeks and 2nd semester can be of 18 weeks (204 working days).

Minimum duration for practice teaching varies form 5-6 weeks.

Bachelor of Education consists of 8 Papers out of which 2 are

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compulsory depending upon the Stream which one had taken during

Graduation. Bachelor of Education Correspondence or Distance

Learning is also available in various Institutes in Pakistan and

is of 2 Years duration.(National curriculum,2006)

Eligibility

The minimum qualification required for entry into B.Ed.

course is a Bachelor of Arts (B.A), Bachelor of Science (B.Sc.)

or Bachelor of Commerce (B.Com) from recognized board/university

with at least 50% marks. While students from Arts Stream are

trained to teach subjects like History, Civics, Geography and

Languages.

The students from Science Stream are trained to teach

Mathematics, Physics, Chemistry and Biology. Students need to

appear in an entrance test conducted by the various state and

Independent educational bodies and universities for admission in

various teaching institutions attached with it according to the

rank of the candidate in the entrance exam.

Bachelor of Education (B.Ed) Subjects

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•Education, Culture and Human Values.

•Educational Evaluation and Assessment.

•Educational Psychology.

•Guidance and Counseling.

•Holistic Education.

•Philosophy of Education.

Bachelor of Education (B.Ed) Specializations

Bachelor of Education Specialization is based one’s choice

of stream in Graduation. Depending on that one can specialize in

that particular Subject.

Advantages or Benefits of Bachelor of Education Degree

•Teachers are one of the most respected professionals in the World

as they play a very important role in a student’s life. It is

they, that the shape a student’s life to a large extent.

•Teaching has the potential of providing job satisfaction, job

security, high earnings and flexible schedule.

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•Teachers are not only responsible for imparting academic

knowledge to a student but they also inculcate the principle

and virtues of a good human being in a student.

Bachelor of Education (B.Ed) Jobs

Teachers can never run out of employment. There is no dearth of

Schools and each need a Teacher, whether permanent, temporary,

full-time or part-time. One can also go for related jobs if one

is limited by his abilities to become a Teacher.

B.Ed Employment Areas

•Schools

•Coaching Centers

•Private Tuition

•Home Tuitions

•Education Consultancies

•Education Department

B.Ed Job Types

•School Teachers

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•Private Tutor

•Home Tutor

•Education Consultant

•Education Counselor

•Online Tutor

•Vice Principal

•Principal

4-year undergraduate program

A teacher in the classroom has to make adjustment in

teaching strategies according to the nature and scope of the

curriculum and evaluate the success of teaching in terms of

student growth.

Effort has been directed towards developing certain

competencies and skills in prospective teacher, which will be

helpful in the shaping of a teacher for an effective role-play.

Prospective teacher will gain insight for bringing positive

attitude in classroom teaching towards plurality of cultures

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which has been badly missing in our educational system. Four year

undergraduate program like Bs (Hons) is gaining importance in the

modern context. Prospective teacher will gain insight for

bringing positive attitude in classroom teaching towards

plurality of cultures which has been badly missing in our

educational system.

Inclusion of short term training with long term teaching

practice will provide an opportunity to prospective teachers to

extend their role in the school situation other then classroom

teaching. Involvement of prospective teachers in school related

activities during short term teaching practice such as

maintenance of school records and registers, management of

laboratories and library, preparation of tests and assignments,

admission and selection of students, preparation of school budget

and development plans and classroom management etc.(Reid ,2003)

SCHEME OF STUDIES FOR FOUR-YEAR INTEGRATED

BS (HONS)

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STRUCTURE

• Total numbers of Credit hours 130

• Duration 4 years

• Semester duration 16-18 weeks

• Semesters 8

• Course Load per Semester 15-18 Cr hr

• Number of courses per semester 4-6 (not more than 3

lab / practical courses)

Procedure of the study

This chapter addresses the research methodology and

procedure used in this study to investigate the research problem.

The main purpose of the study was to compare the teaching

effectiveness of B.Ed course with those of 4- year undergraduate

courses. Following procedure was adopted for this study. The

study was descriptive in nature.

Population

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Population of the study was comprised of all B.Ed and B.s

(Hons) qualified teachers working in the teaching fields.

Delimitation

Due to limited time and available resources with researcher,

the study was delimited the following:

Students of GCETS Gujarat who passed their B.Ed and work in

teaching field

B.S (Hons) students of UOG Education Department work in the field

Sample

The sample of the study was convenient due to limited time

and available resources

Research instruments

A significant aspect in the methodology was the research

framework which fixed the parameters for the investigation to

achieve the objectives. As the study was descriptive in nature,

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therefore one questionnaire was used to collect data. The data

was collected by observing the teachers' in the field.

Results and Discussions

i- Did the teacher use discussion method in the class?

