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Item Business-Situated Oral Nepali Explored Through English-Based Functional Concepts: Implications for Language Teaching(Department of English, 2021-02) Poudel, Kamal KumarThe study entitled “Business-Situated Oral Nepali Explored Through English-Based Functional Concepts: Implications for Language Teaching” was conducted to explore the functions of business-situated oral Nepali (BSON); to examine their inter-relationships; to induct a framework for functional data analysis in linguistics and to draw implications for language pedagogy. The study was underpinned by the pragmatic philosophy, interpretivist worldview, grounded theory methods and qualitative approach. Likewise, observation, audio-recording, interview, data elicitation and field notes were the major techniques applied to collect the data from the urban sites and hubs within Nepal, where the oral medium of business transactions was Nepali. Consistent with grounded theory, the principle of data saturation and the constant comparative method were applied to the collection and analysis of the data respectively. Potentially extendable or reducible through future research, a total of twelve macro functions including 156 lower level functions were explored from the BSON data. It was also investigated that a form underlies each function, and typically that the ultimate function is expressed with a strategy. The most commonly used form was the declarative whereas the most complex function, intricately associated with all the other functions, was the Referential. Though not very common, utterances were also found hidden beneath the immediate function, typically accompanying certain strategies-a concept termed as ‘ultimate function’ in this research. Drawing from the data patterns, a framework for functional data analysis was inducted. The framework recognizes that language functions are patterned at various levels and are explicable using a hierarchical taxonomy comprising the core and the peripheral functional elements. Additionally, the concept of functional embedding as a new dimension of form-function relations has been proposed. Building on the insights from the findings, some implications for language pedagogy were suggested. The implications centrally concern forms (grammar) as the prelude to actual language use, the role of fun and entertainment in the language classroom, functional material development, learner autonomy as part of classroom environment and methodology, student practice and testing aimed at developing authentic oral language use; teacher preparation and, the role of the policy for creating a favorable environment needed for functional language teaching.Item Connecting Vedic and Ethno Science with School Science Curriculum of Nepal(Graduate School of Education, PhD, 2023-01) Koirala, Kamal PrasadN/AItem Connecting Vedic and Ethno Science with School Science Curriculum of Nepal(Faculty of Education, Science, 2023) Koirala, Kamal PrasadAvailable with full textItem Connecting Vedic and Ethno Science with School Science Curriculum of Nepal(Faculty of Education, Science, 2023) Koirala, Kamal PrasadAvailable with full textItem Connecting Vedic and Ethno Science with School Science Curriculum of Nepal(Faculty of Education, Science, 2023) Koirala, Kamal PrasadAvailable with full textItem Cultural Metaphor For Mathematical Understanding In Nepalese Context(Department Of Mathematics Education, 2019) Pradhan, Jaya BishnuAvailable with full textItem A Descriptive Grammar of Kirānti-Kõits(School of Language, Literature and Culture Studies Jawaharlal Nehru University, New Delhi, 2005) Rapacha, Lal B.Not AvailableItem Effect of water, sanitation and hygiene facilities on health, regularity in attendance and educational achievement among basic school students(Faculty of Health Education, 2023) Sharma, Mohan KumarThis research assesses the effect of the availability of Water, Sanitation, and Hygiene (WASH) facilities in schools on health, regularity in attendance, and educational achievement among basic school students in Nepal. The overarching objective of this research is to assess whether combining WASH facilities in schools affects the health, school attendance, and educational achievements of students. It applies a pragmatic paradigm, 'QUAN+qual' mixed methods, and a causal- comparative research design. The research was carried out among 800 respondents, split between 400 in the improved group and 400 in the unimproved group. Among them, 768 respondents participated in the quantitative and 32 in the qualitative study. Overall, school WASH facilities, including attitude, subjective-norms, self-efficacy, and intention, were found to have a statistically significant on students' health, school attendance, and educational achievements (p<0.001). Students with improved school WASH facilities are less likely to have sick (cOR=0.388; 95% CI; 0.290-0.519, p<0.001), more likely to attend school (cOR=2.802; 95% CI; 2.033-3.862, p<0.001), and more likely to achieve higher educational achievements (cOR=2.769; 95% CI; 2.062-3.720, p<0.001) than those without access to improved school WASH facilities. Furthermore, students