APPENDICES
GOVERNMENT BRENNEN COLLEGE OF TEACHER EDUCATION THALASSERY, KANNUR - 670101 (Research Centre in Education, Kannur University) APPENDIX IA Website: gctetly.com Email: gctet@yahoo.co.in Supervising Teacher Dr. B.H. Helen Joy Principal, Govt. Brennen College of Teacher Education, Thalassery. Directions: 2010 OPINIONNAIRE (DRAFT) Investigator Minila K. George Lecturer, Providence College of Teacher Education, Calicut Given below are some statements related to opinion of teachers on the existing usage of e-learning in teaching. Please read carefully each of the statements and mark your response in one appropriate column that closely matches your opinion. If you strongly agree to the given statement, please encircle SA, if you agree, encircle A, if your answer is undecided, encircle U, if you disagree encircle DA and if strongly disagree encircle SD. Your personal data has to be entered in General Data section. This is used only for the present study and full confidentiality is ensured. GENERAL DATA Name : Gender : Male/Female Educational Qualification : Name of school/college : Type of School : Govt. / Aided / Unaided Locality of school/college : Rural/Urban Years of Experience : Subjects handled in school : Any qualification related to computers:
Sl. No. Statement Options 1. 2. 3. I feel that with e-learning students can learn from anywhere in the world. In India, e-learning is able to provide education according to learner s needs. Knowledge of word processors is needed for using e-learning materials. 4. PowerPoint presentations are a part of e-learning. 5. 6. 7. 8. 9. 10. 11. Laptop computers are not essential for using e- learning materials. Teachers should be capable of finding and correcting minor errors related to computers. To use e-learning materials, computer knowledge to prepare a CD is essential. I can import pictures drawn by myself using selftaught drawing packages. Through computers the images cannot be visualized and analyzed. Commercially available CDs are of great use in my classroom teaching. Computer-based methods do not perform better than traditional teaching methods, particularly for weaker students. 12. 13. 14. 15. IT training costs exceeds my budget and capacities. E-learning is very interesting and highly motivational leading to better retention of information. I do not think that easy computer availability and accessibility encourages e-learning. Personal resistance to computers is not a barrier in furthering e-learning at school.
Sl. No. Statement Options 16. 17. 18. 19. Animated learning materials need not be a part of every school. My school does not have adequate facilities for e- learning technology integration. I don t need e-learning skills to progress in this profession. E-learning has the potential to provide right information at the right time and places using the right medium. 20. 21. Computer multimedia can never totally replace classroom instruction. E-learning cannot be used in schools because of overcrowded classrooms. 22. Misconceptions in Physics cannot be overcome through the use of video and animation. 23. 24. 25. Availability of reliable electricity makes e-learning more effective. I would like to integrate e-learning into my teaching, but I don t have the time. Content represents the most basic structural element, without which there can be neither e-learning nor even education as such. 26. Utilizing computer technology in the classroom does not add diversity to the presentation context. 27. 28. 29. Our present teaching to a great extend is geared to the role of passing exam. Student learning time will increase when learning from the computer multimedia module. To integrate e-learning into my teaching, I need to have in school adequate technical support.
Sl. No. Statement Options 30. Students with low mental ability cannot keep pace with the teacher in a traditional classroom. 31. 32. Due to workload in school, I find it difficult to use e-learning technology in classroom teaching. Incorporation of animation, moving pictures and sound into lessons do not encourage student interaction with the subject matter. 33. Physics has to be taught to children in the context of a natural set up. 34. Simulations cannot significantly enhance the presentation of some topics and improve learning and retention. 35. 36. 37. To integrate e-learning into my teaching, I need my colleagues to support my efforts. E-learning does not have a potential to make Physics concepts more accessible. By providing proper instructional training and support, science teachers feel more enabled to teach a greater diversity of students. 38. The IT courses are oriented differently from what I expected. 39. E-learning does not enhance the learner s capacity to reflect upon. 40. Science educators are facing increasing demands as they are asked to teach more content, more effectively. 41. To integrate e-learning into my teaching, I need inservice training on ICT pedagogical skills. 42. I have not enough time to review multimedia materials and incorporate them into my lesson plans.
Sl. No. Statement Options 43. 44. 45. 46. In multimedia instruction, the communication with co-operation lacks. Traditional teaching methods reward memorization over conceptual thinking. Provision of technical support is not essential to make e-learning more effective. Technologies continually change and develop, yet the method of how children learn remains the same. 47. As e-learning technology is very interactive, students can acquire immediate answers and solutions to problems. 48. 49. E-learning enables me to collaborate and share tasks with my colleagues. It is worthwhile to see a lesson for a single time in computer than to hear the same lesson several times. 50. E-learning does not have a possibility of practising with suitable feedback and/evaluation to confirm progress. 51. 52. 53. 54. In my institution, there is no demarcation between teachers using computers and those not using computers. Technological complexity affects technology acceptance indirectly. I feel that students creating their own e-learning materials have significant merit. Educational films produced abroad do not match the local curriculum and are hard to understand due to different accents. 55. Video instruction provides visual and audio learning that can be paused and reversed for watching again.
Sl. No. Statement Options 56. E-learning courses assumes that students be selfmotivated, practical and oriented towards experience. 57. Concepts and principles in Physics are sometimes impossible to see and often difficult to comprehend. 58. What teachers need is a single system that blends texts, images, simulations, video, audio and other multimedia material into a single coherent environment. 59. Attitude towards computer use have a direct effect on pre-service teacher s technology acceptance. 60. 61. Computer based systems do not present the learner with flexible routes of learning. I feel there is no need to incorporate e-learning as an integral part in teacher education programs.
