COMPARATIVE STUDY OF THE PERFORMANCE OF B.ED. STUDENTS ADMITTED THROUGH AND WITHOUT ENTRANCE TEST IN RELATION TO THEIR PREVIOUS ACADEMIC ACHIEVEMENT.
Ankita Pokhariya, M.Ed. student, BCM college of education, Ludhiana
Dr. Khushvinder kumar, Principal, BCM College of education, Ludhiana
Abstract
The present study was undertaken to compare the performance of B.Ed. students admitted through and without entrance test in relation to their previous achievement. For this investigation descriptive study was conducted. Sample of 745 B.Ed. students were taken. Statistical techniques used were – mean, median, mode, S.D., skewness, kurtosis and t-test. Objectives of the study were to find the difference between the scores in overall performance of B.Ed. students admitted through and without entrance test. To find the difference between the scores in theory and practical examinations of B.Ed. students admitted through and without entrance test. To find the difference between the scores in internal and external evaluation of B.Ed. students admitted through and without entrance test. To find the relationship between previous achievement and overall performance of B.Ed. student admitted through and without entrance test. To find the relationship between previous achievement and B.Ed. entrance test scores. To find the relationship between B.Ed. entrance test scores and performance in B.Ed. tools used for collecting data is DMC of B.Ed. students of session 2008-09, entrance test scores gazette of 2008 and graduation % of B.Ed. students. Investigator found that there exists a significant difference between overall performance of B.Ed. students admitted through and without entrance test. The study further revealed that there exist that there exists a significant difference between the scores in theory and practical examination of B.Ed. students admitted through and without entrance test. It also revealed that there exists a significant difference between the scores in internal and external evaluation of B.Ed. students admitted through and without entrance test. The study also revealed that there exists no significant relationship between previous achievement and B.Ed. entrance test scores of B.Ed. students. Further the study also revealed that there exists a significant relationship between entrance test scores and overall performance of B.Ed. students.
Key words-performance in B.Ed., previous achievement and entrance test.
INTRODUCTION. In Punjab,145 institutions for B.Ed have been opened to provide the pre-service teacher training. The main aim of B.Ed training is to prepare good efficient teachers for secondary level. B.Ed training makes student teachers efficient in teaching subjects of their specialization. This training develops their skills and widens their understanding so that they can impart quality education to their students. B.Ed training teaches them about the attitude and makes them skilled in coming up with innovating teaching techniques.
B.Ed training means professional training of would-be teachers which includes theoretical orientation as well as skill based and practical aspects related with teaching learning evaluation process.. The main function of B.Ed training is to provide appropriate inputs to the student teachers so that they acquire the necessary insight and skills which enable them to become effective teachers which Indian society needs so intensively.
Basically the requirement for the B.Ed course is the graduate degree i.e. the student or candidate should be graduate in their respective subjects to take the admission in this course. But as we know that before indulging in any professional training, we should have some aptitude, attitude and basic knowledge regarding that profession. To measure the above mentioned factors, certain specific measures are needed. These has been framed in the form of a test, named as Entrance Test. Entrance test was conducted first time by Panjab University in the year of 1991,for admission in B.Ed course into 11 affiliated colleges of education
The eligibility for the students to get admission into B.Ed. is 45% or 50% marks at graduation or post graduation level. Further another cut-off point is fixed for passing the entrance test due to which a large number of students are unable to get admission into B.Ed and a large number of seats remain vacant which is a sheer wastage of resources. But last year it became a serious problem as there was crisis of candidates over seats. Then all the educationists, heads of the institutions, senior education faculties of all the three universities i.e. Panjab University, Chandigarh, Punjabi University, Patiala and G.N.D.U., Amritsar filed a case in high-court regarding filling of seats .After the court case, the agreement was made that the vacant seats will be filled by considering the candidate’s academic merit based on their graduation marks.