Qualification Yes No

B.Ed teachers 25% 75%

B.S teachers 75% 25%

Table 1 show that 75% B.S teacher use discussion method in the

class while 25% B.Ed teachers use discussion method in the

class.

ii- Did the teacher use activity based method in the class?


B.Ed teachers 37.5% 62.5%


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Table 2 shows the 37.5% B.Ed qualified teachers are using

activity based method on the other hand 75% B.S qualified

teachers are using activity based method.

iii- Did the teacher give clear instruction to students regarding

activity?



B.S teachers 87.5% 37.5%

Table 3 shows 50%B.Ed teacher are giving clear instructions and

85% of B.S qualified teacher are doing this.

iv- Was the teacher aware of proper use of writing boards?

Qualifications Yes No



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Table 4 shows 75% of teacher whose qualification is B.Ed knows

about the proper use of writing board while on the other hand 50%

B.S qualified teachers do this in the field.

v- Did the teacher use any type of technology during the

teaching?




Table 5 shows 25% of B.Ed qualified teachers know about the use of technology

while 75%B.S qualified teacher using it in the field.

vi- Did the teacher plan their lessons in written form?


B.Ed teachers 37.5% 62.5%


Table 6 shows this 37.5%B.Ed qualified teachers are not plan their lessons in

written form on the other hand 50% of B.S qualified teachers are doing this before

attending class.

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vii- Was the teacher fully prepared in the class room?




Table 7 shows 75% B.Ed teachers comes in class with full preparation on the other

hand B.S qualified teachers have 100% preparation.

viii- Did the teacher assign balance home work to students?




Table 8 shows 25% B.Ed teacher assigning balanced home work to their students

and 50 % B.S teachers are doing this.

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ix- Did the teacher provide feedback to students on their home

assignments?




Table 9 shows 50% B.Ed qualified teacher who work in the field provide feedback

to their students while 75% B.S teacher do this in the class after assessing the

students.

x- Did the teacher manage his lecture with in scheduled time?




Table 10 shows 25% B.Ed qualified teachers are not managing their lecture with in

scheduled time and 100% B.S teacher are managing their class time.

xi- Did the teacher evaluate his or her lecture by asking

questions?

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B .S teachers 75% 25%

The table depicts that the 50% of B.Ed teachers are evaluating his lecture by

asking questions and 75% B.s teachers are doing this.

xii- Did the lecture create curiosity among students towards

learning?


B .Ed teachers 25% 75%


The 12 table reflects that 25% B.Ed teacher lecture create curiosity and &75% of

B.S teacher do this.

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xiii- Is teacher using problem solving techniques for different

tasks in class?


B .Ed teachers 37.5% 63.5%


The 13 table reflects that 37.5% B.Ed teachers using problem solving techniques

as compare to them75% of B.S teachers using this technique

xiv- Are all the materials arrange organized and easily available

to students?


B .Ed teachers 75% 25%


The 14 table shows 75%B.Ed teachers are provide material to students related to

their subject while on the other hand 100% of B.S teachers are also do this.

xv- Is teacher involving students in answer questions?


B .Ed 25% 75%

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B.S 75% 25%

The 15 table describes that 25% B.Ed teacher who work in the field are involving

students in answer questions as compare to them 75% B.S teachers are doing this

in the classroom.

xvi- Is teacher arranging presentations to enhance speaking skills

of their students?


B .Ed 25% 75%

B.S 50 % 50%

The 16 table shows that 25% B.Ed qualified teachers are arranging presentation

with in the class while 50% B.S teacher are also arranging this for confidence

building.

xvii- Did the teacher consider students needs and level of

understanding during teaching?


B .Ed 100% 0%

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B .S 100% 0%

The 17 table reflects that 100% both B.Ed and B.S qualified teacher are

considering students level of understanding during teaching.

xviii- Does teacher equally treat all the students?


B .Ed 75% 25%

B .S 100% 0%

The 18 table shows 75% of B.Ed qualified teachers are equally treating all the

students and 100% of B.S qualified are also doing this in the classroom.

xix- Does teacher share their personal experience with students?


B.Ed 50% 50%

B.S 25% 75%

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The 19 table describes that 50% of B.Ed qualified teachers are sharing their

personal experience and 25% of B.S are doing this.

xx- Does teacher appreciate students in form of any reward?


B .Ed 75% 25%

B.S 75% 25%

The 20 table shows that 75% both B.Ed and B.S qualified teachers are appreciate

their students on their better performance.

xxi- Is the teacher corporally punished to their students?


B.Ed 0% 100%

B.S 0% 100%

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The 21 table depict that 100% both qualified teacher B.S and B.Ed are not

corporally punish to their students.

xxii- Is teacher provided conducive learning environment to their

students?