Sl. No. of the items (+ve or ve item) t value OPINIONNAIRE Item Analysis t value of the items in the opinionnaire Serial No. in the final draft Remarks Sl. No. of the items (+ve or ve item) t value APPENDIX I B Serial No. in the final draft Remarks +1 1.288 Rejected -32 5.889 20 Accepted +2 0.153 Rejected +33 0.391 Rejected +3 1.741 Rejected -34 1.952 21 Accepted +4 1.916 1 Accepted +35 4.468 22 Accepted +5 2.887 2 Accepted -36 4.721 23 Accepted +6 0.671 Rejected +37 3.847 24 Accepted +7 1.417 Rejected -38 2.243 25 Accepted +8 0.698 Rejected -39 2.238 26 Accepted -9 3.923 3 Accepted +40 0.324 Rejected +10 1.946 4 Accepted +41 2.443 27 Accepted -11 3.973 5 Accepted +42 2.442 28 Accepted -12 2.649 6 Accepted -43 3.116 29 Accepted +13 4.059 7 Accepted +44 0.143 Rejected -14 3.793 8 Accepted -45 4.949 30 Accepted -15 0.589 Rejected -46 2.538 31 Accepted -16 4.257 9 Accepted +47 1.956 32 Accepted -17 3.302 10 Accepted +48 3.627 33 Accepted -18 6.101 11 Accepted +49 2.778 34 Accepted +19 5.561 12 Accepted -50 3.287 35 Accepted -20 0.593 Rejected +51 0.401 Rejected -21 3.073 13 Accepted +52 0.754 Rejected -22 5.811 14 Accepted +53 4.995 36 Accepted +23 3.793 15 Accepted +54 0.755 Rejected +24 2.189 16 Accepted +55 1.648 Rejected -25 0.000 Rejected +56 2.101 37 Accepted -26 4.721 17 Accepted +57 0.141 Rejected +27 0.478 Rejected +58 1.822 38 Accepted -28 1.442 Rejected +59 1.299 Rejected +29 3.656 18 Accepted -60 3.325 39 Accepted +30 1.413 Rejected -61 4.259 40 Accepted +31 2.934 19 Accepted
APPENDIX I C GOVERNMENT BRENNEN COLLEGE OF TEACHER EDUCATION, THALASSERY, KANNUR - 670101 (Research Centre in Education, Kannur University) Website: gctetly.com Email: gctet@yahoo.co.in 2010 OPINIONNAIRE Supervising Teacher Dr. B.H. Helen Joy Principal, Govt. Brennen College of Teacher Education,Thalassery. Directions: (FINAL) Investigator Minila K. George Lecturer, Providence College of Teacher Education, Calicut Given below are some statements related to opinion of teachers on the existing usage of e-learning materials in teaching. Please read carefully each of the statements and mark your response in one appropriate column that closely matches your opinion. If you strongly agree to the given statement, please encircle SA, if you agree, encircle A, if your answer is undecided, encircle U, if you disagree encircle DA and if strongly disagree encircle SD. Your personal data has to be entered in General Data section. This is used only for the present study and full confidentiality is ensured. Name : GENERAL DATA Gender : Male/Female Educational Qualification : Name of school/college : Type of School : Govt. / Aided / Unaided Locality of school/college : Rural/Urban Years of Experience : Subjects handled in school : Any qualification related to computers :
Sl. No. Statement Options 1. PowerPoint presentations are a part of e-learning. 2. 3. Laptop computers are not essential for using e-learning materials. Through computers the images cannot be visualized and analyzed. 4. 5. Commercially available CDs are of great use in my classroom teaching. Computer-based methods do not perform better than traditional teaching methods, particularly for weaker students. 6. IT training costs exceeds my budget and capacities. 7. E-learning is very interesting and highly motivational leading to better retention of information. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. I do not think that easy computer availability and accessibility encourages e-learning. Animated learning materials need not be a part of every school. My school does not have adequate facilities for e- learning technology integration. I don t need e-learning skills to progress in this profession. E-learning has the potential to provide right information at the right time and places using the right medium. E-learning cannot be used in schools because of overcrowded classrooms. Misconceptions in Physics cannot be overcome through the use of video and animation. Availability of reliable electricity makes e-learning more effective. I would like to integrate e-learning into my teaching, but I don t have the time. Utilizing computer technology in the classroom does not add diversity to the presentation context.
Sl. No. Statement Options 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. To integrate e-learning into my teaching, I need to have in school adequate technical support. Due to workload in school, I find it difficult to use e- learning technology in classroom teaching. Incorporation of animation, moving pictures and sound into lessons do not encourage student interaction with the subject matter. Simulations cannot significantly enhance the presentation of some topics and improve learning and retention. To integrate e-learning into my teaching, I need my colleagues to support my efforts. E-learning does not have a potential to make Physics concepts more accessible. By providing proper instructional training and support, science teachers feel more enabled to teach a greater diversity of students. The IT courses are oriented differently from what I expected. E-learning does not enhance the learner s capacity to reflect upon. To integrate e-learning into my teaching, I need inservice training on ICT pedagogical skills. I have not enough time to review multimedia materials and incorporate them into my lesson plans. In multimedia instruction, the communication with cooperation lacks. Provision of technical support is not essential to make e-learning more effective. Technologies continually change and develop, yet the method of how children learn remains the same. As e-learning technology is very interactive, students can acquire immediate answers and solutions to problems. E-learning enables me to collaborate and share tasks with my colleagues.
