Effectiveness Of EDUSAT Programme In Mathematics At Senior Secondary School Level In Haryana

1854

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Published On: February 12, 2016

International Journal of Informative & Futuristic Research ISSN: 2347-1697

Volume 3 Issue 6 February 2016 Research Paper

Abstract

Present study was undertaken to find the effectiveness of EDUSAT programme in mathematics at senior secondary school level. The study was conducted on 40 lecturers of 22 Government schools of Haryana. A Self prepared questionnaire was used as a tool for the collection of data and that data was analyzed by making use of percentage method. The result of the study revealed significant positive response of the lecturers

towards EDUSAT and its educational implications.

1. INTRODUCTION

Twenty first century is the age of science and technology. Now man has stepped in to

the age of ultra-modern information technology i.e. internet age. With a click of mouse;

one can make entry into researches done, on the computer screen. The traditional notion

of literacy (including so-called numeracy) was based on the three R’s: Reading, writing and arithmetic, together with accurate hand writing (preferably calligraphic), and

memorizing certain experts from text books and classical poetry by heart. However, with

the advent of EDUSAT this meaning has changed to three R’S as. [Reading]- finding information by searching in written sources, observing, collecting

and reading.

[Writing]- communicating in hypermedia involving all types of information and all

media

[Arithmetic]- Designing objects and actions.

EDUSAT- It is the acronym for educational satellite –A satellite dedicated to education

with 74 channels –brain child of Dr. K .K. Kasturirangan and carefully nurtured by

Effectiveness Of EDUSAT Programme

In Mathematics At Senior Secondary

School Level In Haryana Paper ID IJIFR/ V3/ E6/ 002 Page No. 1854-1858 Subject Area Education

Keywords EDUSAT, Mathematics, Senior Secondary School

Priti Kalsia

Assistant professor

Malwa Central College of Education for Women

Civil Lines, Ludhiana, Punjab

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1855

ISSN: 2347-1697

International Journal of Informative & Futuristic Research (IJIFR)

Volume - 3, Issue -6, February 2016

Continuous 30th Edition, Page No.:1854-1858

Priti Kalsia :: Effectiveness Of EDUSAT Programme In Mathematics At Senior Secondary School Level In Haryana

development and educational communication unit(DECU) of ISRO under the leadership

of Sh. B.S.Bhatia; concept, project documentation and contributions of Pro. Marmar

Mukhopadhyay of NIEPA. Actually , EDUSAT is a technology network of uplink

stations in select national and state locations and downlink stations or facilities in

various educational institutions(as learning ends) supported by satellite. EDUSAT or

GSAT-3 was launched in September 2004 by the Indian space research organization

(ISRO). EDUSAT is the first Indian communication satellite built executively to serve

the educational sector. It is mainly intended to meet the demand for an interactive

satellite based on distance system for the country. It discourages memorization of facts

and rules. It stresses the ability to find facts and imagine unprecedented options.

2. OPERATIONAL DEFINITIONS

Effectiveness: it deals with qualitative aspects of the program(objective, content

and presentation)

EDUSAT: it is communication satellite build exclusively to serve educational

sector- primary and senior secondary level.

Senior Secondary School: A school comprising any span of grades beginning

with the next grade following an elementary or middle school and ending with or

below grade 12.

Mathematics: Mathematics is the body of knowledge and academic discipline

that studies such concepts as quantity, structure, space and change.

3. OBJECTIVES

1. To study the opinions of the lecturers regarding the effectiveness of EDUSAT

program in Mathematics.

2. To give suggestions for the improvement in the EDUSAT program.

4. DELIMITATIONS

Study was confined to the EDUSAT program in Mathematics only.

Study was confined to the opinions of lecturers only.

Study was confined to the Ambala District only.

5. RESEARCH METHODOLOGY

Method used: For the present study, investigator decided to adopt descriptive

method (survey) because only this method could be appropriate for the present

problem of research.

Sample: The sample of the present study was consisted of 40 lecturers of 22

Govt. senior secondary schools of Ambala District.

Tool used: A questionnaire used as a tool for getting the opinions of lecturers of

mathematics regarding the effectiveness of EDUSAT program in teaching of

Mathematics at senior secondary school level in Haryana.

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5. RESULT AND DISCUSSION:

Interpretation of the data that was collected through questionnaire is given below:

Q1. Give your views about program of Mathematics:

Sr. No. Question Yes % No %

1a. The topics were covered according to the

prescribed syllabus

40 100 - 0

1b. Only those topics of mathematics are

covered through EDUSAT program which

are important from examination point of

view.

21 52.5 19 47.5

1c. The content of the program is according to

prescribed books

40 100 - 0

1d. The language used is according to the level

of the students.

28 70 12 30

1e. Extra topics of mathematics are covered. 16 40 24 60

1f. Do audio- visual aids are used in teaching of

Mathematics.

38 95 2 5

1g. Do you have to repeat the lesson in the class

again, if once relayed through EDUSAT?

31 77.5 9 22.5

Q2. Rate the following statements:

Sr. No.

