Students' Perceptions on Critical Pedagogy as a Method of Student Empowerment
| dc.contributor.author | Acharya, Hari | |
| dc.date.accessioned | 2023-03-09T10:34:15Z | |
| dc.date.available | 2023-03-09T10:34:15Z | |
| dc.date.issued | 2016 | |
| dc.description.abstract | This research study entitled Students' Perception on Critical Pedagogy as a Method of Student Empowerment was an attempt to find out the perceptions of master level students on critical pedagogy. I selected thirty students studying at T.U., Kirtipur through non-random sampling procedure. A set of questionnaire,consisting of bothclose-ended and open-ended questions, wasdistributed to the respondents in order to collect their perceptions and roles. By analyzing and interpreting the primary sources of data students have shown the positive attitudes towards the critical pedagogy. The key findings of the study showed that there should be democratic learning environment focusing humanism and learner autonomy. It helps to develop the dialogue that provides liberation to the students. The local curriculum helps to meet the needs and interests of the studentsthat gives emancipation for equity based pedagogy which seeks to transform the society. Individualization of the study, which is grounded on learner interest and socio-cultural background, is essential to empower the learner in linguistic activities. This study consists of five chapters. Chapter one deals with introduction. It consists of background of the study, statement of the problem, objective of the study, research questions, significance of the study, delimitation of the study and operational definition of the key terms. Similarly, chapter two introduces the review of the related literature and conceptual framework adopted for the study. It incorporates detail about study topic. Likewise, chapter three consists of survey design, population, sampling procedure source of the data and research tool of the study.Similarly, chapter four consists of results and discussions, which is known as a crux part for the analysis of the data. Chapter five incorporates findings, conclusions and implications in the language classroom. | en_US |
| dc.identifier.uri | https://hdl.handle.net/20.500.14540/15559 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Department of English Education | en_US |
| dc.subject | Student empowerment | en_US |
| dc.subject | Language classroom | en_US |
| dc.subject | Critical pedagogy | en_US |
| dc.title | Students' Perceptions on Critical Pedagogy as a Method of Student Empowerment | en_US |
| dc.type | Thesis | en_US |
| local.academic.level | Masters | en_US |
| local.institute.title | Central Department of Education | en_US |
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