Sl. No. Statement Options 34. It is worthwhile to see a lesson for a single time in computer than to hear the same lesson several times. 35. E-learning do not have a possibility of practising with suitable feedback and/evaluation to confirm progress. 36. I feel that students creating their own e-learning materials have significant merit. 37. E-learning courses assumes that students be selfmotivated, practical and oriented towards experience. 38. What teachers need is a single system that blends texts, images, simulations, video, audio and other multimedia material into a single coherent environment. 39. 40. Computer based systems do not present the learner with flexible routes of learning. I feel there is no need to incorporate e-learning as an integral part in teacher education programs.
APPENDIX II A GOVERNMENT BRENNEN COLLEGE OF TEACHER EDUCATION THALASSERY, KANNUR - 670101 (Research Centre in Education, Kannur University) Website: gctetly.com Email: gctet@yahoo.co.in 2010 (Multimedia Package Evaluation Scale) (DRAFT) Supervising Teacher Investigator Dr. B.H. Helen Joy Minila K. George Principal, Govt. Brennen Lecturer, Providence College of Teacher College of Teacher Education, Thalassery. Education, Calicut Directions: This is a rating scale for obtaining your opinion on the educational CDs based on the topic Force and Motion for standard VIII. Please indicate what you think about this package after viewing it by ticking ONE box to identify the statement that closely matches your opinion. The opinionnaire uses a scale of 1 to 5 to measure the expert s opinion on this package. If you strongly agree to the given statement, please tick SA, if you agree, tick A, if your answer is undecided, tick U, if you disagree, tick DA and if you strongly disagree, tick SD. Your personal data has to be entered in General Data section. This is used only for the present study and full confidentiality is ensured. Name : GENERAL DATA Gender : Male/Female Educational Qualification : Name of school/college : Type of School : Govt. / Aided / Unaided Locality of school/college : Rural/Urban Years of Experience : Subjects handled in school : Any qualification related to computers:
Sl. No. Statement Options 1. The package supports academic expectations. 2. The package adapts to various learning abilities. 3. 4. The package provides accurate and correct information. The package successfully integrates technology and instruction. 5. 6. 7. 8. The package increases student s understanding of the topic Force. The package fails to effectively organize learning materials. The on-screen instructions in the lesson are not easy to follow. The package contains SAQs (self-assessment questions ) 9. The textual material in the package is accurate. 10. The graphics are clear and relevant to the subject matter. 11. The sounds are easy to hear and understand. 12. The package is not adaptable to individual needs. 13. The objectives of the lesson are unclear. 14. The textual material in the package is not easy to read. 15. The lesson activities help students learn the concerned facts. 16. The activities in this lesson give enough practice and feedback.
Sl. No. 17. Statement The questions included in the package were accurate and fair. Options 18. The lesson shown in the package is not difficult at all. 19. The information contained in this lesson is accurate. 20. 21. The theories, principles and procedures are explained well. The content is broken down into units that are small enough to be readily learned. 22. Long, complex sentences are avoided. 23. 24. The audio narration in the package is clear and easily heard. The various media used does not complement each other. 25. Graphics and other visual elements are functional. 26. This lesson cannot be learned without the help of the computer. 27. The lesson is not easy to use. 28. 29. To learn through the package, the student does not need a teacher s help. The student can learn on his/her own with this package. 30. This package caters to individual differences. 31. There is no novelty in this type of learning. 32. Examples and problems shown are those from the real world. 33. Graphics and other visual elements are attractive.
Sl. No. 34. 35. Statement The examples and illustrations help the student learn better. The lesson helps to solve and apply to problems relating to the lesson. Options 36. The user cannot easily perform the required tasks. 37. 38. Some technical knowledge is needed to operate the multimedia lesson. The IT lesson includes tests, which helps the students learn. 39. Students can increase their computer skills as part of the process of learning with this package. 40. 41. 42. 43. 44. The combination of quarter screen pictures with text was appropriate. The amount of text presented on each screen was not appropriate. The ability to expand the quarter screen images to full screen size is helpful. There is difficulty in returning from the expanded image to the working screen. If study materials are generally available in this format I would prefer to incorporate it into my teaching. 45. Navigation within the program is not easy. 46. 47. 48. Clicking icons was a difficult way to move from screen to screen. Users can easily jump through several connected previous screens if confusion arises. The content is not arranged in a simple hierarchical structure. 49. The content is at the right level of difficulty.
Sl. No. Statement Options 50. The package is not flexible. 51. 52. 53. Teaching from this package is more interesting than teaching the same material from a text-book. This package encourages students to adopt a deep rather than surface approach to learning. The package is enjoyable and students are motivated to learn. 54. Students can be engaged in a variety of activities and sensory experiences related to the learning tasks. 55. The content is well-structured rather than piece-meal. 56. These types of packages help improve the quality of science. 57. Through such packages students can explore a variety of cognitive paths to achieve high-quality learning. 58. 59. 60. Reading off the screen is a passive and tiresome activity which will not be liked by students. Formative evaluation in the package involving students was not an essential part of the development process. If, possible I would recommend that this lesson be used in my classroom to teach the subject lessons.
