Browsing by Subject "Teaching Technique"
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Item Application of Child Centred Teaching Technique in Primary Education(Faculty of Education, 2016) Singh, Pramila KumariThe researchers in this study entitled Application of child centered teaching Technique in primary level education attempted to find out the current situation of child centered teaching, to discover the affecting factors of teaching techniques in primary education, to find out the teaching techniques in primary education, to recommend the solution of obstacles in primary education .The present study aims to achieve the following object: i. To find out current situation of child centered teaching.ii. To discover the affecting factors of teaching techniques in primary education.iii.To find out the teaching techniques in primary education.iv. To recommend the solution of obstacles in primary education. And also research questionnaire are attached the present study entitled that relate the problem in their study. Research design is concerned in exploratory and descriptive research.The study has used qualitative and quantitative techniques .Kisanpur Research Centre and its six primary, one lower secondary and five secondary schools were selected purposively for the study. The resource person, concerned supervisor, head teachers, teachers of thequestionnaire and interview for the teachers, head teachers, schoolsupervisor and resource person, focused group discussion, classroomobservation were the valuable tools for the study.The data and information collected from the respondents were analyzed by quantitative and qualitative techniques. It is explicitly found out that the schools didn't have child friendly physical environment and prevailing teaching learning pattern not suitable to learners to the large extent. Teaching strategies entirely met the traditional way of teaching as lecture and demonstration methods. Teachers had few preparation for the next lesson due to the over load task of the teachers. Similarly, class management was not found child friendly and it was very few students' participation in the classroom activities. Students' evaluation was done on the basis of formal examinations just to put marks or promote students in the next grade. Teachers' training seemed not to be skillful and productive. It was concluded in the study that there must be child friendly classroom environment and best suited teaching methods to the students' interests and abilities. Furthermore, provision of adequate teaching materials in students' active participation contributes to child friendly learning.Students should be given enough opportunities for making discussions,working in pairs and groups, interacting with the teachers and studying on their own. Montessori Approach to education believes in well-equipped and structured environment to meet students' educational and cultural needs. Likewise, individualized instruction needs to be best implemented as it highly emphasizes on students' specific needs and abilities. Instead of present practice of teaching, there must be good implementation of teaching skills and knowledge obtained from the teachers' training, and students' frequent evaluation by continuous assessment system.Item Learning Opportunities in Nelta Forprofessional Development(Department of English Education, 2010) Gautam, TomanathThe present study entitled "Role of Discussion Technique in the Developmentof Spoken English" aims to find out the achievement in the spoken English bythe applicationof discussion technique. The study was carried out using bothprimary and secondary sources of data. For primary data, the tenth gradestudents of a government-aided secondary school were taught speaking.Altogether 36 students were selected as sample andthey were taught speakingon the basis of the original texts of the English text book of Grade Ten. Eightlanguage functions along with some speaking exercises were chosen forteaching. The sampling procedure was purposive because of the availability ofthe students. A pre-test was given using the test items in the beginning. Then,four progressive tests were conducted in the interval of five class periods ofeach. The test items given for the post-tests were the ones given to the pre-test.They were taught twenty periods altogether. The average score of all the testitems were calculated. The results of the tests were compared to find out theeffectiveness of discussion techniques on their achievement of speaking. It wasfound that discussion technique was more effective than usual classroomteaching in practice at secondary level. The first chapter consists of background, definition of language, differencebetween spoken and written texts. Components of speaking skill, problemswith speaking, some solutions to the problems, classroom speaking activitiesare also introduced in the first chapter. The first chapter also includesdiscussion, types of discussion, discussion items based on the Grade Tentextbook. The origin of action research, its definition andprocess have been put in this chapter. The final parts of this chapter are reviews of the relatedliterature, objectives and significance of the study. The second chapter dealswith the methodology applied in the study, the sources of data, samplepopulation, sampling procedure, tools and procedures for data collection. Thechapter also states the limitations of the study. The third chapter presentsanalysis and interpretations. The fourth chapter consists of the findings andrecommendations based on the analysis and interpretation of data. Referencesand appendices are attached at the end.Item Teachers’ Perceptions on the Use of Groupwork Technique(Department of English Education, 2011) Aryal, JyotiThe present study entitled “Teachers’ Perceptions on the Use of Groupwork Technique” endeavors to explore the teachers’ perceptions on the use of groupwork technique in teaching English at secondary level and aims at suggesting some pedagogical implications. In order to collect data,the primary and the secondary sources were used. Forty teachers teaching at secondary level of Palpa district, who were selected through simple random procedure,were involved as informants in this study. The main tool for data collection was the questionnaires. The participants were requested to respond to those questions. The raw data obtained from them were analyzed and interpreted statically as well as descriptively. After analysis and interpretation of the data,it is found that teachers had very positive views about using groupwork. In addition, it is found that all sorts of language skills and aspects can be taught using groupwork Thus, I can say that the groupwork technique is an important technique which should be used to teach English at secondary level as per the demand of classroom situation, topic, interest and understanding level of the students. This thesis has been divided into four chapters. The first chapter consists of the background of the study, review of the related literature,objective, and significance of the study. Chapter two deals with the methodology adopted for the study under which sources of data, sampling procedure, tools for data collection, process of data collection and limitations of the study are presented.Likewise, chapter three presents the analysis and interpretation of the data. In this section, both statistical as well as descriptive approaches have been used.Finally, the present research summarizes the whole study by presenting findings and suggesting some recommendations.Item Techniques of teaching speaking skills used by secondary level English teachers(Department of English, 2023) Katwal, JamunaThe research entitled "Techniques of Teaching Speaking Skills Used by Secondary Level English Teachers" is an attempt to find out the different techniques that the Secondary Level teachers use in teaching speaking skill. For this research study the researcher selected 6 government and 6 private schools of Sunsari District. All the teachers were requested to fill up the questionnaire prepared by the researcher. And the researcher observed the classes of twelve teachers while they were teaching speaking skill by applying various techniques and filled up the observation check-lists. The data collected from the teachers of secondary level schools were compared, analyzed and interpreted to find out the differences of techniques. A variety of teaching techniques were used by teachers to teach speaking skill at grade 12, with role play being the most commonly used technique. Other techniques, such as acting, dramatization, mock presentation, personification, simulation, communication, dialogue, and group work, were also used to varying degrees. This indicated that teachers used diverse methods to engage students and improve their speaking skill. Puppets or being a ventriloquist, acting, dramatization, drilling, imitate/caricature, latest drama technique, mime, and simulation were the most rarely used techniques. Drama activities were popular techniques among teachers for teaching speaking skill in grade 12. It indicates that this method was considered effective in enhancing students' speaking abilities. The researcher found that using interactive techniques, such as role play and dramatizing, effectively engaged students in speaking activities and improved their speaking skill. This thesis consists of five chapters. The first chapter deals with background of the study, statement of the problem, objectives of the study, research questions, significance of the study and delimitation. The second chapter deals with the review of related theoretical literature, review of related literature and conceptual framework. The third chapter deals with research design, sources of data, population and sample, sampling procedure, data collection tools, data collection procedure and method of analysis of data. The chapter four deals with results and discussions. The chapter five deals with conclusion and recommendations.