B.Ed 50% 50%

B.S 75% 25%

The 22 table describe that 50% B.Ed qualified teacher are providing conducive

learning environment to their students and 75% B.S qualified teacher are doing

this in the field.

xxiii- Does teacher use confidence building strategies during

teaching?


B.Ed 37.5% 87.5%

B.S 50% 50%

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The 23 table depict that 37.5% B.Ed qualified teachers are using confidence

building strategies while on the other hand 50%B.S teachers are also using this

technique or strategies.

xxiv- Whether time duration of 4-year undergraduate program have

affect on the competency and personality of teacher?


B.Ed 50% 50%

B.S 100% 0%

The table 24 shows that time duration has more effects on the competency

level of teachers.

xxv- Is teacher creating research based environment in the class?


B.Ed 37.5% 87.5%

B.S 75% 25%

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The 25 table reflects that 37.5 of B.Ed qualified teachers are creating research

based environment in the class while on the other hand 75% B.S qualified

teachers are also donlg this in the field.

Summary, Findings and recommendations

Summary

The main purpose of the study was comparative study of the

teaching effectiveness: a product of one year B.Ed course with

those of 4-year undergraduate courses.

The following objectives were kept forth in the study: 1) To

identify the practical skill applied by B.Ed course with those of 4

year undergraduate course.2) To determine the teaching methods

generally practiced by one year B.Ed course with those of 4 year

undergraduate course.

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There were four research questions. Population of the study was

the comprised of all B.Ed qualified students and all B.S qualified

students who are working in the field in district Gujarat. Due to

limited time and available resources with the researcher, the study

was delimited to the qualified GCET B.Ed students and B.S (Hons) UOG

students who are working in the teaching field.

As the study was descriptive in nature therefore, one observation

sheet was used for data collection. Researcher developed this

observations sheet on yes and no options on the basis of literature,

related and with the help of supervisor.obsevation sheet was consisted

on 25 items.

Data collected through the above –mentioned research instrument

was tabulated analyze and interpreted in the light of the objectives

of the study. For the purpose of data analysis the researchers

manually analyze the data. Percentage was used to analyze the data.

Findings

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Findings based mainly on percentage. Findings of the study

based on the results were following:

B.Ed and B.S qualified teachers related Findings

i. The percentage about ( Did the teacher use discussion

method in the class?) shows that majority of

teachers whose qualification is B.S are using discussion

method in the classroom more than B.Ed qualified teachers.

ii. The percentage about (Did the teacher use activity based

method in the class?) reflects that B.Ed qualified teachers

are in minority in the use of activity based method during

teaching rather than B.S qualified teachers are in majority

whose use this method in the teaching field.

iii. The percentage about (Did the teacher give clear

instruction to students regarding activity?) depict that

majority of B.S qualified teachers are giving clear

instructions to their students and B.Ed qualified teacher

are in minority to do this during teaching in the class.

iv. The percentage about (Was the teacher aware of proper use of

writing boards?) reflects that B.Ed qualified teachers are

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in majority in the proper use of writing boards rather than

B.S qualified teacher who are working in the teaching

profession.

v. The percentage about (Did the teacher use any type of

technology during the teaching?) describes that minority of

B.Ed qualified teachers did not aware from the use of

technology in the class room during lectures. While on the

other hand B.S qualified teachers are in majority.

vi. The percentage about (Did the teacher plan their lessons in

written form?) reflects that B.S qualified teachers are more

than B.Ed qualified teachers in lesson planning before the

lecture.

vii. The percentage about (Was the teacher fully prepared in the

class room?) shows that the B.Ed teachers in minority whose

comes in class with full preparation on the other hand B.S

qualified teachers have 100% preparation.

viii. The percentage about (Did the teacher assign balance home

work to students?) reflects that the B.Ed qualified teachers

are less than B.S qualified teacher in assigning balance

home work to their students.

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ix. The percentage about (Did the teacher provide feedback to

students on their home assignments?) depict that B.S

qualified teachers are in majority who provides feed back to

their students on their home assignment rather than B.Ed

qualified teachers.

x. The percentage about (Did the teacher manage his lecture

within scheduled time? ) shows that the both B.Ed and B.S

qualified teachers are in equal strength in managing their

lecture within scheduled time.

xi. The percentage about (Did the teacher evaluate his or her

lecture by asking questions?) shows that B.Ed teachers are

in minority to ask question from students rather than B.S

qualified teachers.

xii. The percentage about (Did the lecture create curiosity among

students towards learning?) reflects that B.S qualified

teachers are in majority in crating curiosity among their

students for learning during teaching.

xiii. The percentage about (Is teacher using problem solving

techniques for different tasks in class?) depict that B.Ed

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qualified teachers are in minority in use of problem solving

technique for the solution of their students problems.

xiv. The percentage about (Are all the materials arrange

organized and easily available to students? ) reflects that

B.Ed qualified teacher who work I the teaching field are in

minority in arranging and providing proper material to their

students related to their subjects.

xxv. The percentage about (Is teacher involving students in

answer questions?) reflects that B.S qualified teacher are

more involving their students in answers questions rather

than B.Ed qualified teacher in the field.

xv. The percentage about (Is teacher arranging presentations to

enhance speaking skills of their students?) shows that B.Ed

qualified teacher are in minority for arranging presentation

in the class for the enhancement of speaking skill of their

student while on the other hand B.S teachers are in

majority.