APPENDIX II B t value of the items in the Multimedia Package Evaluation Scale (MPES) (Opinion of teachers towards MMP) Sl. No. of the items (+ve or ve item) t value Serial No. in the final draft Remarks +1 2.500 1 Accepted +2 2.535 2 Accepted +3 3.536 3 Accepted +4 2.535 4 Accepted +5 2.121 5 Accepted -6 1.826 6 Accepted -7 3.578 7 Accepted +8 2.132 8 Accepted +9 0.000 Rejected +10 1.768 9 Accepted +11 1.979 10 Accepted -12 3.536 11 Accepted -13 1.768 12 Accepted -14 2.095 13 Accepted +15 1.943 14 Accepted +16 0.000 Rejected +17 0.000 Rejected +18 1.942 15 Accepted +19 2.309 16 Accepted +20 1.800 17 Accepted +21 1.842 18 Accepted +22 2.887 19 Accepted +23 0.535 Rejected -24 1.934 20 Accepted +25 1.865 21 Accepted -26 3.779 22 Accepted -27 2.236 23 Accepted +28 0.000 Rejected +29 2.566 Rejected +30 1.894 24 Accepted -31 2.633 25 Accepted +32 3.536 26 Accepted
Sl. No. of the items (+ve or ve item) t value Serial No. in the final draft Remarks +33 0.233 Rejected +34 1.894 27 Accepted +35 0.447 Rejected -36 1.872 28 Accepted -37 0.353 Rejected +38 2.633 29 Accepted +39 0.447 Rejected +40 2.132 30 Accepted -41 2.138 31 Accepted +42 0.000 Rejected -43 0.316 Rejected +44 0.535 Rejected -45 1.885 32 Accepted -46 1.802 33 Accepted +47 1.865 34 Accepted -48 1.781 35 Accepted +49 0.250 Rejected -50 3.299 36 Accepted +51 1.814 37 Accepted +52 6.000 38 Accepted +53 6.000 39 Accepted +54 2.138 40 Accepted +55 2.887 41 Accepted +56 5.716 42 Accepted +57 4.427 43 Accepted -58 0.408 Rejected -59 2.132 44 Accepted +60 2.887 45 Accepted
GOVERNMENT BRENNEN COLLEGE OF TEACHER EDUCATION, THALASSERY, KANNUR-670101 Appendices APPENDIX II C Website: gctetly.com Email: gctetly@yahoo.co.ins 2010 MULTIMEDIA PACKAGE EVALUATION SCALE (MPES) (FINAL) Supervising Teacher Investigator Dr. B.H. Helen Joy Minila K. George Principal, Govt. Brennen Lecturer, Providence College of Teacher College of Teacher Education, Thalassery. Education, Calicut Directions: This is a rating scale for obtaining your opinion on the educational CDs based on the topic Force and Motion for standard VIII. Please indicate what you think about this package after viewing it by ticking ONE box to identify the statement that closely matches your opinion. The opinionnaire uses a scale of 1 to 5 to measure the expert s opinion on this package. If you strongly agree to the given statement, please encircle SA, if you agree, encircle A, if your answer is undecided, encircle U, if you disagree encircle DA and if strongly disagree encircle SD. Sl. No. Statement Options 1. The package supports academic expectations. 2. The package adapts to various learning abilities. 3. 4. 5. 6. 7. The package provides accurate and correct information. The package successfully integrates technology and instruction. The package increases student s understanding of the topic Force. The package fails to effectively organize learning materials. The on-screen instructions in the lesson are not easy to follow. 8. The package contains SAQs (self-assessment questions )
Sl. No. Statement Options Appendices 9. The graphics are clear and relevant to the subject matter. 10. The sounds are easy to hear and understand. 11. The package is not adaptable to individual needs. 12. The objectives of the lesson are unclear. 13. The textual material in the package is not easy to read. 14. The lesson activities help students learn the concerned facts. 15. The lesson shown in the package is not difficult at all. 16. The information contained in this lesson is accurate. 17. 18. The theories, principles and procedures are explained well. The content is broken down into units that are small enough to be readily learned. 19. Long, complex sentences are avoided. 20. The various media used does not complement each other. 21. Graphics and other visual elements are functional. 22. This lesson cannot be learned without the help of the computer. 23. The lesson is not easy to use. 24. This package caters to individual differences. 25. There is no novelty in this type of learning. 26. 27. Examples and problems shown are those from the real world. The examples and illustrations helps the student learn better. 28. The user cannot easily perform the required tasks. 29. The IT lesson includes tests, which helps the students learn.
Sl. No. 30. 31. Statement The combination of quarter screen pictures with text was appropriate. The amount of text presented on each screen was not appropriate. Options Appendices 32. Navigation within the program is not easy. 33. 34. 35. Clicking icons was a difficult way to move from screen to screen. Users can easily jump through several connected previous screens if confusion arises. The content is not arranged in a simple hierarchical structure. 36. The package is not flexible. 37. 38. 39. 40. Teaching from this package is more interesting than teaching the same material from a text-book. This package encourages students to adopt a deep rather than surface approach to learning. The package is enjoyable and students are motivated to learn. Students can be engaged in a variety of activities and sensory experiences related to the learning tasks. 41. The content is well-structured rather than piece-meal. 42. 43. 44. 45. These types of packages help improve the quality of science. Through such packages students can explore a variety of cognitive paths to achieve high-quality learning. Formative evaluation in the package involving students was not an essential part of the development process. If, possible I would recommend that this lesson be used in my classroom to teach the subject lessons.
