Browsing by Subject "Teaching technique"
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Item Effectiveness of Role Play Technique in Teaching Dialogue(Department of English Education, 2012) Chaurasiya, BinitaThe present study entitled “Effectiveness of Role Play Technique in Teaching Dialogue” aimed to find out the effectiveness of role play technique in teaching dialogue. This study was particularly based on the secondary private school. I used both primary and secondary sources of data. The primary sources of data were elicited from the thirty students of grade 10 of Durga Secondary School, Rajbiraj by administrating pre-tests, progress tests and post tests. The data were analyzed separately but the findings of the study seemed similar so findings are presented in combined form. The major findings are: the use of role playing technique is an effective technique in developing speaking, encourage learners to develop their confidence, improve interpersonal skills and this technique should be used by all the teachers while teaching the English language. The study consists of four chapters. The first chapter is introductory chapter. It includes general background, review of related literature, objectives and significance of the study. The second chapter deals with the methodology for the research. It incorporates sources of data, sampling procedures, tools for data collection, process of data collection and limitations of the study. The third chapter presents analysis and interpretation in terms of ‘analysis of individual tests scores on pre-test, progress test and post test. The fourth chapter incorporates findings and recommendations of the research. The references and appendices are presented in the concluding part of this thesis.Item Practices of Formative Assessment in Public Schools: A Case of Bardiya District(Department of English Education, 2017) Khadka, Kumari JhumaThis research wasan effort to identify and explore the practices of formativeassessment and teachers' problemsregarding practicing formativeassessmentin public schools. Specifically, formative assessment as a tool of assessingstudents' learning during the teaching and how lower secondary Englishteachers are practicing formative assessment in public schools for continuousevaluation of thestudents.To meet theobjectives of the research, thirtyinformants were selected usingnon-randompurposivesamplingstrategy fromlower secondary level English teachers of public schools of Bardiya district. Aquestionnaire consisting ofboth closed-endedand open-ended questions wasused as thedata collection tool. The data wereanalyzed and interpreteddescriptively and statistically. The result of thestudyrevealed thatall theteachershave positive attitudesonformative assessment. Similarly,all100%teachers usedformative assessment and its tools like classwork, homework,weekly test, unit test, terminal exams, portfolio and project worktoevaluate thedifferent ability of the learners like physical, psychological and classroomparticipation. Thepresent study consists of five main chapters. The first chapter deals withthe introduction of the studyalong with the background of the study, statementof the problem, objectives of the study, research questions, significance of thestudy, delimitations of the study and operational definitionsofthekey terms.The second chapter contains the review of related literature andconceptualframework. Similarly, the third chapterincludes designof the study,population, sample and sampling strategy, research tools, sources of data, datacollection procedures, data analysis procedures and ethical considerations.Likewise, the fourth chapterdealsthe analysis and interpretation of the data.Finally, chapter five comprises thefindings, conclusionandrecommendationsin policyrelated, practicerelatedand further research related. At the end, thereferences and appendices are included.Item Teacher-Centered Techniques: Perceptions and Practices(Department of English Education, 2012) Yadav, Dipendra KumarThe thesis entitled "Teacher-Centered Techniques: Perceptions and Practices"was an attempt to find out the teachers' perception on teacher-centered techniques in language classroom. I collected the data by distributing the questionnaire to 40 teachers of higher secondary schools of Kathmandu valley i.e. 20 respondents of private higher secondary schools and 20 of public higher secondary schools. The data were analyzed in order to identify and compare the techniques used by the teacher of higher secondary schools. The finding of this study was that most of the English teachers use student-centered techniques in language classroom. On the basis of the findings, some recommendations have been made to improve the existing pedagogical situation.There are four chapters in this study: the introduction, methodology,analysis and interpretation and findings and recommendations. The first chapter deals with the general background, review of related literature,objectives and the significance of the study. The second chapter contains the methodology which is sub-divided as the sources of data, population of the study, sampling procedure, tools for data collection, process of data collection and limitations of the study. The third chapter includes the analysis and interpretation of the data obtained from the field. The fourth chapter has the findings and recommendations of the study in which some pedagogical implications have been recommended to make the findings of this study better as well as to strengthen further studies. References and appendices follow this chapter.