CONTEMPORARY RESEARCH IN INDIA (ISSN ): VOL. 6: ISSUE: 2

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1 ATTITUDE OF SECONDARY SCHOOL TEACHERS TOWARDS CCE: INFLUENCE OF TEACHING AND CLASS RELATED VARIABLES Dr. Tirath Singh, Principal, Sacred Heart Int. Institute of Education, Barnala Abstract: The present paper is an attempt to study the influence of teaching and class related variables in attitude towards continuous and comprehensive evaluation (CCE). The study was conducted on teachers teaching in schools affiliated to the Central Board of Secondary Education of Sri Muktsar sahib district (Punjab). Attitude of teachers towards continuous and comprehensive evaluation scale (2011) developed by Dr. Tirath Singh was used. Most of the categories under each grouping variable showed unfavourable attitude towards CCE. The teachers teaching upto 10 th had higher degree of favorableness of attitude towards CCE, whereas teachers teaching upto 12 th class had unfavorable attitude. The teachers teaching small classes had favorable attitude whereas teachers teaching large classes had unfavorable attitude but the difference is not significant. Hence both had nearly neutral attitudes towards CCE. The teachers who choose teaching as their first preference had higher degree of favorableness of attitude towards CCE whereas teachers who did not opted teaching as first choice had unfavorable attitudes towards CCE.No interactional influence was found. Introduction Evaluation plays an important role in the teaching learning process, which provides direction to both teachers and students to proceed in a systematic manner. Continuous and comprehensive evaluation is the evaluation system introduced by Central Board of Secondary Education in India. Continuous and comprehensive evaluation (CCE) was formulated by ministry of Human Resource Development, Kapil Sibal to decrease the accumulated stress of board exams on the students and to introduce a more uniform and comprehensive pattern in education for the children all over the nation. It helps in improving student s performance by identifying his/her learning difficulties at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance. CBSE (2010) states continuous and comprehensive evaluation refers to a system of school based evaluation of student that covers all aspects of student development. It is a developmental process of student which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioural outcomes on the other. Related Literature NCERT (2003) conducted a study on school based evaluation: a scheme experimented in primary classes of D.M. schools attached to RIEs and found that the systematic implementation of the scheme of CCE helps in developing and providing both scholastic and co-scholastic areas. The implementation of the scheme has helped in identification of indicators and using them for assessing the performance of students both in cocurricular and social personal qualities. It further revealed that the scheme itself ensures the continuous assessment of students performance, diagnosis and remediation have helped in improving the quality of students achievement and in scholastic areas there is a need for more systematic oral testing. NCERT, RIE (2004) revealed that the school based evaluation scheme has helped in improving the performance of students in scholastic areas. Number of students getting grade A and B are more in comparison of previous performance. Continuous improvement was observed in the performance of the students in co-curricular activities. The 7

2 assessments of social personal qualities have created consciousness and awareness among the students and parents. Gohain (2011) reported that a nationwide survey of the Comprehensive and Continuous Evaluation scheme has thrown up significant findings. Two years after CBSE introduced CCE system, a staggering 67% of the teachers are still grappling with it, while 58% of them have a negative or indifferent approach towards it. The only stakeholders of the scheme who are in favour of it are the students - 64% of the students from the surveyed schools find the new system better. Singh and Singh (2012) studied attitude of school teachers towards continuous and comprehensive evaluation in respect to role of gender. The result of study shows that male teachers had favourable attitude towards dimension student s status in CCE. Female teachers had favourable attitude towards dimensions formative and summative in CCE; students status; quality control in CCE; grading system in CCE; and attitude towards total CCE. There existed significant gender differences in dimensions teachers role in CCE; formative and summative in CCE. Male and female teachers did not differ in their attitude towards dimension assessment and record keeping in CCE. Singh and Butoliya (2013) reported that CCE helps to stop people from labelling children. CCE has two kinds of advantages the first is about the educational perspective behind it and second is equity. Now, children are free from the burden of memorizing and tension of reproducing as it is in the examination. CCE is not just about exams and evaluation. It changes the whole paradigm of evaluation and how learning processes and child are viewed. Singh (2015) reported that school teachers having workload less than 19 periods per week and more than 30 periods per week; teachers having 20 to 29 periods per week had unfavorable attitude towards CCE. There was significant difference in attitude towards CCE between teachers having periods per week and all other teaching period groups(less than 19, 30-39, and more than 40). Objectives 1. To study the attitude of secondary school teachers towards continuous and comprehensive evaluation. 2. To study the influence of teaching class, class size and teaching by choice of secondary school teachers and there various interactions on attitude towards CCE. Sample The present study was conducted on 203 teachers teaching in schools affiliated to the Central Board of Secondary Education of Sri Muktsar sahib district (Punjab). Procedure Data was collected only from the teachers who were willing to give their opinions. It ensured true responses from the teachers. The teachers were approached individually and were given the response sheets. They were given sufficient time to answer. The response sheets were then collected. Keeping in the mind research ethics, no identity (like name of teacher and school) of teachers was collected. Tool Attitude of teachers towards continuous and comprehensive evaluation scale (2011) developed by Dr. Tirath Singh was used.the scale consisted of 50 statements on five points namely Strongly Agree, Agree, Undecided, Disagree, Strongly Disagree with seven dimensions namely Teacher s Role in CCE; Formative& Summative; Students Status; Quality control in CCE; Feasibility of CCE; Grading System; and Assessment and Record Keeping in CCE. The process of selecting items ensures content validity. Cronbach Alpha reliability was.876. The split-half reliability with even odd method was found

