Browsing by Subject "teaching methods"
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Item Effectiveness of Interact on technique in teaching Reading Comprehension(Faculty of Education, 2011) Roka, Til KumariThepresent study entitled“Effectiveness of Interaction Technique inTeaching Reading Comprehension”aims to explore the effectiveness ofinteraction technique in teaching reading comprehension at grade nine. For thatpurpose, initiallyI administered pre-test in order to find out the studentachievement level in reading comprehension then I taughtthe students ofgrade nine based on reading passagesfor 20 days.After that, I administered atest to find out the comprehension level of students. I analyzed and interpretedtime-on-task in daily classroom teaching, pre-test, progressive testsandpost-test as well. The study was carried out using both primary and secondarysources of data. The primary datawere obtainedfrom the thirty students ofgrade nine of Janasewa Higher Secondary School, Pangaby administratingtime-on-task, pre-test, post-test and progressive tests. For the secondary data, Imainly used grade nine English text book(and other materials). After analyzingand interpreting the data, I found that the use of interaction technique inteaching reading comprehension has shownnoticeableeffect in classroomteaching in case of ninth graders of Janasewa Higher Secondary School, PangaKathmandu . ThisThesisis divided into four chapters.The first chapter contains generalbackground, review of related literature,objectives and significance of thestudy and the definition of the specific terms. The second chapterpresentsthemethodology adopted to carry out the study, the sources of data, samplingprocedures, tools and process of data collection and limitations of the study.The third chapter deals with the analysis and interpretation of data. The fourthchapterpresentsthe findings and recommendations of the study.Finally,referencesand appendices are followed as the concluding part of the research.Item A Study on Problems Faced by Secondary Level Mathematics Teachers in Teaching Mensuration in Kaski District(Faculty of Education, 2011) Adhikari, Khadak RajThis study has been carried out to find the problems faced by secondary level mathematics teachers in teaching Mensuration. The researcher prepared questionnaire including various problems faced by the mathematics teachers. The questionnaire was distributed to 20 teachers of Kaski district such that 10 for private school teachers and 10 for public school teachers. The major findings of this study was; problems related to students’ various background characteristics, problems due to poor concepts of students, problems related to teaching methods and materials, problems related to curriculum and textbooks, problems related to school administration, problems related to profession of teachers and problems related to students’ evaluation This study comprised five chapters. First chapter deals with introduction of the topic in which general background, historical background, significant of the study, objectives, definition of the terms and delimitation of the study were included. Chapter two deals about the review of related literature. Chapter three deals about methodology. In which research design, sample population, instructment, data collection procedure, scoring procedure and data collection procedure were included. Chapter four covered analysis and interpretation of teachers’ responses on various sections using different tables. And the last chapter presented summary, finding, conclusion and recommendation. References and appendices are presented in the final part of this study. This study was survey type. The researcher himself developed the questionnaire under the guidance of supervisor and piloted with five teachers. After piloted, correlation coefficient of each statement was calculated to test the reliability. For the validity of the questionnaire, it is shown to the supervisor. The questionnaire was the main tools of the study. The areas of the questionnaire were divided into eight items with one open questionnaire. The areas were students’ various background characteristics, poor concepts of students, teaching materials, teaching methods, curriculum and textbooks, school administration, profession of teachers, and students’ evaluation. The responses were collected from 20 secondary teachers which were selected from stratified random sampling method. The collected data from the sample school teachers were quantified based on Likert-five point scales. The total score of Likert five point scales is 15 and average score is 3. The obtained data were analyzed and interpreted by calculating mean weightage. Each statement were studied in terms of the teacher’s problems are up to the mean score 3 or not. It the calculated mean weightage is greater than 3 it is concluded that the statement indicates the problems and strongly favorable to the problems. If the calculated mean weightage is equal to 3 or less than 3 it is concluded that the statement does not indicate the teacher’s problems. The finding of the problems was problems due to students’ various background characteristics, problems due to poor concepts of students, problems related to teaching methods, problems related to teaching materials, problems related to curriculum and textbooks, problems related to school administration, problems related to profession of teachers and problems related to student evaluation.Item Teachers' Practices of Providing Feedback(Central Department of English Education, 2011) Paudyal, BharatThe present study entitled “Teachers' PracticesofProvidingFeedback”aims tofind out the ways of giving feedback by the English teachers totheir studentsand students’ perception towards themat the lower secondary level. In order toachieve those objective, I prepared a set of questionnaire and a checklist tocollect data. I elicited data by using both open-ended and close-ended questionsandachecklist from 40 students and 10 teachers of 10 lower secondary schoolsof Palpa district. Major findings of the study include that the teachers gavepositive feedback to the students and sometimes depending upon thecircumstances they cannot discard therole of negative feedback. Sixty-threeper centof the teachersfrequentlygave feedback in the margin andfifty-sevenper cent of them gaveat the end of students' writing.Similarly,thirty-eight percentof the students take teachers' feedback as away to success. None of thestudents wanted to get only negative feedback.Ninety-three per cent of thestudents were foundsatisfied with the feedback given by teachers. Eighty percent of the teachers gave oral feedback in oral work but they sometimes gaveoral feedback in written work too. Thirty-three per cent of the students gotmotivated by different kinds of feedback, especially teachers’ praise,encouragement etc. This thesis is divided into four chapters. The first chapter contains generalbackground, review of the related literature, objectives and significance of thestudy. The second chapter includes the methodology adopted to carry out thestudy. It contains primary and secondary sources of data collection andlimitations of the study. Likewise, thethirdchapter deals with the analysis andinterpretation of the data. Finally, the fourth chapter consists of the findingsand recommendations of the study.