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COMPARATIVE STUDY OF THE TEACHING EFFECTIVENESS: A PRODUCT
OF ONE YEAR B.ED COURSE WITH THOSE OF 4-YEAR UNDERGRADUATE
COURES.
Introduction
Education is the key for personal and social development of
the individuals. But the current practice in our classrooms seems
contrary to the stated concept .The prevailing teaching practices
mostly go round the content and examination. Therefore the
important purpose of education is perhaps ignored. During the
process of education a person should be provided opportunities’
to interact with others so that his or personality could be
polished. That is why; the major purpose of Education is
personality development (Govt of Pakistan, 1998).
Education begins as the life of the man begins. A child
starts learning soon after taking birth. The process of learning
goes on the whole life. Man learns from the surroundings of
nature and society. The environment varies from place to place
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and with the pace of time the structure of society changes.
Education prepares a man to understand his environment around
him. Education also plays a vital role for the survival progress
of society. Education is a social activity and its objectives and
methods are based on the nature of society for which it has been
devised (Pachauri, 2006).
All teachers do good things some of them, and all good
teachers lie not only in the proportions of the good and bad, but
also in their awareness of the effects of what they are doing and
their readiness to share this awareness with their students
( smith,1995).
It needs no description that the teacher is pivot of any
educational system for the younger pupils. On him the rests
failure and the success of the educational system. If the
teachers are well educated and trained and if they are
intellectually alive and take keen interest in their job, then
only, the success is ensured, but if on the other hand, they lack
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training in education and if they cannot give their heart to
their job, the system is destined to fail.
Hussain, Shaukat (2004). A bachelor program of teacher
education has been designed keeping in view the demand of the
21st century schools. The institute is intended to develop
well educated and competent teachers for schools and
Institutes both in public and private enterprise. Having in
mind the challenges and scope of the entrepreneurship in the
field of education, we are aiming at developing a dynamic,
skilled and market oriented flock of teachers who are equipped
with the latest advancements in the realms of knowledge,
technology, techniques and methods of teaching. The program
fulfills the demands and requirements of both public and
private sectors. The Institute is affiliated with the
University and the academic sessions of B.Ed is span of nine
months and is under annual examination system.
The Bachelor of Science (BS) and B.Ed (Hons) program
prepares a student to meet the demanding challenges of the modern
workplace. The BS and B.Ed (Hons) degree comprises on more than
130 credits of work.
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With the new emerging demand in society and due to new
trends 1 year professional degree is not sufficient because of
fall or lack of quality Education. After intermediate 2-3 years
Associate degree are considered more sufficient.
Universities parallerly GCET B.Ed courses offered 4 year
undergraduate courses. As B.Ed courses offered by GCET have the
aim of teacher training but due to short span of time the
practical skills are not developed among students mostly
consideration is given to the theoretical knowledge. In B.Ed
courses practical work is minimum or just for formality. As
compare to B.Ed one year courses 4 year undergraduate courses are
activity based.
There are many Educational institutions which offered one
year B.Ed program like GCET and other DAIs / universities offered
four year undergraduate programs for teacher training. Four year
undergraduate program provide us more practical and worth full
teachers, because it gives long training as compare to one year
B.Ed course. The researcher will conduct this study to see the
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worth fullness of both programs. Which product either comes from
one year B.Ed program or four year undergraduate program doing
well in the field of Education?
Statement of the problem
The problem is that the purpose of the study was to identify
comparative study of teaching effectiveness a product of one year
B.Ed course with those of 4 year undergraduate courses. This
study explored effectiveness of the prevalent teacher training
programs in Punjab to find out their current status,
similarities, diversities and effectiveness. The comparison was
based on data collected by the sample of the study to identify
gaps between B.Ed one year course with 4 year undergraduate
course.
Objectives of the Study
Following are the objectives of the study
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• To identify the practical skill applied by B.Ed course with
those of 4 year undergraduate course.
• To determine the teaching methods generally practiced by one
year B.Ed course with those of 4 year undergraduate course.
Research Questions
Following are the research question of the study
Q1 Can the students’ write and communicate clearly and
effectively different ideas given to them by the teachers?