who have good health status are more likely to be regular (cOR=3.160, 95%, CI; 2.585-5.042, p<0.001), and regular students are more likely to get higher educational achievements (cOR=0.641, 95% CI; 0.472-0.872, p<0.01) compared to students with poor health and irregular, respectively. Although school WASH facilities have a statistically significant and predictors on students' health, attendance, and educational achievements, methods of managing these facilities are just as important as their availability.Item Effect of water, sanitation and hygiene facilities on health, regularity in attendance and educational achievement among basic school students(Faculty of Education, Healh Educaion, 2023) Sharma, Mohan KumarThis research assesses the effect of the availability of Water, Sanitation, and Hygiene (WASH) facilities in schools on health, regularity in attendance, and educational achievement among basic school students in Nepal. The overarching objective of this research is to assess whether combining WASH facilities in schools affects the health, school attendance, and educational achievements of students. It applies a pragmatic paradigm, 'QUAN+qual' mixed methods, and a causal- comparative research design. The research was carried out among 800 respondents, split between 400 in the improved group and 400 in the unimproved group. Among them, 768 respondents participated in the quantitative and 32 in the qualitative study. Overall, school WASH facilities, including attitude, subjective-norms, self-efficacy, and intention, were found to have a statistically significant on students' health, school attendance, and educational achievements (p<0.001). Students with improved school WASH facilities are less likely to have sick (cOR=0.388; 95% CI; 0.290-0.519, p<0.001), more likely to attend school (cOR=2.802; 95% CI; 2.033-3.862, p<0.001), and more likely to achieve higher educational achievements (cOR=2.769; 95% CI; 2.062-3.720, p<0.001) than those without access to improved school WASH facilities. Furthermore, students who have good health status are more likely to be regular (cOR=3.160, 95%, CI; 2.585-5.042, p<0.001), and regular students are more likely to get higher educational achievements (cOR=0.641, 95% CI; 0.472-0.872, p<0.01) compared to students with poor health and irregular, respectively. Although school WASH facilities have a statistically significant and predictors on students' health, attendance, and educational achievements, methods of managing these facilities are just as important as their availability.Item Effect of water, sanitation and hygiene facilities on health, regularity in attendance and educational achievement among basic school students(Faculty of Education, Health Education, 2023) Sharma, Mohan KumarThis research assesses the effect of the availability of Water, Sanitation, and Hygiene (WASH) facilities in schools on health, regularity in attendance, and educational achievement among basic school students in Nepal. The overarching objective of this research is to assess whether combining WASH facilities in schools affects the health, school attendance, and educational achievements of students. It applies a pragmatic paradigm, 'QUAN+qual' mixed methods, and a causal- comparative research design. The research was carried out among 800 respondents, split between 400 in the improved group and 400 in the unimproved group. Among them, 768 respondents participated in the quantitative and 32 in the qualitative study. Overall, school WASH facilities, including attitude, subjective-norms, self-efficacy, and intention, were found to have a statistically significant on students' health, school attendance, and educational achievements (p<0.001). Students with improved school WASH facilities are less likely to have sick (cOR=0.388; 95% CI; 0.290-0.519, p<0.001), more likely to attend school (cOR=2.802; 95% CI; 2.033-3.862, p<0.001), and more likely to achieve higher educational achievements (cOR=2.769; 95% CI; 2.062-3.720, p<0.001) than those without access to improved school WASH facilities. Furthermore, students who have good health status are more likely to be regular (cOR=3.160, 95%, CI; 2.585-5.042, p<0.001), and regular students are more likely to get higher educational achievements (cOR=0.641, 95% CI; 0.472-0.872, p<0.01) compared to students with poor health and irregular, respectively. Although school WASH facilities have a statistically significant and predictors on students' health, attendance, and educational achievements, methods of managing these facilities are just as important as their availability.Item Exploring Violence In School of Tharu, Magar And Muslim Communities of Nepal(Department of Sociology and Anthropology, 2021-11) Aryal, Prem KrishnaThe purpose of this study is to examine the phenomenon of school violence, its multiple causes, and consequences and to explore the ways of its prevention. I have applied concurrent embedded research mixed methods, in which I have given high weightage to the qualitative exploration as compared to quantitative finding, since the purpose of the research is focused on the value of humanism perspectives. Thus, I have paid attention to more subjective