EVALUATION OF B.ED. TRAINING
An evaluation is a holistic concept which takes into account the comprehensive, continuous and systemic feedback of a process and identifies larger patterns and trends in performance. Hence in teacher education, evaluation is an important tool in improving the quality of a teacher’s training. The point at which the evaluation occurs in a program distinguishes these two categories of evaluation:
Formative evaluation
Formative evaluation is often done at the beginning or during a training, thus providing the opportunity for immediate evidence for student learning in a particular course or at a particular point in a training. Classroom evaluation is one of the most common formative evaluation techniques
Summative evaluation
Summative assessment is comprehensive in nature, provides accountability and is used to check the level of learning at the end of the training
In B.Ed training programme, the performance of student teachers in theory, sessional work and skill in teaching is evaluated by different modes i.e. internal evaluation, external evaluation, practical and theory examinations.
Internal evaluation
Internal evaluation is the evaluation of the student’s achievement by the concerned teachers throughout the academic period.
External evaluation
External evaluation is the evaluation of student’s achievement by the exter nal examiner at the end of academic period
Das, R.(1991) in his study conducted on a sample of 36 teachers training institutions and their heads and concluded that the majority of the institution follows a mixture of internal and external evaluation procedures.
Theory examination
Theory examinations are conducted at the end of the course to assess the performance of student teachers
Practical examination
Practical work includes achievement in non-academic activities as school experience program, work experience, co-curricular, cultural and community activities. Kumar, K. and Kaur, S.(2003) in their study “Pre-service teacher’s performance in relation to their academic achievement and entrance test” “conducted on a sample of 430 student teachers of aided and unaided student teachers from B.Ed. colleges under Panjab University and concluded that there is a significant but moderate correlation exist between performance in theoretical work and practical work in B.Ed. Subramaniam (1988) in his study “Entrance test as a predictor of performance in B.Ed. course” concluded that there is a close relationship between the performance of students in practical examinations and that of then in theory examinations conducted at the end of course. Gupta, S.(1977) in his thesis “A study of some selected inputs for improving education of secondary school teachers in Punjab-A systems approach” found that student teachers of Punjab did better in practical than in theory. 99% of them got first division in theory.
All these aspects of B.Ed training program contribute to an overall performance of student-teachers. In B.Ed. training, success is measured by the overall performance of students, or how well a student meets standards set out by training .We can say that the B.Ed evaluation procedure is following the scheme which is recently introduced by CBSE for board students i.e CCE-Continuous Comprehensive Evaluation scheme. CCE has covered all the areas, scholastic, co-scholastic and non-scholastic areas of the personality of an individual.
CONTINUOUS COMPREHENSIVE EVALUATION(CCE)
The CCE or Continuous and Comprehensive Evaluation scheme refers to a school-based evaluation of students that covers all the aspects of a student’s development. Continuous means regular assessments, frequency of unit testing, analysis of learning gaps, applying corrective measures, retesting and giving feedback to teachers and students for their self-evaluation, etc. Comprehensive on the other hand attempts to cover both the scholastic and the co-scholastic aspects of a student’s growth and development — with both these aspects of the evaluation process being assessed through Formative and Summative Assessments
PREVIOUS ACHIEVEMENT
However we have discussed about the evaluation scheme of CBSE and B.Ed training but overall performance of B.Ed students is also related to their previous achievement i.e. their Academic achievement in graduation which is the first eligibility for admission in B.Ed
Academic achievement means the knowledge attained or skills developed, as measured by a standardized test .or a test prepared by a teacher, or by both. Achievement is directly related to the student’s growth and development in educational field which is helped by learning and teaching process that take place in the class. Admittedly, achievement is a complex phenomenon that requires different approaches to understand and interpret the knowledge concerned with a subject. Augustine, J.(2010) in his study “Relationship between teaching aptitude, teaching competency and academic background of student teachers” conducted on a sample of 200 student teachers from 5 colleges of teacher education in Kottagam Revenue District in Kerala and concluded that there is significant positive relationship between teaching competency and teaching aptitude of student teachers. There is no consistent positive relationship between academic background and teaching aptitude of Student teachers.
Thus, from above discussion it can be concluded that for critical evaluation of an overall performance of B.Ed. students, all the aspects like theoretical, practical, internal, external and the previous achievement record should be considered as CBSE has implemented the scheme of CCE i.e. Continuous Comprehensive Evaluation for assessing overall performance of school students.