Appendices GOVERNMENT BRENNEN COLLEGE OF TEACHER EDUCATION THALASSERY, KANNUR - 670101 APPENDIX III A (Research Centre in Education, Kannur University) Website: gctetly.com Email: gctet@yahoo.co.in 2010 PERCEPTION SCALE (Multimedia Package Perception Scale of Students) (DRAFT) Supervising Teacher Dr. B.H. Helen Joy Principal, Govt. Brennen College of Teacher Education,Thalassery. Investigator Minila K. George Lecturer, Providence College of Teacher Education, Calicut This is a rating scale for obtaining your perception on the educational CDs you have viewed based on the topic Force and Motion for standard VIII. Please indicate what you think about this package after viewing it by ticking ONE box to identify the statement that closely matches your perception. The perception scale uses a scale of 1 to 5 to measure your opinion on this package/cd. If you strongly agree to the given statement, please tick SA, if you agree, tick A, if your answer is undecided, tick U, if you disagree, tick DA and if you strongly disagree, tick SD. Your personal data has to be entered in General Data selection. This is used only for the present study and full confidentiality is ensured. GENERAL DATA Name : Gender : Male/Female Educational Qualification : Name of school/college : Type of School : Govt. / Aided / Unaided Locality of school/college : Rural/Urban Sl. No. Statement Options 1. The subject in the package is already covered through face-to-face teaching.
Sl. No. 2. 3. 4. Statement I would prefer to learn the computer than a traditional class. After going through the lesson, I feel I have learned more than I knew before. Some technical knowledge is needed to operate the multimedia lesson. Options Appendices 5. I already know the subject being taught. 6. I could not have learned this lesson without the use of the computer. 7. I would like to learn more in this way. 8. I can learn on my own with such a package. 9. 10. 11. 12. 13. 14. The package has encouraged me to spend more time on my studies. The packages supplies extra subject-related information. The animations included in the package helps me to learn. I would prefer to learn from a computer than read a textbook. The package was not an effective way to teach the concept of Physics. The packages did not increase my understanding on the concept of physics. 15. I can learn at my own pace with this package. 16. 17. 18. I could learn faster using this package than attending a lecture class. The on-screen instructions in the lesson are not easy to follow. The package contains SAQs (self-assessment questions). 19. The graphics are clear and relevant to the subject matter. 20. The sounds are easy to hear and understand. 21. The objectives of the lesson are unclear.
Sl. No. 22. 23. Statement The textual material in the package is not easy to read. The activities in this lesson give enough practice and feedback. Options Appendices 24. The lesson shown in the package is not difficult at all. 25. The content is broken down into units that are small enough to be readily learned. 26. Long, complex sentences are avoided. 27. 28. The audio narration in the package is clear and easily heard. This lesson cannot be learned without the help of the computer. 29. The lesson is not easy to use. 30. 31. 32. To learn through the package, the student does not need a teacher s help. Examples and problems shown are those from the real world. The examples and illustrations help the student learn better. 33. The user cannot easily perform the required tasks. 34. The IT lesson includes tests, which helps the students learn. 35. Students can increase their computer skills as part of the process of learning with this package. 36. 37. The amount of text presented on each screen was not appropriate. The package is enjoyable and students are motivated to learn.
Sl. No. 38. Statement The package helps me in revising the content learned. Options Appendices 39. I use Web-resources to supplement traditional classroom instruction. 40. There is novelty in this way of learning. 41. Multimedia packages should be used by teachers to supplement the traditional classroom instruction.
Perception Scale Item Analysis t value of the items in the Perception Scale of Students Appendices APPENDIX III B Sl. No. of the items Serial No. in the t value ( +ve or ve item) final draft Remarks -1 3.791 1 Accepted +2 2.828 2 Accepted +3 6.170 3 Accepted -4 3.073 4 Accepted -5 2.749 5 Accepted +6 3.151 6 Accepted +7 5.085 7 Accepted +8 10.795 8 Accepted +9 8.482 9 Accepted +10 9.304 10 Accepted +11 6.458 11 Accepted +12 2.951 12 Accepted -13 8.558 13 Accepted -14 6.971 14 Accepted +15 10.435 15 Accepted +16 7.329 16 Accepted -17 9.251 17 Accepted +18 6.159 18 Accepted +19 8.601 19 Accepted +20 8.858 20 Accepted -21 10.213 21 Accepted -22 8.893 22 Accepted +23 9.997 23 Accepted +24 10.491 24 Accepted +25 5.374 25 Accepted +26 7.382 26 Accepted +27 12.158 27 Accepted -28 7.456 28 Accepted -29 8.934 29 Accepted +30 3.497 30 Accepted +31 5.599 31 Accepted +32 7.468 32 Accepted -33 1.267 Rejected +34 8.091 33 Accepted +35 8.236 34 Accepted -36 11.891 35 Accepted +37 6.573 36 Accepted +38 8.629 37 Accepted +39 4.625 38 Accepted +40 7.303 39 Accepted +41 7.071 40 Accepted GOVERNMENT BRENNEN COLLEGE OF TEACHER EDUCATION APPENDIX III C
THALASSERY, KANNUR-670101 Appendices 2010 PERCEPTION SCALE (FINAL) Supervising Teacher Dr. B.H. Helen Joy Principal, Govt. Brennen College of Teacher Education,Thalassery. Investigator Minila K. George Lecturer, Providence College of Teacher Education, Calicut This is a rating scale for obtaining your perception on the educational CDs you have viewed based on the topic Force and Motion for standard VIII. Please indicate what you think about this package after viewing it by ticking ONE box to identify the statement that closely matches your perception. The perception scale uses a scale of 1 to 5 to measure your perception on this package/cd. If you strongly agree to the given statement, please tick SA, if you agree, tick A, if your answer is undecided, tick U, if you disagree, tick DA and if you strongly disagree, tick SD. Your personal data has to be entered in General Data selection. This is used only for the present study and full confidentiality is ensured. Name : Age : Gender Name of school : Class of study : Type of school Locality of school : Male/Female GENERAL DATA : Govt. / Aided / Unaided : Rural/Urban
Sl. No. 1. 2. 3. 4. Statement The subject in the package is already covered through face-to-face teaching. I would prefer to learn from the computer than a traditional class. After going through the lesson, I feel I have learned more than I knew before. Some technical knowledge is needed to operate the multimedia lesson. Options Appendices 5. I already know the subject being taught. 6. I could not have learned this lesson without the use of the computer. 7. I would like to learn more in this way. 8. I can learn on my own with such a package. 9. The package has encouraged me to spend more time on my studies. 10. The packages supplies extra subject-related information. 11. 12. 13. The animations included in the package helps me to learn. I would prefer to learn from a computer than read a textbook. The package was not an effective way to teach the concept of Physics. 14. The packages did not increase my understanding on the concept of physics. 15. I can learn at my own pace with this package. 16. I could learn faster using this package than attending a lecture class. 17. The on-screen instructions in the lesson are not easy to follow. 18. The package contains SAQs (self-assessment questions). 19. The graphics are clear and relevant to the subject matter. 20. The sounds are easy to hear and understand. 21. The objectives of the lesson are unclear. 22. The textual material in the package is not easy to read. 23. The activities in this lesson give enough practice and feedback.
