CHAPTER III METHODOLOGY

3.1

INTRODUCTION

Educational research involves an application of the main principles of scientific research to the solution of educational problems. This chapter presents details of the procedures adapted by the investigator in relation to the selction of tools, size of the samples, variables and the mode of data collection in detail.

3.2

STATEMENT OF THE PROBLEM

The investigation entitled, Teaching goals and Teaching skills of the student teachers in relation to the Hidden values of B.Ed. Curriculum An analysis, is taken up for the present study. 3.3 a. OPERATIONAL DEFINITION OF TERMS Curriculum

Curriculum can refer to the total structure of ideas and activities developed by an educational institution to meet the learning needs of students and to achieve desired educational aims. In the present study B.Ed. curriculum refers to the curricular and cocurricular activities such as micro teaching, teaching practice, observation, guidance and counseling camp activities, community service, regimental practice and playing games. b. Hidden curriculum

In education, the hidden curriculum refers to the way in which culture values and attitudes (such as obedience to authority, punctuality, and deayed gratification) are transmitted, through the structure of teaching and the organization of schools. This is different from the manifest or format curriculum that is subject-based or topic-based. c. Hidden values

Values are hidden in all subjects based on the aims of education, it is foe the teacher to apply his / her mind and to find those values; it should be naturally blended in teaching. So that children unconsciously imbibe these values. In the present study

Hidden values refers to specific values like personal value psychological values, academic values, moral values and social values. d. Teaching goals

In the present study teaching goals refers to specific like higher order thinking, basic academic success, discipline and specific knowledge, liberal arts and academic, work and career preparation and personal development. e. Teaching skills

In the present study teaching skills refers to specific skills such as personal, teaching, thinking, communication and organizational skills to facilitate and support thestudents learning in the best possible way. 3.4 OBJECTIVES OF THE STUDY 1. To analyze the Hidden values imbibed among student-teachers indirectly. 2. To assess the level of teaching goals of B.Ed. student teachers. 3. To assess the level o teaching skills of B.Ed. student-teachers. 4. To find out whether any significant difference exists in Hidden values imbibed among student teachers with respect to a. Gender b. Location of college c. Medium of instruction d. Educational qualification e. Type of management f. Type of college 5. To find out whether any significant difference exists in teaching goals of studentteachers with respect to a. Gender b. Location of college

c. Medium of instruction d. Educational qualification e. Type of management f. Type of college 6. To find out whether any significant difference exists in teaching skills of student teachers with respect to a. Gender b. Location of college c. Medium of instruction d. Educational qualification e. Type of management f. Type of college 7. To find out the association between teaching goals of the student-teachers and Hidden values of B.Ed. Curriculum. 8. To find out the association between teaching skills of the student-teachers and Hidden values of B.Ed. Curriculum. 9. To find out the association between teaching goals and teaching skills of the student teachers. 3.5. HYPOTHESES OF THE STUDY Keeping in view the objectives of the study the following hypotheses have been framed in null form for statistical verification. 1. There is no significant difference in Hidden values imbibed among student teachers with respect to

a. Gender
b. Location of college c. Medium of instruction

d. Educational qualification e. Type of management f. Type of college