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An Innovative Soft Ware for Learning to Write Tamil Lesson Plan

Dr. S. K. Panneer Selvam

Assistant Professor, Department of Education,

Bharathidasan University, Tiruchirappalli,TN

skpskpbdu@gmail.com

Introduction

Quality Education is indispensable for ameliorating the secondary education to stand on the platform

of globalization. It can be acquired by revamping the quality of Secondary Teacher Education through

the degree course of Bachelor of Education. Teachers are responsible facilitators for ensuring the

quality education. Teacher Education can assist to enrich the quality of teachers by implementing

innovative methods in teaching learning process. Most of the students are unable to read and write

Tamil without mistakes in Tamilnadu. Even if the Tamil is the mother-tongue of the learners, they are

unable to write correct Tamil. Parents and learners are attracted by learning English and neglect

learning Tamil language. It paves way to the learners for committing more mistakes. Errors of

learning Tamil can be rectified through effective teaching learning process. Innovative effective

method has to be investigated for easy understanding of the language. Hence innovative teaching-

learning software was prepared for error free successful learning to write Tamil lesson plan.

Need of the Study

Effective teaching is based on the planning of lesson plan which is depending upon unit plan. Writing

and preparing a lesson plan for macro-classroom is essential for a perfect teacher-trainee or in service

teacher. Most of the teacher-trainees of selecting their optional-I as Tamil at Bachelor Education level

were unable to write lesson plan in Tamil from some Educational colleges situated around the Trichy

district. Lesson plan is the skeleton of the teaching learning process. If the student-teacher is unable to

write an appropriate lesson plan for particular unit of the lesson for /poem/prose/grammar, his

teaching can not be more effective. Acquiring practice in lesson plan writing may eliminate the

problems of the teacher-trainees in teaching learning process. Learning to write Tamil lesson plan

among the teacher-trainees was identified by administering a diagnostic-test .Teacher-trainees of

Tamil scored very less mark in writing lesson plan. Hence the researcher endeavoured to prepare

innovative Software for the teacher-trainees to eliminate the problems in conventional methods of

learning to write Tamil lesson plan.

Statement of the Problem

Teacher-trainees of optional I as Tamil in Bachelor of Education have problems in writing lesson plan

in Tamil by conventional method.

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Objectives of the study

1. To measure the learning hurdles in writing Tamil lesson plan.

2. To find out the significant difference in achievement mean score between pre-test of control

group and post-test of control group in learning to write Tamil lesson plan.

3. To find out the significant difference in achievement mean score between pre-test of

experimental group and post –test of experimental group in learning to write Tamil lesson

plan.

4. To measure the effectiveness of innovative software in learning to write Tamil lesson plan.

Hypotheses of the study 1. Teacher-trainees of optional I as Tamil in Bachelor of Education have problems in writing

lesson plan in Tamil by conventional method.

2. There is no significant difference in achievement mean score between pre-test of control group

and post-test of control group in learning to write Tamil lesson plan.

3. There is no significant difference in achievement mean score between pre-test of experimental

group and post-test of experimental group in learning to write Tamil lesson plan.

4. Innovative software is more effective than conventional methods in learning to write Tamil

lesson plan.

Methodology

Experimental method was followed in the study.

Sample

One hundred Teacher trainees of B.Ed were selected from Indira Ganesan college of Education, Trichy

as sample for the study. Fifty Teacher-trainees were considered as Controlled group and another Fifty

Teacher-trainees were considered as Experimental group.

Tool

Researcher’s self-made criterion reference test was used as a tool for the study.

Reliability of the tool

The co-efficient correlation was found 0.78 in the tool through split-half method.

Validity of the tool

Face validity and Content validity was established for the test through expert suggestions. Hence

reliability and validity were properly established for the study. ‘t’ test was used as a statistical

technique for the study.

Procedure of the study

1. Problems identification by administering diagnostic test.

2. Preparation of innovative software and validation.

3. Pre-test-treatment-post-test.

4. Finding the effectiveness of the software.

5. Implementation of the study.

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Data collection

The researcher administered a diagnostic test to identify the problems of the Teacher-trainees in

learning to write Tamil lesson plan with permission of Principal of the college. Pre-test –Treatment-

Post-test was used for the control group in conventional method. Pre- test- using the innovative

software and post -test was administered for the research.

