iosr-JRME   Volume-3 ~ Issue-1

Abstract: The paper addresses an iterative method by which a test can be dichotomized in parallel halves and ensures maximum split-half reliability. The method assumes availability of data on scores of binary items. Since, it was aiming at splitting a test in parallel halves, no assumption was made regarding form or availability of reference test. Empirical verification is also provided. Other properties of the iterative methods discussed. New measures of degree of parallelism given. Simultaneous testing of single multidimensional hypothesis of equality of mean, variance and correlation of parallel tests can also be carried out by testing equality of regression lines of test scores on scores of each of the parallel halves, ANOVA or by Mahalanobis𝐷2. The iterative method can be extended to find split-half reliability of a battery of tests. The method thus provides answer to much needed question of splitting a test uniquely in parallel halves ensuring maximum value of the split-half reliability. The method may be adopted while reporting a test.

Key words: Split-half reliability, Parallel tests, Dichotomization, Battery of tests

[1]. Armstrong, R.D., Jones, D.H., & Wang, Z. (1994)- "Automated parallel test construction using classical test theory". Journal of Educational Statistics, 19, 73–90
[2]. Birnbaum, A. (1968)- "Some latent trait models and their use in inferring an exam-inee's ability". In F. M. Lord & M. R. Novick, Statistical theories of mental test scores. Reading, MA: Addison-Wesley.
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[4]. Chakrabartty, S. N, (2011). "Measurement of reliability as per definition", in Prooceedings of the Conference on Psychological Measurement: Strategies for the New Millenium, School of Social Sciences, Indira Gandhi National Open University, New Delhi, 116–125
[5]. Cortina J.M. (1993) – "What is Coefficient Alpha : An Examination of Theory and Applications". Journal of Applied Psychology, 78 (1), 98-104
[6]. Dawis, R.V(1987) – "Scale Construction". Journal of Counseling Psychology, 34, 481-489
[7]. Eisinga, R.; TeGrotenhuis, M.; Pelzer, B. (2012). "The reliability of a two-item scale: Pearson, Cronbach or Spearman-Brown?" International Journal of Public Health. doi:10.1007/s00038-012-0416-3
[8]. Guliksen, Harold (1987) – "Theory of Mental Tests". Hilsdale, NJ : L. Erlbaum Associates, ISBN 978-0-8058-0024-1
[9] Hattie ,J.(1985)- "Methodology review: assessing uni-dimensionality of tests andItems" Applied Psychological Measurement,. 139–164.
[9]. Kaplan, R.M. and Saccuzzo, D.P. (2001)- "Psychological Testing: Principle, Applications and Issues" (5th Edition), Belmont, CA: Wadsworth
[10]. Lin, C.-J. (2008)- "Comparisons between Classical Test Theory and Item Response Theory in Automated Assembly of Parallel Test Forms". Journal of Technology, Learning, and Assessment, 6(8).http://www.jtla.org.

Abstract: In late 1970s a group of linguists and literary theorists at the University of East Angelia played a pivotal role in developing critical linguistics (Fowler et. al., 1979; Kress & Hodges, 1979). CL was based on Halliday's Systematic Functional Linguistics (SFL). The Critical Linguists began to use CL as research tool (Fowler et. al., 1979; Fowler, 1991).CDA stemmed out from CL. Van Djik, Wodak, Leeuwen and Norman Fairclough are significant protagonists of CDA approach. Review of literature reveals that different models of CDA have come forth such as Van Djik (Socio-Cognitive Model), Wodak (Discourse Sociolinguistic), Leeuwen (Social Semiotics Model) and Fairclough(Critical Discourse Analysis). CDA is used to analyze the written and spoken texts to explore the discursive sources of power, dominance inequality and bias. It systematically explore the opaque relationships. The historical descriptive research methodology was used for this study. This paper aimed to review the literature related to CDA and its development and to find the answer of the question whether could we use CDA in educational research? The study revealed that CDA is an emerging approach and methodology that has successfully attracted the attention of researchers interested in carrying out research on the relationship between superstructures and social issues.

Keywords: Critical Linguists (CL), Critical Discourse Analysis (CDA), Discursive Practices, Educational Policies, Semiotics.

