Educational evaluation of school time tables being administered at Upper primary (elementary) education
By Dr Awadhesh Kishore, 10th Aug 2012 | Follow this author
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A scholarly research work was conducted to compare various schools of Aligarh (India) on nature and extent of imparted education at upper primary level. the schools managed 14, 25, 36, 8, 5 and 13% time on arts education, sciences education, physical education, new education and work experience, respectively, however public schools emphasized on arts education and spared time from language education.
- Educational evaluation of school time tables being administered at Upper primary (elementary) education
- Anstract:
- Introduction:
- Objectives:
- Methodology:
- Public Schools:
- English Schools:
- Vidya Mandirs:
- Government Schools:
- Art Education:
- Science Education:
- Language Education:
- Physical Education:
- New education:
- Work experience:
- Conclusion:
- Acknowledgement:
- References:
Educational evaluation of school time tables being administered at Upper primary (elementary) education
Awadhesh Kishore; Bijendra Singh Parmar; Yogesh Yadav; Lalit Mohan Sharma* and Rakhi Sharma**
Sarvoday Mahavidyalaya, Chaumuhan-281406, Mathura INDIA
*R.B.S. College, Agra-282002 (INDIA)
**Institute for Development of Technology for Rural Advancement, Mathura-281004 INDIA
Anstract:
A scholarly research work was conducted to compare various schools of Aligarh (India) on nature and extent of imparted education at upper primary level. the schools managed 14, 25, 36, 8, 5 and 13% time on arts education, sciences education, physical education, new education and work experience, respectively, however public schools emphasized on arts education and spared time from language education.
Keywords:
Aligarh, Arts, Education, Elementary Education, India, New education Physical education, Primary education, research, scholarly, School, Science, Time table, Work experience
Introduction:
Timetable may be defined as a school catalog listing of all classes taught and contains four elements: Students, Teachers, Rooms and Time slots called periods. There is no possibility of success of implementation of various action plans discovered for quality education if, those are not executed in the school in a perfectly scheduled way. An imbalanced school time table causes impaired memory potential, lower attention levels and increases mental fatigue (Dingers & Kribbs, 1991). The students especially at elementary level are highly prone to fatigue (Dahl 1999). Most of the workers, like Klein, (2004), reported that high potential manifesting a greater facility in coping with mental fatigue.
Objectives:
The objectives of present study included to compare various schools on the nature and extent of education, they are imparting to their students at upper primary level i.e. class 6, 7 and 8.
Methodology:
The authors have conducted a survey in District Aligarh of UP (India) for educational evaluation of time tables being followed in the schools running by various bodies at upper primary level (Class 6, 7 and 8) in the session 2011-12. Twenty schools of each of four categories viz. being run as Public Schools, English Schools, Vidya Mandir and Government Schools, were selected randomly in the district for survey. The time table of the schools applied at upper primary levels were collected and analyzed for various aspects. The subjects in the time table were classified in six groups viz. Arts subjects (denoted as ‘A’) including S.S.T. and Arts etc.; Sciences (denoted as ‘S’) including sciences and mathematics etc.; Languages (denoted as L) including Hindi, English and Sanskrit etc.; Physical Education (denoted as ‘P’) including physical and value education etc.; New education (denoted as ‘N’) including Computer Education etc.; and work experience (denoted as ‘W’) including Home Science, Agriculture and Book Craft etc. The findings were statistically analyzed using standard techniques (Snedecor and Cochran, 1994).
Public Schools:
Public schools conceded 16% of total time on the subjects of Arts; 25% on the subjects of Sciences; 34% on subjects of Languages; 9% on Physical Education; 3% on New Education; and 13% on Work Experience.
English Schools:
English schools conceded 13% of total time on the subjects of Arts; 25% on the subjects of Sciences; 37% on subjects of Languages; 6% on Physical Education; 6% on New Education; and 13% on Work Experience.
Vidya Mandirs:
Vidya Mandirs conceded 14% of total time on the subjects of Arts; 25% on the subjects of Sciences; 36% on subjects of Languages; 9% on Physical Education; 4% on New Education; and 12% on Work Experience.
Government Schools:
Government schools conceded 14% of total time on the subjects of Arts; 25% on the subjects of Sciences; 36% on subjects of Languages; 7% on Physical Education; 5% on New Education; and 13% on Work Experience.
Art Education:
The time conceded on Art Education (as per cent of total) was significantly (p<0.05) higher in Public Schools (15.63±0.72) in comparison to Vidya Mandirs (13.75±0.57), Government Schools (13.75±0.57) and English schools (13.13±0.43).
Science Education:
The time conceded on Science Education (as per cent of total) was not significant (p>0.05) higher in Public Schools (25.00±0.00), Vidya Mandirs (25.00±0.00), Government Schools (25.00±0.00) and English schools (25.00±0.00).
Language Education:
The time conceded on Language Education (as per cent of total) was significantly (p<0.05) ;ower in Public Schools (34.38±0.72) in comparison to English schools (36.88±0.43), Vidya Mandirs (36.25±0.57) and Government Schools (36.25±0.57).
Physical Education:
The time conceded on Physical Education (as per cent of total) was not significant (p>0.05), in Public Schools (9.38±0.72), Vidya Mandirs (8.75±1.31), Government Schools (7.50±1.40) and English schools (6.25±1.43).
New education:
The time conceded on New education subjects (as per cent of total) was not significant (p>0.05), in English schools (6.25±1.43), Government schools (5.00±1.40), Vidya Mandirs (3.75±1.31) and Public schools (3.13±0.72).
Work experience:
The time conceded on Work experience (as per cent of total) was not significant (p>0.05), in Public schools (12.50±0.00), English schools (12.50±0.00), Vidya mandirs (12.50±0.00) and Public schools (12.50±0.00).
Conclusion:
The schools managed 14% time for Arts Education, 25% for Sciences Education, 36% for Language Education, 8% for Physical education, 5% for New education and 13% for Work experience on average basis but public schools emphasized on Arts Education and spared time from Language Education.
Acknowledgement:
Partial financial support received from Institute for Development of Technology for Rural Advancement, Mathura-281004 INDIA is duly acknowledged.
References:
DAHL, R. E. 1999. The consequences of insufficient sleep for adolescents: Links between sleep and emotional regulation. Phi Delta Kappan, 80, 5, 354–359.
DINGERS, D. F., & KRIBBS, N. B. 1991. Performing while sleepy: Effects of experimentally induced sleepiness. In T.H. MONK (Ed.), Sleep, sleepiness and performance, human performance and cognition. New York: Wiley, pp. 97–128.
Klein, J. 2004. Planning Middle School Schedules for Improved Attention and Achievement. Scandinavian Journal of Educational Research, 48. 4, 441-450.
Snedecor, G.W. and Cochran, W.G. 1994. Statistical Methods, 8th Ed., Ames, Iowa State University Press.
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