Online ISSN: 2515-8260

Keywords : Academic Performance


Development And Standardization Of Constructivist Blended Instructional Paradigm For Teacher Preparation

Shakuntla Nagpal; Dinesh Kumar

European Journal of Molecular & Clinical Medicine, 2020, Volume 7, Issue 7, Pages 3385-3396

The purpose of this study was to develop a Constructivist Blended Instructional Paradigm, called as CBIP, for enhancing teaching effectiveness among prospective teachers in teacher preparation and academic performance of learners in schools. The CBIP is a harmonious blend of all pedagogical approaches (behaviorist, cognitivist and constructivist) and technology in a balanced and pragmatic manner. Theoretically, Advanced Curriculum Model of Cognitive Learning (ACMCL) which was developed in National Council for Educational Research and Training, New Delhi and experimented upon in RIEs especially in Mysore and Ajmer guided the integration process in CBIP. Constructivist Blended Instructional Paradigm draws the best from all available resources as per the Indian context & circumstances. In this, knowledge is created situationally, by using contextual support matching with the text book content. In this way, it is a blending of traditionalism and modernism, a harmonious practical combination of East & West. Thus, this paradigm is operationally defined and empirically verified as Constructivist Blended Instructional Paradigm (CBIP). The main emphasis was to develop appropriate blends and define the role of both teacher and learners in the execution of these blends. The CBIP was found to be efficacious as it has improved teaching effectiveness of prospective teachers and academic performance of learners. This model opens plenty of possibilities to solve some of the prevailing problems of Indian Education System.

Study Habits And Academic Performance: A Comparative Analysis

Jasgeet Kaur; Dr. Pankaj Singh

European Journal of Molecular & Clinical Medicine, 2020, Volume 7, Issue 7, Pages 6161-6166

The study in hand was conducted to explore the connection between study habits and academic performance of secondary school students across various schools in the city of Ludhiana. A predictive study was run to understand the contextual importance of the variables of study habits and academic performance. For the purpose of this study a sample of 120 students (60 males and 60 females) were each chosen randomly from the schools. The age range of students was 13-16 years (mean age = 14.55 years for males and 14.15 years for females). The data was analysed using correlation and t-test. Results revealed a negative correlation between study habits and academic performance (r= -0.32), whereas, through t –test it was confirmed that there is a significant difference between study habits and academic performance (p < .05), although no significant gender differences were observed between the two variables.