[1]. Adorno,T. (1973). Negative Dialectics. New York: Seabuy. [2]. Adorno,T & Horkeimer,M. (1972). Dialectic of Enlightenment. New York Herder & Herder.
[3]. Bernstein B. (1990). The Structuring of Pedagogic Discourse, London: Routledge.
[4]. Bloom,D (1999). Book review of critical discourse of Analysis. Reading Research Quarterly.
[5]. Boyd-Barrett, Oliver (1994) Language and media: a question of convergence. In David Graddol & Oliver Boyd-Barrett (eds.). Media Texts: Authors and Readers. Clevendon: Multilingual Matters Ltd. (pp.22- 39)
[6]. Bukhari et al., (2012) Dimension of Research in Teaching: A Critical Review. Elixir Edu.Tech. (50) (2012) 10289-10293. Available online at elixir.journal.org
[7]. Chouliaraki L., and Fairclough, N. (1999) Discourse in Late Modernity. Edinburgh.
[8]. Corson,D. (2000) Emancipatory Leadership. International Journal of Leadership in Education, 3(2),93-120
[9]. Lemke. J. (1992) Intertextuality and Educational Research. Linguistic and Education, 4, 257-267
[10]. Ellenwood, S. (2006) Receiving character education : From McGuffy to Narratives.

Abstract: This study, which was experimental, investigated the benefits of comparing multiple solution methods in solving one and two-steps linear equations. The participants were 64 students from a private secondary school in the metropolitan area of Bauchi, Bauchi State of Nigeria. The students were randomly assigned to experimental and control groups. After pretest administration, there was an intervention for three days and on the fourth day the posttest was administered. The students learnt about solving equations either by comparing and contrasting solution methods or by reflecting on the same solution methods one at a time. The study revealed that students in the experimental group benefited more than those in the control group. At posttest, students in the experimental group had greater gains in procedural knowledge and flexibility knowledge than those in the control group. The findings of the study suggest that the method of comparing and contrasting solution methods can be an effective method in the mathematics classroom.

Keywords: Conceptual knowledge, Procedural knowledge, Mathematics education, Learning process, Flexibility knowledge

[1]. J. Heibert & T. Carpenter, Learning and teaching with understanding. In D. Grouws (Ed.). Handbook of research on mathematics teaching and learning . (New York: Simon & Schuster Macmillan, 1992), 65-97
[2]. National Council of Teachers of Mathematics.Professional standards for teaching mathematics ( Reston, VA: Author,1991)
[3]. National Council of Teachers of Mathematics.. Principles and standards for school mathematics (Reston, VA: Author, 2000)
[4]. B. Rittle-Johnson, and J. Star, (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, 99, 3, 2007, 561-574
[5]. E. A., Silver, H., Ghousseini, D., Gosen, C., Charalambous, and B. Strawhun, Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom. Journal of mathematical behavior, 24, 2005, 287- 301.
[6]. D. L. Ball, With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The elementary School Journal, 93, 1993, 373-397.
[7]. J. L., Fraivilling, L. A Murphy and K. Fuson, Advancing children's mathematical thinking in everyday mathematics classrooms. Journal for Research in Mathematics Education, 30, 1999, 148-170.
[8]. K., Huffred-Ackles, K., Fuson and M. Sharin Gamoran, Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35, 2004, 81-116.
[9]. M . Lamper, When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching, American educational research journal, 27, 1990, 29-63.
[10]. J. W., Stigler, and J. Hiebert, (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom ( New York: Free Press, 1999)

Abstract: The aim of this research is to produce a model of Learning Islamic Education (LIE/PAI) information and communication technology based that is valid, practical and effective in Senior High School (SHS/SMA) 4 Kendari. This research using a method of research and development in education. This research concludes that results validation book model of PAI, the syllabus, Implementation Plan of Learning (RPP), PAI material for teachers and students, slide presentation, Student worksheet (SW/LKS), instructions using a model ( teachers and students ) and evaluation of study result of the obtained average value of over 3 that meant something very valid. In the II trial against components of syntax direct teaching, social interactions/socialsystem and principle reaction indicates that the components of the fulfillment of the system entirely except for supporting a device of learning. Learning management in class on trial II show that any preliminary activity of learning core, activities, activity covering/end, and the whole class accomplished with a rate reached 3.21. In on it, the results also indicated that there are differences achievement learning PAI information and communication technology based significantly between trial I with the trial II against graders XI Natural Science (NS/IPA) and social studies (SS/IPS). Keywords: Model of Learning, Information and Communication Technology

[1] Asmani, J.M. (2011). Tips Efektif Pemanfaatan Teknologi Informasi dan Komunikasi Dalam Dunia Pendidikan. Yogyakarta: DIVA press.