Q2 which of the teachers, are able to develop practical
solutions to students problem?
Q3 Do the teachers, use activity based method in the class?
Q4 Do the teachers’ prefer translation method in the classroom?
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Literature Review
This study was designed comparative study of the teaching
effectiveness: a product of one year B.Ed course with those of 4-
year undergraduate course. This chapter entails the literature
which comprehensively describes the following:
Education
Concept of Education
Teacher, Teaching and teaching, teaching methods
One year B.Ed program
4-year undergraduate program
Education
The word Education has its root in the Latin word “educatum”
which means “to lead forth” and “bring up”. This means that a
child is born with some innate potentialities. With the help of
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good education, these potentialities can grow and develop in
their highest form. They are hidden and sleeping; education
awakens them and brings them out in the form of external
expression.
The importance of education is well recognized as a powerful
catalyst for socio economic developments and welfare of the
societies. Education has very wide scope that is why; there are
divergent views of scholars on its meaning and definition.
• Education is to stimulate careful reasoning and mental
self- discipline which will result in continuous
intellectual development and high standards of moral
conduct. ( Socrates)
• Education is to develop the mind, not to learn
practical skill but to discover truth. (Plato)
• Education is the creation of sound mind in a sound
body.(Aristotle)
Teacher
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It needs no description that the teacher is pivot of any
educational system for the younger pupils. On him rests the
failure and success of the educational system. If the teachers
are well educated and trained and if they are intellectually
alive and take keen interest in their job, then the success is
ensured, but if on other hand, they lack training in education
and if they cannot give their heart to their job, the system is
destined to fail.
The teacher is dynamic force of educational system.
Education without a teacher is just like a body without soul,
skeleton without flesh and blood, a shadow without substance.
“There is no greater need for the cause of education today than
the need for strong manly men and womanly women as teachers for
the young”. The teacher is yardstick that measures the
achievement and aspirations of the nation the worth and
potentialities of a country get evaluated. In and through the
work of teacher, “the people of a country are enlarged replica of
their teachers”. They are the real nation builder.( Dash,2007).
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Teacher and their responsibilities
Teachers can shape the views of the people more
directly than they can of the public in general. They can
attain earned status by performing in a way that commands
the respect of people who see them in action every day.
Although teachers, status and pay are not likely to increase
enough to become more significant satisfiers, they need to
be dissatisfies. Anyone who seeks challenging what that
offers opportunities for personal growth along with social
significance would do well to consider a career in education
(smith, 1994).
Teaching effectiveness
Hamacheck (1969) summarized his thoughts on teaching
effectiveness in the following manner; “A good teacher is a
good person. Simple and true. A good teacher rather likes
life, is responsibility at peace with him, has a sense of
humor, and enjoys other people. The good teacher is
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flexible. By far the single most repeated adjective used to
describe good teacher is flexible”.
Teaching Methods
Various researchers have stressed different aspects of
methods in teaching. Gregorce (1979) indicated that a
teaching style “consists of a teacher’s personal behaviors
and the media used to transmit data to or receive it from
the learner”. Teachers strive to become more effective
teachers so that students can learn better, and many explore
methods to improve their teaching practice. Depending on the
nature of subject, number of students, and the facilities
available, there are different methods teachers are using in
the classroom. Below are given various methods and certain
tips and techniques for improving these methods. (Sajjad,
S.1997).
Lecture Method: A lecture is a talk or verbal presentation
given by a lecturer, trainer or speaker to an audience. With all
the advancement of training systems and computer technology,
lecture method is still a backbone widely used in teaching. A
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study conducted by Benson, L., Schroeder, P., Lantz, C., and
Bird, M (n.d.). Provides evidence that students may place greater
emphasis on lecture material than on textbooks.
Discussion: It is a free verbal exchange of ideas between
group members or teacher and students. For effective discussion
the students should have prior knowledge and information about
the topic to be discussed. McCarthy, P. (1992) stated strengths
of class discussion as; pools ideas and experiences from group,
and allows everyone to participate in an active process. Kochhar
(2000, p.347) stated that; a problem, an issue, a situation in
which there is a difference of opinion, is suitable for
discussion method of teaching.
