Department of Humanities and Social Sciences

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    Teachers' Perceptions about the Existing CBSE Secondary Grade English Syllabus and the Need for Inclusion of Multimodality
    (Horizon Research Publishing, 2020) Lata, Pushp
    The advancements in communication and information technology have necessitated changing the traditional ways of teaching and learning. Educators have etched the space and scope to integrate multimedia and technology for better learning outcomes. Like other subjects, teachers and syllabus designers of English subject have also made an effort to integrate multimedia and technology into the English syllabi through retention of the best of the ongoing practices in ELT and by further improvising it to cater to the changing teaching-learning needs. The present study aims to understand the teachers' views regarding the efficacy of the existing syllabus of English for secondary grade prescribed by Central Board of Secondary Education (CBSE), New Delhi. The study also aims to determine whether the teachers feel the need of inclusion of Multimodality in the syllabus to improve its quality and delivery in the classroom. Sample for this study (n = 176) was drawn from the teachers teaching in various secondary schools affiliated to the CBSE. For this purpose, a questionnaire based on ‘5 point Likert scale' was used as an instrument to collect responses from the teachers. The responses were quantitatively analyzed. Correlation among the parameters was validated to test the relationship among them. The study establishes a strong relationship among the different parameters of syllabus and further verifies that the teachers feel that there is a need for further improvement in the syllabus in all the parameters of syllabus design. The study recommends the integration of Multimodality in the syllabus for improving its effectiveness. Such integration will make the comprehension easier and more interesting. It will also add to the curiosity of the students.
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    Exploring the Parameters of Syllabus through Teachers’ Perception
    (SSRN, 2022-02) Lata, Pushp
    The definition of syllabus has confused various thinkers and theorists for a long time. There are basically two main schools of thought providing the definition. In the first place, syllabus is considered as a part of the curriculum which deals with the course material and its sequencing only; on the other hand, syllabus is defined in a broad manner encapsulating areas like method, evaluation, time and objectives. The present study attempts to analyse teachers’ perception regarding their understanding of the different parameters of syllabus design after performing an Exploratory Factor Analysis (EFA). A questionnaire comprising 21 statements on the different parameters of syllabus, was administered to the teachers teaching secondary grade with a view to understand the teachers’ perception about the different aspects of syllabus. The EFA results reflect that teachers perceive that syllabus consists of four parameters. The study helps in understanding how teachers perceive the different aspects of syllabus.