Department of Humanities and Social Sciences

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An empirical study on the predictive role of SES on high school students' achievement in learning ESL
(Inder Science, 2018-04) Choudhary, Sanjiv Kumar
This paper reports the findings of the study on the relationship between socio-economic status (SES) variables and students' achievement in learning ESL (AESL) in a few selected secondary schools of India. Through this study an attempt has been made to predict which variable of SES affect students' AESL. A questionnaire survey has been used to collect information about SES variables (father and mother education, father and mother occupation and family income) of the students. The students' AESL in form of grades is taken from the schools. Data analyses have been done using SPSS by descriptive and inferential statistics. Analysis of variance (ANOVA) and multiple regression analysis findings indicated that students' AESL is dependent on five SES variables. Multiple regressions indicated that fathers' education, mothers' occupation and income are significant predictors. This reflects that there is a need to look into these factors in addition to school learning factors affecting students' learning English as a second language (ESL).
Environmental socio-scientific issues as contexts in developing scientific literacy in science education: a systematic literature review
(Elsevier, 2024) Choudhary, Sanjiv Kumar
This study aims to comprehend the use of Environmental Socio-scientific issues (ESSI) contexts in science education. This qualitative study has used systematic literature review techniques to answer the research questions. The review comprised 61 studies. The research questions focused on the type of methodology used, nature of studies and participants, skills developed through ESSIs, issues taught as ESSI, geographical spread and implication mentioned for student learning, teacher preparation, and suggestions for curriculum. Findings claim that qualitative methods are mainly used; argumentation and decision-making are the most targeted skills. Climate change, followed by nuclear power, is the most reported ESSI. Further, the United States of America and Turkey are the two leading countries where most of the research in this field has occurred, while South Asian countries and the African continent lag. The influence of cultural values in understanding such issues by students, teaching the integration of local socioscientific issues (SSIs) in lesson plans to pre-service and in-service teachers, and evaluation of science textbook curriculum on the frameworks of scientific literacy are some of the unexplored aspects in the domain.
Evaluation of English Textbooks for Class X Prescribed in 32 BSER and CBSE Schools
(NCERT, 2015) Choudhary, Sanjiv Kumar
In India, the schools are affiliated to Central Board of Secondary Education (CBSE), Indian Certificate of Secondary Education (ICSE) or State Boards of Secondary Education. Every state has its own state board of education with its own syllabus. Variation is found in the syllabi of English at secondary school level of different boards. That is why the textbooks prescribed for the schools affiliated to different boards are also different. This study traced the appropriacy of English textbooks prescribed for class X by CBSE and the Board of Secondary Education Rajasthan, Ajmer (BSER). Data were gathered using checklist from the respondents and were analysed using descriptive and inferential statistics. The findings show that there are various aspects of textbooks with which teachers are quite satisfied. However, there are areas which need modification or to be supplemented by additional materials.
Generational Status and First Born Child: Predicative of Achievement in Learning ESL
(Marwadi Education Foundation, 2019-02) Choudhary, Sanjiv Kumar
Research on age, gender, socio-economic status, generational status, motivation have their origin in Coleman’s study which found that students’ socio-demographic variables play crucial role in learning at school. This paper presents the findings of a study on relationship between generational status (English language learner), first born child and students’ achievement in learning ESL in a few selected secondary schools of Rajasthan. This study adopted an Ex-Post-Facto research design followed by simple random sampling technique using questionnaire survey for data collection. The students’ achievement in learning ESL assessed by the affiliating board (Central Board of Secondary Education) of schools in form of grades was taken from the schools. The t-test results indicated that students’ achievement in learning ESL is dependent on generational status and first born child. Standard multiple regression also indicated the significant relationship between generational status, first child and students’ achievement in learning ESL at secondary level. Keyword: Achievement, Birth order, English as a second language, Generational status
Impact of Socio-economic Status on Language Learning Motivation of Secondary School Students
(NCERT, 2016) Choudhary, Sanjiv Kumar
Many social factors are likely to affect the affective factors such as motivation indirectly affecting the learning of English as a second or foreign language. This study examined the influence of Socio-economic Status (SES) on students’ Language Learning Motivation (LLM). We conducted a survey by using questionnaire to collect information about SES of the students and motivation. The respondents were students of secondary schools (Class X) affiliated to Central Board of Secondary Education. The data analyses were done using SPSS by descriptive statistics, anova and simple linear regression. SES comprises fathers’ education, mothers’ education, fathers’ occupation, mothers’ occupation and family income. LLM construct included integrativeness and attitude towards learning situation developed by Gardner (1985). The reliability of the questionnaire for SES and LLM was found to be α=0.735 and α=0.608 respectively. Results indicated that there is a significant relationship between SES and language learning motivation which reflects that increase in social status leads to increase in language learning motivation.