Role Play: Role play occurs when participants take on
differentiated roles in a simulation. These may be highly
prescribed, including biographical details, and even personality,
attitudes and beliefs; or loosely indicated by an outline of the
function or task. These techniques have already demonstrated
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their applicability to a wide range of learners, subjects and
levels. (Singh, and Sudarshan, 2005).
Case Study: Primarily developed in business and law contexts,
case method teaching can be productively used in liberal arts,
engineering, and education. This method is basically used to
develop critical thinking and problem-solving skills, as well as
to present students with real-life situations.
Brainstorming: It is a loosely structured form of discussion
for generating ideas without participants embroiled in
unproductive analysis. It is a very useful technique for problem
solving, decision making, creative thinking and team building. It
develops listening skills.
Assignment method: Written assignments help in organization of
knowledge, assimilation of facts and better preparation of
examinations. It emphasizes on individual pupil work and the
method that helps both teaching and learning processes (Kochhar,
2000).
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Bachelor of Education (B.Ed)
B.Ed is the well known degree holder mostly by the Teachers
and senior Professors In Education Sector. Bachelor of Education
is specially designed for the Teachers and Subjects are aligned
with the goals and ultimate advantage for the Teachers. This
Article is providing you the brief introduction about to how to
enter in B.Ed Degree Education what is the Requirement For B.Ed
Education and finally what kind of Jobs You can get after doing
B.Ed (Bachelor of Education) In Pakistan. Bachelor of Education
is an Undergraduate Academic Degree awarded for a course or a
program in the field of Education. It is popularly known as B.Ed.
which is an abbreviated form of the Education Degree.
The Bachelor of Education qualifies a student to become a
teacher in a school. Bachelor of Education degree programs
generally lasts 1 year. The 1 Year of Course consists of 2 or
more Semesters. The duration of the 1st semester can be up-to 16
weeks and 2nd semester can be of 18 weeks (204 working days).
Minimum duration for practice teaching varies form 5-6 weeks.
Bachelor of Education consists of 8 Papers out of which 2 are
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compulsory depending upon the Stream which one had taken during
Graduation. Bachelor of Education Correspondence or Distance
Learning is also available in various Institutes in Pakistan and
is of 2 Years duration.(National curriculum,2006)
Eligibility
The minimum qualification required for entry into B.Ed.
course is a Bachelor of Arts (B.A), Bachelor of Science (B.Sc.)
or Bachelor of Commerce (B.Com) from recognized board/university
with at least 50% marks. While students from Arts Stream are
trained to teach subjects like History, Civics, Geography and
Languages.
The students from Science Stream are trained to teach
Mathematics, Physics, Chemistry and Biology. Students need to
appear in an entrance test conducted by the various state and
Independent educational bodies and universities for admission in
various teaching institutions attached with it according to the
rank of the candidate in the entrance exam.
Bachelor of Education (B.Ed) Subjects
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•Education, Culture and Human Values.
•Educational Evaluation and Assessment.
•Educational Psychology.
•Guidance and Counseling.
•Holistic Education.
•Philosophy of Education.
Bachelor of Education (B.Ed) Specializations
Bachelor of Education Specialization is based one’s choice
of stream in Graduation. Depending on that one can specialize in
that particular Subject.
Advantages or Benefits of Bachelor of Education Degree
•Teachers are one of the most respected professionals in the World
as they play a very important role in a student’s life. It is
they, that the shape a student’s life to a large extent.
•Teaching has the potential of providing job satisfaction, job
security, high earnings and flexible schedule.
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•Teachers are not only responsible for imparting academic
knowledge to a student but they also inculcate the principle
and virtues of a good human being in a student.
Bachelor of Education (B.Ed) Jobs
Teachers can never run out of employment. There is no dearth of
Schools and each need a Teacher, whether permanent, temporary,
full-time or part-time. One can also go for related jobs if one
is limited by his abilities to become a Teacher.