Sl. No. Statement Options Appendices 24. The lesson shown in the package is not difficult at all. 25. The content is broken down into units that are small enough to be readily learned. 26. Long, complex sentences are avoided. 27. 28. The audio narration in the package is clear and easily heard. This lesson cannot be learned without the help of the computer. 29. The lesson is not easy to use. 30. 31. 32. 33. 34. 35. 36. To learn through the package, the student does not need a teacher s help. Examples and problems shown are those from the real world. The examples and illustrations help the student learn better. The IT lesson includes tests, which helps the students learn. Students can increase their computer skills as part of the process of learning with this package/cd. The amount of text presented on each screen was not appropriate. The package is enjoyable and students are motivated to learn. 37. The package helps me in revising the content learned. 38. I use Web-resources to supplement traditional classroom instruction. 39. There is novelty in this way of learning. 40. Multimedia packages should be used by teachers to supplement the traditional classroom instruction.
Appendices APPENDIX IV A LIST OF EXPERTS 1. Dr. P. Kelu, Former Dean & Head of Department of Education, University of Calicut. 2. Dr. Usha P., Professor, Department of Education, University of Calicut. 3. Dr. K.P. Suresh, Associate Professor, School of Pedagogical Sciences, Mahatma Gandhi University. 4. Dr. K.P. Meera, Associate Professor, Department of Education, University of Calicut. 5. Bindu T. V., Associate Professor, Physical Science, Govt. Brennen College of Teacher Education, Thalassery. 6. Valerine., HSA- Physical Science, Providence Higher Secondary School, Calicut. 7. Jabir, K., HSA- Maths, Govt. H.S.S., Adur, Kasargode. 8. Dr. R. Krishnakumari, HOD, M.Ed. Department, GCTE, Calicut. 9. Dr. K. Indira, Reader, M.Ed. Department, GCTE, Calicut. 10. Sunil Jose, HSA Physical Science (SRG Member), St. Joseph's Boys HSS, Calicut. 11. Jojomon Jose, HSA Physical Science, St. Joseph's Boys HSS, Calicut. 12. Ragenth Nedungadi, Sr. Graphic designer at Comm-IT, Bangalore. 13. Nilesh Gupte, IT Consultant, InSoft Consulting Inc., NewYork. 14. Rajesh, K.P., Senior Manager(IT), CBS, Calicut. 15. Arun George, IT Consultant, Infosys, California. 16. Amit Benjamin, Multimedia Consultant, Brisbane, Australia. 17. Baby Raman, Consultant, TeleCommunications Systems, Baltimore, Maryland, U.S. 18. Sriram. D., Site Director, DELL India Ltd., Bangalore. APPENDIX IV B Experts Evaluation Matrix on the Developed Package
Appendices Dimension Learnability Efficiency Flexibility User Satisfaction Attractiveness Strongly Agree Agree Undecided Disagree Strongly Disagree
Appendices Process Skill Test in Physics APPENDIX V A STD: VIII (DRAFT) Max. Marks: 70 Time: 90 mins Instructions: This test is conducted to know your performance in Physics. Mark your answers in the appropriate boxes in the response sheet provided to you. Use a tick mark to indicate your response. 1. A man jumps out from a running bus, falls when tries to stand. Here the problem is a) whether the bus hits the man b) whether the man is having an inertia of rest c) whether the man is having an inertia of motion d) whether somebody pulls him down 2. When two persons of equal strength pull a table in opposite directions, the table does not have any displacement. Here the problem is ---- a) whether the persons do not actually pull the table b) whether the force applied on the table is a balanced force c) whether there is another equal force which balances the person s force d) whether a gravitational force acts on the table 3. When we compress an empty water bottle, its shape changes. Here the problem is ---- a) The bottle is affected by a non-contact force b) the bottle is affected by a contact force c) The bottle is affected by a balanced force d) The bottle is affected by an unbalanced force 4. In a tug of war game both the teams cannot displace the rope from its initial position. Here the problem is --- a) A balanced force is acting on the rope b) An unbalanced force is acting on the bar c) A gravitational force is acting on the bar d) A non-contact force is acting on the bar 5. When a motor car makes a sharp turn at a high speed, we tend to get thrown to one side. Here the problem is: a) we tend to continue in our straight line motion b) an unbalanced force is applied by the engine of the motor car and changes the direction of motion of the motor car c) we slip to one side of the seat due to the inertia of our body d) all of these
Appendices 6. When a car and a van travels in the same route, the car travels a distance of 120km in 2 hrs while the van travels 150km in 3hrs. Here the problem is --- a) Whether the car reach the destination before the van b) Whether the van take more time than car to reach the destination c) To what degree the distance travelled by the car influences the speed when compared to the distance travelled by the van. d) How can we find out which one of them has greater speed. 7. The diagram represents the distance covered by a man at different intervals of time. Here the problem is.. 10s A 0 m B 4 m C 8 m D 12m m E 16 m F 20 m 0 s 2 s 4 s 6 s 8 s 10 s 20m a) Whether the man travels in a uniform speed in all time intervals. b) To what degree the distance travelled by the man in 1s influences the speed of the man. c) How we can calculate the speed of the man in each time interval. d) How can we find the unit of speed in each time interval. 8. The diagram represents the two ways travelled by Ramu to reach the point C from the point A. Here the problem is: A
