i
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
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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)
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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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iii
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:
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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
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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
3.2 Statement of Problem 16
3.3 Operational Definition 16
3.4 Variables of the Study 17
3.5 Objectives 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
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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
5.5 Statement of Problem 37
5.6 Objectives of the Study 38
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
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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
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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
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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
comprehensive evaluation.
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
towards continuous comprehensive evaluation.
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
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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
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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.
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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.
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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.
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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.
3.2 STATEMENT OF THE PROBLEM
A STUDY ON SECONDARY SCHOOL TEACHERS ATTITUDE TOWARDS
CONTINUOUS AND COMPREHENSIVE EVALUATION
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.
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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
3.5 OBJECTIVES OF THE STUDY
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
comprehensive evaluation.
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
towards continuous comprehensive evaluation.
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.
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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
teachers towards continuous comprehensive evaluation.
Hypotheses 4
There is no significant difference in the high age group and low age group
teachers towards continuous comprehensive evaluation.
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.
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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.
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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”
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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
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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
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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
comprehensive evaluation.
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.
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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.
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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.
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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.
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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%).
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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
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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
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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
secondary school teachers with respect to CCE
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
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Hypothesis 2
There is no significant difference in the attitude of government and private school
teachers towards continuous comprehensive evaluation.
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
secondary school teachers with respect to CCE
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
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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
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.
4.6 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.
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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
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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.
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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
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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
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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.
5.5 STATEMENT OF THE PROBLEM
A STUDY ON SECONDARY SCHOOL TEACHERS ATTITUDE TOWARDS
CONTINUOUS AND COMPREHENSIVE EVALUATION
5.6 OBJECTIVES OF THE 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
comprehensive evaluation.
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
towards continuous comprehensive evaluation.
5. To compare the attitude of secondary school teachers with regard to their age.
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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
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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
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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
continuous comprehensive evaluation.
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
teachers towards continuous comprehensive evaluation.
Hypothesis 4
There is no significant difference in the high age group and low age group teachers
towards continuous comprehensive evaluation.
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
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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
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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.
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Stress level of teachers teaching in CBSE schools can be undertaken in relation to
CCE.
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BIBLIOGRAPHY
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Kothari , R., & Thomas, M. ((2012). A study on implementation of continuous and
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Sivakumar , R., Pazhanimurugan, S., & Benjamin, A. ((Dec 2013). Attitude towards
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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
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Mohammed , S. (n.d.). Teachers‟ attitudes towards continuous assessment and its effect on
their work Retrieved from http://www.moe.gov.om/Portal/sitebuilder/Sites/EPS/Arabic/IPS/Importa/tesol/5/
Teachers‟attitudes towards continuous assessment and its ef.pdf
Webster , W., &Mendro, R. (Dec., 1975). 11.a pragmatic model for a comprehensive public
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(1999) Primary school principals' perspectives on school evaluation: Implications for
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+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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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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56
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
comprehensive evaluation.
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.
8. Continuous and comprehensive evaluation
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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13. Continuous and comprehensive evaluation is
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
comprehensive evaluation.
15. Different evaluation strategies/ techniques
should be used by the teachers in the process
of continuous and comprehensive evaluation.
16. 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.
19. Continuous and comprehensive evaluation is
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.
21. Continuous and comprehensive evaluation
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
comprehensive evaluation.
24. Continuous and comprehensive evaluation
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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27. In continuous and comprehensive evaluation,
whole teaching-learning process becomes
teacher-centered because the evaluation of the
students largely depends on the wishes of the
teacher.
28. Continuous and comprehensive evaluation
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.
32. In 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.
35. Continuous and comprehensive evaluation
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.
37. Continuous and comprehensive evaluation
helps the teachers in identifying learning
difficulties of slow learners.
38. Continuous and comprehensive evaluation is
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.
43. Continuous and comprehensive evaluation
develops interest among students towards co-
curricular activities.
44. Continuous and comprehensive evaluation
develops indiscipline among students because
there remains no fear of failure among them.
45. Continuous and comprehensive evaluation
results in developing cordial and close
relationship among students and teachers.
46. In continuous and comprehensive evaluation,
more emphasis is laid on development of
thought processes/mental processes.
47. Continuous and comprehensive evaluation
develops fear and tension among students.
48. Continuous and comprehensive is a very
complicated process.
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