B.Ed Employment Areas
•Schools
•Coaching Centers
•Private Tuition
•Home Tuitions
•Education Consultancies
•Education Department
B.Ed Job Types
•School Teachers
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•Private Tutor
•Home Tutor
•Education Consultant
•Education Counselor
•Online Tutor
•Vice Principal
•Principal
4-year undergraduate program
A teacher in the classroom has to make adjustment in
teaching strategies according to the nature and scope of the
curriculum and evaluate the success of teaching in terms of
student growth.
Effort has been directed towards developing certain
competencies and skills in prospective teacher, which will be
helpful in the shaping of a teacher for an effective role-play.
Prospective teacher will gain insight for bringing positive
attitude in classroom teaching towards plurality of cultures
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which has been badly missing in our educational system. Four year
undergraduate program like Bs (Hons) is gaining importance in the
modern context. Prospective teacher will gain insight for
bringing positive attitude in classroom teaching towards
plurality of cultures which has been badly missing in our
educational system.
Inclusion of short term training with long term teaching
practice will provide an opportunity to prospective teachers to
extend their role in the school situation other then classroom
teaching. Involvement of prospective teachers in school related
activities during short term teaching practice such as
maintenance of school records and registers, management of
laboratories and library, preparation of tests and assignments,
admission and selection of students, preparation of school budget
and development plans and classroom management etc.(Reid ,2003)
SCHEME OF STUDIES FOR FOUR-YEAR INTEGRATED
BS (HONS)
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STRUCTURE
• Total numbers of Credit hours 130
• Duration 4 years
• Semester duration 16-18 weeks
• Semesters 8
• Course Load per Semester 15-18 Cr hr
• Number of courses per semester 4-6 (not more than 3
lab / practical courses)
Procedure of the study
This chapter addresses the research methodology and
procedure used in this study to investigate the research problem.
The main purpose of the study was to compare the teaching
effectiveness of B.Ed course with those of 4- year undergraduate
courses. Following procedure was adopted for this study. The
study was descriptive in nature.
Population
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Population of the study was comprised of all B.Ed and B.s
(Hons) qualified teachers working in the teaching fields.
Delimitation
Due to limited time and available resources with researcher,
the study was delimited the following:
Students of GCETS Gujarat who passed their B.Ed and work in
teaching field
B.S (Hons) students of UOG Education Department work in the field
Sample
The sample of the study was convenient due to limited time
and available resources
Research instruments
A significant aspect in the methodology was the research
framework which fixed the parameters for the investigation to
achieve the objectives. As the study was descriptive in nature,
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therefore one questionnaire was used to collect data. The data
was collected by observing the teachers' in the field.
Results and Discussions
i- Did the teacher use discussion method in the class?
Qualification Yes No
B.Ed teachers 25% 75%
B.S teachers 75% 25%
Table 1 show that 75% B.S teacher use discussion method in the
class while 25% B.Ed teachers use discussion method in the
class.
ii- Did the teacher use activity based method in the class?
Qualification Yes No
B.Ed teachers 37.5% 62.5%
B.S teachers 75% 25%
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Table 2 shows the 37.5% B.Ed qualified teachers are using
activity based method on the other hand 75% B.S qualified
teachers are using activity based method.
iii- Did the teacher give clear instruction to students regarding
activity?
Qualification Yes No
B.Ed teachers 50% 50%
B.S teachers 87.5% 37.5%
Table 3 shows 50%B.Ed teacher are giving clear instructions and
85% of B.S qualified teacher are doing this.
iv- Was the teacher aware of proper use of writing boards?
Qualifications Yes No
B.Ed teachers 75% 25%
B.S teachers 50% 50%
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Table 4 shows 75% of teacher whose qualification is B.Ed knows
about the proper use of writing board while on the other hand 50%
B.S qualified teachers do this in the field.
v- Did the teacher use any type of technology during the
teaching?
Qualifications Yes No
B.Ed teachers 25% 75%
B.S teachers 75% 25%
Table 5 shows 25% of B.Ed qualified teachers know about the use of technology
while 75%B.S qualified teacher using it in the field.
vi- Did the teacher plan their lessons in written form?