5.3 OBJECTIVES OF THE STUDY
The study will be conducted to attain the following objectives:-
1. To find the difference between the scores in overall performance of B.Ed. students admitted through and without entrance test.
2 To find the difference between the scores in theory examinations and practical examination of B.Ed. students admitted through and without entrance test.
3 To find the difference between the scores in internal evaluation and external evaluation of B.Ed. students admitted through and without entrance test.
4. To find the relationship between previous achievement and overall performance of B.Ed students admitted through and without entrance test and that of total students.
5. To find the relationship between previous achievement and B.Ed entrance test scores.
6. To find the relationship between B.Ed. entrance test scores and performance in B.Ed.
4 HYPOTHESES
1. There exists a significant difference between overall performance of B.Ed. students admitted through and without entrance test.
2 There exists a significant difference between the scores in theory examination and practical examination of B.Ed. students admitted through and without entrance test
3 There exists a significant difference between the scores in internal evaluation and external evaluation of B.Ed. students admitted through and without entrance test.
4. There exists a significant relationship between previous achievement and overall performance of B.Ed students admitted through and without entrance test and that of total students.
5. There exists significant relationship between previous achievement and B.Ed entrance test scores.
6. There exists significant relationship between B.Ed entrance test scores and performance in B.Ed.
METHODOLOGY:-
Tools used:
Following tools were used :
· Detailed marks sheet of B.Ed
· Entrance test gazette for session 2008.-2009
· Educational college’s admission record for previous achievement score i.e. marks in graduation.
Sample:-
In this study, the sample consists of 745 B.Ed. students. This sample is conveniently selected from the education colleges of Panjab University, Chandigarh.
Design:-
Descriptive survey method of investigation was employed. The study was completed in one phase. Descriptive statistics namely mean, median, standard deviation, skewness and kurtosis were calculated. Pearson’s Product Moment correlation and t-ratio was applied to find the correlation and significant difference between different variables.
ANALYSIS AND INTERPRETATION
Descriptive statistics namely mean, median, standard deviation, skewness and kurtosis were worked out to see the trend and nature of distribution of scores.
Significance of the Difference between Means of Overall Performance, scores in Theory Examination, Practical Examination, Internal Evaluation, External Evaluation of B.Ed Students Admitted through and without Entrance Test
Variables | t- value |
Difference between Means of Overall Performance of B.Ed Students Admitted through and without Entrance Test | 5.01** |
Difference between Means of scores in Theory and practical of B.Ed. Students Admitted through and without Entrance Test
| 3.64** 3.64** |
Difference between Means of scores in Internal and external Evaluation of B.Ed. Students Admitted through and without Entrance Test
| 4.48** 3.70** |
** significant at .01 level
As the mean scores of overall performance of B.Ed. students admitted through and without entrance test as 776.78 and 760.71 respectively. The t-ratio was calculated as 5.01 which is significant at .01 level of confidence. This revealed that a significant difference exists between overall performance of B.Ed. students admitted through and without entrance test. Therefore the hypothesis 1 stating that there exists a significant difference between overall performance of B.Ed. students admitted through and without entrance test stands accepted
As the mean scores of theory examination of B.Ed. students admitted through and without entrance test as 438.62 and 428.83 respectively. The t-ratio was calculated as 3.64 which is significant at .01 level of confidence. And the mean scores of practical examination of B.Ed. students admitted through and without entrance test as 336.82 and 332.27 respectively. The t-ratio was calculated as 3.64 which is significant at .01 level of confidence This revealed that a significant difference exists between the scores in theory examination and practical examination of B.Ed. students admitted through and without entrance test. Therefore the hypothesis 2 stating that there exists a significant difference between the scores in theory examination and practical examination of B.Ed. students admitted through and without entrance test stands accepted
As the mean scores of internal examination of B.Ed. students admitted through and without entrance test as 256.44 and 252.32 respectively and. The t-ratio was calculated as 4.48 which are significant at .01 level of confidence and the mean scores of external evaluation of B.Ed. students admitted through and without entrance test as 332.21 and 322.71 respectively. The t-ratio was calculated as 3.70 which is significant at .01 level of confidence. This revealed that a significant difference exists between the scores in internal evaluation and external evaluation of B.Ed. students admitted through and without entrance test. Therefore the hypothesis 3 stating that there exists a significant difference between the scores in internal evaluation and external evaluation of B.Ed. students admitted through and without entrance test stands accepted.