3 Analysis and Interpretation Table 1: Variable wise Mean, S.D and degree of Attitude towards CCE Teaching Class Class Size Upto Teaching as first Career Choice Mean S.D No * Yes * No ** Upto 10 th 35 Yes * No ** Total Yes * Total * No ** Yes ** No ** Upto 12 th 35 Yes ** No ** Total Yes ** Total ** No ** Total Yes * total * Note: Neutral score for concluding whether attitude is favourable or unfavourable is 150 (total number of statements 50 x score of undecided 3=150. It means score obtained equal to 150 indicates neutral attitude; score obtained more than 150 indicates favourable attitude and score obtained less than 150 indicates unfavourable attitude. * Favourable attitude ** unfavourable attitude Table 1 shows that the teachers teaching upto class 10 th and chooses teaching as second choice and their teaching class size is 25 students have mean score which shows their favourable attitude towards CCE. The teachers teaching upto class 10 th and chooses teaching as first choice and their class size is 25 students have mean score which shows their favourable attitude towards CCE. Table shows the teachers teaching upto class 10 th and chooses teaching as second choice and their class size is 35 students have mean score which shows their unfavourable attitude towards CCE and the teachers teaching upto class 10 th and chooses teaching as first choice and their class size is 35 students have mean score which shows their favourable attitude towards CCE. In table 1, the results shows that the teachers teaching upto class 12 th and chooses teaching as second choice and their class size is 25 students have mean score and the teachers teaching upto class 12 th and chooses teaching as first choice and their class size is 25 students have mean score which shows their unfavourable attitude towards CCE. The teachers teaching upto class 12 th and chooses teaching as second choice and their class size is 35 students have mean score and who chooses teaching as first choice have mean score which shows their unfavourable attitude 9

4 towards CCE. Teachers irrespective to their teaching class and class size with teaching as first choice have mean score which shows favourable attitude where as teacher who s first preference was not teaching profession have mean score which indicates unfavourable attitude. Table - 2: Summary of 2x2x2 factorial design of ANOVA for attitude towards CCE Source Sum of Squares df Mean Square F Sig. Teaching class (TC) Class size (CS) Teaching career choice (TCC) TC x CS TC x TCC CS x TCC TC x CS x TCC Error Table 2 shows that F value for teaching class by teachers is which is significant at 0.05 level. It means that mean scores attitude towards CCE of teachers teaching classes upto 10 th and 12 th differ significantly. In the light of this null hypothesis that there is no significant difference in the attitude of secondary school teachers towards CCE on the basis of teaching class is rejected. Further the mean score of teachers teaching classes upto 10 th is (152.16) higher than teachers teaching classes upto 12 th (142.95) which shows unfavorable attitude. Hence it may be concluded that teachers teaching upto 10 th had higher degree of favorableness of attitude towards CCE, whereas teachers teaching upto 12 th class had unfavorable attitude. The F value (Table 2) of class size is.029 which is not significant at 0.05 level. It reflects that the attitude of secondary school teachers teaching small and large classes ( upto 25 and upto 35) do not differ significantly. In the light of this the null hypothesis that there is no significant difference in the attitude of secondary school teachers towards CCE on the basis of class size is not rejected. It may be concluded that teachers teaching small classes had favorable attitude whereas teachers teaching large classes had unfavorable attitude but the difference is not significant. Hence both had nearly neutral attitudes towards CCE. The F value (Table 2) for teaching as first choice of teachers is which is significant at 0.05 level. It means that teachers preferred teaching as first choice and who choose it as second choice have different degree of favorableness of attitude towards CCE. In the light of this the null hypothesis that there is no significant difference in the attitude of secondary school teachers towards CCE on the basis of their carrier choice is rejected. Further the mean score of teachers who choose teaching as second choice is which shows their unfavorable attitude towards CCE and teachers who choose teaching as first choice their mean score is which shows their favorable attitude towards CCE. Hence it may be concluded that teachers who chooses teaching as their first preference had higher 10