Qualifications Yes No
B.Ed teachers 37.5% 62.5%
B.S teachers 50% 50%
Table 6 shows this 37.5%B.Ed qualified teachers are not plan their lessons in
written form on the other hand 50% of B.S qualified teachers are doing this before
attending class.
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vii- Was the teacher fully prepared in the class room?
Qualification Yes No
B.Ed teachers 75% 25%
B.S teachers 100% 0%
Table 7 shows 75% B.Ed teachers comes in class with full preparation on the other
hand B.S qualified teachers have 100% preparation.
viii- Did the teacher assign balance home work to students?
Qualification Yes No
B.Ed teachers 25% 75%
B.S teachers 50% 50%
Table 8 shows 25% B.Ed teacher assigning balanced home work to their students
and 50 % B.S teachers are doing this.
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ix- Did the teacher provide feedback to students on their home
assignments?
Qualification Yes No
B.Ed teachers 50% 50%
B.S teachers 75% 25%
Table 9 shows 50% B.Ed qualified teacher who work in the field provide feedback
to their students while 75% B.S teacher do this in the class after assessing the
students.
x- Did the teacher manage his lecture with in scheduled time?
Qualifications Yes No
B.Ed teachers 75% 25%
B.S teachers 100% 0%
Table 10 shows 25% B.Ed qualified teachers are not managing their lecture with in
scheduled time and 100% B.S teacher are managing their class time.
xi- Did the teacher evaluate his or her lecture by asking
questions?
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Qualification Yes No
B.Ed teachers 50% 50%
B .S teachers 75% 25%
The table depicts that the 50% of B.Ed teachers are evaluating his lecture by
asking questions and 75% B.s teachers are doing this.
xii- Did the lecture create curiosity among students towards
learning?
Qualification Yes No
B .Ed teachers 25% 75%
B .S teachers 75% 25%
The 12 table reflects that 25% B.Ed teacher lecture create curiosity and &75% of
B.S teacher do this.
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xiii- Is teacher using problem solving techniques for different
tasks in class?
Qualifications Yes No
B .Ed teachers 37.5% 63.5%
B .S teachers 75% 25%
The 13 table reflects that 37.5% B.Ed teachers using problem solving techniques
as compare to them75% of B.S teachers using this technique
xiv- Are all the materials arrange organized and easily available
to students?
Qualifications Yes No
B .Ed teachers 75% 25%
B .S teachers 100% 0%
The 14 table shows 75%B.Ed teachers are provide material to students related to
their subject while on the other hand 100% of B.S teachers are also do this.
xv- Is teacher involving students in answer questions?
Qualifications Yes No
B .Ed 25% 75%
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B.S 75% 25%
The 15 table describes that 25% B.Ed teacher who work in the field are involving
students in answer questions as compare to them 75% B.S teachers are doing this
in the classroom.
xvi- Is teacher arranging presentations to enhance speaking skills
of their students?
Qualifications Yes No
B .Ed 25% 75%
B.S 50 % 50%
The 16 table shows that 25% B.Ed qualified teachers are arranging presentation
with in the class while 50% B.S teacher are also arranging this for confidence
building.
xvii- Did the teacher consider students needs and level of
understanding during teaching?
Qualifications Yes No
B .Ed 100% 0%
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B .S 100% 0%
The 17 table reflects that 100% both B.Ed and B.S qualified teacher are
considering students level of understanding during teaching.
xviii- Does teacher equally treat all the students?
Qualification Yes No
B .Ed 75% 25%
B .S 100% 0%
The 18 table shows 75% of B.Ed qualified teachers are equally treating all the
students and 100% of B.S qualified are also doing this in the classroom.
xix- Does teacher share their personal experience with students?
Qualifications Yes No
B.Ed 50% 50%
B.S 25% 75%
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The 19 table describes that 50% of B.Ed qualified teachers are sharing their
personal experience and 25% of B.S are doing this.
xx- Does teacher appreciate students in form of any reward?