Hypothesis testing

Alternative Hypothesis-1

Teacher-trainees of optional I as Tamil in Bachelor of Education have problems in writing lesson

plan in Tamil by conventional method.

Teacher-trainees scored 24% of marks in writing Tamil lesson plan. Seventy six percentages of teacher-

trainees committed the mistakes in writing lesson plan. It substantiates that the problems existing in

writing lesson plan among the teacher-trainees in Tamil by conventional method. Hence the Teacher-

trainees of optional I as Tamil in Bachelor of Education have problems in writing lesson plan in Tamil

by conventional method.

Null-Hypothesis-2

There is no significant difference in achievement mean score between pre-test of control group and

post-test of control group in learning to write Tamil lesson plan.

Table-1

Achievement means scores between pre-test of control group and post-test of control group.

The calculated t value is (0.214) less than table value (1.96). Hence null hypothesis is accepted at 0.05

levels. Hence there is no significant difference between the pre-test of control group and post-test of

control group in achievement mean scores of the teacher-trainees in writing Tamil lesson plan through

conventional methods.

Null Hypothesis- 3

There is no significant difference in achievement mean score between pre-test of experimental group

and post-test of experimental group in learning to write Tamil lesson plan.

Tests N Mean S.D. do t- value Result

Pre-test control group 50 8.62 2.32

Post- test control

group 50 8.68 2.42

98 0.214 Insignificant

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Table-2

Achievement means scores between pre-test of experimental group and post-test of

Experimental group.

The calculated‘t’ value is (9.32) greater than table value (1.96). Hence null hypothesis is rejected at 0.05

levels. Hence there is significant difference in achievement mean score between the pre-test of

Experimental group and post-test Experimental group in achievement mean scores of the teacher-

trainees of B.Ed College in learning to write Tamil lesson plan.

Hypothesis- 4

Innovative software is more effective than conventional methods in learning to write Tamil

lesson.

The above two tables prove and confirm the innovative software is more effective than traditional

approaches in learning to write Tamil lesson plan. Mean scores in pre-test of Experimental group by

conventional method is (14.39) less than the mean score of post-test of Experimental group by using

innovative software in learning to write Tamil lesson plan (18.12). It substantiates that innovative

software is more effective than conventional methods in learning to write Tamil lesson plan.

Findings

1. Teacher-trainees of optional I as Tamil in Bachelor of Education have problems in writing

lesson plan in Tamil by conventional method.

2. There is no significant difference in achievement mean score between pre-test of control group

and post-test of control group in learning to write Tamil lesson plan.

3. There is significant difference in achievement mean score between pre-test of experimental

group and post-test of experimental group in learning to write Tamil lesson plan.

4. Innovative software is more effective than conventional methods in learning to write Tamil

lesson.

Recommendation of the study

1. Preparing more software’s for learning of Tamil may simplify the learners of Tamil in mother

tongue as well as Tamil as second language learners.

2. It may be implemented in Diploma in Teacher Education also.

3. It may be implemented in School Education also.

4. It may be implemented in Collegiate Education also.

Tests N Mean S.D. df t- value Level of

significance

Pre-test Experimental

group 50 14.39 3.68

Post- test Experimental

group 50 18.12 3.02

98 9.32 P>0.05

significance

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Conclusion

Like this study can eliminate the problems of the learners in all levels of education.

References

1. Kwok-Keung LAU(1992) On The Objectives of Teacher, Education Journal Vol. 20 No, pp. 43-

48 by The Chinese Universityof Hong Kong Faculty of Education,

2. Wahab, Norshahriah and Zaman, Halimah Badioze (2007) Multimedia courseware Package

for learning English based on learning styles (mel-e). in: ICEEI2007 Bandung, Indonesia.

3. Britten, J.S. and Cassady, J.C. (2005) The Technology Integration Assessment

Instrument: Understanding Planned Use of Technology by Classroom Teachers: Computers in

the Schools Vol. 22, No. 3/4, pp. 49-61.