Browsing by Subject "Teaching skill"
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Item Effectiveness of Project Work Techniquein Teaching Reading Skill(faculty education, 2010) Sharma, Lal PrasadThe present study entitled 'Effectiveness of Project Work Technique inTeaching Reading Skill' was carried out to determine the effectiveness ofproject work technique indeveloping reading skill. Students of class XIstudying at Parvat Multiple Campus, Phalewas, Parvat were the samplepopulation of this work. The tests (pre-and post) were the major tools for datacollection. A pre-test was administered before actual experimental classroomteaching and a post-test was administered immediately after classroomteaching. The researcher himself was involved in the experimental teaching forthe purpose of carrying out this research. After administering the pre-test, thestudentswere ranked from the first to the last positions on the basis of theresult of the pre-test. Then, they were divided into two groups taking the oddand even ranking into account. One group (group A) was taught using projectwork technique whereas anothergroup (group B) was taught using traditionaltechnique. Each group attended nineteen lessons. Then, a post-test was given.After that, the result of these tests were compared to determine theeffectiveness of project work technique in developing reading skill. From thisresearch it was found that students who were taught through project worktechnique performed better than the students who were taught throughconventional technique. The findings of this study were determined on thebasis of average marks obtained by the students and differences in percentage. This study consists of four chapters. Chapter one consists of brief introductionto related area of the study. It includes objectives, literature review, andsignificance of the study. Chapter two deals with the methodology andprocedure adopted during the study. Chapter three deals with the analysis andinterpretation of the study under different headings. Chapter four comprisesfindings and recommendations of the study in brief.Item Perceptions on and practices of segregation or integration of skills in ELT(Department of English Education, 2017) Ojha, Dhram DevThe study entitled Perceptions on and Practices of Segregation or Integration of Skills in ELT was conducted to find out the perceptions of secondary level English language teachers on the issue of isolating or integrating skills and to explore the practices of teaching English in Nepal in relation to segregation and integration of skills. The study followed survey research design. The population of the research consisted of secondary level English language teachers teaching in different schools of Kathmandu district.Ten teachers from different ten schools were selected as the sample for the study through convenient sampling strategy. As per the objectives of the study,a set of questionnaire and an observation form were used to collect the required data. The data were analyzed and interpreted descriptively making use of simple statistical tools such as frequency and percentile to derive findings of the study. The study found that teachers had positive perceptions on both of the approaches of teaching language skills. However, there was higher support for skill integration in comparison to skill segregation. Huge majority of the teachers (i.e. 90%) informed that they integrated two or more skills at a time and they integrated the skills by organizing them around a particular task or topic. However, in real practice, teachers were found to be teaching through segregated approach in a great deal. So, a gap was found between the responses of the teachers and their behavior observed in the classroom. Similarly, the gap was found in case of teachers' perceptions and practices of teaching English language skills. This thesis consists of five different chapters. The first chapter consists of background of the study, statement of the problem, objectives of the study,research questions, significance of the study, delimitations of the study and operational definition of the key terms. Similarly, second chapter deals with the review of theoretical as well as empirical literature and its implication for the study; moreover, it includes the conceptual framework. Likewise, the third chapter deals with the methods and procedures of the study including research design and method of the study, population, sample and sampling strategy,research tools, sources of data, data collection procedures, data analysis and interpretation procedures, and ethical considerations. In the same way, the fourth chapter contains the analysis and interpretation of the results. Finally,the fifth chapter incorporates the findings and conclusion of the study followed by some policy related, practice related and further research related recommendation based of the study.Item Role of Task-Based Technique in Teaching Reading Comprehension(Faculty of English Education, 2010) Bam, KalamThe present study entitled 'Role of Task-Based Technique in Teaching Readingcomprehension'was carried out with the objectivesto find out the effectiveness oftask-based technique in teaching reading comprehension and tosuggest somepedagogical implications. This was the experimental type of research.For thispurpose, sixty students of Rastriya Navajagrit Higher Secondary School of Kailalidistrict were taken as sample population.The students were divided into two equalgroups–experimental and control group.The pre–test score was taken as a basisand they were grouped on the basis of their odd–even rankingprocess.The controlgroup was taught using traditionalmethod or teacher-centered method whereasthe experimental group was taught using task-based technique.At the end of 24lessonplans, a post–test was taken and the data were analyzed and interpreted.Theresultshowed that experimental group performedbetterthan the control groupin all eight test items. This thesis consists of four chapters.Chapter one includes introduction in whichthe thesis throws light on language, task-based language teaching,readingcomprehension, review of related literature,objectives of the study andsignificance of the study.Chapter two gives an account of methodology used inthe present study.It includes sources of data,sample population and samplingprocedure, tools for datacollection,process of datacollection andlimitations ofthe study.Chapter three is all about analysis and interpretation of obtained data.The tables have been used to interpret the data.Chapter four includes findingsandpedagogical implications have been provided at the end.