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xvi. The percentage about (Did the teacher consider students

needs and level of understanding during teaching?) shows

that both B.Ed and B.S qualified teachers are considering

the needs of their students during teaching.

xvii. The percentage about (Does teacher equally treat all the

students?) reflects that both qualified teachers working in

the feel treats equally to their students.

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xviii. The percentage about (Does teacher share their personal

experience with students?) depict that B.S qualified

teachers are in majority whose share their personal

experience with students rather than B.Ed qualified

teachers.

xx. The percentage about (Does teacher appreciate students in

form of any reward?) describes that both B.S and B.Ed

qualified teacher have equal strength to teacher appreciate

students in form of any reward for their betterment.

xxi. The percentage about (Is the teacher corporally punished

to their students?) shows that nobody corporally punished

to their students.

xxii. The percentage about (Is teacher provided conducive

learning environment to their students?) reflects that B.S

qualified teachers are in majority who provide conducive

learning environment to their students rather than B.Ed

qualified teacher work in the teaching profession.

xxiii. The percentage about (Does teacher use confidence

building strategies during teaching?) depict that B.Ed

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qualified teachers are in minority in the use of

confidence building strategies for the betterment of

their students.

xxiv. The percentage about (Whether time duration of 4-year

undergraduate program have affect on the competency and

personality of teacher?) shows that time duration has more

effects on the competency level of teachers.

xxv. The percentage about (Is teacher creating research based

environment in the class?) reflects that B.S qualified

teachers are in majority who create research based

environment in the class rather than B.Ed qualified

teachers.

Recommendations

In the light of findings and conclusions of the study,

following recommendations were made:

i. B.S qualified teachers observe discussion method is

effective for enhancing students learning as compare to B.Ed

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teacher so it is recommended that B.Ed qualified teachers

also must use discussion method during their teaching and

also use activity based method which is not using in the

teaching profession.

ii. As we know B.S degree have the four year duration in which

more practical skills and knowledge is given to the students

on the basis of which they perform better in the field

rather than B.Ed students so it is recommended more

practical skills are also given to the B.Ed students rather

than theoretical knowledge therefore they perform better in

the teaching field.

iii. B.S qualified teacher are creating research based knowledge

among their students because they get more training rather

than B.Ed students so it is also recommended that more

research based knowledge is given to them.

iv. B.S 4-year program has newly introduced degree and meet the

emerging demand of the society and also the world so as a

researcher i recommend that more emphasis is given towards

this program rather than B.Ed program.

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References

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APPENDIX -1

“COMPARATIVE STUDY OF THE TEACHING EFFECTIVENESS: A

PRODUCT OF ONE YEAR B.ED COURSE WITH THOSE OF 4-YEAR

UNDERGRADUATE COURES”.

QUESTIONNAIRE FOR TEACHER’S

Name:

____________________________________________________________

Name of University:

______________________________________________________

Qualification: __________________________ Department

_____________________

Serial no.

Statements Yes No

1 Did the teacher use discussion method in

the class?

2 Did the teacher use activity based methodin the class?

3 Did the teacher give clear instruction to

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students regarding activity?

4 Was the teacher aware of proper use of writing boards?

5 Did the teacher use any type of technology during the teaching?

6 Did the teacher plan their lessons in written form?

7 Was the teacher fully prepared in the class room?

8 Did the teacher assign balance home work to students?

9 Did the teacher provide feedback to

students on their home assignments?

10 Did the teacher manage his lecture with in scheduled time?

11 Did the teacher evaluate his or her lecture by asking questions?

12 Did the lecture create curiosity among

students towards learning?

13 Is teacher using problem solving

techniques for different tasks in class?

14 Are all the materials arrange organized

and easily available to students?

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15 Is teacher involving students in answer

questions?

16 Is teacher arranging presentations to

enhance speaking skills of their

students?

17 Did the teacher consider students needs

and level of understanding during

teaching?

18 Does teacher equally treat all the

students?

19 Does teacher share their personal

experience with students?

20 Does teacher appreciate students in form

of any reward?

21 Is the teacher corporally punished to

their students?

22 Is teacher provided conducive learning

environment to their students?

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23 Does teacher use confidence building

strategies during teaching?

24 Whether time duration of 4-year

undergraduate program have affect on the

competency and personality of teacher?

25 Is teacher creating research based

environment in the class?

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