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International Referred Research Journal, June, 2011. ISSN- 0974-2832 RNI-RAJBIL 2009/29954.VoL.III *ISSUE-29

Research Paper—Education

Effectiveness of Content Cum Methodology as a technique in rural area * Dr. K. J. Kshatriya

June, 2011

* Asst. Prof. Shri Shivaji College of Education , Amravati (M.S.) A B S T R A C T This paper focuses on the funitioning of Content cum Methodology as a technique. Morever it explains the functional importance of Content Cum Methodology as a skill, technique in rural area. The main objective of the present investigation was to use Content Cum Methodology as a technique / skill in rural area. This study reveals the use of Content Cum Methodology as a technique by the student teacher on secondary school student. This study included Researher, pupil-teacher, student in secondary school and their regional language teacher in Maharashtra.The Experimental method was used for present investigation. A randam sampling method was adopted for the study.

Introduction"Change is the law of nature". After independance India has gone through various changes in every field including education. We trained skillful human resources in every field and their is progessive change in teacher education also. According to the policies of central an state government there is a continuous change in teacher education. There are still many challenges in education field particularly in rural area. So it is the need of time to provide good foundation for teachers education. So teacher is expected to acquire knowledge according to the lacuns in rural area. And teacher educator , Teachers Council, Universities should think over this problem seriously. We found that new kind of approches are developing now in teachers education colleges. In this kind of new approches their are some new methods of teaching, techniques, models of teaching , modern teaching aids etc. is developed. Keeping all these thing in mind researcher has dicided to use Content Cum Methodology as a main teaching technique in rural area. Functioning of Content Cum Methodology as a technique While teaching through Content Cum Methodology there must be integration in the content & teaching. While this integration we have to keep many things in our mind. 1) Diverse thinking about teaching & integration of skill & teaching 1.1 Diverse thinking 1.2) Explaination 1.3) Set induction 1.4) Conclusion 1.5) Example 1.6) Teaching aids 1.7) Blackboard writting 1.8) Basic skill of questioning 1.9) 2) Knowledge of content and explanation :2.1) Prepare these structure of teaching method 2.2) Curriculum :- text book significances and its appropiatness 2.3) to think over the skope of containt 2.4) Concept 2.5) Map and structure relation 2.6) Relation of teaching contents to other element 2.7) Content

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ananlysis according to evaluation technique 2.8) Content ananlyiss according to cognative technique. 3) Integration of containt in teaching method and knowledge representation3.1) Main teaching method 3.2) useful teaching method 3.3 Selection of teaching method and skills repastentation according to the content. 3.4 Selection of representative element for teaching content. 4) Lesson Planning and scientific explanation of teaching. 5) Evaluation 6) Preparation of teaching element. 7) Prepare Content Cum Methodology lesson plan Lesson Plan Name of Pupil teacher - Class Name of School - Time Subject -Element and sub-element Type of teaching method Previous knowledge Cognative aspect -Set induction, quirocity, interest Statement of aim -Activity in teaching, its intension. Objectives :1) To explain the content cum methodology : Concept, nature, different element with demonstration to sutdent - teacher (2) To introduce student-teachers with content cum methodology and prepare a lesson plain according to it. (3) To use content cum methodology in actual teching. (4) To study the content cum methodology as a teachique in rural area Hypothesis :(1) Content cum methodology works as a technique according to the lacunas in rural area (2) Due to the use of this method the teaching objectives can be achived on a larger scale Scope and limitation :The present investigation is limited with the student - teacher of marathi method in shree shivaji

International Referred Research Journal,June, 2011. ISSN- 0974-2832 RNI-RAJBIL 2009/29954.VoL.III *ISSUE-29

Subject Matter Objectives and their Specification Thinking about

Core Element, Presentation of objective one according to

Basic SystemEducational

Selected

Structure teaching * Relation method between Element with value element /approach other Element & level * Selected term * Explaing skill Subject matter * knowledge Education accord ing to representator Life business content analysis. College of education, Amravati and with the student from shree Shivaji Multi Purpose Secondary School. Method :The experimental method was used for the study. First of all the concept, nature, various element of traditional method and content cum methodology was explained to the pupil teacher with demonstration. After explanation a questionnarrie was prepared by the researcher and these questionnaire was distributed among the pupil teacher and the two same groups was Students

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Group A Teaching by Traditional Method Mean SD 27.5 12.48

Group B Content Cum Methodology Mean SD 31.9 11.79

made according to the marks obtained by the pupil teacher. Each group has 25 students-teacher then the first group was asked to prepare lesson plan according to the traditional method and the second group of pupil teacher was asked to prepare lesson plain according to containt cum method-ology and both groups were asked to go in the related school and teach there the decided syllabus. In standard 9th A the first group of pupil teacher taught the content by traditional method and second group of pupil teacher taught the same limited content by content cum methodology in 9th B. The decided curriculum was completed within fifteen days. For the observation of pupil teacher a observation chart was used by the researcher and marks were alloted to them according to the observation chart. After fifteen days test was given to the secondary school student (to both class 9th and B) and the marks obtained by the Observation :- 1) Student teacher started to develope

Experience

Evaluation

Teacher Activities Content

Student Activities Expression

thought about

Proof * Explanation

of thought * Meaning

Evaluative question

of technical

draim

according to content.

* Pleasurable

structure of content. (2) Pupil teacher were started to think integratedly about the cuiriculum and text book. (3) Pupil teacher start to analyse the content. (4) Student teacher started to think over the content. (5) Student teacher has thought about the importants of contain and its references. (6) Student teacher tought about teaching method, different approches, models of teaching and techniques (7) Student teacher started to prepare content cum method-ology lesson plan. (8) they started to find out different sources for there concept according to the rural culture and surrounding. (9) They started to use containt cum methodology very effectively. Major findings :There is significant difference between the achivement of two group pupil teacher (2) Pupil teacher became aware of the importance of containt cum methodology. (3) Pupil teacher started to differentiate traditional method of teaching and containt cum methodology.(4) the study revealed that containt cum methodology can be used as a technique effectively in rural area Suggestions :- (1) Teacher Training Programme Must have a compulsory content cum methodology. (2) Student Teacher should be asked to integrate the teaching element with the sources available in rural area - its culture, physical resources , surroundings etc. (3) The Teacher Training institution should organise one day workshop of head, teacher aducetors and student. Teacher of Teacher Training Institution. :- Head Masters and Teachers of Co-operating Schools to explain the purpose of content cum methodology before the student teacher are sent for practice teaching.

R E F E R E N C E 1) Bannet N and Carre C. (Eds) (1993) Learning to teach, London, Routledge. 2) Garett, H. E. 7 R. S. Woodworm. (1981) Statistics in Psyshology & Edcucation, Vakils, Feffer and Simsons Ltd. 3) Medley D. M. and Shannon D. M. 1995 Teacher education in Anderson Lorin W (edited) international Encyclopedia of teaching and teacher education. Cambridge University press. 4) NCTE (1998) Competency based and Commitment oriented teacher education for quality, school education Delhi.

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