B C D Appendices 5 m 10m a) Whether a change in position has occurred for Ramu in the two ways. b) Whether Ramu has a definite direction in the two ways. c) Whether the speed of Ramu is same in both the ways. d) Whether ramu has a displacement in the two ways.(r) 9. The diagram represents the motion of a car along a straight path of 500m. 0m 100m 200m 300m 400m 500m 0s 10s 20s 30s 40s 50s Here the problem is: a) How we can calculate the displacement of the car in 1s. b) How we can derive a formula to calculate the velocity of the car. c) Whether the speed and displacement of the car is the same. d) Whether the car travels in uniform velocity in each time interval. 10. The diagram shows the path travelled by Ram in a bicycle. The velocity at each stage is also given in the figure. Here the problem is: 5 m/s 5 m/s 5 m/s 5 m/s B C A D
Appendices a) Whether Ramu has any acceleration in this path? b) Whether Ramu travels with uniform velocity? c) Whether Ramu has any displacement? d) Whether Ramu has any change in direction in this path? 11. A bicycle moves along a plane surface. Here the problem is: a) Whether the frictional force influences the movement of the cycle. b) Whether the applied force and frictional force are equal. c) To what degree the gravitational force influences the movement of the cycle. d) Whether an unbalanced force acts on the bicycle.
Appendices 12. When a motor car makes a sharp turn at a high speed, we tend to get thrown to one side. Here the problem is: a) we tend to continue in our straight line motion b) an unbalanced force is applied by the engine of the motor car and changes the direction of motion of the motor car c) we slip to one side of the seat due to the inertia of our body d) all of these 13. Carrom coins move faster on carom board when dusted with talcum powder? What can be the reason for this? a) friction decreases when talcum powder is sprinkled on the carom board. b) friction increases when talcum powder is sprinkled on the carom board. c) there is no change in friction d) speed decreases 14. Parts of machines are regularly oiled and geared? What can be the reason for this? a) to reduce friction b) to increase friction c) area of contact is more d) more irregularities are there 15. Drawing pins are sharp at one end and broad at the other end? What can be the reason. a) area of contact is less b) force is less c) area of contact is more d) pressure is less 16. The size of bubble increases as it rises towards the surface. What can be the reason forth? a) to decrease the pressure applied by the water on them b) to increase the pressure applied by the water on them c) to increase the force applied d) to decrease the area of contact between the surface 17. A rider on horse falls back when the horse starts running all of a sudden. The most probable reason for this is: a) rider is taken back b) rider is suddenly afraid of falling c) inertia of rest keeps the upper part of body at rest while lower part of the body moves forward with the horse d) none of the above 18. When we throw a ball upward, it comes back to our hands. What is the most suitable reason for this. a) gravitational force of earth b) internal force of earth c) External force on earth d) Revolution of earth
Appendices 19. An athelete runs a small distance before high jump. Suggest the suitable reason for this. 5 m/s 5 m/s 5 m/s 5 m/s B C A D a) in order to utilize the inertia of rest gained through running b) in order to utilize the inertia of motion gained through running c) in order to increase the confidence through running d) in order to stimulate the muscles through running 20. The path of Ravi is depicted in the given picture. Ravi has acceleration even though he is travelling with same velocity. Suggest reason for this. a) Ravi changes his velocity at each point b) Ravi has a change in direction c) Ravi travels with same velocity d) Ravi travels through a cyclic path 21. A man inside an auto cannot displace that auto sitting inside it, where as a man outside the auto can push it and displace it. Suggest the reason. a) It is the external force that displaced the auto. b) It is the internal force that displaced the auto. c) It is the gravitational force that displaced the auto. d) It is the centripetal force that displaced the auto. 22. If an elephant chases you in the forest, the guide advice you to follow zig-zag path. The reason can be
a) Elephant has higher mass, so lower inertia b) Elephant has higher mass, so higher inertia c) Elephant can look only sideways d) Man can run faster when following a zig-zag path Appendices 23. We put oil or grease to the moving engine parts. The reason may be a) Oil may form a thin layer between moving engine parts and reduce friction b) Oil may form a thin layer between moving engine parts and increase friction c) Oil may increase direct contact of moving parts d) Oil may increase the power required for working 24. A cricketer runs some distance before throwing the ball. Which of the factors given below influences this technique: a) Speed c) Inertia of motion b) Inertia of rest d) Mass 25. Anita observed that the dust particles are detached from a carpet when it is beaten with a stick. Which of the factors given below influences this technique? a) Inertia of motion c) Force b) Mass d) Inertia of rest 26. A car travels with a uniform velocity. Which of the following factors influence its change from uniform to non- uniform velocity? i) Changing the magnitude ii) Changing the direction while keeping the magnitude constant iii) Changing both magnitude and direction iv) Changing the time a) 1,2,3 b) 2,3,4 c)1,2,4 d) 1,3,4 27. A train coming towards the railway station has retardation. Which of the following factors given below influences the retardation of the train? i) Decreasing velocity of the train ii) Mass of the train iii) Time taken by the train iv) length of the train a) 1,2 b) 1,3 c) 1,4 d) 2,3 28. A car is travelling with uniform speed. Which of the following factors can affect the uniform speed of the car? i) distance travelled by the car ii) time taken by the car iii) mass of the car iv) shape of the car