Question Total Number of respondents

SA A U D SD

2a. Matrices are easy to teach through

EDUSAT

19

(47.5)

18

(45)

3

(7.5)

- -

2b. Three dimensional geometry is easy to

teach through EDUSAT

4

(10)

31

(77.5)

2

(5)

3

(7.5

)

-

2c.

Statistics is easy to teach through

EDUSAT

12

(30)

23

(57.5)

3

(7.5)

2

(5)

-

2d.

EDUSAT is helpful in arousing curiosity

among the students regarding

Mathematics.

7

(17.5)

31

(77.5)

2

(5)

-

-

2e. Objectives of Mathematic are fulfilled

through EDUSAT program.

14

(35)

26

(65)

-

-

-

NOTE: ( ) parenthesis indicates % of respondents.

Q3. Do EDUSAT program helps the teachers in teaching of Mathematics?

Sr. No. Question Total Number of respondents

SA A U D SD

3a. Increase the knowledge of teachers

regarding his/her subject

18

(45)

14

(35)

6

(15

2

(5)

-

3b. Widens the mental horizon of the

teachers

14

(35)

20

(50)

3

(7.5)

- 3

(7.5)

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3c. Has improved the performance of the

teachers

6

(15)

27

(67.5)

2

(5)

4

(10)

1

(2.5)

3d. Saves a lot of time of the teachers. 3

(7.5)

31

(77.5)

3

(7.5)

2

(5)

1

(2.5)


Q4. Suggestions regarding measures of facilitate the above process in your school.

Sr. No. Question Total Number of respondents

SA A U D SD

4a. Increase the no. of periods for

EDUSAT programs

10

(25)

9

(22.5)

6

(15)

9

(22.5)

6

(15)

4b. Compulsory EDUSAT program for

each class

6

(15)

10

(25)

13

(32.5)

7

(17.5)

4

(10)

4c. Extension of school timing 10

(25)

12

(30)

4

(10)

8

(20)

6

(15)

4d. Introducing new EDUSAT lab 3

(7.5)

22

(55)

7

(17.5)

2

(5)

6

(15)


Q5: How EDUSAT can be useful for facilitating learning?

Sr. No. Questions Total Number of respondents

SA A U D SD

5a. EDUSAT can be used to reinforce

class room teaching

12

(30)

17

(42.5)

2

(5)

6

(15)

3

(7.5)

5b. Children are more comfortable

while studying through EDUSAT

than teachers

1

(2.5)

17

(42.5)

2

(5)

12

(30)

8

(20_

5c. EDUSAT make more impact

because of audio- visual medium

13

(32.5)

15

(37.5)

7

(17.5)

5

(12.5)

-

5d. EDUSAT makes students more

motivated

18

(45)

20

(50)

2

(5)

- -

5e. Students do not take lessons on

EDUSAT seriously.

3

(7.5)

16

(40)

18

(45)

2

(5)

1

(2.5)

5f. EDUSAT helps to enhance

interest of students.

14

(35)

22

(55)

2

(5)

- 2

(5)

5g. EDUSAT has improved the

performance of the students.

14

(35)

13

(32.5)

8

(20)

3

(7.5)

2

(5)


6. EDUCATIONAL IMPLICATIONS

After studying this programme it is found that this programme is very useful innovation

in the field of education. It has educational implications not for teachers only but for

students and parents also.

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Using this technology a teacher can improve his performance and can integrate

EDUSAT in teaching –learning process in an effective manner.

EDUSAT cover all type of learners, both within and outside the educational institutions

like, students in schools, women, working children and youth in phases.

The satellite provides free and equal education to all the students. It helps the parents

who cannot afford the facility of education as well as technology to their children due to

poverty.

7. MAJOR RECOMMENDATIONS

i.) It is recommended that Government of Haryana should facilitate such

organizations that can play an important role in the success of the program.

ii.) It is recommended that the extra topics related to syllabus of Mathematics should

be relayed through EDUSAT programme.

iii.) The member of the organization should visit the schools time to time to resolve

the problems and should give directions to the further committees to make this

program a great success.

iv.) It is suggested that the Government should provide the facilities of special grants

so that there can be constructed an EDUSAT laboratory in the schools to cater

the needs and increase the number of students in Government schools.

v.) There should be extra and proper training for the teachers to use the EDUSAT

equipment’s and re-orientation programs, so that they can make the best use of it

in the class room teaching.

8. REFERENCES

[1] Bhatnagar,S.(1998).Education and Communication Technology. New Delhi: Ess Ess

Publication.

[2] Burns, A. (1984). New Information Technology, Chichester: Ellis Horwood Publishers.

[3] Chauhan, S.S. (1979). Innovations in taching- Learning Process, New Delhi: Vikas

Publishing House Private Ltd.

[4] Dubey, A. & Adhikari, R. (1999). “Effectiveness of CAI in terms of Acievement of students

and its comparison with traditional method”. Journal of Educational Technology.11 (4),

207-211.

[5] Layton, D. (1988). Innovation in science and Technology Education. UNESCO

Publications.

[6] Miller,J.D.(1990).”Information Technology in schools”. The educational review, vol.106,no.

11387, Banglore: Mahalakshmi Layout.

[7] http:// www. Isro.org

[8] http:// www. Edusat.in

[9] http://www.isro.gov.in