Reimagining scientific literacy: a framework for future-focused science education
(2024) Choudhary, Sanjiv Kumar
Scientifi c literacy is a crucial goal of science education that must adapt to the needs of the time.Different scientifi c literacy frameworks (such as the PISA 2018 scientifi c literacy framework; Cansiz &Cansiz, ave been used for evaluating textbooks to evaluate the content. However, in recent years,a signifi cant body of literature about contemporary challenges, such as ‘environmental issues,misinformation, science denial, responsible and transformative actions,’ has emerged, necessitating anupdate to the current framework. This paper seeks to address this research gap by critically reviewingand synthesizing the recent literature on scientifi c literacy. This research paper proposes a reconstructedscientifi c literacy framework for evaluating textbooks that align with science education's evolving needsand challenges by analyzing and incorporating the latest insights, also considering the latest PISA 2025framework. After careful analysis, considering the Cansiz & Cansiz ( 2019 ) framework as the base,descriptors of the aspect ‘Interaction of STSE’ have been reconceptualized, the aspect ‘Affective side ofscience’ has been reconceptualized as ‘Affective engagement with science,’ and the addition of a newaspect, ‘Environmental awareness and responsibility’ dedicated explicitly to environmental challengesand suitable actions, is suggested. The reconstructed framework will serve as a valuable resource foreducators, policymakers, and researchers to enhance the teaching and assessment of scientifi c literacyin educational settings. The fi ndings of this research have the potential to contribute to the ongoingdiscourse on scientifi c literacy and provide valuable guidance for future curriculum development andeducational practices.
The relationship between Parental Involvement and Students’ AESL at secondary schools
(Fortell, 2017) Choudhary, Sanjiv Kumar
The above statement highlights the role of parents in whether a child’s learning is formal or informal. Parental involvement is a prominent variable affecting children’s learning outcomes at all stages of learning, be it the child’s early education (Hara and Burke, 1998; Hill and Craft, 2003) or youth academic success (Fan and Chen, 2001; Jeynes, 2003/2007). Children and youth, both are perceived to be encouraged and motivated to perform better when their parents are involved in their homework or assignments given in their school. They start valuing their schooling and learning (Chowa et al, 2013). All these findings indicate the important role played by parental involvement in the educational achievements of their children. Parental factor is also one of the scales of “socio-educational model”. This reflects the important role of parents in their children’s performance. Involvement provides emotional support which may develop high motivation among learners. In one of the studies carried out by Wilder (2014), the findings indicated that there was a positive relationship between parental involvement and academic achievement, regardless of the definition of parental involvement or measure of achievement. In the same study, Wilder noticed that the impact of parental involvement on the student’s academic achievement was weakest if parental involvement was defined as homework assistance. The literature survey revealed that in developing countries, the overall impact of parental involvement on academic performance in the formative years is negligible (Chowa et al, 2013). Hence, in accordance with these findings, the present study will assess the relationship between parental involvement and students achievement in learning English as a Second Language (AESL) at the secondary school level in the Indian context.