and less objective reality while exploring the knowledge in schools of Tharu, Magar and Muslim communities. The study is founded on the philosophy of pragmatism with multi case studies of the communities’ schools. Parents, teachers, students, and the school management committee members were key research participants of the communities. I also explored voices on school violence of 834 respondents through opinion survey in which Tharu, Magar and Muslim students of 6 schools including Madrasa participated. The data driven from multiple cases were thematically analyzed and theoretically interpreted to support the qualitative data findings. The study showed that the school violence is a human-induced behavior. It appeared in different forms either as corporal punishments or as bullying and sexual abuses. Such forms of school violence have been nurtured by knowledge, attitude, and behavior evolved through socio-cultural and religious practices. Power dynamics, behavioral pedagogy, reaction of pain and desire of pleasure also promoted violence. Following the cause-and-effect theory, I found that school violence existed as a form of vicious cycle. Bullying, sexual abuse and corporal punishment are the turning points of the cycle. The behavioral causes further supported the existence of the vicious cycle of school violence in the schools of Tharu, Magar and Muslim communities. However, the prevention methods were found different. I also found that occurrence of corporal punishment, bullying and sexual abuse is somehow contextual and depends on cultural, religious and community practices. The findings mentioned above imply that the theory of self-awareness and self-management can prevent the children from being the victims of violence, whereas the external support mechanism (such as policies, legislations, reporting mechanism, case management system etc.) can be instrumental to decrease school violence.Item Home language use in Nepalese EFL classes: Lived experiences of teachers and students(Graduate School of Education, Faculty of Education, Tribhuvan University, Kirtipur, Kathmandu, 2023) Sharma, Uma NathAvailable with full textItem Influence of Education on Maternity Care in the Selected Districts of Nepal(Faculty of Education, Kathmandu University, 2010) Dhakal, Megha RajThe primary objective of the study was to assess the current status of the use of maternity care services by women aged 15-49 years in the five selected districts of Nepal. Both the quantitative and qualitative mixed research methods were used to collect and process data. Quantitative data were used for testing hypothesis formulated in this study while qualitative pieces of information were used to supplement information to highlight some of the underlying factors associated with the utilization of maternal and child health care (MCH) services. Moreover, psychometric test, inter disciplinary approach and the use of both quantitative and qualitative pieces of information were used to explore the level of attitude and perception of the pregnant women towards household head and service providers. In addition to these factors, 14 new variables were constructed under the headings of empowerment, equity, satisfaction, plan for maternity care and responsibility of mother through factors analysis. A cross- sectional research design was adopted to carry out the study to examine linkages between formal and non-formal /informal education and utilization of maternity care services. A sample of 384 women aged 15-49 years who had at least one live birth in the last three years from Sindhupalchok, Syangja, Kathmandu, Banke and Kailali districts was randomly selected. A structured questionnaire was used to interview women in the sample. In-depth interviews were conducted with 10 eligible women from within the sample utilizing interview guidelines. Besides descriptive analysis, bivariate analysis, factor analysis and logistic regression analysis were used to interpret the data to draw conclusions and recommendations. The findings of the study revealed that the place of residence, mother’s education, recreational programs, level of income, the visit to a health facility for other medical problems, the age of mother at child birth, the number of children, awareness about the use of family planning method as well as cost coping strategy of the pregnant women have strong association with maternity care services. Education has a strong association with all seven variables and very strong net association with the use of antenatal care visits during pregnancy, the use of ANC package and the use of postnatal care services. Parenting skills transferred to the pregnant women by service providers, life-style adopted by the pregnant women, household environment properly managed by household head, satisfaction of pregnant women on pregnancy care preparation, care givers behaviors towards pregnant women, household head’s willingness to monitor pregnancy status were associated with MCH services. The study concluded that mother’s education is necessary but not a sufficient condition for maternity care. Therefore, the integration of individual, household and community level efforts