AWARENESS OF B.A / B.SC. ED INTEGRATED COURSES AMONG THE HIGHER SECONDARY STUDENTS

S Swarnalatha,A Veliappan

doi:10.29121/granthaalayah.v7.i10.2019.389

Abstract

In order to investigate the awareness of B.A/B.Sc.Ed integrated Courses among the higher secondary students, a sample size of 309 higher secondary students were selected by adopting a simple random sampling technique from the Tirunelveli district, Tamilnadu. Awareness of B.A/B.Sc.Ed integrated courses were assessed with the help of ‘Scale on Awareness of B.A/B.Sc.Ed integrated courses’. A descriptive survey method was adopted for the study and the data obtained from the survey was analyzed using percentage analysis, t-test, and F-test. The findings of the study depicted that there is a low level of awareness of B.A/B.Sc.Ed integrated courses among the higher secondary students. Moreover, there is no significant difference in awareness of B.A/B.Sc.Ed integrated courses among the higher secondary students with regard to gender and locality of the students. But it is found that there is significant difference in awareness of B.A/B.Sc.Ed integrated courses among the higher secondary students with regard to their age group.

Highlights

Integrated Teacher Education Programme (ITEP) is one of the initiatives by National Council for Teacher Education (NCTE), which aims to bring a qualitative change in the teacher training for the better schools system
Since the p-value (= 0.144) is greater than 0.05, the null hypothesis is ACCEPTED at 5 % level of significance. It shows that there is no significant difference in awareness of B.A/B.Sc.Ed integrated courses among the higher secondary students with regard to Gender
3) There was no significant difference in awareness of B.A/B.Sc.Ed integrated courses among higher secondary students with regard to gender

Summary

Introduction

Integrated Teacher Education Programme (ITEP) is one of the initiatives by National Council for Teacher Education (NCTE), which aims to bring a qualitative change in the teacher training for the better schools system. It focuses to assimilate best practices of teacher education in the world. The programme offers a curriculum that has a fine balance of theory and practice. It is imbibing the students with quality education and training in liberal discipline of knowledge and field of education. Integrated teacher education programmes offered by the regional. In November 2014, NCTE had unveiled new models for teacher training courses including the two-year B.Ed after graduation, replacing the one-year course and the four-year integrated course after class XII. It needs to be pointed out that the focus of making the four year programme resulting in a composite degree involving three year of B.A/B.Sc and one year of B.Ed and seeking equivalence of the programme (Siddiqui, Sharma &Arora, 2009)

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