[2] Barizi,A. and Idris.M. (2009). Menjadi Guru Unggul Bagaimana Menciptakan Pembelajaran yangProduktif dan Profesional. Yogyakarta: Ar-Ruzz Media.

[3] Borg, Walter R. (1981). Applying Educational Research A Practical Guide for Teachers. New York & London: Longman Inc.

4] Depdiknas. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: Biro Hukum dan Organisasi Depdiknas.

[5] Dick, Walter., Carey, Lou. & Carey, James O. (2005). The Systematic Design Of Instruction (6th ed.). Boston, Pearson

[6] Dryden,Gordon and Vos, Jeannette. (2002). Revolusi Cara Belajar The Learning Revolution. Bandung: Kaifa

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Abstract: The implementation of the curriculum of TVE in order for effective teaching and learning to take place in TVE institutions cannot be achieved without adequate provision and maintenance of facilities. This paper stresses on facilities provision and maintenance: as a necessity for effective teaching and learning in technical vocational education.. The paper also highlights on the concept of technical vocational education and discussed extensively on issues on facilities in educational institutions in Nigeria. Conclusions were drawn and recommendations made amongst which are the government and all the stake holders in the society should be encouraged in the funding of technical vocational education institutions for the smooth running of vocational institutions in terms of provision of infrastructural and workshop facilities such as tools, equipment and machines so that technical vocational education graduates will acquire skills, knowledge and attitude for gainful employment to contribute to the socioeconomic development of the nation.
Keywords: Facilities, Teaching, learning, infrastructural, instructional, Institutions.

[1] Adeboyeje, R.A. (2000).Management of School Physical Facilities. Ibadan: Foundation Publications.
[2] Ajayi,A.O. (1999). Resources Utilization: The Mandate of Education Managers. Faculty Lecture Series, Faculty of Education University of Ibadan, Ibadan.
[3] Akinsolu, R.A. (2004). Provision and Management of Facilities in Nigerian Primary Schools. In E.O. Fagbemiye,; J.B. Babalola,; M. Fabunmi and Ayeni, I. (Eds). Management of Primary and Secondary Education in Nigeria. NAEAP Publications.
[4] Asiyai, R. I. (2012). Assessing School Facilities in Public Secondary Schools in Delta State, Nigeria. African Research Review International Multidisciplinary Journal: 6(2), 192-205.
[5] Audu, R., Kamin, Y. B. & Balash, F. (2013). Technical Vocational Education: As a Veritable Tool for Eradicating Youth Unemployment. International Organization of Scientific Research Journal of Humanities and Social Science: 8(2), 10-17.
[6] Bakare, T. V. (2009). A Consideration of the Adequacy of Teaching Facilities in the Universities of the South Western Zone of Nigeria. Available at:. ahero.uwc.ac.za/index.php?module=cshe&action...f (Accessed; March, 25th 2013).
[7] Burkett, S.W. & Bowers, J.K. (1987) Relationship of Students Achievement and Characteristics in Two Selected School Facility Environment Settings. Paper Presented at the 64th Annual International Conference of the Council of Educational Facility Planners. Edmonton, Alberta, Canada.October 3-7.
[8] Chan, T. (1979). The Impacts of School Building Age on Pupils Achievement. Greenville School districts (Ed1912138).
[9] Emetarom, U.C. (2004). Provision and Management of Facilities in Primary Schools in Nigeria: Implication for Policy Formulation. In E.O. Fagbemiye,; J.B. Babalola,; M. Fabunmi and Ayeni, I. (Eds). Management of Primary and Secondary Education in Nigeria. NAEAP Publication.
[10] Enyekit, E.O. & Enyenili, K.S. (2007). Projecting Nigeria into the end of the First Quarter (25) Years of the 21st Century in Vocational Technical Education. African Journal of Education and Research Development: 1(1), 2-8.