Qualifications Yes No
B .Ed 75% 25%
B.S 75% 25%
The 20 table shows that 75% both B.Ed and B.S qualified teachers are appreciate
their students on their better performance.
xxi- Is the teacher corporally punished to their students?
Qualifications Yes No
B.Ed 0% 100%
B.S 0% 100%
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The 21 table depict that 100% both qualified teacher B.S and B.Ed are not
corporally punish to their students.
xxii- Is teacher provided conducive learning environment to their
students?
Qualification Yes No
B.Ed 50% 50%
B.S 75% 25%
The 22 table describe that 50% B.Ed qualified teacher are providing conducive
learning environment to their students and 75% B.S qualified teacher are doing
this in the field.
xxiii- Does teacher use confidence building strategies during
teaching?
Qualification Yes No
B.Ed 37.5% 87.5%
B.S 50% 50%
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The 23 table depict that 37.5% B.Ed qualified teachers are using confidence
building strategies while on the other hand 50%B.S teachers are also using this
technique or strategies.
xxiv- Whether time duration of 4-year undergraduate program have
affect on the competency and personality of teacher?
Qualification Yes No
B.Ed 50% 50%
B.S 100% 0%
The table 24 shows that time duration has more effects on the competency
level of teachers.
xxv- Is teacher creating research based environment in the class?
Qualification Yes No
B.Ed 37.5% 87.5%
B.S 75% 25%
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The 25 table reflects that 37.5 of B.Ed qualified teachers are creating research
based environment in the class while on the other hand 75% B.S qualified
teachers are also donlg this in the field.
Summary, Findings and recommendations
Summary
The main purpose of the study was comparative study of the
teaching effectiveness: a product of one year B.Ed course with
those of 4-year undergraduate courses.
The following objectives were kept forth in the study: 1) To
identify the practical skill applied by B.Ed course with those of 4
year undergraduate course.2) To determine the teaching methods
generally practiced by one year B.Ed course with those of 4 year
undergraduate course.
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There were four research questions. Population of the study was
the comprised of all B.Ed qualified students and all B.S qualified
students who are working in the field in district Gujarat. Due to
limited time and available resources with the researcher, the study
was delimited to the qualified GCET B.Ed students and B.S (Hons) UOG
students who are working in the teaching field.
As the study was descriptive in nature therefore, one observation
sheet was used for data collection. Researcher developed this
observations sheet on yes and no options on the basis of literature,
related and with the help of supervisor.obsevation sheet was consisted
on 25 items.
Data collected through the above –mentioned research instrument
was tabulated analyze and interpreted in the light of the objectives
of the study. For the purpose of data analysis the researchers
manually analyze the data. Percentage was used to analyze the data.
Findings
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Findings based mainly on percentage. Findings of the study
based on the results were following:
B.Ed and B.S qualified teachers related Findings
i. The percentage about ( Did the teacher use discussion
method in the class?) shows that majority of
teachers whose qualification is B.S are using discussion
method in the classroom more than B.Ed qualified teachers.
ii. The percentage about (Did the teacher use activity based
method in the class?) reflects that B.Ed qualified teachers
are in minority in the use of activity based method during
teaching rather than B.S qualified teachers are in majority
whose use this method in the teaching field.
iii. The percentage about (Did the teacher give clear
instruction to students regarding activity?) depict that
majority of B.S qualified teachers are giving clear
instructions to their students and B.Ed qualified teacher
are in minority to do this during teaching in the class.
iv. The percentage about (Was the teacher aware of proper use of
writing boards?) reflects that B.Ed qualified teachers are
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in majority in the proper use of writing boards rather than
B.S qualified teacher who are working in the teaching
profession.
v. The percentage about (Did the teacher use any type of
technology during the teaching?) describes that minority of
B.Ed qualified teachers did not aware from the use of
technology in the class room during lectures. While on the
other hand B.S qualified teachers are in majority.
vi. The percentage about (Did the teacher plan their lessons in
written form?) reflects that B.S qualified teachers are more
than B.Ed qualified teachers in lesson planning before the
lecture.
vii. The percentage about (Was the teacher fully prepared in the
class room?) shows that the B.Ed teachers in minority whose
comes in class with full preparation on the other hand B.S
qualified teachers have 100% preparation.
viii. The percentage about (Did the teacher assign balance home
work to students?) reflects that the B.Ed qualified teachers
are less than B.S qualified teacher in assigning balance
home work to their students.
