A Presentation at ZHCES, Jawahar Lal Nehru University (JNU) by V K Kanvaria on 12/03/2013 in a Seminar

1. Presenting at ZHCES, JNU
in ZHCES Graduate Seminar on
Interdisciplinarity in Educational
Studies :
Concepts, Theories and Approaches
12th March, 2013
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2. VINOD KUMAR KANVARIA
Research Scholar, School of Education
IGNOU, New Delhi
vinodpr111@gmail.com

3. What are we discussing here?
• (i) Discussing and developing a framework
for interdisciplinary research methodology for
pedagogy, ICT and learning of mathematical
concepts.
• (ii) Reflecting on various variables in terms of
what, why and how.
• (iii) Mentioning about sampling technique for
interdisciplinary research methodology.
• (iv) Endeavouring to discuss the strategy for
validity of tools.
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4. ICT Method
Research Case
Mathematics
In the field of Research, it can be achieved through a
Interdisciplinary Research Methodology
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5. What is ICT?
Information and
Communication Technology!
What is it ?
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6. What are various views on ICT ?
Means of
accessing, storing, sharing,
processing, editing, selectin
g, presenting and
communicating information
through a variety of media.
It also involves
finding, sharing and
restructuring information in
its diverse forms.
BECTA (2002)
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7. What are various views on ICT ?
Major forms may be given as word
processing e.g. MS Word, spread
sheets e.g. MS Excel, databases e.g. MS
Access, graphing e.g. SPSS, graphics
packages e.g. Corel draw, clipart and
sound packages e.g. Flash Player,
desktop publishing e.g. PageMaker,
Cohen, Manion and Morrison (2005)
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8. What are various views on ICT ?
multimedia e.g. MS PowerPoint,
internet e.g. Windows Internet
Explorer, e-mail e.g. Gmail, games
e.g. solitaire and simulations e.g.
packages for air-pilot training and
chemistry practical.
Cohen, Manion and Morrison (2005)
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9. What are various views on ICT ?
ICT makes new and more
flexible learning environment
possible.
Alexander and Potter (2005)
Currently, the major issues
pertaining to ICT are access
and advancement.
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10. What is a Method?
Method !
What is it ?
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11. What are various views on Method ?
Etymologically,
‘meta’: after,
‘hodos’: way, motion,
journey
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12. What are various views on Method ?
Pursuit of
knowledge,
investigation, mode
of prosecuting such
inquiry or the
system.
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13. What are various views on Method ?
A process of
completing a task or
a way of doing
something.
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14. What is Mathematics?
Mathematics !
What is it ?
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15. What are various views on
Mathematics ?
The science or class of sciences
which treats the exact relations
existing, between quantities or
magnitudes and operations and
of the methods of which, in
accordance with these
relations, quantities sought are
deductible from other known or
supposed.
Webster’s Dictionary (1948)
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16. What are various views on
Mathematics ?
Mathematics is a way to
settle in the mind; a habit of
reasoning.
Locke (1801)
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17. An Interdisciplinary Framework
An Interdisciplinary
Framework Keeping in
Mind All the Disciplines
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18. Design of the Study
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19. What ? How ?
Variable Control
Why ?
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20. What ? How ? Why ?
Class level -- Taking
same class -- Avoid
different academic
levels
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21. What ? How ? Why ?
Content -- Taking content from
all five units -- Avoid content-
subjectivity
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22. What ? How ? Why ?
Concepts -- Taking one
concept each from all five
units -- Avoid concept-
subjectivity
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23. What ? How ? Why ?
ICT tools -- Taking
same tool for all
concepts -- Avoid tool-
subjectivity
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24. What ? How ? Why ?
Instructional strategies in ICT
based pedagogy -- Same teacher
for all for ICT based pedagogy --
Avoid individual teacher-effect
on pedagogy
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25. What ? How ? Why ?
Curriculum -- Taking
standardized curriculum
for secondary level --
Avoid curriculum-effect
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26. What ? How ? Why ?
Elements of concept --
Taking same elements
for each concept --
Avoid internal
subjectivity for
concepts
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27. What ? How ? Why ?
Availability of ICT facilities --
Taking those schools which
already have ICT facilities
available for students -- Avoid
non-familiarity with ICT facilities
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28. What ? How ? Why ?
Testing of achievement --
Same achievement test for
all students -- Avoid
subjectivity of test
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29. What ? How ? Why ?
Types of questions --
Objective type
questions -- Avoid item-
subjectivity on
assessment
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30. What ? How ? Why ?
Length of the test -- Same
number of items for each
concept -- Equal weightage to
each concept
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31. What ? How ? Why ?
Efficiency and interest on
the topic -- Attempting
best two content-sections
in the test – Avoid
individual interest and
aptitude-variability factor
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32. What ? How ? Why ?
Various traditional
methods -- Taking
various teachers for
traditional methods --
Reaching various
traditional methods
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33. Sampling Techniques
Super-flexibility of sampling technique
for such a Typical
Interdisciplinary
study
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34. Sampling
Teachers Teachers for
content Students for
(subject experts
and field validation small group
experts) for test selected try out
validation using selected
selected using
purposive using
quota sampling convenient
sampling
sampling
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35. Students
Studying under CBSE curriculum
from different government schools
for achievement scores
purposive non-random
sampling technique
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36. Methodology
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37. Methodology
(i) ICT based content on specific
concept from every unit was
developed.
(ii) This ICT based content was
applied in classroom pedagogy in
various schools.
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38. Methodology
(iii) An achievement test was
designed to test the concept
attainment by the students.
(iv) The test was administered on
the students taught by using ICT
based content.
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39. Methodology
(v) The test was administered on
the students taught by traditional
approach.
(vi) The two sets of data were
compared and analysed.
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40. Statistical Tools & Techniques
Statistical tools
Percentage of
Chi-square test
agreeability
One Way & Two Way
t-test ANOVA
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41. Analysis & Discussion
A quasi-experimental design
(McGuigan, 1990), with an
essence of flexibility, gave
the most reliable results and
paved the way for a better
compatible research
methodology for ICT in
education.
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42. Inference
Due to its unique interdisciplinary
nature, a quasi-experimental design
with a super-flexible mode
suited such a research
the most.
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43. Special Care
Designing and validating tools
Statistical tools
Issues
Sampling
Controls
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44. WHAT ARE WE DOING WHAT NEEDS TO BE DONE
Searching for a
Universal Convince
Panacea ourselves that
various researches
need various types
of research
methodologies
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45. Conclusion
Coherence
Research
Natural Sciences Discipline
Social Sciences
Logical Method Content and Nature
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46. Educational Research
in the 21st Century
Our SUCCESS will depend
upon the extent to which we
are able to change ourselves
with the changing times with
the optimum flexibility in
Research Methodology
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47. -To entire Teaching
Community, its
students, Organisations
and all……
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