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A COMPARATIVE STUDY OF ATTITUDE OF PRIMARY & SECONDARY SCHOOL TEACHERS OF RAMPUR DISTRICT TOWARDS CONTINUOUS AND COMPREHENSIVE EVALUATION

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In the present study, an attempt has been made to compare the attitude of primary and secondary school teachers of Rampur district in Uttar Pradesh towards Continuous and Comprehensive Evaluation (CCE) on the basis of gender, level of teaching and teaching experience. 121 primary and secondary school teachers of different gender were selected through random sampling method. ‘Teacher’s Attitude Scale Towards Continuous and Comprehensive Evaluation’, developed by Dr. Vishal Sood and Dr. Arti Anand has been used for data collection. Findings have shown that on the basis of gender and level of teaching, no significant difference is found among teachers’ attitude towards CCE. Also, in reference to teaching experience, no significant difference seems to exist in the attitude of primary and secondary school male teachers, but in case of female teachers, there is a significant difference among them in their attitude towards Continuous and Comprehensive Evaluation. Keywords- Attitude, Continuous and Comprehensive Evaluation, Primary School Teachers, Secondary School Teachers.
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   Scholarly Research Journal for Interdisciplinary Studies, Online ISSN 2278-8808, SJIF 2016 = 6.17, www.srjis.com   UGC Approved Sr. No.45269, JULY-AUG 2017, VOL- 4/35 Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies    Abstract A COMPARATIVE STUDY OF ATTITUDE OF PRIMARY & SECONDARY SCHOOL TEACHERS OF RAMPUR DISTRICT TOWARDS CONTINUOUS AND COMPREHENSIVE EVALUATION Amita Gupta, Ph. D. & Aanchal Jain 1  Assistant Professor, M.Ed. Deptt. Bareilly College, Bareilly, Uttar Pradesh, India 2  M.Ed. Student, M.Ed. Deptt. Bareilly College, Bareilly, Uttar Pradesh, India  In the present study, an attempt has been made to compare the attitude of primary and secondary  school teachers of Rampur district in Uttar Pradesh towards Continuous and Comprehensive  Evaluation (CCE) on the basis of gender, level of teaching and teaching experience. 121 primary and  secondary school teachers of different gender were selected through random sampling method. ‘Teacher’s Attitude Scale Towards Continuous and Comprehensive Evaluation’, developed by Dr. Vishal Sood and Dr. Arti Anand has been used for data collection. Findings have shown that on the basis of gender and level of teaching, no significant difference is found among teachers’ attitude towards CCE. Also, in reference to teaching experience, no significant difference seems to exist in the attitude of primary and secondary school male teachers, but in case of female teachers, there is a  significant difference among them in their attitude towards Continuous and Comprehensive  Evaluation. Keywords-  Attitude, Continuous and Comprehensive Evaluation, Primary School Teachers, Secondary School Teachers .   Introduction   For escalating human resources that has been deemed central for the National development, the foundation lies in the school education. Evaluation is a vital part of the all teaching learning process, which not only provides direction to the teachers but also to students to proceed in a systematic manner. For the same, examination and evaluation often comes under the scrutiny. Thus recommendations made by NCF-2005 and RTE Act -2009 regarding reducing emphasis on external examination and encouraging internal assessment ,have been made imperative to pursue the scheme of Continuous and Comprehensive Evaluation(CCE). CCE refers to a system of school based evaluation of students that covers all aspects of student development .CCE pattern is implemented through Formative Assessment (FA) and Summative Assessment (SA) which emphasizes on two fold objectives; firstly it focuses on continuity of evaluation on one hand and assessment of broad based learning and behavioral outcomes on the other. Scholarly Research Journal's is licensed Based on a work at  www.srjis.com     Dr. Amita Gupta & Aanchal Jain (Pg. 6169-6177) 6170 Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies The term ‘ c ontinuous ’ is incorporated to emphasize that the evaluation of identified aspects of student’s growth and developme nt is a continuous process rather than an event. The second term ‘c omprehensive ’ means that the evaluation attempts to cover both the scholastic and the co-scholastic aspects of students ’  growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of a variety of tools and techniques (both testing and non-testing) and aims at assessing a learn er’s development in areas o f learning like, remembering ,understanding, applying, analyzing etc.   