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ix. The percentage about (Did the teacher provide feedback to
students on their home assignments?) depict that B.S
qualified teachers are in majority who provides feed back to
their students on their home assignment rather than B.Ed
qualified teachers.
x. The percentage about (Did the teacher manage his lecture
within scheduled time? ) shows that the both B.Ed and B.S
qualified teachers are in equal strength in managing their
lecture within scheduled time.
xi. The percentage about (Did the teacher evaluate his or her
lecture by asking questions?) shows that B.Ed teachers are
in minority to ask question from students rather than B.S
qualified teachers.
xii. The percentage about (Did the lecture create curiosity among
students towards learning?) reflects that B.S qualified
teachers are in majority in crating curiosity among their
students for learning during teaching.
xiii. The percentage about (Is teacher using problem solving
techniques for different tasks in class?) depict that B.Ed
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qualified teachers are in minority in use of problem solving
technique for the solution of their students problems.
xiv. The percentage about (Are all the materials arrange
organized and easily available to students? ) reflects that
B.Ed qualified teacher who work I the teaching field are in
minority in arranging and providing proper material to their
students related to their subjects.
xxv. The percentage about (Is teacher involving students in
answer questions?) reflects that B.S qualified teacher are
more involving their students in answers questions rather
than B.Ed qualified teacher in the field.
xv. The percentage about (Is teacher arranging presentations to
enhance speaking skills of their students?) shows that B.Ed
qualified teacher are in minority for arranging presentation
in the class for the enhancement of speaking skill of their
student while on the other hand B.S teachers are in
majority.
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xvi. The percentage about (Did the teacher consider students
needs and level of understanding during teaching?) shows
that both B.Ed and B.S qualified teachers are considering
the needs of their students during teaching.
xvii. The percentage about (Does teacher equally treat all the
students?) reflects that both qualified teachers working in
the feel treats equally to their students.
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xviii. The percentage about (Does teacher share their personal
experience with students?) depict that B.S qualified
teachers are in majority whose share their personal
experience with students rather than B.Ed qualified
teachers.
xx. The percentage about (Does teacher appreciate students in
form of any reward?) describes that both B.S and B.Ed
qualified teacher have equal strength to teacher appreciate
students in form of any reward for their betterment.
xxi. The percentage about (Is the teacher corporally punished
to their students?) shows that nobody corporally punished
to their students.
xxii. The percentage about (Is teacher provided conducive
learning environment to their students?) reflects that B.S
qualified teachers are in majority who provide conducive
learning environment to their students rather than B.Ed
qualified teacher work in the teaching profession.
xxiii. The percentage about (Does teacher use confidence
building strategies during teaching?) depict that B.Ed
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qualified teachers are in minority in the use of
confidence building strategies for the betterment of
their students.
xxiv. The percentage about (Whether time duration of 4-year
undergraduate program have affect on the competency and
personality of teacher?) shows that time duration has more
effects on the competency level of teachers.
xxv. The percentage about (Is teacher creating research based
environment in the class?) reflects that B.S qualified
teachers are in majority who create research based
environment in the class rather than B.Ed qualified
teachers.
Recommendations
In the light of findings and conclusions of the study,
following recommendations were made:
i. B.S qualified teachers observe discussion method is
effective for enhancing students learning as compare to B.Ed
43
teacher so it is recommended that B.Ed qualified teachers
also must use discussion method during their teaching and
also use activity based method which is not using in the
teaching profession.
ii. As we know B.S degree have the four year duration in which
more practical skills and knowledge is given to the students
on the basis of which they perform better in the field
rather than B.Ed students so it is recommended more
practical skills are also given to the B.Ed students rather
than theoretical knowledge therefore they perform better in
the teaching field.
iii. B.S qualified teacher are creating research based knowledge
among their students because they get more training rather
than B.Ed students so it is also recommended that more
research based knowledge is given to them.
iv. B.S 4-year program has newly introduced degree and meet the
emerging demand of the society and also the world so as a
researcher i recommend that more emphasis is given towards
this program rather than B.Ed program.