should be promoted to increase the use of MCH services. The study has a clear indication that program targeted to improve the education of women, income generating activities, as well as support of other family members on pregnancy and delivery care management, nearest distance of a health facility, placement of medical doctors especially outside Kathmandu Valley help to improve the use of maternity care services. The study also has recommended that a follow-up study designed to use the path analysis for analyzing effects of the distance and the intermediate factors used in the conceptual framework would be useful. The study provides a new knowledge about how formal and nonformal/informal education has influenced the utilization of maternity care services, the changes in reproductive behaviour and the increase in the access to and utilization of available health care services.Item Information, Education and Communication for Enrolment in Health Insurance in Nepal(Department of Health Education, 2020) Acharya, DevarajThe health insurance [HI] programme is novel for Nepalese people and it needs information, education, and communication [IEC] related intervention for raising awareness regarding HI. Though, it was unanswered that which methods or approach would be the best to make people aware and for enrolment of HI. Therefore, the study aimed to assess IEC for the enrolment of HI in Baglung and Kailali Districts of Nepal. Altogether 810 [405 enrolled and 405 non-enrolled] households were randomly selected from Baglung and Kailali Districts in 2018. A validated and structured interview schedule was used to collect information, particularly from household heads. Data were entered and analysed by using IBM SPSS Statistics 20. Ethical approval was obtained from the Nepal Health Research Council. Data show that the average amount of willingness to pay [WTP] for HI was NRs. 1429 per member per year which was about three-fold higher than the contribution amount the GoN has determined. There was a positive association between wealth status, educational status, and exposure to IEC, and WTP for HI. Similarly, there was an association between socio-demographic characteristics and enrolment of HI. Exposure to IEC was significantly associated with the enrolment of HI. Likewise, perceived susceptibility and severity about the consequences of diseases or illness were associated with the enrolment. Therefore, the study supported the HBM constructs mainly susceptibility and severity of diseases or illness with empirical evidence. The respondents who knew were noticed as 25.8 times higher odds compared to those who had not (p<0.001). Similarly, the respondents who had HI related books or guidelines were observed as higher odds (aOR = 4.66, 95% CI: 2.52 – 8.64, p<0.001). In the same way, the respondents who were requested to enrol by peers or neighbours were almost five times (aOR = 5.04, 95% CI: 3.25 – 7.80, p<0.001) more likely to enrol than those who were not requested. Multivariate analysis showed that communication with IV peers or neighbours seemed a more powerful approach for decision making or behaviour change. It indicates that peers or neighbours may be used for formal or non-formal educational intervention to motivate people such as adult literacy, health literacy, and other health-related campaigns.Item Integration of Information and Communication Technology in Teaching English(Faculty of English Education, 2021) Singh, Renu KumariAvailable with fulltextItem Lord Krishna as A Deconstructionist Teacher in the Bhagavadgita(Nepal Sanskrit University, 2021-08) Kamali, Hari ChandraThe Bhagavadgita, simply known as the Gita, is a widely-read text among the seekers of truth. When I first went through it, I realized its profoundness that no knowledge discovered until now can go beyond it. As a teacher educator, in my subsequent readings I paid attention to how Lord Krishna has taught Arjuna in the Gita. After some readings I had a hypothesis that Lord Krishna is a deconstructionist teacher in the pedagogy of the Gita. This laid a foundation for this project. As this study came to a conclusion, the report has been organized into five chapters. Chapter 1 consists of the fundamental concepts to set background to this study. So it introduces the Gita; presents Lord Krishna as a teacher; links deconstruction to pedagogy and then to religion and presents other fundamental concepts required to the research processes. Chapter 2 contains commentaries on the Gita and reviews of the studies on the Gita; it has established the research gap that there is no study to establish the relation between deconstruction and the pedagogy in the Gita. Chapter 3 contains the theoretical review of the study, identification of theoretical data, process of deconstructive reading and its relation to religion and scriptures, and identification of the constructs of deconstruction—binary oppositions and differance—in the pedagogy of the Gita. Chapter 4 justifies Lord Krishna as a deconstructionist teacher in the pedagogy of the Gita and relates it to postmethod pedagogy in terms of teacher roles and teacher identities from the perspective of deconstruction. Furthermore, chapter 