5 degree of favorableness of attitude towards CCE whereas teachers who did not opted teaching as first choice had unfavorable attitudes towards CCE. teaching class and class size is.609 which is not significant at 0.05 level. It reflects the mean scores of teachers teaching different classes and with different class size do not differ significantly. In the light of this null hypothesis that there is no influence of interaction between class teaching by teachers and class size on attitude towards CCE, is not rejected. Hence it may be concluded that attitudes of secondary school teachers towards CCE is independent of interaction between teaching class and class size. teaching class and teaching as first choice by teachers is which is not significant at 0.05 level. It reflects the mean scores of teachers teaching different classes and teaching career choice do not differ significantly. In the light of this null hypothesis that there is no significant influence of interaction between class teaching by teachers and teaching as career choice on attitude towards CCE, is not rejected. Hence it may be concluded that attitude of secondary school teachers towards CCE is independent of interaction between teaching class and teaching as first choice. class size and teaching as first choice is.001 which is not significant at 0.05 level. It reflects the mean scores of different class size and teaching as first choice do not differ significantly. In the light of this null hypothesis that there is no significant influence of interaction between class size and teaching career choice on attitude towards CCE, is not rejected. Hence it may be concluded that attitudes of secondary school teachers towards CCE is independent of interaction between class size and teaching career choice. teaching class by teachers, teaching career choice and class size is.041 which is not significant at 0.05 level. It reflects the mean scores of teaching class by 11 teachers, teaching as first choice and class size do not differ significantly. In the light of null hypothesis that there is no significant influence of interaction between teaching class by teachers, teaching as first choice and class size on attitude towards CCE is independent of interaction between teaching class by teachers, teaching as first choice and class size. Discussion The teachers teaching upto class 10 th and chooses teaching as second choice and their class size is 35 had unfavourable attitude towards CCE. The teachers teaching upto class 12 th chooses teaching as first choice or second choice have unfavourable attitude towards CCE. There might be different reasons of unfavourable attitude towards CCE. But it is clear that CCE has increased the workload of teachers. Mohan (2010) stated that it became a tedious process for teachers to continuously keep records of students performance and make calculation in conversion of marks into grades, conversion of marks to their weightage percentage, calculation of percentile and many more in part 1 of the evaluation process. In concluding remarks Mohan (2010) stated that finally the work load of teachers, class teachers and school management has been increased. As a result, most of the times teachers and school management are busy with working on CCE formats and calculations rather than teaching and learning. Many schools are struggling to create formats and systems for teachers to work on; teachers and school management are confused and exhausted. But findings reported by Singh (2015) is somewhat different.he reported school teachers having workload less than 19 periods per week and more than 30 periods per week; teachers having 20 to 29 periods per week had unfavourable attitude towards CCE. There was significant difference in attitude towards CCE between teachers having 20 to 29 periods per week and all others teaching period groups (less than 19, 30-39, and more than 40. It is further notable that some of the categories of teachers were nearly possessed neutral attitude. The teachers teaching small classes had favorable whereas teachers teaching

6 large classes had unfavorable attitude but the difference is not significant. Hence both had nearly neutral attitudes.although they differ significantly. Teachers teaching upto 10 th had favourableness of attitude towards CCE, whereas teachers teaching upto 12 th had unfavourable attitude. Further research is needed to explore the percentage of teachers with different categories with unfavourable attitude and extremely favourable attitude. Such cases also qualitatively need to enquire about the causes of their favourableness or unfavourableness towards CCE. References CBSE (2010). Manual for Teachers on School Based Assessment Classes IX&X. New Delhi: CBSE, Mohan, A. (2010). CBSE and CCE: increasing workload of Teachers and Principals. Retrieved on November, 8 from http;//blogs.siliconindia.com/anilmohan/cbse_andcce_incr easing_working_load_of_teachers_and_principals. NCERT (2003). School Based Evaluation: A Scheme Experimented in Primary Classes of D.M. Schools attached to RIEs, (N.R F23292, Unpublished), New Delhi, India; Rajput S., Tewari A.D & Kumar S. NCERT, RIE (2004). Training of the KRPs in Continuous and Comprehensive Evaluation with Focus on Grading at the Elementary Stage, (N.R , Unpublished). Bhubaneswar, India; Padhi J.S. Gohain, M.P. (2011). 67% Teachers are not Comfortable with CCE'. Retrieved April 17, 2013, from _cce-summative-assessmentcontinuous-evaluation Singh, Tirath. (2015). Influence of workload on attitude of school teachers towards CCE. Edutracks,14(9), Singh, Tirath., & Singh, Arjinder. (2012). Attitude of Schoolteachers Towards Continuous and Comprehensive Evaluation : Role of Gender. Edutracks, 11(10), Singh & Butoliya (2013). Through A Lens of Equity. Learning Curve, Issue XX, Retrieved on September 29,2013,from 12

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