Appendices a) 1,2 b) 1.3 c) 1,4 d) 2,4 29. A group of students decided to study the speed limit of the vehicles. Which of the following factor should be fixed during the study. a) speed b) velocity c) distance d) time 30. Which of the following factors given below can be overlooked in a study of inertia of a body. a) Mass b) force c) velocity d) speed 31. Some pupils were studying about force. After their studies, which of these characteristics of force would have been listed by pupils? 1) It causes change in shape 2) It causes change in mass 3) it causes change in direction 4) it causes change in volume a) 1,2 b)2,3 c)1,3 d)2,4 32. Which of the following statements contain a reference to displacement? 1. The town is a 5 mile drive along the winding country road 2. The town sits at an altitude of 950m 3. The town is 10miles north, as the crow flies a) 1. only b) 3. only c) 1. and 3. only d) 2. and 3. only 33. In which of the following examples is a net force of zero acting on the object in question? I. A car drives along a circular race track at a constant speed. II. A person pushes on a door to hold it shut. III. A ball, rolling across a grassy field, slowly comes to a stop. a) I only b) II only c) III only d) I and II only
Appendices 34. Inertia of objects are different for different masses. Which of the following is a suitable experiment to prove this? a) Try to move a heavier object and a lighter object with same force and observe the result b) Try to move two heavier objects with different forces and observe the result c) Try to move two lighter objects with different forces and observe the result d) Try to move a heavier object and a lighter object with different forces and observe the result 35. Momentum of moving objects increases with velocity. Which of the following is suitable situation to prove this? a) Observe the motion of different masses with same velocity b) Observe the motion of different masses with different velocity c) Observe the motion of same masses with same velocity d) Observe the motion of same masses different velocity 36. When an elephant runs after you, run by changing direction is the better method to escape. From this it can be inferred that: a) when mass increases inertia decreases b) when mass decreases inertia increases c) when mass increases the easiness to run decreases d) when mass increases inertia increases 37. When we compress a balloon with hands, its shape changes. From this it can be inferred that: a) it is the internal force that made the change in shape. b) it is the expansion of air that made the change in shape. c) it is the external force that made the change in shape. d) it is the mass of the hand that made the change in shape. 38. Trying to lift a chair by sitting on it is a useless task, whereas we can easily lift it by standing on the floor. From this it can be inferred that: a) An external force cannot replace a body where as an internal force can. b) An internal force cannot replace a body where as an external force can. c) Both the internal and external force can replace the body d) Neither the internal force nor the external force can replace the body.
Appendices Questions 39 and 40 are based on the situation given below. The distance covered by a bus increases in every equal intervals when it goes through the points A, B, C, D and E, F. 39. In which table do you find these data arranged in such a way that the inference can be most clearly drawn. a) Distance travelled (m) Time (s) Speed (m/s) A to B 2m 2s 1m/s B to C 4m 2s 2m/s C to D 6m 2s 3m/s D to E 8m 2s 4m/s E to F 10m 2s 5m/s b) Distance travelled (m) Time (s) Speed (m/s) A to B 2m 2s 1m/s B to C 4m 4s 1m/s C to D 6m 6s 1m/s D to E 8m 8s 1m/s E to F 10m 10s 1m/s c) Distance travelled (m) Time (s) Speed (m/s) A to B 2m 2s 1m/s B to C 6m 2s 3m/s C to D 10m 2s 5m/s D to E 8m 2s 4m/s E to F 4m 2s 2m/s d) Distance travelled (m) Time (s) Speed (m/s) A to B 2m 2s 1m/s B to C 2m 2s 1m/s C to D 6m 2s 3m/s D to E 10m 2s 5m/s E to F 10m 2s 5m/s 40. From the data collected above what inference can be drawn. a) The bus travels in uniform speed. b) The bus travels in non-uniform speed. c) The bus travels in uniform acceleration. d) The bus travels in uniform velocity. 41. Aeroplanes are constructed with a particular shape. The inference which can be drawn from this is: a) This shape increases air friction b) This shape decreases air friction c) This shape can control buoyancy d) This shape can reduce gravitational attraction 42. An object is moving with a uniform velocity. From this it can be inferred that: a) the forces acting on the object are balanced
b) there is no external force on it c) both of a) and b) d) either a) or b) Appendices 43. Ramu noticed a board 35kmph at the back side of the bus. From this it can be inferred that: a) the bus has to travel 35km b) the bus has to travel 35 hours c) 35kmph is the traffic code of the bus d) the speed of the bus should be 35km in one hour 44. Students in a science class were observing the distance covered by Hari at different intervals of time. They observed that, speed of Hari at each time interval is 2m/s. From this it can be inferred that: a) Hari is in uniform speed b) Hari is in non-uniform speed c) Hari is in motion d) Hari is at rest 45. The science teacher said that displacement is a vector quantity. From this it can be inferred that: a) displacement requires only magnitude b) displacement requires only direction c) displacement requires both magnitude and direction d) displacement requires time taken 46. When a person gets down from a moving bus, he stops only after running some distance in the direction of the bus. From this it can be inferred that: a) he is trying to utilize the inertia of motion b) he is trying to utilize the inertia of rest c) he is trying to stimulate his muscles d) he is trying to stop the bus