5 presents the conclusion of the study that the pedagogy in the Gita contains the constructs of deconstruction, and that Lord Krishna is a deconstructionist teacher. The ending section of this chapter reviews the postmethod pedagogy on the ground of deconstruction and recommends ‘deconstructionist’ as the role of a teacher in postmethod pedagogy in order to develop it into deconstructive pedagogy and make it more effective in context.Item A participatory action research in transforming hygiene behaviour of students through ecological sanitation toilet(Faculty of Education, Health Education, 2023) Devkota, Govinda PrasadItem Pedagogical discourse in mathematics classroom(Faculty of Education, 2023) Budhathoki, Boj BahadurThe study of pedagogical discourse in mathematics classrooms was aimed to explore the current situation of existing mathematics classroom discourse, oversee the challenges, unearth the engagement of students and teachers in pedagogical activities in culturally diverse classrooms, and uncover the methods for promoting student- friendly mathematics classroom discourse. A qualitative ethnographic method was applied within the constructivism paradigm linking with, existing relevant theories, and various scholarly works of literature to accomplish the study. The existing multifaceted realities were explored by analyzing the sequential process of transcribing, coding, categorizing, and thematizing the datasets obtained from the methods of classroom observations, in-depth interviews, and focus group discussions. This study has applied Bourdieu's cultural capital theory, Vygotsky's sociocultural theory, Gardner's multiple intelligence theory, and Freire’s critical pedagogy theory while preparing the theoretical and conceptual framework and used thematic analysis methods during the data analysis part. The results showed that mathematics teachers used the writing of the mathematical formulae on the whiteboard, problem-solving, questioning the students, and answering the questions as a regular classroom activity, and beyond that, they also applied interactive pedagogical approach that engaged students in discussion, debate, interaction, and logical reasoning with ample examples in the classroom. Instructional discourse in mathematics education was worthwhile and collaborative in small groups, writing-centered, systematically planned, and organized in generating and transferring knowledge between students and teachers. In systematic, creative, and inspired communication, mathematics teachers have shown to be competent, diligent, experienced, and skilled in the areas of knowledge creation and transfer related to cultural contexts in culturally diverse classrooms. Although the mathematics teachers realized that the mathematics curriculum and textbooks were not integrated into line with the local and native cultures of real life, the teachers spared no effort to enliven the classroom discourse by orchestrating plentiful examples of incorporating existing cultures into relevant topics. Mathematics teachers integrated some of the existing cultural practices into mathematics as much as possible by involving students in lessons, drawing diagrams, collaborating with classmates, constructing teaching-learning materials, answering questions, reasoning, and dealing with fieldwork and laboratory work. The classroom discourse was innovative through these ideas: motivational and creative teaching methods, a fearless environment, student-friendly pedagogical approaches, and impeccable ICT- integrated teaching methods. However, teachers and students faced many challenges in the mathematics classroom in a multicultural environment. Although the community schools implemented an English-medium teaching method, teachers and students were not prepared to teach and learn in the English medium. This language mismatch further complicated the organization of classroom discourse. Classroom discourse was only a bilingual practice of Nepali and English although class members functioned as a miniature multilingual society, where marginalized student groups felt threatened and dominated by the culture and language of the larger groups. In such a situation, even though the teachers tried their best to make the classroom discourse meaningful; cultural and linguistic contradictions unexpectedly existed. Learning difficulties were encountered as a result of frequent student absences. The presence of large numbers of students in some classrooms made it inappropriate to correct classroom tasks and engage students equally in mathematics classroom discourse. The integration of ICT enhanced the pedagogical discourse to understand the basic concepts of mathematics although some old-aged teachers faced challenges in integrating ICT into mathematics teaching because they were given little in-service training to use the latest ICT tools which were not enough to cope with the modern tools in education. There was no adequate system for training teachers to teach mathematics in multicultural classrooms. The findings of this research can be employed in policy-level implications, program implications, pedagogical implications, motivational