Abstract: Enhancement of technology base Teaching Environment for the contemporary development in Higher Education Institution has always been a part to integrating ICT policy's and plan documents on higher Education. As many scholar reveals that Information and Communication Technology (ICT) enables wide range of technologies enhancement among the male educator compare to Female Educators for teaching process, however the present research is focuses on purpose integration of ICT among female Educator in Medical college. Despite of the study has been conductor to find the factor associated for enhancement of technology base Teaching Environment among the Female Educator in Medical College in Pondicherry. A Structured questionnaire was designed to find the Female Educators Level Technology based Teaching Environment. Participated were 160 Female Educator in Medical college and Completed Questionnaire were (n= 126).The study revealed that the Female Educator in Medical College has high usage level in Basis ICT and Moderate level usage in internet and Interactive Communication and Low usage level in Advance ICT usage. And the factor were exported for innovation teaching process as self-Esteem Booster, Conformability, Technology Rice Environment and ICT Pedagogical advantage were positive towards the technology base Teaching Environment among the Female Educator in Medical in Pondicherry. Keywords: ICT , Female Educator ,Technology base Teaching Environment , Higher Educational Institution.

[1] Jacobsen, D. M. 1998. Adoption patterns of faculty who integrate technology into teaching and learning in higher education. Proceedings of ED-MEDIA AND ED-TELECOM 98: World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications, Freiburg, Germany, June 20-25.
[2] La Valle, A. and Blake, M. 2001. The National Adult Learning Survey 2001, Research Report 321, London, DfES. Available at: http://www.dfes.gov.uk/
[3] Selwyn .N. Apart from technology: understanding people's non-use of information and communication technologies in everyday life, Technology in Society, 25 , 2003, 99–116 .
[4] Sorensen, K. and Stewart, J. Strategies of inclusion: Gender in the information society ,Digital divides and inclusion measures: A review of literature and statistical trends on gender and ICT , 2004,vol 4,Issue 2, 34-39.
[5] Hafkin, N. and Taggart, N. Gender, information technology, and developing countries: an analytic study, for the Office of Women in Development Bureau for Global Programs, Field Support and Research, United States Agency for International Development (USAID).Available at: http://www.usaid.gov/wid/pubs/hafnoph.pdf ( 22nd April 2006).
[6] King, J., Bond, T. & Blandford, S. An investigation of computer anxiety by gender and grade. Computers in Human Behavior, 2002, vol 18, 69-84.
[7] North, A. S. & Noyes, J. M. Gender influences on children's computer attitudes and cognitions. Computers in Human Behavior, 2002. Vol 18, 135-150.
[8] Nor Izah, M.S., Norazah, M.N. & Zalizan M.J. Assessment of ICT integration in teaching and learning Mathematics in Malaysia Smart Schools, Proceedings of the 2 nd International Malaysian Educational Technology Convention. (2008).
[9] W.M.Olatokun. AVAILABILITY, ACCESSIBILITY AND USE OF ICTS BY NIGERIAN WOMEN ACADEMICS, Malaysian Journal of Library & Information Science, Vol. 12, no.2, Dec 2007: 13-33
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Abstract: Education is very important for the development of an individual as well as for the society as a whole. It helps an individual in his all round and integrated development, at macro level it provides well trained and highly skilled manpower. Which is vital for the progress of the society in all spheres-Economic, Social and Political?

Key Words: Classroom environment, scientific creativity, self concept and achievement in science a experimental study.

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[2]. B.P. Varma (1990) "Cognitive ability academic Achievement and study habits of socially advantaged and disadvantaged adolescent students", The Progress of Education, Vol. LXIV (12), July 1990.
[3]. Boliang, Guo; Lei, Zhang; Chinese 18(10), Mental Health Journal, Vol. Oct. 2004, pp.708-710. [Journal Article]
[4]. Brock, Laura L.; Nishida, Tracy K.; Chiong, Cynthia; Journal of School Psychology, Vol. 46(2), Apr 2008. pp.129-149. [Journal Article] Abstract:
[5]. Buch M.B., Education: "A Survey of research in Education CASE, MS University, Baroda, 1974.
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[8]. Dr. Milind Sahastrabuddhe, Sujata Srivasta "School Education of SC\ST in India, "Critical Management Issue", New Frontiers in Education, Vol. XXVIII (3), July-sept. 1998.