44
References
Benson, L., Schroeder, P., Lantz, C., and Bird, M. (n.d.). Student
Perceptions Of Effective Professors. Retrieved June 12, 2012 , from
www.usfca.edu/ess/sym2001/PDFbooks/
Dash, B.N. (2007). Encyclopedia of Education. A.S. Saini for
dominant publishers
And Distributers, Printer at Orient Offset,
Delhi p,754.
Government of Pakistan. (1998). National Educational Policy 1998-
2010.
Ministry of Education, Islamabad, Pakistan.
Hamacheck, D.E (1969). Characteristics of Good Teachers and
Implications for Teacher. P,
341.http://siteresources.Jworldbank.org/EDUCATION/Resources/27820
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0-1121703274255/1439264-
1193249163062/Pakistan_countrySummary.pdf
Pachauri, A. (2006) principles of Education. Program
publications. New Delhi.P, 1-3, 14
Reid,N. (2003). Unpublished comment on PhD dissertation,
professor of Education, Division of Education, University of
Glasgow.
Smith, F. (1995). Let’s declare education a disaster and get on
with our lives. Phi Delta Kappan, p, 76.
http://www.econ.northwestern.edu/undergraduate/degree/ba-ma.html
http://en.wikipedia.org/wiki/
Higher_Education_Commission_of_Pakistan
http://www.hec.gov.pk/InsideHEC/Divisions/AECA/
CurriculumRevision/Documents/Education%202006.pdf
http://www.aie.edu.pk/index.php/about-aie/faculty/downloads/
misc/templates/ja_portfolio/index.php?
option=com_content&view=article&id=100&Itemid=84
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National Curriculum (2006).Curriculum Wing, Ministry of
Education, Government of Pakistan, Islamabad.
Sajjad, S. (1997) Delivering Effective Lectures. Retrieved
June 7, 2012 from
http://cte.umdnj.edu/traditional_teaching/traditional_lecture.cfm
Kochkar, S.K. (2000). Methods And Techniques Of Teaching. New Delhi:
Sterling.
McCarthy, P. (1992). Common Teaching Methods. Retrieved June 12,
2008,
from
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/
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comteach.htm
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47
APPENDIX -1
“COMPARATIVE STUDY OF THE TEACHING EFFECTIVENESS: A
PRODUCT OF ONE YEAR B.ED COURSE WITH THOSE OF 4-YEAR
UNDERGRADUATE COURES”.
QUESTIONNAIRE FOR TEACHER’S
Name:
____________________________________________________________
Name of University:
______________________________________________________
Qualification: __________________________ Department
_____________________
Serial no.
Statements Yes No
1 Did the teacher use discussion method in
the class?
2 Did the teacher use activity based methodin the class?
3 Did the teacher give clear instruction to
48
students regarding activity?
4 Was the teacher aware of proper use of writing boards?
5 Did the teacher use any type of technology during the teaching?
6 Did the teacher plan their lessons in written form?
7 Was the teacher fully prepared in the class room?
8 Did the teacher assign balance home work to students?
9 Did the teacher provide feedback to
students on their home assignments?
10 Did the teacher manage his lecture with in scheduled time?
11 Did the teacher evaluate his or her lecture by asking questions?
12 Did the lecture create curiosity among
students towards learning?
13 Is teacher using problem solving
techniques for different tasks in class?
14 Are all the materials arrange organized
and easily available to students?
49
15 Is teacher involving students in answer
questions?
16 Is teacher arranging presentations to
enhance speaking skills of their
students?
17 Did the teacher consider students needs
and level of understanding during
teaching?
18 Does teacher equally treat all the
students?
19 Does teacher share their personal
experience with students?
20 Does teacher appreciate students in form
of any reward?
21 Is the teacher corporally punished to
their students?
22 Is teacher provided conducive learning
environment to their students?
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