implications, theoretical implications, and training implications.Item Process-Product Interface in Literary Translation from Nepali into English(Faculty of Education, English, 2021-08) Adhikari, Bal RamNot AvailableItem Returns to Education in Nepal(Faculty of Education, 2007) Gurung, DipendraA considerable amount of public funds have been invested in education, in the belief that the full human potential may be achieved by raising the standards of educational attainment. The main concern in this study is whether these resources invested in education have been efficiently allocated. The general approach in the economic of education is to treat educational expenditure as investment in human capital and calculate the yield to educational investment in the same manner as for physical capital. This approach is used in this study to examine the efficiency of resource allocation in education. The theoretical framework is provided by the human capital theory, the basic premise being that variations in income are due partly to difference in labor productivity as a consequence of differing amounts of human capital acquired by workers via education or other means. The profitability measure used in this study is the internal rate of return. The purpose of this study was to examine the contribution of education to individual earnings in the wage sector and household incomes from farm and non-farm activities in the non-wage sector. The two main sources of data in estimating the return to education in Nepal were Nepal Living Standard Surveys (NLSS I, 1995/96) and (NLSS II, 2003/04). Mincerian standard human capital earning functions and short –cut methods were applied to Nepal Living Standard Surveys (NLSS I, 1995/96) and (NLSS II, 2003/04) data collected by CBS and World Bank in an attempt to provide evidence on rates of returns to years of schooling and education level in Nepal. Earnings from individual wage sector, household farm holdings, and non-farm enterprises were analyzed to investigate the contribution of educational investment in Nepal. This study estimated private rates of return to years of schooling using Mincerian basic earning function method in the earning data obtained from wage sector, household farm holdings, and non-farm enterprises. Moreover, this study estimated private and social rates of return using mincerian extended earning method function in the earning data obtained from wage sector. Mincerian earning function method was extended to earnings from farm and non-farm enterprises. Short-cut method was used to estimate social rates of return to education level from wage earnings. The data were analyzed using STATA Version 8.2 computer software. Hypotheses testing were done in 95%, 99% and 99.99% confidence interval. Multicolinearity, heteroscedasticity, and normality test were carried out to diagnose the problem of estimation process. The estimated results revealed that each extra year of schooling is profitable at the national level. The return to females is higher than males. Urban areas, Hill, Terai belt, and private schools got favorable returns. Non agriculture wage earners revealed high returns as compared to agriculture wage earners. Upper income quintile and urban areas got more favorable return. Primary education has a very high social rate of return. Tertiary education has a very high private rate of return relative to its social rate of return, while secondary education has relatively low private and social returns – a finding suggests increased private spending at university level and shift of public funds to other levels. Average household education and highest schooling in the household have a significant and a positive contribution to net earnings from agriculture and non agriculture enterprises. The study identified the specific policy implications for educational policy development for Nepal were: (a) top priority should be given to primary education as a form of human resource investment; (b) secondary and higher education should be pursued alongside with primary education in a program of balanced human resource development; (c) there exists room for private finance at the university level; (d) shifting of funds towards primary and secondary levels to raise quality and rates of return is urgent; (e) public funds should target female population, bottom quintiles and rural regions; (f) government should provide better infrastructure and modern farming inputs to improve farmer-efficiency from additional education; (g) government provide tax-break and other incentives to open up small financial/personal services enterprises from private sector; (h) educational investments are fairly attractive to other investment at both private and social level. By this, it is a clear indication that access to education could help poor population groups to raise their earnings. (i) education planners in Nepal should treat education as an important investment activity, not as consumption expenditure; (j) economic criteria should serve as baseline in making investment decisions in education, and (k) from a strictly efficiency point of view, investment in education of backward religion group and women needs to be expanded.