Abstract: Rustication of students in Nigerian Universities ranges from different levels of suspension to outright expulsion. This can be occasioned by negative activities on the campus such as examination malpractice, wanton destruction of school property, impersonation, plagiarism of project work and worst of all, cultism, with their attendant poor academic performance. This paper surveys the possible effect of inclusion of students in the decision-making concerning their disciplinary matters as a means of curbing the excesses that lead to their rustication and thereby enhancing the overall goal achievement in universities. The study is based on a test-retest result of Pearson Product Moment Correlation Coefficient statistic (r= 0.64), followed by frequency count and percentages along with chi-square analysis of pooled responses to questionnaire items administered to Principal Officers and Students' Union Executives of nine universities in South Eastern States of Nigeria. Chi-square values of 29.53 for Principal Officers and 14.83 for Students' Union Executives when compared to table value of 9.24 for 5 degrees of freedom at 0.05 level of significance confirm the need for students' participation in decision-making on their disciplinary matters. Indeed, the researcher recommends this approach since the students who know themselves better are in a greater position to effect self discipline.

Keywords: Chi-square values. Disciplinary matters, goal achievement, rustication of students.

[1]. Adeniyi, E. O (2000) Participatory Management, Job Satisfaction and Commitment Among Sec. School Teachers in Ogun State Nigerita (Unpublished Ph.D Thesis) university of Ibadan
[2]. Akomolafe, C. O,and E. Y. Ibijola (2011) Students' Participation in University Government and Organizational Effectiveness in Ekiti and Ondo States, Nigeria. Retrieved from SciencHub, http://www.scihub.org/AJSMS on 11/8/2011
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Abstract: Adolescents Are The Groups Of Individuals That Are Prone To All Forms Of Risks Because Of The Stage They Are In. They Need To Be Educated As They Take A Lot Of Risks Concerning Their Health And Living Right. Reproductive Health Is About The Healthy And Well Being Of People Of All Ages. However, Because Of The Age And Being Unmarried, Most Of The Adolescents Do Not Usually Have Access To Reproductive Health Facilities In Their Different Locations As Do The Adults. Also, Their Culture Of Keeping Their Secrets To Themselves Make Them Become Sick And Morbid From Various Communicable Diseases They Had Contracted. Since Adolescents Make Up 20% Of The World's Population And About 85% Live In Developing Countries, Their Education On Sexual And Reproductive Health Need To Be Looked Into.

Keywords: Adolescents, Sexual Rights, Reproductive Health

[1] Cook, R. J., Dickens, B. M., Fathalla, M. F. (2003): Reproductive Health And Human Rights; Integrating Medicine, Ethics And Law. Oxford: Oxford University Press.
[2] Obaid, T. A. (2009): Fifteen Years After The International Conference On Population And Development: What Have We Achieved And How Do We Move Forward? Int. Journal Of Gynaecol Obset, 2009; 106(2): 102-105.
[3] Osakinle E.O. & Aladegbola A.G. (2012): Effectiveness Of Two Behavioral Therapies At Modifying The Attitudes Of Ekiti State Undergraduates Towards Indiscriminate Use Of Drugs: A Paper Presented At The Canada International Conference On Education (Cice-2012); Canada
[4] Osakinle, E. O. (2003): The Dynamics Of Sexual Behaviours Of Female Students In The South Western Part Of Nigerian Universities. A Phd Dissertation In The Department Of Guidance And Counselling, Faculty Of Education, Ekiti State University; Ado-Ekiti.
[5] Shaw, D (2009): Access To Sexual And Reproductive Health For Young People: Bridging The Disconnect Between Rights And Reality. Int. Journal Of Gynaecol Obset, 2009; 106(2): 132-136.
[6] State Of World Population (1997): United Nations Population Fund, State Of World Population 37.
[7] The Alan Guttmacher Institute, (1998): Into A New World 40 [Hereinafter Into A New World].
[8] Unfpa (2004); Policy Note On Implementing A Human Rights-Based Approach To Programming In Unfpa. New York.

Abstract: This study determined the prominent role of Mathematics as a key to optimize teaching and learning of mathematics in Nigeria. The study was carried out in Lagos State,Nigeria using a sample size of 350 students of institution of higher learning. It was a non- equivalent quasi experimental study which was guide by two hypotheses. Ethno mathematics Achievement Test(EMAT) instrument with a reliability coefficient of 0.78 was used as pre, post and delayed tests through reshuffling of the selected questions each time .The data obtained were analyzed using mean and standard deviation while the hypotheses were tested at 0.05 significant level using a Two-way Analysis of Co-variance(ANOCOVA).Results showed that students exposed toETA performed highly than those taught with convectional teaching approach(CTA). There were significant differences between the mean score of students taught through ETA and CTA. Therefore, the study recommended training of mathematics teachers on the use of ethno mathematics. Also, researchers should carry out more experiment on the effect of using Computer Assisted Instruction(CAI)and ETA simultaneously in teaching and learning of mathematics in institution of higher learning.