Thus the aims of implementing of CCE are to make the process of teaching and learning a learner centered activity; develop cognitive,  psychomotor and affective skills of the students; de-emphasize memorization and to make evaluation an integral part of teaching-learning process. Barwal and Sharma (2015) concluded that some secondary school teachers do differ and some not differ in their attitude towards Continuous and Comprehensive Evaluation. Kumar and Agarwal (2016)   concluded that the male and female teachers; teachers with low or moderate experience and high experience; graduate & postgraduate teachers do not differ significantly in their perception towards Continuous and Comprehensive Evaluation. Emmanuel and Orum (2012) studied to find out whether continuous assessment scores have any effect on the final examination scores and found that continuous assessment scores have an positive effect on the final examinations scores obtained by students. Raina and Verma (2015), Rana (2015) , Singh (2016) painted that there is no significant difference in attitude on the basis of various variables. Sen and Chakraborty (2017), observed in their study that general category secondary school teachers are little bit more aware towards Continuous and Comprehensive Evaluation in comparison to the other categories. Objectives of the Study:   - The objectives of the study were as follows: 1.   To study the attitude of teachers towards Continuous and Comprehensive Evaluation on the basis of gender. 2.   To compare the attitude of teachers towards Continuous and Comprehensive Evaluation on the basis of level of teaching 3.   To identify the difference if any in, the attitude of teachers towards Continuous and Comprehensive Evaluation on the basis of teaching experience.    Dr. Amita Gupta & Aanchal Jain (Pg. 6169-6177) 6171 Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies Hypotheses of the Study 1.   There is no significant difference in teachers’ attitude towards Continuous and Comprehensive Evaluation on the basis of gender. 2.   There is no significant difference in the attitude of male & female primary school teachers towards Continuous and Comprehensive Evaluation. 3.   There is no significant difference in the attitude of male & female secondary school teachers towards Continuous and Comprehensive Evaluation. 4.   There is no significant difference in the attitude of male teachers of primary & secondary school towards Continuous and Comprehensive Evaluation. 5.   There is no significant difference in the attitude of female teachers of primary & secondary school towards Continuous and Comprehensive Evaluation. 6.   There is no significant difference in attitude of Female Teachers having teaching experience up to 10 years and more than 10 years towards Continuous and Comprehensive Evaluation. . 7.   There is no significant difference in attitude of male Teachers having teaching experience up to 10 years and more than 10 years towards Continuous and Comprehensive Evaluation. Research Methodology- Based upon the objectives of the study, the Descriptive Survey  Method   is used in the present study. Population - In the present study all male and female teachers of primary and secondary schools affiliated to C.B.S.E Board of District Rampur, Uttar Pradesh constituted the  population of the study.  Sample and sampling Technique-  The sample has been selected through random sampling method. The total sample of the present study comprised of 121 primary and secondary school teachers out of which male are 55 and female are 66 taken from various CBSE schools of Rampur district .  Tool Used - ‘Teacher’s Attitude Scale Towards Continuous and Comprehensive Evaluation’, developed by Dr. Vishal Sood and Dr. Arti Anand is used for the present study. The scale is a self administering and self reporting five point scale. Statistical Technique Used For analysis of collected data; Mean, Standard Deviation and ‘t’  test statistical technique has  been applied.    Dr. Amita Gupta & Aanchal Jain (Pg. 6169-6177) 6172 Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies Analysis and Interpretation of Data In the present investigation, the data were tabulated under different headings of the variables under study and the analysis is made in the manner described below- Table-1 Comparison of attitude of male and female teachers towards CCE- Variable N M SD Calculated value Tabulated value Level of Significance Male 55 164.09 20.28 0.067 1.98 NS  Female 66 163.85 18.76 Conclusion - The data presented in the Table-1 shows that mean scores of male and female teachers are 164.09 and 163.85 respectively & SD are 20.28 and 18.76 respectively. The t-value calculated is 0.067 which is found to be statistically not significant at 0.05 level of significance. Therefore the first null hypothesis stated, there is no significant difference  between attitude of male and female teachers towards Continuous and Comprehensive Evaluation(CCE) is accepted. Table-2 Comparison of attitude of male and female primary school teachers towards CCE - Variable N M SD Calculated value Tabulated value Level of Significance Male(Primary) 27 169.07 20.84 0.38 2.00 NS Female(Primary) 32 170.97 17.07 Conclusion - The data presented in the Table-2 shows that mean scores of Male and Female Primary School teachers are 169.07 and 170.97 & SD are 20.84 and 17.07 respectively. The t-value calculated is 0.38 which is found to be statistically not significant. Therefore the second null hypothesis stated, there is no significant difference between attitude of male and female primary school teachers toward Continuous and Comprehensive Evaluation(CCE) is accepted. 164.09 20.28 163.85 18.76 050100150200MEANSD Graph 1 MALEFEMALE
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