iosr-JRME   Volume-5 ~ Issue-3 ~ May-June 2015

Abstract: This study examines the achievement of different types of students in learning chemistry at Engineering college level. In this study, the investigator applied Experimental Research as a method to describe and interpret what will exist in the future. A achievement test for the assessment of learning chemistry among Engineering college I year students was prepared with a sample of 30 students. The achievement test consists of 54 items. The achievement test was used for the achievement test. The male and female students have an average level of achievement in learning chemistry. The rural and urban students have an average level of achievement in learning chemistry. The male and female students do not differ significantly in their achievement in learning chemistry. The rural and urban students do not differ significantly in their achievement score in learning chemistry.

Key words: Achievement in Learning Chemistry, Gender and Locality of Students.

[1]. Craig W. Bowen (2001). A Quantitative Literature Review of Cooperative Learning Effects on High School and College Chemistry Achievement. Journal of Chemical Education, 77(1), 116.
[2]. Esen Uzuntiryaki (2007). Learning Styles and High School Students' Chemistry Achievement. Science Education International, Vol.18(1), pp.25-37.
[3]. Henry E. Garrett. (2006): Statistics in Psychology and Education, Surjeet Publication, New Delhi.
[4]. Kothari, C. R. (2004): Research Methodology, Methods and Techniques (2nd Revised Edition), New Age International Publishers, New Delhi.

Abstract: Collaboration is a way of interaction and personal attitude where individuals are responsible for their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning techniques. Collaborative learning is more students centered. The collaborative tradition takes a more qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the differences between collaborative and individual learning. . The paper also highlights teacher's perspective for individual and collaborative learning. The paper concludes with a discussion about the implications of these issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in means in achievement in English by using collaborative learning and individual learning. The sample comprises of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final achievement scores in English have been used for the purpose of the study.

Keywords: Collaborative Learning, individual Learning, Classroom techniques, Student centric approach, Peer Teaching, T-test.

[1]. Benefits of collaborative learning, Procedia - Social and Behavioral Sciences Volume 31, 2012, Pages 486–490,World Conference on Learning, Teaching& Administration - 2011
[2]. Panitz, Theodore, 1999 Collaborative versus Cooperative Learning: A Comparison of the Two Concepts Which Will Help Us Understand the Underlying Nature of Interactive Learning, 12-00,13p.

[3]. Thousand, Jacqueline S., Ed.; And Others, 1994, Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers, : 432, ISBN: ISBN-1-55766-158-8,ERIC Number: ED369547

[4]. Bruffee, Kenneth (1993). Collaborative Learning. Baltimore: The Johns Hopkins University Press. pp. 28–51.

[5]. Dillenbourg, P. (1999). Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. New York, NY: Elsevier Science, Inc.

[6]. Chiu, M. M. (2000). Group problem solving processes: Social interactions and individual actions. for the Theory of Social Behavior, 30, 1, 27-50.600-631.

Abstract: Teaching methods can be categorised into two broad categories namely teacher – centered approach and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the competence of management teachers in using different teaching methods in affiliated colleges in urban Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv) To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent factors that comprises the different teaching methods. A structured self administered survey questionnaire was developed for data collection. The sampling frame for the study included permanent faculty members working in University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case study methods were the frequently used teaching methods by the faculty methods; group discussion, individual/group project, and role play were frequently but not adequately used teaching methods while simulations, field studies and workshop were the least frequently used teaching methods.

Keywords: competency, learner-centric approach, teacher-centric approach, teaching methods.

1]. Benson, L., Schroeder, P., Lantz, C., and Bird, M (n.d.). Student Perceptions of Effective Professors. Retrieved 2009, from www.usfca.edu/ess/sym2001/PDFbooks.
[2]. Bourner, T. (1996a), The Learning Aims of Higher Education, Education + Training, 38 (3),10-16.
[3]. Bourner, T. (1997), Teaching Methods for Learning Outcomes, Education + Training, 39(9),344 – 348.
[4]. Conti, G J (1982). The Principles of Adult Learning scale, Adult Literacy and Basic Education,Vol.6(3), pp 135–147 retrieved from htpps://etd.ohiolink/rus_etd/document/gct/osu1153344917/inline.

Abstract: Quality education is an indispensable instrument for national development. However the provision of quality education depends largely on the quality of teachers. Similarly, teacher education programme is designed to produce teacher with requisite training and sound professional background which requires a favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the Northwest University, Kano prospective teachers' attitudes towards profession of teaching. Field of study, gender and level of study's influence on their attitude were also examined. A descriptive survey design was adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.

[1]. Ibidapo-Obe, O. (2007).The challenge of teacher education in Nigeria: The university of Lagos experience. Paper presented at the Second Regional Research Seminar for Africa organized by the UNESCO Forum on Higher Education, Research and Knowledge in Accra, Ghana from 22-24 March 2007
[2]. Musa, A. & Bichi, A. A. (2015). Teacher Education in Nigeria: Issues, Problems and Prospects. Kano Journal of Education 1(1)
[3]. FGN (2004). National Policy on Education. (4th ed). NERDC Press. Yaba – Lagos.
[4]. Fafunwa A. B (1974). History of education in Nigeria. London: George Allen and Unwin Ltd.
[5]. Ajayi, I. A. (2004). Social Science Method. Ado-Ekiti: Green Line Publishers