Coefficient of Correlation between Previous Achievement, overall performance and Entrance Test Scores of B.Ed. students admitted through and without entrance test and of Total
Students
Variable | Value of ‘r’ |
Correlation between Previous Achievement and overall performance of B.Ed. students admitted through and without entrance test and of Total Students
| 0.55**(W.Ent.) 0.40**(WithoutE) Ent.) 0.50**(Total) |
Correlation between Previous Achievement and B.Ed. Entrance Test Scores of Students | 0.02 |
Correlation between Entrance Test Scores and Overall Performance of B.Ed. students | 0.47** |
** significant at .01 level
The value of ‘r’ for previous achievement of B.Ed. students admitted through and without entrance test and that of total students with their overall performance came out to be 0.55, 0.40 and 0.50 respectively all of which are positive and significant at .01 level of confidence. It reveals that there exists a significant and positive relationship between previous achievement and overall performance of B.Ed. students admitted through and without entrance test and that of total students. Therefore, hypothesis 4 stating that there exists a significant relationship between previous achievement and overall performance of B.Ed. students admitted through and without entrance test and that of total students stands accepted.
The value of ‘r’ of previous achievement of B.Ed. students with their B.Ed. entrance test scores came out to be 0.02 which is positive but not significant at .05 level of confidence. It reveals that there exists no significant relationship between previous achievement and B.Ed. entrance test scores of B.Ed. students. Therefore, hypothesis 5 stating that there exists a significant relationship between previous achievement and B.Ed. entrance test scores of B.Ed. students admitted stands rejected.
The value of ‘r’ of overall performance of B.Ed. students with their B.Ed. entrance test scores came out to be 0.47 which is positive and significant at .01 level of confidence. It reveals that there exists a significant relationship between entrance test scores and overall performance of B.Ed. students Therefore, hypothesis 6 stating that there exists a significant relationship between entrance test scores and overall performance of B.Ed. students stands accepted.
CONCLUSIONS
On the basis of the study the following results have been drawn:
The overall performance of B.Ed. students admitted through entrance test is better than that of the students admitted without entrance test
The scores in theory and practical examination of B.Ed. students admitted through entrance test is higher than that of the students admitted without entrance test.
The scores in internal and external evaluation of B.Ed. students admitted through entrance test is higher than that of the students admitted without entrance test.
There exists a significant and positive relationship between previous achievement and overall performance of B.Ed. students admitted through and without entrance test and that of total students.
There exists no significant relationship between previous achievement and B.Ed. entrance test scores of B.Ed. students.
There exists a significant relationship between entrance test scores and overall performance of B.Ed. students.
REFERENCES
Augustine, J.(2010) .Relationship between teaching aptitude, teaching competency and academic background of student teachers.Edutrack. A monthly scanner of trends in education. Vol.9, no. 6, p-26-27
Damodar, D.(1976). A critical evaluation into the practice of student teaching and evaluation programme in the training colleges of Andhra Pradesh. Doctoral thesis, M.S. University of Baroda (Buch, Ed.) in Evaluation in Student Teaching. Discovery Publication House, New Delhi
Das, R.(1991) . A comparative study of the evaluation procedures of the secondary teacher training institutions in Gujarat state. Fifth Survey of Educational Research (1988-92), Vol. II
Kaur,S.(2004) . Pre-service teacher’s performance in relation to their academic achievement and entrance test. Unpublished M.Ed. dissertation, Panjab University, Chandigarh.
Gupta, S.(1977) . A study of some selected inputs for improving education of secondary school teachers in Punjab- a systems approach. Doctoral thesis, M.S. University of Baroda (Buch,Ed.)
Subramaniam, K.B.(1988) .Entrance test as a predictor of performance in B.Ed. course. Journal of educational research and extension. Vol.24, no.3