Keywords: Ethno mathematics, performance, achievement, retention, conventional approach, creativity.

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[4]. D'Ambrosio(1987). Reflections on Mathematics.International Study Group on Ethno mathematics Newsletter 3(1).
[5]. D'Ambrosio (2001).What I ethnomathematics and how can it help in schools? Teaching Children
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[7]. Davidson D M (2000). An ethno mathematics approach to teaching language minority students center for excellence in Education, North American University.
[8]. Gilmer G F, Milwankee M T(2001). Ethnomathematics: An African American Perspective on developing women in mathematics;http//www.goggle.com. retrieved online.
[9]. Gilmer G F, Milwankee MT(2001) Ethnomathematics:An African American perspective on developing women in mathematics; retrieved http//www.goggle.com.
[10]. Hornby AS (2001). Oxford advanced learners' dictionary of current English.Italy: Oxford University press.

Abstract: The LMD system in Tunisia encourages the development of skills to cope with life in the future students. A group of teachers took the initiative to develop and implement a platform of teaching / learning in 2012. We based on the assumption of catalyst technology on educational change effect, we interviewed students and teachers about their perceptions of these changes. The results of this survey are encouraging. Furthermore, this investigation opens avenues on how to observe the professionalism of teachers of this kind of platform practices.

Keywords: TIC, education, learning, teaching innovation, device.

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Abstract: Technology being an indispensable part of education has initiated mobile and online learning to integrate within classroom settings. QR codes not only make the material more interactive in the class but also captivate the attention of students enabling them to learn effectively. Various aims and goals can be accomplished through it. QR codes can literally hold any kind of information up to several thousand bytes. Coupled with a moderate equipped mobile device, it opens up a new horizon for many applications in the commercial world as well as in education. In our study we found that QR codes can support learning in different contexts. It is also found that QR code supports both collaborative and independent learning. This paper will primarily focus on using of QR code in Education to make smart learning. Our Paper will also encompasses on the (a) Introduction to QR code (b) The background of QR code development (c) Characteristic of QR Codes (d) Practical applications of QR Code in Business and industry (e) Innovative Use of QR Code in Education (f) the process of reading and making QR codes (g) Conclusion (h) Future Scope and Limitations

Keywords: Quick Response Code (QR) , Mobile Learning, e-Learning, 2D Bar Code, Smart Learning, Creativity in the classroom

[1] Chen, W., Tan, N. Y. L., Looi, C., Zhang, B., & Seow, P. S. K. (2008). Handheld computers as cognitive tools: Technology-enhanced environmental learning. Research and Practice in Technology Enhanced Learning, Vol. 3, No.3, 231-252. doi: 10.1142/S1793206808000513
[2] Law, C., & So, S. (2010). QR codes in education. Journal of Educational Technology Development and Exchange, 3(1), 85-100.Retrieved from http://www.sicet.org/journals/jetde/jetde10/7-So.pdf

[3] Mikulski, J. (2011). 10 Ways to Use QR codes in the Classroom. Classroom in the Cloud. Retrieved from http://www.classroominthecloud.net/2011/06/10-ways-to-use-qr-codes-in-classroom.html

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Abstract: The main purpose of this study was to examine the attitude of student teachers towards Microteaching. In this study, Normative Survey Method was adopted. The participants of the study were 150 student teachers of private B.Ed colleges of Chittoor town, Andhra Pradesh, India in 2009-2010 session. The tool used in the study for data collection was a 30-item questionnaire developed by the researchers. An observation schedule module for student teachers was constructed by the researchers. The content validity of tool was established. The reliability of tool was established using test-retest method which was found to be 0.79 (79%). Data was analyzed using Descriptive Statistics ( Mean and standard deviation ), Non-Parametric ( Chi-Square test ) and differential analysis – "t" test. The findings revealed that the entire sample of student teachers had favourable attitude towards Microteaching and they were of opinion that the Microteaching method provides a scope to evaluate their strengths and weaknesses in teaching. Based on the findings, suggestions were made for improving the teaching skills in student teachers using Microteaching technique so that they can face the real classroom situation with out fear.

Keywords: Attitude, Microteaching, Test-retest method , Descriptive, Non-Parametric, Differential Statistics, Microteaching Laboratory, Real Classroom.

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